2010-2015 Strategic Plan College of Liberal Arts and Sciences I. EXECUTIVE SUMMARY 1-2 pages A. Mission and goals:
Vision Statement The College of Liberal Arts and Sciences strives to be a vibrant and diverse community of teachers and learners, who embrace the missions of undergraduate liberal education, graduate education in traditional and emerging areas of knowledge, research/creative activity, and professional engagement. CLAS faculty are intellectual leaders who are passionate about their teaching and scholarship, and who model ethical and engaged citizenship (broadly construed) for their students. The College community aspires to be proactive in its engagement with local, national, and global communities: it will observe the environment, identify underlying issues, and transform the world through creative and innovative solutions. Mission The College of Liberal Arts and Sciences, cognizant of its history as the foundational college at the University of North Carolina at Charlotte, North Carolina’s urban research university, advances the discovery, dissemination, and application of knowledge in the traditional areas of liberal arts and sciences and in emerging areas of study. Aspirations Looking forward to 2015, the College of Liberal Arts and Sciences aspires: • • •
•
to continue to adjust the College infrastructure, specifically the office of sponsored programs, the dean’s office, and the IT support program to better develop all College initiatives;
•
to advance diversity initiatives within all aspects of the College, as an intrinsic foundation of our intellectual and ethical lives; to provide professional development opportunities for College students, faculty, and staff.
•
B. Summary of process used to develop unit goals:
to improve the academic experience for undergraduate students, both inside and outside the classroom, in order to better prepare them for the challenges of an ever-changing, increasingly interconnected world to extend and enhance high quality graduate education, especially expanding doctoral education in the humanities and social sciences, and professional master’s degree programs; to accelerate the production of external funding and scholarly products across the college;
These aspirations are the foundation of the nine goals in the 2010-2015 Strategic Plan. The process in the College of Liberal Arts and Sciences followed two parallel lines of discussion: one at the College level that included the Administrative and Faculty Councils and another within the separate units. These processes were iterative, as each fed the development of unit and College plans. The following timeline charts these discussions:
•
AA goals were distributed to departments for discussion and feedback in August-September 2009; 1 of 24
2/9/2012
C. Summary of major goals in strategic plan:
•
The Administrative and Faculty Councils brainstormed about where the College should be in 2015 at a day-long retreat for the former in September and at a regularly-scheduled meeting for the latter in October;
•
In October and November, the dean’s office held discussions for the areas of humanities, social and behavioral sciences, and sciences on issues of interdisciplinarity, cluster hires, etc.;
•
The College goals were distributed to the units, feedback was provided to the dean’s office, and goals were finalized in November;
• • •
Units provided progress reports to the College in December;
•
Dean’s office received feedback from the Office of Assessment on the assessment goals of the plan in April.
•
College plan is completed during the summer. To educate graduate students so that they are full participants in extending the frontiers of knowledge and are proactive in framing and addressing societal needs; To continue to nurture a culture that embraces and rewards both fundamental and applied research; To educate undergraduate students in the tradition of the liberal arts with depth of knowledge in a given field, so that they are empowered with knowledge and transferable skills, and a strong sense of values, of ethics, and of the responsibility for civic engagement; To continue to build and enhance the intellectual community within the College, through shared governance and professional development; To extend intellectual inquiry and engagement into local, national, and global communities; To sustain and enhance an academic culture that sees diversity and inclusiveness as part of its identity; To support all students’ academic success by maintaining a student climate of enriched educational experiences, opportunities for leadership, and exposure to the application of disciplinary knowledge and skills; To establish and continually enhance a robust framework of teaching, learning and research facilities, including both physical and virtual spaces; To foster a self-reflective community of educators who continuously examine their processes and assess practices in all aspects of teaching and research to insure effective outcomes
1. 2. 3.
4. 5.
6. 7. 8. 9.
D. Summary of new resources required to achieve new goals:
• • • •
Unit plans were finalized in March; Dean’s office provided feedback to units in April and May and unit plans were finalized;
100 new track and lecturer lines 20 SPA lines 5 EPA staff lines New and renovated facilities: new science building, space for new centers (nanoscale, computational modeling, etc.), in-house training clinic for Health Psychology doctoral students, etc., space for external relations arm of the college.
II. ENVIRONMENTAL A. Assessment of cumulative progress in meeting goals in current strategic plan:
SCAN/ UPDATES SINCE LAST FIVE
–YEAR STRATEGIC
PLAN
The College made progress achieving a number of goals during the 2005-2010 planning period. I. Structural Changes: The creation of the College of Arts + Architecture and 2 of 24
2/9/2012
University College altered the College mission substantially, as responsibility for the fine arts programs was shifted to another college, as was the oversight of the general education program and oversight of students who have not yet declared a major. In order to better reflect the more focused mission of the College, the College of Arts and Sciences was renamed the College of Liberal Arts and Sciences. Several internal structural changes were made as well: the Department of Sociology and Anthropology was split into the Departments of Sociology and Anthropology, respectively; the College expanded to include a de facto office of external relations that includes development, College communications, and the Charlotte Teachers Institute; the College made a major step in solidifying the delivery and support of interdisciplinary programming by implementing the new department of Global, International and Area Studies, and by integrating support for the Latin American Studies Program within the Department of History. II. Academic Programs: Programming was enhanced with implementation of a new undergraduate degree program (Japanese), new minors (Islamic Studies; Holocaust, Genocide, and Human Rights; Humanities, Technology, and Science, Children’s Literature and Childhood Studies; and Biotechnology), new Master’s programs (Applied and Professional Ethics, and Latin American Studies), graduate certificate programs (Cognitive Science and Women’s and Gender Studies), the implementation of several Ph.D. programs (Health Psychology, Geography, Nanoscale Science, and Organizational Science), and expanded international programs (CJUS-China). Efforts have been initiated to study/develop new graduate programming (MA in Anthropology, graduate certificate in Africana Studies, Ph.D. programs in Translation Studies: Spanish, Criminology and Criminal Justice, and Global Studies). III. Policies and Faculty Development: College policies and procedures were developed or updated, including college bylaws, a college workload policy, procedures for administrator reviews, guidelines governing employment and evaluation of lecturers, recruitment best practices, and selected policies regarding reappointment, promotion, and tenure. The college developed a diversity plan which is entering the second year of a two-year implementation phase, and an internationalization plan, which is being implemented in selective areas. A College-wide faculty development and mentoring program continued to be successfully delivered and served as a model for University-wide programming. In the first three years of this reporting period, the College continued its practice of honoring research-active faculty members through two receptions: one to honor those faculty who received external funding and a second to honor book authors; in the last two years of the reporting period, these receptions were combined to one annual reception. IV. Information Technology: The College website and the processes affecting support of technology across the College were improved. Departmental websites saw vast improvement over the assessment period, largely due to the adoption of a web content management system and a basic set of content parameters. Nearly 100% of CLAS sites now utilize this technology, making the maintenance of content more accessible to those charged with the task. A formal mechanism for reviewing and improving site mechanics and content has not yet been established. The Associate Dean for Instructional and Information Technology served on the Office of Classroom Support advisory committee during the first part of the planning period, providing feedback and guidance for continued enhancement of campus classroom spaces. During the assessment period, 100% of UNC Charlotte classrooms that are scheduled by the registrar were outfitted with the standard technology package. Continued emphasis must be made on the importance of maintaining these spaces and keeping the technology current and accessible. 3 of 24
2/9/2012
The College adopted a computer replacement program in 2006; this program replaces faculty and staff computers on a three-year cycle. The Associate Dean for Instructional and Information Technology continues to work with Department chairs and faculty so that academic needs are prioritized. A committee (College of Arts and Sciences Technology Committee [COAST]) was established early in the planning cycle as the communications mechanism, but this committee is currently undergoing reorganization. Classroom computer lab expansions occurred in Languages and Culture Studies, Geography/Earth Sciences, and Communication Studies, with a much larger number of departments establishing small working labs for majors (especially graduate students). V. External Funding: For the most part, units across the College responded well to the need to increase external funding. Several units have long-established themselves as significant contributors to external funding (BIOL, GES, MATH, PHYS). Department chairs help promote external funding activity in a number of ways including encouraging inter-departmental collaboration, making sure faculty are apprised of funding opportunities, helping faculty get connected with external funding support staff in the College and across the university, establishing a “grant seeking” culture in the department, and making certain that external funding is a high departmental priority. As a result of actions such as these, several departments have increased both the number of submissions and the number of faculty involved in submissions. In addition, some units have faculty who have received major external grants. External funding in the College has continued to grow. In 2004-05, the college submitted 225 proposals, requesting a total of $76,165,201; it received 150 awards, totaling $9,097,333, providing a success rate of 66.56%. In 2008-09, the college submitted 270 proposals, requesting a total of $70,853,586; it received 122 awards, totaling $9,551,849, a success rate of 45.09%. The recession and decrease in funding to many agencies has made it more important to submit a competitive proposal. In 2004-05, the College submitted 40% of all university proposals and received 33% of all dollars awarded; in 2008-09, the college submitted 38% of all university proposals and received 26% of all dollars awarded. On average, the college has brought in approximately one-third of all external funding over the last five years. More recently, during the period of July 1, 2009 through April 30, 2010 the CLAS submitted 210 proposals and requested $59,010,174. During the same period, the College received 100 awards totaling $7,149,226. Awards are up slightly, due in part to the receipt of ARRA (stimulus) funding. Thus far in 2009-10, five departments exceed the half million dollar level in external funding: Biology, Chemistry, Geography and Earth Sciences, Mathematics and Statistics, Physics and Optical Science. The actual funding situation for the College is somewhat stronger than this appears since our new database (NORM) is not currently correctly allocating credit on proposals with multiple faculty and multiple units. Finally, the College can boast having the first and only Certified Research Administrator on campus in Pam King, CLAS Director of Sponsored Research. VI. Advising and Student Services: CLAS remained an active contributor to the University Advising Redesign team since its inception. The Associate Dean for Student Support Services and the Director of the CLAS Advising Center acted as liaisons to departments in the College by working through professional advisors, department Undergraduate Coordinators and Chairs to share best practices, about policy and process changes. The College advising center improved information access to students and 4 of 24
2/9/2012
solidified operating relationships with a number of departments and programs. The CLAS Advising Office is continuing liaison assignments with all departments in our College. New advisors are also assuming new duties which will extend our outreach programs. This cements relations with the various departments and gives them an advisor to call when they have questions. The advising center webpage was brought up to date. The new site is visually appealing and user friendly. It has links to all important sites for student information at the University. The advisors completed hard-copy General Education checks for all students in the College with between 85 and 100 earned hours by the first month of the semester so that departments had them when preregistration advising began. We will continue this schedule. The Director of the Advising Center, began attending meetings with the Undergraduate Coordinators in 2009-10. She also changed the SOAR program planning system so that departments report directly to her in which sessions they wish to participate, and she then compiles all information and reports for the College to the Dean of Students Office. This new process has been successful and been praised by both the departments and the SOAR personnel. Units across the College have attempted to enhance both advising and student support services and the recruitment and retention of a diverse body of students and faculty. Efforts to enhance advising took many different forms. Most units across the College have become CAPP compliant and use that system to aid advising. Some units enhanced their advising by increasing the use of required or invited advising meetings, including mid-semester reviews. Several units worked on improving student identification and tracking, systems, while others focused efforts on improving information available of websites, increased use of planning sheets or handbooks. Some units focused more attention on “at-risk” and recently readmitted students, while others changed the focus of their advising system to make it more comprehensive or student- centered. Some units transitioned to designated departmental advisors, while others increased use of peer advisors. Despite the efforts made to enhance advising, the tasks associated with advising are labor intensive and strain the resources of many units, generating workload issues that must continue to be addressed. Units across the College also report success in improving the recruitment and retention of a diverse body of students and faculty. Units have used a variety of approaches to enhance diversity, including sharpening recruitment efforts to increase diverse pools of candidates, implementing curricula and other programming to attract diverse student interests (the transfer learning community in CJC, undergraduate curriculum in PHIL), targeting recruitment of graduate students (OS), improving pedagogical approaches supportive of a diverse body of students, and participating in university sponsored programs to enhance diversity (most units). The College created a Dean’s Student Advisory Council to promote student leadership; one of its charges is to oversee the awarding of a grant to a student who has designed a service learning project. Student organizations, such as the Model U.N. and the Ethics Bowl, continue to provide opportunities for student leadership development. Undergraduate research remains vibrant in the science departments and is increasing in units outside the sciences.
VII. Development and Outreach: In FY 2005, the Office of University of Development implemented a college-based development program to better serve the needs of the University and the academic units, adding staff and resources to focus specifically on the development potential at the college level. One Director of Development was put in place in April 2005 (the incumbent was hired in June 2006, when the previous director left the university) and an Assistant Director of Development was added in spring 2008. The College has experienced a steady increase in private giving over the past five years, notwithstanding the emergence of a difficult economic climate and the reorganization of the College of Arts & Sciences (with the formation of the College of Arts + Architecture and of University 5 of 24
2/9/2012
College). In FY 2009 and FY 2010, CLAS secured $2,063,376 and $2,341,906 respectively, more than doubling the amount of gifts since 2005 (CLAS received $953,394 in 2005). In addition, in FY 2007, a College Advisory Council was established, with about 40 members, providing an opportunity to engage some of the College’s best prospects. Programming that provides a variety of services to respond to the ongoing and emerging regional needs include the creation of the Charlotte Teacher’s institute (CTI), which successfully offered four pilot seminars for CMS K-12 teachers in fall 2009, and will offer eight seminars in fall 2010; it also has initiated public presentations with an interdisciplinary focus, called “Exploding Canons,” that will expand the visibility and impact of the Institute. Examples of unit programming include the creation of the Organizational Science Recharge Unit and the Optics Center Recharge Unit, the Africana Studies Department’s artist-in-residence, the presentations offered annually by the Center for Professional and Applied Ethics, the Shakespeare in Action Center’s ambitious “36 in 6” initiative, the partnership between Religious Studies faculty and the Charlotte-Mecklenburg Library’s series on Religion and America, the partnership between the Levine Museum of the New South and the Center for the Study of the New South, etc. In addition, faculty and students continue to partner with community organizations to solve problems; examples include the work of Professors Jim Cook (work with economically and socially disadvantaged citizens), Janni Sorensen (community planning), and members of the Criminal Justice and Criminology Department (partnerships with law enforcement and government agencies). B. Environmental scan/updates of challenges, opportunities, and obstacles since last strategic plan:
Enrollment at UNC Charlotte grew from 18,077 in fall 2005 to 24, 701 in fall 2009. Undergraduate enrollment in the college grew from 5164 to 6253 students; graduate enrollment grew from 748 to 877 students. In this planning period, the college has continued to offer the majority of the University’s SCH, about 58% (this excludes the arts programs). Full-time faculty grew from 405.5 in fall 2005 to 440 in fall 2009 from (these numbers exclude the Departments of Art, Dance and Theatre, and Music, which moved out of the College in 2008). In fall 2005, lecturers constituted 18.74% of the college faculty; in fall 2009, this percentage had grown to 21.14%. Since the development of the last strategic plan, both the university and the college had a change of leadership: in the first case, Philip Dubois replaced Jim Woodward, who had been chancellor for 16 years, and Nancy Gutierrez replaced Schley Lyons, who had been dean for 20 years. These replacements marked a significant change for College administrators and faculty. Opportunities UNC Tomorrow, a General Administration initiative that provides an outline for system development for both the near and longer terms, outlines a mission that maps quite well onto the UNC Charlotte mission and the CLAS mission, especially in its key principal of embedding the university programs and faculty within the local, national, and global communities. Changes in the university environment have offered opportunities for College growth and development: • The Office of Development placed directors of development within the colleges, so that deans could manage their own development activities; • Three academic buildings were opened that housed college programs (The College of Education Building, Woodward Hall, and Griggs Hall); • The university received a NSF Advance Grant, which has provided resources for the recruitment and retention of women faculty in the STEM disciplines. These resources have supplemented the work of the College Faculty Development Director and have supported the implementation of the College’s Diversity Plan; 6 of 24
2/9/2012
In addition to the two colleges (Arts and Architecture and University College) created since development of the last strategic plan, other significant new units/ programs have been implemented:
• • •
• •
Sociology and Anthropology are now two departments; Global, International, and Area Studies was created to include the large international studies program, as well as several smaller and more fragile area programs; The Levine Scholars Program ; The Charlotte Teachers Institute was established, housed in CLAS, creating a formal structure for advancing the college’s mission to support K-12 education; The Institute for Social Capital was created to provide a clearinghouse for applied research with social agencies
Several college centers were created to encourage faculty collaboration:
• • •
Shakespeare in Action; Center for Holocaust, Genocide, and Human Rights Studies; Center for the Study of the New South.
There have also been important changes in college staffing. Those include the following: • Addition of two associate deans (including one senior associate dean) in the college office;
•
Addition of a college Faculty Professional Development Director;
• •
Addition of a Director of College Communications; Addition of an Associate Director of Sponsored Research;
•
Addition of 4 SPA including one each for Development (funding), Sponsored Research (post-award), IT and Budget;
•
Addition of both a Director and an Associate Director of Development (from the University Development Office); Restructuring of CLAS IT positions to include an IT Director.
•
The Technology Solutions Team supports the technology needs of the diverse faculty of CLAS. Recent efforts include increasing coordination with centralized campus IT support units and the identification and implementation of projects to overcome college-wide or discipline-specific challenges. These include web-based content management, Faculty Expertise and Community Involvement Database, and electronic RPT. Additional emphasis has been placed on establishing services for faculty and staff, including document scanning services, video digitization/conversion, and web application development. The culture of the college is dynamic, as faculty strive to balance the missions of undergraduate and graduate teaching, research and professional engagement. Several College policies have been drafted to facilitate this balance, most notably a college-wide workload plan and a revised set of guidelines for reappointment, tenure, and promotion. A faculty development director was appointed to oversee two new professional development opportunities for incoming faculty members, a mentoring program and a first-year faculty seminar series (these programs have been taken over by the Advance grant and are now university-wide programs). Challenges One challenge for the College has been the increasing enrollment in the university, for there has not been an equitable increase in resources (in either 7 of 24
2/9/2012
staff, faculty, or facilities) to fully meet the needs these students created. Indeed, while the numbers of CLAS full-time faculty have increased by 8% (from 406.5 to 440 FTE), overall growth in the number of university faculty grew by 14%, and other colleges as a whole grew by 19%. The fastest growing category of faculty in CLAS in this time period was the lecturer rank, which grew by 22%; tenure line faculty grew only by 5%. There is also an incremental increase in instructor/student ratio. CLAS’s percentage of full-time faculty in the university dropped by 2%. Further, these numbers show a disturbing trend, that the College faculty is growing proportionately slower than the rest of the University but nevertheless is expanding its service responsibilities to other majors and to general education courses through the use of lecturers, while the numbers of track faculty diminish. If this trend continues, the graduate and research missions of CLAS will be severely compromised. A significant challenge over the last five years has been the failure of the institution to provide appropriate support for those faculty who receive external funding. Increasingly, department administrative assistants, who had been hired with a different job description, were expected to provide research support. This expectation was made more complicated by the complex set of processes that were in place to administer grants and by an understaffed centralized Office of Sponsored Programs. The largest percentage of University proposal submissions, awards received, and grants managed still remain in CLAS; however, the College Office of Sponsored Research totals only 3 FTE. While the 2009-10 Administration Project (RAP) resulted in the central Sponsored Programs office receiving several new positions, the College has been directed to assume more of the post-award management responsibilities but has received no additional staff support. Additional significant variables that affect external funding activity in the College include the following:
• • •
Some departments have lost key faculty involved in external funding; Economic downturns have limited available funding in some disciplines and increased competition for funding in others; The need to increase teaching workload (in response to budget constraints) has limited the amount of time some faculty have to devote to external funding activities.
The creation of University College has created challenges in the coordination of undergraduate education. University College oversees a requirement (general education), yet the courses that meet that requirement and the faculty who teach these courses are largely in CLAS. This overlap in mission has caused tensions and additional efforts will be required to foster the type of effective partnership necessary to maintain and enhance the delivery of our general education program. The expansion of the faculty and the research enterprise have put significant pressure on facilities, not simply because the College needs more office space, but also because the College requires more classroom space and more specialized space (laboratories, etc.) in order to fulfill its instructional and research missions. This continuing restriction in space adversely affects both the teaching and research missions of the College. While the intent of UNC Tomorrow is congruent with College interests, there has not been a corresponding allocation of resources to assist the system in meeting the report’s outlined expectations. Determining the appropriate level and allocation of IT support resources remains challenging. The changing role that technology plays in the professional lives of 8 of 24
2/9/2012
faculty, coupled with the changing demographics of our faculty and staff, creates an ever-increasing demand for IT infrastructure and services. Much of the infrastructure is provided and improved on a campus-wide basis, but increasing demands for discipline-specific technology require continual innovation, including localization of infrastructure and services. Complicating this mission is the need for a reduction in redundancy between different levels of IT infrastructure and support. Sustainable models of service provision must be discovered and implemented. Obstacles The downturn in the economy is a significant setback to College growth and development. CLAS gave up 31 lines, effectively returning to the faculty strength of 2007. It will take the College well into this cycle of strategic planning to recoup these losses. In the last few years of this planning period, General Administration revised its process for reviewing and implementing new programs system-wide. Because this process took over a year to put in place, this revision effectively stalled program development across the system and in the College. Programs that have not yet been reviewed include Ph.D.s in Criminal Justice and Criminology and Translation Studies: Spanish, and a BS in General Science; the Master’s in Anthropology is, at the time of this writing, under review by the Board of Governors. The immediate pressure for lower-division general education courses hinders the expansion of graduate enrollments and program development at the graduate level. Graduate programs have not been able to expand because of inadequate funding of already-allocated lines and because the numbers of TA lines have not increased. New programs have received initial allotments, but have not been able to grow as had been indicated in planning documents; older programs have suffered, either because they have not been able to grow and/or the stipends have become too low to be competitive. The lack of space inhibits development in all areas. The absence of specialized instructional and research space is especially problematic. Laboratory space in Biology, for example, is a serious obstacle in advancing the research mission of the university, since the Biology Department has historically been one of the most successful departments in receiving federal grants. Without adequate space, we are unable to hire faculty, thus restricting program growth and research collaboration. The aging Burson Building likewise is an obstacle for growth in Chemistry and Nanoscale science.
III. NEW STRATEGIC GOALS, ACTION PLANS COLLEGE GOAL #1: TO
AND
PERFORMANCE OUTCOMES
EDUCATE GRADUATE STUDENTS SO THAT THEY ARE FULL PARTICIPANTS IN EXTENDING THE FRONTIERS OF
KNOWLEDGE AND ARE PROACTIVE IN FRAMING AND ADDRESSING SOCIETAL NEEDS.
B. Relationship of goal to next higher reporting unit goal:
AA GOAL #1: TO OFFER A PORTFOLIO OF EDUCATIONAL PROGRAMS THAT ARE FORWARD LOOKING AND RESPONSIVE TO THE INTELLECTUAL, CULTURAL, AND ECONOMIC NEEDS OF THE REGION. AA GOAL #4: TO INTEGRATE AT THE GRADUATE LEVEL QUALITY 9 of 24
2/9/2012
TEACHING AND MENTORING WITH RESEARCH TO PREPARE THE NEXT GENERATION OF LEADERS. C. Action plans to achieve goal:
Objective 1: To enhance graduate instructional programming across the Liberal Arts & Sciences. o Action Plan 1: To assess, on a regular basis, the currency of existing curriculum and to allocate resources to promote excellence. o Action Plan 2: To strengthen the university’s identity as a research institution by expanding its doctoral programming, particularly (but not solely) in the humanities and in the social sciences: English (Writing, Discourse, and Language), Languages (Translation Studies: Spanish), Global Humanities, Criminal Justice and Criminology, and Applied Physics o Action Plan 3: To implement new programming, as feasible, to address the following areas: i. Aging and the life course ii. Bio initiatives iii. Computational modeling iv. Conflict and conflict resolution v. Discourse, media and culture vi. Health vii. Human Migration and Diaspora viii. Materials/ Optics/ Nanoscale science ix. Sustainability / Energy o Action Plan 4: To review the allocation of GTA resources across College programs. Objective 2: To continue to work with other academic colleges to promote cooperative graduate programming o Action Plan 1: To work with the College of Education regarding content coursework for teacher education. o Action Plan 2: To work with other colleges to enhance, as appropriate, current graduate programming. o Action Plan 3: To continue to work with the other colleges to identify new opportunities for shared graduate programming.
D. Effectiveness measures/methods to assess outcomes/goal attainment:
Objective 1: o Action Plans 1 and 3,: Over the planning period, CLAS will implement new programming to address 50% of the themes listed. Units will be encouraged to take appropriate actions to implement this action plan and will report on steps taken in annual reports. Units will receive feedback regarding actions reported and as appropriate suggestion for further actions will be made. The Associate Dean for Academic Programs, Assessment, and Faculty Governance will advise the Dean regarding additional steps that need to be taken to achieve this objective. New initiatives will be implemented as feasible. o Action Plan 2: Progress on planning and implementing programming in English (Writing, Discourse, and Language), Languages (Translation Studies: Spanish), Global Studies, Criminal Justice and Criminology, and Applied Physics o Action Plan 4: Data derived to assess GTA resource needs across the College including information contained in annual reports, focused reports on GTA needs, University, Graduate School, and College allocations. Objective 2: Examples of actions taken by units and the College office. Approvals at the appropriate level required for the types of new programming implemented. Data derived from annual reports, feedback to reports, discussions with the 10 of 24
2/9/2012
College of Education, University and GA curricular approval processes. E. Assessment schedule to assess goal:
Objective 1: o Action Plans 1-3: annual data collection and feedback o Action Plan 45: 2010-11: needs identified and plan established; 2011-15: plan implemented. Objective 2: Annual data collection and feedback.
F. Person/group responsible: G. Performance outcomes for goal:
Department Chairs, Associate Dean for Academic Programs and Assessment, Program Directors, and Faculty Governance. Objective 1: o Action Plan 1and 3: Over the planning period, CLAS will maintain quality of current programming and will implement new programming to address 50% of the themes listed. o Action Plan 2: By the end of the planning period, each of these programs will either be implemented or have made progress towards implementation. o Action Plan 5: By completion of the 2011-12 academic year, CLAS will complete a College-wide assessment of GTA funding needs. Units will be encouraged to identify GTA funding needs. The Dean will review needs assessments and consult with the University and Graduate School to address critical shortages. The Dean will request needed additional funding from Academic Affairs either in annual budget presentations, or through special requests. By the end of the planning period, GTA numbers have increased, better meeting need and GTA stipends have become more competitive Objective 2: Over the planning period, CLAS will implement new programming to address as many of the needs and opportunities identified as possible. Units will be encouraged to take appropriate actions to implement this action plan and will report on steps taken in annual reports. Units will receive feedback regarding actions reported and as appropriate suggestion for further actions will be made. The Associate Dean for Academic Programs, Assessment, and Faculty Governance will consult regularly with other colleges to identify opportunities and will advise the Dean regarding additional steps that need to be taken to achieve this objective. New initiatives will be implemented as feasible.
H. Resources Required:
ANNUAL REPORT I. Annual progress assessment of performance outcomes: J. Follow-up plan to make changes as a result of assessment findings:
11 of 24
2/9/2012
III. NEW STRATEGIC GOALS, ACTION PLANS COLLEGE GOAL #2: TO
AND
PERFORMANCE OUTCOMES
CONTINUE TO NURTURE A CULTURE THAT EMBRACES AND REWARDS BOTH FUNDAMENTAL AND APPLIED
RESEARCH AND SCHOLARSHIP.
B. Relationship of goal to next higher reporting unit goal:
AA GOAL #2: TO ADVANCE PROGRAMS OF RESEARCH AND SCHOLARSHIP THAT EXPAND THE FRONTIERS OF KNOWLEDGE, INCLUDING THOSE THAT SOLVE PROBLEMS AT THE INTERFACE OF DISCIPLINES AND LEVERAGE DISCOVERY FOR THE PUBLIC BENEFIT.
C. Action plans to achieve goal:
Objective 1: To reinforce and expand the culture of scholarship in the College. o Action Plan 1: To identify five-year departmental goals for external funding and scholarly productivity. o Action Plan 2: To identify strategies to promote interdisciplinary research and scholarship as well as discipline-based projects. Objective 2: To ensure appropriate faculty/personnel actions. o Action Plan 1: To standardize appointments across units (joint, affiliated, etc.), including processes for RPT review and annual evaluation. o Action Plan 2: To examine department review policies to ensure that interdisciplinary work is appropriately rewarded.
D. Effectiveness measures/methods to assess outcomes/goal attainment:
Objective 1: Development of unit goals and strategies. Examples drawn from annual reports, feedback to reports, College and University external funding reports, and focused reports.
Objective 2: Completion of review of appointment processes, unit performance evaluation processes and policies. E. Assessment schedule to assess goal:
Objective 1: annual data collection and feedback.
F. Person/group responsible:
Objective 1: Department Chairs, Program Directors, Director of Sponsored Research, Dean.
Objective 2: o Action Plan 1: review completed 2011-12; implementation 2012-13. o Action Plan 2: review completed 2010-11; implementation 2011-12.
Objective 2: Department Chairs; Program Directors; Associate Dean for Academic Programs, Assessment and Faculty Governance; Dean. G. Performance outcomes for goal:
Objective 1: By completion of the 2011-12 academic year, all units will develop goals through 2014-2015. By completion of the 2012-13 academic year, all units will have implemented appropriate strategies to achieve those goals. Units will establish goals for external funding and scholarly productivity and report against those goals in the annual report. Units will establish strategies to enhance external funding, and as appropriate, consult with the Director of Sponsored Research about those strategies. The Director of Sponsored Research will advise the Dean about additional actions that need to be taken to meet this objective and the Dean will discuss progress toward this objective with chairs and directors in annual performance conferences. New initiatives will be implemented as feasible. Objective 2: By completion of the 2012-2013 academic year, CLAS will complete a review of the existing processes, policies, and procedures relevant to these objectives. The Dean and Associate Dean for Academic Programs, Assessment, and Faculty Governance will develop and implement an appropriate plan to complete this review. Based upon the results of the review, the Dean will implement steps to establish or modify guidelines related to the action plans as 12 of 24
2/9/2012
necessary. The Dean will consult with chairs, directors, and CLAS faculty governance as required to implement any necessary changes. Both action plans complete by 2012-13. H. Resources Required:
ANNUAL REPORT I. Annual progress assessment of performance outcomes: J. Follow-up plan to make changes as a result of assessment findings:
III. NEW STRATEGIC GOALS, ACTION PLANS
A.
COLLEGE GOAL #3: TO
AND
PERFORMANCE OUTCOMES
FOR
2010-2015
EDUCATE UNDERGRADUATE STUDENTS IN THE TRADITION OF THE LIBERAL ARTS WITH DEPTH OF
KNOWLEDGE IN A GIVEN FIELD, SO THAT THEY ARE EMPOWERED WITH KNOWLEDGE AND TRANSFERABLE SKILLS, AND A STRONG SENSE OF VALUES, OF ETHICS, AND OF THE RESPONSIBILITY FOR CIVIC ENGAGEMENT.
B. Relationship of goal to next higher reporting unit goal:
AA GOAL #1: TO OFFER A PORTFOLIO OF EDUCATIONAL PROGRAMS THAT ARE FORWARD LOOKING AND RESPONSIVE TO THE INTELLECTUAL, CULTURAL, AND ECONOMIC NEEDS OF THE REGION. AA GOAL #3: TO GRADUATE STUDENTS PREPARED FOR PERSONAL SUCCESS AND CIVIC RESPONSIBILITY IN THE 21ST CENTURY BY OFFERING CHALLENGING DEGREE PROGRAMS, ENCOURAGING COMMUNITY ENGAGEMENT, AND INTEGRATING THE VALUES OF LIBERAL EDUCATION THROUGHOUT THE UNDERGRADUATE CURRICULUM. AA GOAL #5: TO RESPOND TO THE EDUCATIONAL NEEDS OF A DIVERSE COMMUNITY OF LEARNERS THROUGH INNOVATIVE PROGRAMMING AND DELIVERY OF CREDIT AND NON-CREDIT PROGRAMS OF STUDY.
C. Action plans to achieve goal:
Objective 1: To enhance undergraduate instructional programming across the Liberal Arts & Sciences. o Action Plan 1: To integrate and extend, as appropriate, the themes and/or skills of general education (global awareness, writing, etc.) into the curriculum of the departmental programs. o Action Plan 2: To allocate resources to keep existing programs current. o Action Plan 3: To implement new programming, as feasible, to insure that all College programs include 21st-century skills in the discipline and the following focused areas of knowledge (from UNC Tomorrow): i. Aging and the life course ii. Bio initiatives iii. Computational modeling iv. Conflict and conflict resolution v. Discourse, media and culture 13 of 24
2/9/2012
vi. vii. viii.
o
Health Human Migration and Diaspora Materials/ Optics/ Nanoscale science ix. Sustainability / Energy. Action Plan 4: To take an active role in developing a university-wide undergraduate certificate in entrepreneurship.
Objective 2: To engage undergraduate students in programming or activities, that promote a sense of values, of ethics and of the responsibility for civic engagement. o Action Plan 1: Assess current practices and identify and expand opportunities for civic engagement (ongoing). o Action Plan 2: Assess current strategies and expand where necessary departmental promotion of a sense of values and ethics.
o D. Effectiveness measures/methods to assess outcomes/goal attainment:
Objective 1: o Action plans 1-4: Examples of actions taken by units and the College office. Approvals at the appropriate level required for the types of new programming implemented. Data derived from annual reports, feedback to reports, University and GA curricular approval processes. o Action plan 5: Examples of actions taken by units and the College office. Approvals at the appropriate level required for the types of new programming implemented. Data derived from annual reports, feedback to reports, University and GA curricular approval processes. Objective 2: Examples of actions taken by units and the College office. Data derived from annual reports, feedback to reports, and appropriate university approval processes.
E. Assessment schedule to assess goal: F. Person/group responsible:
Annual data collection and feedback. Objective 1: Department Chairs, Program Directors, Associate Dean for Academic Programs, Assessment, and Faculty Governance. Objective 2: Department Chairs, Program Directors, College Office.
G. Performance outcomes for goal:
Objective 1: o Action plans 1-4: Over the planning period, all units will be asked to evaluate the need to take steps toward this action plan. By the conclusion of the planning period, the majority of units that identify a need will implement steps to address that need. Units will be encouraged to take appropriate actions to implement this action plan and will report on steps taken in annual reports. Units will receive feedback regarding actions reported and as appropriate suggestion for further actions will be made. As needed, the Dean will discuss next steps with Department Chairs and Program Directors in their annual evaluation conference. o Action plan 5: Over the planning period, all units will be asked to evaluate the need to take steps toward this action plan. By the conclusion of the planning period, the majority of units that identify a need will implement steps to address that need. Units will be encouraged to take appropriate actions to implement this action plan and will report on steps taken in annual reports. Units will receive feedback regarding actions reported and as appropriate suggestion for further actions will be made. As needed, the Dean will discuss next steps with Department Chairs and Program Directors in their annual evaluation conference. 14 of 24
2/9/2012
Objective 2: Over the planning period, all units will be asked to identify possible opportunities to take steps toward this action plan. By the conclusion of the planning period, the majority of units that identify opportunities will take appropriate steps to make those opportunities operational. Units will be encouraged to take appropriate actions to achieve this objective and will report on steps taken in annual reports. Units will receive feedback regarding actions reported and as appropriate suggestion for further actions will be made. New initiatives will be implemented as feasible. H. Resources Required:
ANNUAL REPORT I. Annual progress assessment of performance outcomes: J. Follow-up plan to make changes as a result of assessment findings:
III. NEW STRATEGIC GOALS, ACTION PLANS COLLEGE GOAL #4: TO FACULTY AND STAFF.
B. Relationship of goal to next higher reporting unit goal: C. Action plans to achieve goal:
AND
PERFORMANCE OUTCOMES
CONTINUE TO BUILD AND ENHANCE THE INTELLECTUAL COMMUNITY WITHIN THE COLLEGE FOR STUDENTS,
AA GOAL #8: TO SUPPORT THE SUCCESS OF FACULTY AND STAFF THROUGH CAREER DEVELOPMENT OPPORTUNITIES, MENTORING, AND ACCESS TO SUPPORTIVE INFRASTRUCTURE. Objective 1: To promote a system of effective shared governance across the College. o Action Plan 1: To encourage and reward faculty leadership in the governance process. o Action Plan 2: To implement strategies which broaden participation among faculty on college-level committees. o Action Plan 3: To enhance communication across the College about shared governance matters. Objective 2: To promote culture and practices which enhance professional development for a diverse faculty and staff. o Action Plan 1: To increase the scope of College-wide programming designed to promote faculty development. o Action Plan 2: To implement strategies to increase participation in Collegewide programming designed to promote faculty development. o Action Plan 3: To identify programming designed to promote professional development among staff. o Action Plan 4: To implement strategies to enable staff to participate in programming designed to enhance professional development. o Action Plan 5: To ensure that all units have appropriate mentoring programs for new faculty. 15 of 24
2/9/2012
o
Action Plan 6: To promote the development of leaders among the faculty and staff.
Objective 3: To support programming beyond the classroom for the benefit of both students and faculty. o Action Plan 1: To collect input about desired extracurricular programming and activities. o Action Plan 2: To regularly assess data regarding existing extracurricular programming and activities supported at the unit level. o Action Plan 3: To implement, as possible, new extracurricular programming and activities at the unit and college level.
D. Effectiveness measures/methods to assess outcomes/goal attainment:
Objective 4: To improve the graduate student culture within the College o Action Plan 1: To work with the directors of graduate study to determine how to work more effectively with the Graduate School student organization. Objectives 1-3: Development of College and unit faculty and staff development and mentoring plans. Examples of actions taken by units and the College office. Data derived from annual reports, feedback to reports, discussions with chairs, directors, appropriate unit, college, and university personnel and CLAS Faculty Council. Objective 4: ongoing consultation with the graduate directors in CLAS.
E. Assessment schedule to assess goal: F. Person/group responsible: G. Performance outcomes for goal:
Objectives 1-4: Annual collection data, ongoing consultation. Associate Dean for Academic Programs, Assessment, and Faculty Governance; Department Chairs; Chair of Faculty Council; Director of Communication; Dean. Objective 1: Over the planning period, steps to achieve this objective will be identified and implemented at the college and unit levels as possible. Department Chairs will identify steps taken to reward faculty participation in the governance process and strategies to enhance faculty participation from their unit. The Faculty Council will generate suggestions to improve college-wide faculty participation in the governance process. The Associate Dean for Academic Programs, Assessment, and Faculty Governance will compile data of current levels of faculty participation in college and university governance responsibilities and report those data to the Department Chairs, Faculty Council, and Dean. The Director of Communication will work with the Associate Dean for Academic Programs, Assessment, and Faculty Governance to identify steps to enhance college-wide communication about faculty governance issues. The Associate Dean for Academic Programs and Faculty Governance will advise the Dean about steps to take to achieve this objective. New initiatives will be implemented as feasible. Objective 2: By completion of the planning period all CLAS departments will have in place a functional plan to promote professional development for faculty and staff within the unit. By completion of the planning period, all programs with assigned staff will have in place a functional plan to promote the professional development of staff. By completion of the planning period, CLAS will have in place a viable process to oversee and enhance faculty and staff development activities across the college. Units will report on faculty development activities in their annual reports. The Director of Faculty Development will consult with appropriate groups (e.g. department chairs, new faculty) to identify programming needs for college-wide faculty development activities. The Director will also consult with Academic Affairs to identify ways to enhance coordination of college and university efforts. The Director will advise the Dean about steps that need to be taken to achieve this objective. New initiatives will be implemented as feasible . Objective 3: Over the planning period, steps to achieve this objective will be 16 of 24
2/9/2012
identified and implemented at the college and unit levels as possible. Units will report on extracurricular activities annually, including plans for new programming. The Associate Dean for Student Services will consult with Department Chairs and Program Directors regarding opportunities for new programming and will advise the Dean about additional steps that need to be taken to meet this objective. New initiatives will be implemented as feasible. Objective 4: Implementation of recommendations of graduate directors. By the end of the planning period, identifiable activities and initiatives will have been established, many in partnership with the Graduate School. H. Resources Required:
ANNUAL REPORT I. Annual progress assessment of performance outcomes: J. Follow-up plan to make changes as a result of assessment findings:
III. NEW STRATEGIC GOALS, ACTION PLANS COLLEGE GOAL #5: TO
B. Relationship of goal to next higher reporting unit goal: C. Action plans to achieve goal:
AND
PERFORMANCE OUTCOMES
EXTEND INTELLECTUAL INQUIRY AND ENGAGEMENT INTO LOCAL, NATIONAL AND GLOBAL COMMUNITIES.
AA GOAL #7: TO ENGAGE IN FOCUSED EFFORTS TO CREATIVELY ADDRESS UNIVERSITY AND COMMUNITY NEEDS THROUGH INTERNAL COLLABORATION AND PARTNERSHIPS WITH PUBLIC, PRIVATE, AND NONPROFIT ORGANIZATIONS. Objective 1: To extend the college’s presence at the local, national and global levels. o Action Plan 1: To enhance college-wide programming for external audiences. o Action Plan 2: To increase the visibility of faculty and student expertise in external media, as appropriate. o Action Plan 3: To develop and expand, as appropriate, print and electronic materials that communicate college activities. o Action Plan 4: To recruit dynamic and diverse College Advisory Council members to serve as advocates for the College. o Action Plan 5: To establish and strengthen relationships with public and private sector organizations, in partnership with the College Advisory Council. o Action Plan 6: To increase private giving to support college priorities. Objective 2: To take an active role in the university-wide conversation regarding the scholarship of engagement. o Action Plan 1: To encourage college faculty to participate in the universitywide conversation to the fullest degree possible. o Action Plan 2: To monitor college and unit RPT guidelines to reflect 17 of 24
2/9/2012
outcomes of the university-wide conversation. D. Effectiveness measures/methods to assess outcomes/goal attainment: E. Assessment schedule to assess goal: F. Person/group responsible: G. Performance outcomes for goal:
Objective 1: Annual reports; feedback to reports. Objective 2: Reports to CLAS Faculty Council, review of unit performance evaluation processes and policies. Annual data collection and feedback. Department Chairs, Program Directors, Director of Communication, Director of Development, Dean. Objective 1: By completion of the planning period, CLAS will be able to identify significant steps taken to accomplish this objective. Both the Director of Communication and the Director of Development will advise the Dean regarding new strategies to implement to achieve this objective. Units will report on collegewide programming for external audiences in their annual reports. The Director of Communication will prepare an annual report summarizing activities related to action plans 2 and 3 which will be submitted to the Dean. The Director of Development will prepare an annual report summarizing activities related to action plans 4, 5, and 6 which will be submitted to the Dean. The Director of Communication will consult with Department Chairs and Program Directors to develop strategies to enhance activities related to action plans 2 and 3. Objective 2: Department Chairs and the Chair of the CLAS Faculty Council will encourage faculty to participate in campus-wide discussions about the scholarship of engagement. As appropriate, the CLAS Faculty Council will identify ways to increase the college’s presence in those discussions. Unit performance evaluation processes policies can be reviewed in conjunction with the process specified for College Goal 3, Objective 2. Committee recommendations will be forwarded to the Dean who will then consult with chairs and directors about appropriate steps of action to take.
H. Resources Required:
ANNUAL REPORT I. Annual progress assessment of performance outcomes: J. Follow-up plan to make changes as a result of assessment findings:
III. NEW STRATEGIC GOALS, ACTION PLANS COLLEGE GOAL #6: TO IDENTITY.
B. Relationship of goal to next higher reporting unit goal:
AND
PERFORMANCE OUTCOMES
SUSTAIN AND ENHANCE AN ACADEMIC CULTURE THAT SEES DIVERSITY AND INCLUSIVENESS AS PART OF ITS
AA GOAL #5: TO RESPOND TO THE EDUCATIONAL NEEDS OF A DIVERSE COMMUNITY OF LEARNERS THROUGH INNOVATIVE PROGRAMMING AND DELIVERY OF CREDIT AND NON-CREDIT PROGRAMS OF STUDY. AA GOAL #9: TO ACTIVELY PROMOTE DIVERSITY AMONG FACULTY, STUDENTS, AND STAFF AND IN THE CURRICULUM. 18 of 24
2/9/2012
C. Action plans to achieve goal:
Objective 1: To recruit and retain a diverse student population. o Action Plan 1: To expand the use of best practices regarding the recruitment and retention of a diverse undergraduate and graduate student population. o Action Plan 2: To utilize best practices to create and maintain an inclusive and supportive environment for students in CLAS units. Objective 2: To recruit and retain diverse faculty and staff. o Action Plan 1: To expand the use of best practices in the recruitment and retention of a diverse faculty and staff, taking care to address all ranks of faculty and levels of staff o Action Plan 2: To utilize best practices to create and maintain an inclusive and supportive environment for faculty and staff in CLAS units. Objective 3: To promote and support integration of diversity and inclusivity into CLAS programs and activities. o Action Plan 1: To infuse diverse perspectives into pedagogy in order to meet the needs of a diverse student population. o Action Plan 2: To enhance diversity and inclusivity in programs and activities outside the classroom.
D. Effectiveness measures/methods to assess outcomes/goal attainment: E. Assessment schedule to assess goal: F. Person/group responsible: G. Performance outcomes for goal:
Examples of actions taken by units and the college office. Data derived from annual reports, feedback to reports.
Annual collection and feedback. Department Chairs, Program Directors, Associate Dean for Student Services, Dean. By completion of the planning period, all units will be able to identify tangible steps taken to meet these objectives. Units will report on efforts to achieve the objectives annually. Units will receive feedback on the activities they report. The Associate Dean for Student Services will consult with Department Chairs, and Program Directors, regarding opportunities for new programming related to objectives 1 and 3, and will advise the Dean about additional steps that need to be taken to meet these objectives. The Dean will consult with Department Chairs and Program Directors regarding opportunities related to objective 2. New initiatives will be implemented as feasible.
H. Resources Required:
ANNUAL REPORT I. Annual progress assessment of performance outcomes: J. Follow-up plan to make changes as a result of assessment findings:
19 of 24
2/9/2012
III. NEW STRATEGIC GOALS, ACTION PLANS
AND
PERFORMANCE OUTCOMES
COLLEGE GOAL #7: To support all students’ academic success, retention, and timely completion of requirements. B. Relationship of goal to next higher reporting unit goal:
AA Goal #6: TO PROMOTE STUDENT ACHIEVEMENT AND PERSONAL DEVELOPMENT BY PROVIDING HIGH QUALITY ADVISING, ACADEMIC SERVICES, CURRICULAR ENRICHMENT, AND INTERNATIONAL EXPERIENCES.
C. Action plans to achieve goal:
Objective 1: To ensure a rigorous curriculum that results in higher levels of academic success, retention and timely completion of requirements. o Action Plan 1: To regularly assess curriculum and identify appropriate changes to promote academic success, retention and timely completion of requirements. o Action Plan 2: To provide increased academic support to help more students master course material. Objective 2: To maintain a student climate of enriched educational experience. o Action Plan 1: To encourage academic units to include graduate and undergraduate students in the scholarly opportunities conducted by and for faculty. o Action Plan 2: To continue to cultivate opportunities for undergraduate research experience and pre-professional development across units. Objective 3: To increase opportunities for students to fully understand the application of disciplinary knowledge and skills. o Action Plan 1: To encourage academic units to assess opportunities for experiential learning opportunities within the discipline and expand these when possible. o Action Plan 2: To support the maintenance and further development of opportunities for students to study abroad and have international service learning experiences. Objective 4: To provide opportunities for student leadership. o Action Plan 1: To continue to nurture and develop the CLAS Dean’s Student Advisory Council. o Action Plan 2: To encourage academic units to identify student leaders and provide opportunities for them within disciplinary clubs and honor societies. o Action Plan 3: To seek ways of connecting students to leadership opportunities in nonacademic and academic forums across the university and through disciplinary professional organizations. Objective 5: To support high quality advising at the department and College level. o Action Plan 1: To encourage units to continually assess advising practices and modify as necessary. o Action Plan 2: To maintain updated and accurate advising information on the departmental and College websites. o Action Plan 3: To encourage continued positive interface between advising efforts at the department and College level. o Action Plan 4: To maintain and enhance, when possible, advising activities among CLAS units and units in other colleges.
D. Effectiveness measures/methods to
Examples of actions taken by units and the college office. Data derived from annual reports, feedback to reports, and appropriate curricular approval 20 of 24
2/9/2012
assess outcomes/goal attainment: E. Assessment schedule to assess goal: F. Person/group responsible: G. Performance outcomes for goal:
processes. Annual data collection and feedback. Department Chairs; Program Directors; Associate Dean for Academic Programs, Assessment, and Faculty Governance; Dean. Objectives 1-2: By completion of 2011-2012, units will complete an assessment of steps to take regarding these objectives. By completion of the planning period, all units will have implemented as many of the steps identified as possible. Units will report on steps taken in annual reports. Units will receive feedback regarding actions reported and as appropriate suggestion for further actions will be made. The Associate Dean for Academic Programs, Assessment, and Faculty Governance will advise the Dean regarding additional steps that need to be taken to achieve these objectives. New initiatives will be implemented as feasible. Objectives 3-5: By completion of the planning period, all units will be able to identify tangible steps taken to meet these objectives. Units will report on experiential learning, student leadership and advising activities annually, including plans to enhance student participation and improve advising processes and procedures. The Associate Dean for Student Services will consult with Department Chairs, Program Directors, and the Director of the CLAS Advising Office regarding opportunities for new programming and will advise the Dean about additional steps that need to be taken to meet these objectives. New initiatives will be implemented as feasible.
H. Resources Required:
ANNUAL REPORT I. Annual progress assessment of performance outcomes: J. Follow-up plan to make changes as a result of assessment findings:
III. NEW STRATEGIC GOALS, ACTION PLANS COLLEGE GOAL #8: TO ENHANCE OR MODIFY COLLEGE TEACHING, LEARNING, RESEARCH, AND ENGAGEMENT.
AND
PERFORMANCE OUTCOMES
INFRASTRUCTURE IN ORDER TO PROVIDE A ROBUST FRAMEWORK FOR
B. Relationship of goal to next higher reporting unit goal:
AA GOAL #8: TO SUPPORT THE SUCCESS OF FACULTY AND STAFF THROUGH CAREER DEVELOPMENT OPPORTUNITIES, MENTORING, AND ACCESS TO SUPPORTIVE INFRASTRUCTURE.
C. Action plans to achieve goal:
Objective 1: To provide appropriate organizational infrastructure. o Action Plan 1: To assess and implement changes in the organizational structure of the Dean’s Office. 21 of 24
2/9/2012
o
o
Action Plan 2: To assess and implement needed changes to college office of sponsored research. Action Plan 3: To identify intersection of needs for IT support services and research support services and establish needed collaborative services.
Objective 2: To provide appropriate physical infrastructure. o Action Plan 1: To identify and address, as possible, unit space needs across the college. o Action Plan 2: To identify and address, as possible, unit space renovation needs across the college. o Action Plan 3: To secure space for high priority needs including expansion of college office of sponsored research and research support services. Objective 3: To provide appropriate technological infrastructure. o Action Plan 1: To identify and address, as possible, unit and college serverbased computing needs. o Action Plan 2: To assess and modify, as necessary, procedures and criteria for purchase or replacement of unit and college technology resources. o Action Plan 3: To evaluate utilization of current computer lab spaces. o Action Plan 4: To incorporate virtualization and wireless delivery of resources where appropriate. D. Effectiveness measures/methods to assess outcomes/goal attainment:
Objective 1: Needs in the three areas are identified. Objective 2: Completion of a needs assessment plan and implementation of needed steps. Data based upon unit needs assessment, annual reports, and focused reports. Objective 3: Unit needs assessment.
E. Assessment schedule to assess goal: F. Person/group responsible:
Objectives 1 and 3: 2010-2011.
G. Performance outcomes for goal:
Objective 1: o Action Plan 1: A consultant will be retained in 2010; depending on the scope of her report, implementation will begin by the end of 2010-11. o Action Plan 2: By completion of the 2011-2012 academic year, CLAS will have in place a fully functioning office of sponsored research. o Action Plan 3: By completion of 2011-2012, CLAS will have begun implementing steps to achieve this action plan. Based upon their respective needs assessments, the Director of Sponsored Research and the Associate Dean for Instructional Technology will each develop a plan to attain this objective. The Senior Associate Dean will review the plans and, as feasible, initiate steps to implement the plans.
Objective 2: Annually. Objective 1: Director of Sponsored Research, Associate Dean for Instructional technology, Senior Associate Dean, Dean. Objective 2: Department Chairs, Program Directors, Senior Associate Dean Objective 3: Associate Dean for Instructional and Information Technology.
Objective 2: Each year a list of all CLAS needs will be forwarded to the Senior Associate Provost. The Senior Associate Dean will work with the Senior Associate Provost to identify as many needs as possible that can be addressed. Units will provide their respective needs assessments in conjunction with the annual report. The Senior Associate Dean will consult with the chairs and directors as necessary, will identify priorities, and will work with the Senior Associate Provost to address needs as feasible. Objective 3: By completion of the 2011-2012 academic year, the Associate Dean for Instructional Technology will consult as necessary with chairs and directors, 22 of 24
2/9/2012
and will work with ITS as required to develop a plan to attain this objective. Throughout the planning period, needed actions will be implemented as feasible. H. Resources Required:
ANNUAL REPORT I. Annual progress assessment of performance outcomes: J. Follow-up plan to make changes as a result of assessment findings:
III. NEW STRATEGIC GOALS, ACTION PLANS COLLEGE GOAL #9: TO
AND
PERFORMANCE OUTCOMES
FOSTER A SELF-REFLECTIVE COMMUNITY OF EDUCATORS WHO CONTINUOUSLY EXAMINE THEIR PROCESSES
AND ASSESS PRACTICES IN ALL ASPECTS OF TEACHING AND RESEARCH TO ENSURE EFFECTIVE OUTCOMES.
B. Relationship of goal to next higher reporting unit goal: C. Action plans to achieve goal:
AA GOAL #10: TO CREATE A FLEXIBLE, RESPONSIVE CULTURE THAT USES EFFECTIVE REVIEW AND ASSESSMENT AS THE BASIS FOR IMPROVEMENT. Objective 1: To ensure that assessment practices across the college are sufficient to meet requirements for program improvement and external accreditation. o Action Plan 1: To ensure that appropriate assessment measures are in place for student learning (undergraduate and graduate), program development, and research administration. o Action Plan 2: To develop a college-level database for documenting student learning outcomes assessments that is undertaken in the units. o Action Plan 3: To ensure that all departments undergo self-study within a ten-year period. Objective 2: To continue to improve the required oversight of research activities across the college. o Action Plan 1: To ensure that college faculty adhere to university policies regarding regulatory compliance for research activities. o Action Plan 2: To monitor activities delegated through the university-level post-award division to the College Office of Sponsored Research.
D. Effectiveness measures/methods to assess outcomes/goal attainment:
Objective 1: Annual reports, feedback to reports.
E. Assessment schedule to assess goal: F. Person/group
Objective 1: Annual data collection and feedback. Objective 2: Ongoing.
Objective 2: Assessment of CLAS compliance practices. Data taken from a review of required compliance reports, feedback from University Office of Sponsored Research, and input from sponsoring agencies.
Objective 1: Department Chairs; Program Directors; Associate Dean for Academic 23 of 24
2/9/2012
responsible:
G. Performance outcomes for goal:
Programs, Assessment, and Faculty Governance; Dean. Objective 2: Grant PI, Department Chairs, Program Directors, departmental postaward staff, CLAS Director of Sponsored Research. Objective 1: Completion of the 2010-2011 academic year, CLAS will have a functional data-base including all unit student learning outcomes assessment material. Units will report on assessment activities annually, including work on all undergraduate and graduate student learning outcomes. Units will receive feedback annually about their assessment activities, and, as necessary, the Associate Dean will consult with units about needed changes in their assessment plans, processes and procedures, and reporting format. Required changes will be implemented as possible. The Associate Dean will also maintain a college-wide index of all assessment plans and results. New initiatives will be implemented as feasible. Objective 2: By completion of 2011-2012, CLAS will have a functioning system to monitor college-wide research activities. The Director of Sponsored Research will monitor post-award compliance reports on an ongoing basis, and will track CLAS post-award.
H. Resources Required:
ANNUAL REPORT I. Annual progress assessment of performance outcomes: J. Follow-up plan to make changes as a result of assessment findings:
24 of 24
2/9/2012
