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UNIVERSITY OF
SOUTH CAROLINA AIKEN
STRATEGIC
PLANNING REPORT
PHASE I
I.
BACKGROUND
Since
its origins as a two-year college in 1961, the University of South Carolina at
Aiken has determined to provide a superior liberal arts educational experience
to the residents of Aiken, the surrounding area, and the state. While the
institution’s mission shifted in 1968 when it became accredited as a Junior
College, and again in 1977 when it received accreditation and state
authorization as a senior college, USC Aiken’s faculty and staff have remained
committed to a student-centered learning environment and to maintaining close
ties with the local community. Today USC Aiken sits on a wooded site of more
than 450 acres, enrolls over 3,000 students, and awards baccalaureate degrees in
more than 30 areas of study, an associate degree in nursing, and Master’s
degrees in three fields of study. The university’s ongoing commitment to
excellence during this era of rapid growth is demonstrated by its strong
regional and national reputation, most recently seen in its national ranking by
US News and World Report as a top public comprehensive college in the
South (in the 2004, 2003, 2002, 2001, 2000, and 1999 College Guides).
In
solemn and moving ceremonies, USC Aiken marked its fortieth anniversary and
inducted Dr. Thomas L. Hallman as its third Chancellor in September 2001. Dr.
Hallman’s inaugural address reinforced the values that have propelled the
institution to the forefront of state liberal arts institutions. These include
a campus-wide commitment to teaching and learning, civility and freedom of
expression, a focus on the student, regard for academic integrity, emphasis on
the common good, and a commitment to the community. Noting the auspicious
timing of the celebratory events—the beginning of a new century, the start of
USC Aiken’s forty-first year, and the inauguration of a new campus
leader—Chancellor Hallman focused on the essentiality of defining the USC Aiken
of the future. Conceding that a shortage of state funding and increased
competition for students posed particularly daunting challenges, Dr. Hallman
announced that the first step in charting a future course would be the
development of a strategic plan. The planning process, said Dr. Hallman, would
“clarify. . . those programs, practices, and values that make the educational
outcomes unique at USCA” and would “project the university’s most compelling
visions for [the] future.”
Shortly after his inauguration, Chancellor Hallman appointed a Strategic
Planning Steering Committee (SPSC) made up of faculty, staff, and students
representing a broad spectrum of the campus community, and in late September the
SPSC began its task with a workshop conducted by strategic planning consultant
Dr. Robert Shirley, who guided the planning process through the spring of
2002. Following the Shirley model, the SPSC immediately began Phase I of the
Strategic Planning Process, which would result in a report to Chancellor Hallman
for his consideration as he devises a plan to guide the campus for the next five
years. Phase I involved articulating a statement of institutional values,
assessing the current status of the institution and the forces that shape it,
identifying and examining forces and trends outside the institution that affect
its future, rewriting the institutional mission and devising an institutional
vision as well as institutional goals and objectives that will result in USC
Aiken’s strategic alignment with its constituencies. On September 23, 2002,
having reviewed reports from the internal and external evaluative teams and
program evaluation committees, and having engaged in extensive discussion and
analysis, the SPSC presented a draft report to Chancellor Hallman for his
consideration. The report included USCA’s institutional values, mission and
vision statements, eleven broad strategic goals and objectives for achieving
those goals.
Upon
receiving the draft report, Chancellor Hallman solicited feedback from USC Aiken
faculty, staff, students, and from Aiken community members regarding the report
and draft strategic plan. He asked for written feedback but also held four open
meetings on campus in late September and October of 2002, during which faculty,
staff, students, and community members responded to the plan. In late October
2002, the SPSC met with Chancellor Hallman to review all comments received on
the planning report and to make revisions as deemed necessary. Once revisions
were complete, the Chancellor and SPSC initiated the action planning phase of
the project.
In January 2003 twelve action teams began the
task of devising specific strategies to meet strategic goals and objectives. In
April 2003 team leaders presented these strategies to the Chancellor and SPSC,
who discussed and revised the strategies during April and May. While
implementation of some strategies were under way in academic year 2002-2003, in
August of 2003 the Chancellor and senior administrators prioritized and assigned
responsibility for carrying out those strategies that remained. The
prioritization was reviewed by the SPSC in early fall 2003, and implementation
continued. The process and results of strategic planning at USC Aiken are
described in greater detail, below.
II. ELEMENTS OF
USC AIKEN'S STRATEGIC PLANNING PROCESS
A. Articulation
of Institutional Values:
In October of 2001 a team of five faculty members, two students, two alumni (who
were also local community members), and three staff members began the task of
determining the institution’s core values. Between October 19, 2001 and January
8, 2002, members of this committee met with eleven focus groups of
administrators, faculty and staff members, students, alumni and local citizens,
and, as a result of these and their own group meetings, produced a list of core
values. An abbreviated list of institutional values that were approved by the
SPSC in final version in October of 2002 appears below. This statement of
institutional values helped guide the revision of USCA’s mission statement and
the articulation of an institutional vision as well as institutional goals and
objectives.
WE AT USCA
EMBRACE THE FOLLOWING VALUES:
1. A High Quality
Learning Environment.
·
We
seek to impart a broad range of skills, knowledge, and wisdom
·
We
aim to maximize each student’s potential
·
We
expect and value high quality teaching and individualized attention
·
from
faculty and staff
·
We
expect and value high quality scholarship by faculty
·
We
encourage
§ Critical
thinking
§
Independent learning
§ An
understanding of the connections between the liberal arts and
discipline-specific courses
§
Curiosity and a love of continual learning
2.
Collegiality
·
We
aspire to be a nurturing community where people support one another in their
efforts to learn and excel
·
We
encourage cooperation, collaboration and collegiality
3.
Character
·
We
expect integrity, honesty and taking responsibility for one's actions
·
We
embrace diversity and encourage respectfulness
·
We
encourage initiative, effort, and pride in hard work and accomplishments
4. Citizenship
·
We
strive to foster in students an understanding of the rights and responsibilities
associated with membership in a community
·
We
seek to develop responsible citizenship and working for the common good
·
We
advocate involvement and partnerships with our external constituents to promote
meaningful engagement and applied
learning
B. Assessment
Teams:
Along with the values committee, nine additional working groups were set up in
October 2001 to undertake specific tasks associated with the planning project.
Some of these groups were charged with identifying what we do well at USCA as
well as areas in which we could improve. Their analyses were not only designed
to capture a “snapshot” of the institution at present but also to recommend
specific actions that could or should be taken in the future. Other groups were
asked to examine the external political, legal, social, demographic, economic,
technological, and competitive forces and trends that currently affect or will
likely affect USC Aiken in the future. These groups were asked to identify the
force or trend, to discuss its implications, and recommend specific responses.
Their members included faculty from across the disciplines, students, staff
members, community members and/or USC Aiken alumni. Each working group prepared
a written report that informed the SPSC's planning process.
Internal
Assessment Working Groups
The Finance,
Human Resources, Physical Plant and Technology Working Group:
Six staff members and two faculty members performed a thorough S.W.O.T. analysis
of USC Aiken’s financial, human, physical and technological resources and
recommended action in each area.
The Campus
Image, Climate, and Culture Working Group:
Two faculty, six staff members and two students collected, analyzed, and
reported on general attitudes of those in the USC Aiken community regarding the
campus’ image, climate, and culture. The group examined surveys of faculty,
staff, students and alumni performed over the past three years, looking
particularly for attitudes related to the university’s academic reputation,
academic and general campus support services, student life and athletics
programs, funding and resources, instructional and technology services,
governance, communication, physical environment, and USC system issues.
External Assessment Working Groups:
The External
Economy and Technology Working Group:
Three faculty, four staff, and two members of the local community participated
in the process of identifying the most important forces and trends emerging from
the economic and technology sector that will shape USC Aiken’s future. In
addition to identifying the opportunities and threats associated with each of
these forces, the group discussed implications and courses of action for the
university.
The External
Social and Demographic Working Group:
This group, composed of four faculty members, four staff, two community members
and one student, identified a number of social and demographic trends that have
affected or will potentially affect USC Aiken’s mission and objectives.
Further, the team listed opportunities and threats related to these trends, and
recommended action initiatives.
External
Political and Legal Working Group:
Four faculty, two staff, two students, and two alumni/community members named
ten political and legal forces that currently affect or could potentially affect
USC Aiken. Like the other groups charged with examining outside forces
and trends, members of this working group discussed opportunities and threats
associated with these forces, and they recommended ways in which the institution
could respond.
External
Competitive and Educational Working Group:
Comprised of five faculty, one staff, two students and one member of the
community, this team identified the educational forces and trends that affect
the university, discussed the opportunities and threats related to each,
and suggested possible courses of action in response.
While each of
these working groups was asked to examine particular areas within the university
or in the external environment, a certain amount of “overlap” occurred---that
is, the reports at times addressed the same issues and often made similar
recommendations. The SPSC found these results helpful, in that such repetition
underscored the relative importance of certain trends or factors as we plan for
the future.
Program
Assessment Working Groups
In addition to the
“scanning” undertaken by the seven groups listed above, three working groups
examined academic, administrative, student service and athletic programs at USC
Aiken.
The Academic
Programs Working Group:
This group, comprised of eight faculty, one staff, and two students, examined
USCA’s academic offerings and made recommendations for future academic
programming. The group gathered information from each academic unit and
evaluated results based on criteria that included the current faculty
complement, faculty quality, potential program development, the centrality of
the program to USC Aiken’s mission, the demand for the program by majors,
service to non-majors, the program’s currency, library support, facilities,
equipment & technology, location and comparative advantage, its impact on the
local community, and its cost effectiveness. The academic programs working
group analyzed unit reports between January and May 2002 and made
recommendations to the SPSC to either “Enhance”, “Maintain”, “Modify”, or
“Eliminate” programs.
Administrative
Programs Working Group:
Two faculty and four staff members devised specific criteria to evaluate all
administrative programs at USCA, then solicited and evaluated information from
each administrative unit on campus. The unit’s contribution to the university’s
mission, the need for the service, the quality, and the cost effectiveness of
the service were analyzed. Based on these criteria and the report received from
each administrative unit, the working group members recommended that a program
or service be enhanced, maintained, modified, or eliminated.
Athletic
Programs/Student Services Working Group:
Three faculty, four staff members and two students comprised this working group,
which evaluated USC Aiken’s Athletic and Student Service programs based on
criteria including need and quality of the service or program, its cost
effectiveness, and its centrality to the institutional mission. Based on these
criteria and information received from each program or service unit, the
committee members recommended that a program be enhanced, modified, or
maintained. While program or service elimination was also an option,
this committee made no such recommendation.
C. USCA’s Mission Statement: In early spring 2002,
a subcommittee of the SPSC began to meet with representatives of the University
Planning Committee to revise the institutional statement of mission. This group
completed a draft revision of the mission statement that the chair of
the University Planning Committee then presented to USC Aiken’s faculty
assembly. A revised mission was approved by the Faculty Assembly in April 2002,
and by the USC Board of Trustees and the South Carolina Commission on Higher
Education in the summer of 2002. USCA’s Mission Statement reads as follows:
Mission Statement
Founded in
1961, the University of South Carolina Aiken (USCA) is a comprehensive liberal
arts institution committed to active learning through excellence in teaching,
faculty and student scholarship, research, creative activities and service.
In this stimulating academic community, USCA challenges students to acquire
and develop the skills, knowledge, and values necessary for success in a
dynamic global environment.
The
university offers degrees in the arts and sciences and in the professional
disciplines of business, education, and nursing. All courses of study are
grounded in a liberal arts and sciences core curriculum. USCA also encourages
interdisciplinary studies and collaborative endeavors.
Emphasizing small classes and individual attention, USCA provides students
with opportunities to maximize individual achievement in both academic and
co-curricular settings. The institution challenges students to think
critically and creatively, to communicate effectively, to learn independently,
and to acquire depth of knowledge in chosen fields. The university values
honesty, integrity, initiative, hard work, accomplishments, responsible
citizenship, respect for diversity, and cross-cultural understanding.
USC Aiken
attracts students of varying ages and diverse cultural backgrounds who have
demonstrated the potential to succeed in a challenging academic environment.
In addition to serving the Savannah River area, USCA actively seeks student
enrollment from all parts of South Carolina as well as from other states and
countries.
As a
senior public institution of the University of South Carolina, USCA combines
the advantages of a smaller institution with the resources of a major
university system. Located in beautiful, historic Aiken, South Carolina, USCA
is an institution of moderate size (2,500-5,000 students) that offers
baccalaureate degrees in a number of disciplines, an associate degree in
Nursing, completion baccalaureate degrees at University of South Carolina
regional campuses, and master’s degrees in selected programs.
USCA
endeavors to apply knowledge, skills and wisdom in ways that promote the
common good. Accordingly, the university seeks to build strong community
ties. The institution enriches the quality of life not only on campus but
also throughout the surrounding region through a variety of activities
including the fine and performing arts, athletics, continuing education,
distance learning, and community service. In fulfilling its role as an
institution of higher learning, the University of South Carolina Aiken is a
community of individuals engaged in broadly based educational experiences
necessary for an enlightened society.
D.
Vision Statement:
USC Aiken’s vision for the future flows from its institutional mission, its
statement of core values, and its strategic goals and objectives.
USC AIKEN VISION STATEMENT
The University of South Carolina
Aiken aspires to be among the top comprehensive liberal arts institutions in
South Carolina and the Southeast. As we enter the twenty-first century, USC
Aiken will:
Ø
Emphasize excellence in teaching and collaborative learning
experiences, stressing the connections between the liberal arts and
professionally based courses
Ø
Sustain a strong academic support system for all students and
offer quality curricular and co-curricular programs that prepare students
to be citizen leaders and effective participants and
contributors in a dynamic global society
Ø
Maintain a moderately-sized campus where students can expect an
optimal faculty-student ratio and individual attention
Ø
Encourage integrity, honesty, and accountability, and foster
responsible citizenship and working for the common good
Ø
Maintain a campus environment that supports creativity and
productivity for students, faculty, and staff
Ø
Emphasize collegiality, civility, cooperation and collaboration
within a nurturing campus community where there is mutual support to grow and
excel
Ø
Honor human diversity and respect differences
Ø
Inspire all members of the campus community to participate in
supporting the institutional mission
Ø
Demonstrate commitment to the effective and efficient use of
resources and the wise use of technology
Ø
Continue to foster and protect strong community ties and to enrich
the lives of all community members
E. Strategic
Goals and Objectives:
Once the new Mission Statement was approved by USC Aiken’s Faculty Assembly and
reports from the working groups had been reviewed and approved by the SPSC, that
group began the process of drafting strategic goals and objectives for the
institution. Members devised a matrix that recorded all information coming out
of the working group reports that related to the institution’s clientele,
program/service mix, comparative advantage, and strategic objectives, then relied on this matrix to develop institutional goals and objectives. The SPSC
completed a draft version of strategic goals and objectives in May 2002 that was
reviewed by Chancellor Hallman in summer 2002. The SPSC met with Chancellor
Hallman in August and September of 2002 to discuss the document, and after
soliciting feedback from across campus and in the broader community, the SPSC
completed the final version of the institutional goals and objectives in late
October 2002.
PHASE II
I. DEVISING
ACTION PLANS
A. ACTION
TEAMS:
In November and December 2002, the second phase of USC Aiken's Strategic
Planning Process got under way. In October 2002, Chancellor Hallman, Vice
Chancellor Suzanne Ozment, SPSC Co-chairs Elaine Lacy and Randy Duckett created
twelve Action Teams, named SPSC members leaders of these teams (when possible),
and selected members from USC Aiken faculty, staff, students and from among the
Aiken community. Each team consisted of eight to twelve members, and generally,
members were selected based on expertise and experience. Each Action Team
was assigned a specific portion of the Strategic Plan, and charged with the
following actions:
·
Devise further strategies to meet objectives, as necessary
·
Determine the cost of meeting the objectives
·
Recommend priorities for achieving these objectives
·
Designate a person, committee, unit, department, or office to carry out the
strategies
·
Determine measures for the objectives and strategies: how will we know when the
objective has been met/achieved?
The Action Teams
began meeting in January 2003, and completed their work by April. The
Chancellor and SPSC members reviewed and revised team reports in April and May,
2003. In August the Chancellor and senior administrators prioritized the
strategies, which were reviewed by SPSC as the 2003-2004 academic year began.
While implementation of the strategic plan began during the 2002-2003 academic
year, remaining strategies will be achieved, as appropriate, over the next three
years. A restructured Strategic Planning Committee will review the
implementation of the strategic goals and objectives on an annual basis, and
will continue its oversight of planning at this institution with the aim of
maintaining the excellence we have achieved to date.
B.
Final Strategic Goals, Objectives and Strategies
The final version
of the strategic goals and objectives, complete with strategies as devised by
Action Teams and approved by the SPSC, appears below. The Action Team reports
also appear under a separate heading.
INSTITUTIONAL GOALS AND OBJECTIVES
Goal One: Provide superior curricular and
co-curricular programs that prepare students to be effective participants in and
contributors to a dynamic global society
Objective 1.a. Regularly
review and assess academic programs and General Education requirements to ensure
consistency with and support of institutional mission and values (See Academic
Programs Action Team Report for details)
Strategy 1.a.1.
Establish a mechanism for a series of discussions of academic standards and
expected performance levels.
·
Participants should include faculty,
alumni, and select students who have successfully completed the first year of
college.
·
Develop a common core of faculty expectations regarding reading
comprehension, writing and computation performance, research and critical
skills, computer literacy, and the ability to understand a variety of
perspectives.
·
Develop a procedure to document and to communicate these common
expectations to current and prospective students.
Strategy 1.a.2. Academic units, with
assistance as needed from the Academic Assessment Committee and the Office of
Institutional Effectiveness
·
will develop measures for regular
assessment of General Education courses taught in their unit,
·
will report assessment results of
general education courses in their annual program reviews submitted through
Academic Council to the Vice Chancellor for Academic Affairs and will specify
how the results were used to make improvements in course outcomes,
·
will develop measures for regular
assessment of the major and/or concentration,
·
will report assessment results of the
major and/or concentration in their annual program reviews submitted through
Academic Council to the VCAA and will specify how the results were used to make
improvements in the major or concentration.
Strategy 1.a.3. The university
·
will conduct regular assessment, through
instruments such as CAAP and NSSE, of broad general education goals (such as
critical thinking skills, appreciation for diversity, etc.),
·
will share results of this assessment
with academic units,
·
will develop strategies for using those
results to make improvements in meeting General Education goals.
Strategy 1.a.4. The Office of
Institutional Effectiveness will report results of the assessment of academic
programs to the Faculty Assembly on a regular basis.
Objective 1.b. Develop
learning opportunities for USC Aiken students that will increase their exposure
to, and awareness, understanding, and appreciation of global differences and
interconnections (See Internationalization/Globalization/Diversity Action Team
Report for details)
Strategy 1.b.1. Create a
Center for Diversity and Global Studies with an administrative structure
and staff.
Strategy 1.b.2. In the
interim, create a standing committee consisting of faculty and staff
representing USCA colleges/schools and staff.
Strategy 1.b.3. Increase
support for faculty and staff development in increasing students’ exposure to,
and awareness, understanding, and appreciation of global differences and
interconnections.
Strategy 1.b.4. Promote
offerings in global and diversity studies by assembling and distributing a list
of global and diversity studies courses across campus, with the objective of
increasing student exposure to these concepts.
Strategy 1.b.5.
Consider revisions of the General Education requirements to include courses in
global and diversity studies.
Strategy 1.b.6. Promote
and increase opportunities for participation in high quality Study Abroad
Programs.
·
Provide information to departments on opportunities to develop new
study abroad programs.
·
Seek support for faculty and staff to develop Study Abroad
Programs.
·
Encourage departments and advisors to emphasize study abroad
opportunities.
Strategy 1.b.7.
Promote and increase opportunities for participation in high- quality diversity
programs and activities
·
Create alternative spring break activities, service learning,
exchange programs with Historically Black Colleges and Universities.
·
Create interdisciplinary minor programs in Diversity and Global
Studies.
Strategy 1.b.8. Develop
and expand upon links with Sister City and Partnership Programs.
·
Strengthen partnership programs (such as that with Gujarat,
India, currently coordinated by the School of Education) and Sister City
programs (like the ones with Orvieto, Italy and Shoalhaven, Australia) with the
aim of developing enrichment opportunities (such as study abroad programs) for
the campus community. Another way of strengthening the ties is to sponsor art
exhibits and other cultural programs on a regular basis.
Strategy 1.b.9. Consider
requiring all students at USC Aiken to take foreign language courses.
Strategy 1.b.10.
Increase funding for Internationalization/Diversity Efforts from external
sources.
·
Establish a special fund through the USCA Partnership, and also
seek funding from groups, businesses (for example SKF, Bridgestone-Firestone SC,
BMW, Michelin) and individuals for scholarships for programs and
initiatives designed to promote diversity and internalization.
·
Seek funding from federal and state entities (e.g. from the
Undergraduate International Education and Foreign Language Program administered
by the U.S. Department of Education; the Bush Foundation Grant of Study Abroad
Curricular Integration).
·
Identify and publish a list of funding opportunities related to
activities associated with internationalization and diversity.
Strategy 1.b.11.
Determine the extent to which diversity is currently addressed in various
programs in order to identify opportunities for expansion across campus
Objective 1.c. Consider
the feasibility and desirability of required student attendance at co-curricular
events, both on and off campus that can enhance learning (See the Student
Life/Athletic Programs Action Team Report and Academic Programs Action Team
Report for details)
Strategy
1.c.1:
Charge
the Campus Life Committee with developing a feasible plan for required student
attendance at co-curricular events. Suggest that they do the following:
-
Examine efforts at other schools to discern the benefits and
explore various models of required attendance at co-curricular events
-
Consult with academic and non-academic units to determine the types of
activities that should be included. Include a question about how many classes
currently require attendance at cultural/co-curricular events.
-
Consult with students for ideas and concerns
-
Determine costs
Objective 1.d.
Establish and implement campus standards for
information literacy (the ability to locate, evaluate, and use information to
become independent life-long learners) in support of USC Aiken’s curriculum
(See the Academic Programs Action Team Report for details)
Strategy 1.d.1.
Establish a mechanism for a series of discussions of campus standards and
expected performance levels for use of information literacy in the General
Education curriculum.
·
Participants should include library faculty and faculty who
deliver the general education curriculum.
·
Develop a common core of faculty expectations for students in
their general education curriculum: to locate, to evaluate, and to use
information.
Strategy 1.d.2.
Establish a mechanism for a series of discussions of campus standards and
expected performance levels for use of information literacy in the major methods
courses.
·
Participants should include library faculty and faculty who
regularly teach research methods courses in their disciplines.
·
Develop discipline-specific standards appropriate for the major
research methods courses.
Objective 1.e. Enhance
academic programs by adding faculty positions as the need is demonstrated,
through appropriate institutional planning processes.
Objective 1.f. Study the
feasibility and desirability of strengthening academic programs as follows: (See
the Academic Programs Action Team Report for details)
General
Strategies:
1.f.1. Establish an
administrative structure for all acronyms and academic programs (including AHUM,
ASUP, Honors Program, BIS)
1.f.2. Develop a
standardized protocol for assessing program demand and feasibility,
incorporating campus-related data (e.g., enrollment patterns and trends, student
demand, resource needs, consistency with mission) and community need. This
assessment should have a minimum of a five-year extrapolation.
1.f.3. Communicate the
university’s mission, strategic plan, values and strengths to the university
community as they affect curriculum development and faculty hiring.
Specific Program
Strategies:
1.f.4. History: provide
more non-Western offerings by filling tenure-track slots, as they come open,
with specialists in those areas.
1.f.5. Honors Program,
ASUP, AHUM, BIS, First Year Program, and selected interdisciplinary minors;
Religion, and Photography and other offerings dependent on adjunct faculty:
designated academic unit, with assistance as needed from the Academic Assessment
Committee and the Office of Institutional Effectiveness, will develop measures
for regular assessment of each program, including course evaluations and
assessment of program goals. Make recommendations regarding expansion and/or
maintenance.
1.f.6. Foreign Languages:
assess the demand and feasibility of each language offering, incorporating
campus-related data (e.g., enrollment patterns and trends, student demand,
resource needs, consistency with mission), and community need. Make
recommendations regarding expansion, maintenance, or elimination of select
language offerings.
1.f.7. Physics and
Astronomy: examine the academic structure of comparable universities and provide
a recommendation for the academic/administrative placement of physics and
astronomy, based upon a sound theoretical and pedagogical rationale.
1.f.8. Music: continue
with ongoing development of the degree in Music Education.
Objective 1.g. Evaluate
the curriculum validity, market demand, cost effectiveness, student success
rate, and impact of external accreditation requirements of the following
programs in order to maintain academic quality and meet student demands: (See
the Academic Programs Action Team Report for details)
· Elementary Education Program,
Salkehatchie
· Distance Education Programs,
USC to USCA and TV based (See also Objective 9.l.)
· Engineering
· Bachelor of Interdisciplinary
Studies
· Golf Course Services
Concentration
· Evening Programs
Strategy 1.g.1. Re.
Elementary Education Program, Salkehatchie, Engineering, and Golf Course
Services Concentration: appropriate academic unit, with assistance as needed
from the Academic Assessment Committee and the Office of Institutional
Effectiveness
·
will collect data regarding market demand, cost effectiveness,
student success rate, and impact of external accreditation requirements (as
appropriate)
·
will report findings to the VCAA and make recommendations
regarding continuation of programs
Strategy 1.g.2. Re.
Evening Programs, Distance Education Programs, USC to USCA and TV based: the
VCAA, with assistance as needed from the Academic Assessment Committee and the
Office of Institutional Effectiveness
·
will collect data regarding market demand, cost effectiveness,
student success rate
·
will report findings to the Faculty Assembly and make
recommendations regarding continuation of programs
Strategy 1.g.3. Establish
an administrative structure for BIS program within a designated college and
academic unit
Strategy 1.g.4.
Designated academic unit, with assistance as needed from the Academic Assessment
Committee and the Office of Institutional Effectiveness, will develop measures
for regular assessment of BIS program, including course evaluations and
assessment of program goals. Make recommendations regarding maintenance or
elimination.
Objective 1.h. Enhance
academic programs by ensuring regular maintenance and upgrading of equipment and
laboratory facilities as the need is demonstrated, most immediately in the
Departments of Biology/Geology, Chemistry, Mathematical Sciences, Psychology,
Visual and Performing Arts, Ruth Patrick SEC, and the Wellness Center (See the
Facilities Action Team Report for details)
Strategy 1.h.1. Collect
data from individual departments to develop a comprehensive list of capital
equipment and furnishings, along with associated life-cycle replacement
requirements
Strategy 1.h.2. Ensure
that preventative maintenance schedules are developed and funded to support the
routine care of capital equipment and to extend equipment life cycles to the
maximum extent reasonable
Objective 1.i. Evaluate
the suitability of offerings, the scheduling, and the pedagogical effectiveness
of Maymester and Summer School programs, and the degree to which they support
the institutional mission (See the Academic Programs Action Team Report for
details)
Strategy 1.i.1 Establish
a mechanism for a series of discussions of offerings, scheduling, and
pedagogical effectiveness of Maymester and Summer School Programs.
- Academic units will establish written criteria for
the suitability and pedagogical soundness of courses to be offered in
Maymester and/or Summer Sessions.
- Academic units will assess the impact of Maymester
and Summer School offerings as to how they meet student needs, major
requirements, scholarship requirements, and financial aid (and any other
concerns to be determined).
- The Academic Council should provide pedagogical
rationales and justifications to the Academic Vice Chancellor for all
Maymester and Summer School offerings.
- The Courses and Curriculum Committee should be
charged with further evaluation of all courses, especially when
considering course additions, to address suitability of offering any new
courses during Maymester and summer.
Objective 1.j. Support
student research, scholarship, creative, co-curricular and service learning
endeavors (See the Faculty Support Action Team Report for details)
Strategy 1. j.1. Continue
to encourage regular student research and scholarly and creative colloquia by
rewarding faculty members who work with students on research and in
presentations. Provide support (re-assigned time or extra compensation, for
example) for faculty and staff who develop and supervise these activities.
Strategy 1. j.2.
Build library holdings and improve and expand library facilities.
Strategy 1.j.3. Obtain
funding for students involved in these activities to help pay for equipment,
printing, and travel. Possibly designate a portion of E-150 for this purpose.
Objective 1.k.
Enhance opportunities to experience, explore and appreciate diversity (See the
Internationalization/Globalization/Diversity Action Team Report for details)
Strategy 1.k.1.
Actively recruit and retain a diverse faculty and staff.
Strategy 1.k.1.a. Make wider use of the database of minorities in
graduate programs to track potential candidates for positions at USCA and make
that information readily available to campus search committees.
Strategy 1.k.1.b. Develop a "Grow Your Own" program for recruiting USCA
graduates for positions among the faculty and staff.
Strategy 1.k.1.c. Identify ways to retain our minority faculty and staff,
such as protecting them from too much service responsibility.
Strategy 1.k.2.
Actively recruit students from underrepresented minority populations and
international students.
Strategy 1.k.3.
Actively retain minority and international students.
Strategy 1.k.3.a. Restructure and
increase funding for the Minority Assistance Peer (MAP) Program, a program
that assists freshmen and transfer minority students with the transition to
USCA.
Strategy 1.k.3.b. Lobby for additional
need-based scholarships that will enable students to spend more time on academic
pursuits.
Strategy 1.k.3.c. Encourage
underrepresented minority populations to participate in the University Honors
Program, as well as other programs in which there are underrepresented
populations.
Strategy 1.k.3.d. Provide cultural
programs to which minority and international students can relate and which
encourage positive self-identity.
Strategy 1.k.3.e. Develop new programs and activities to orient new
international students to campus (e.g. including an international student
breakout session in orientation programs, developing a handbook for
international students with information on cultural, legal and social aspects of
life in the US).
Strategy 1.k.3.f. Establish a mentoring program for international students.
This program will involve student-to-student support to ensure academic success,
increase international student participation in the International Club, and
encourage students to become engaged in all aspects of campus life.
Strategy 1.k.3.g. Enhance the existing international student admission web
page to include new interactive elements, for example, greetings in different
languages and links to current international students' e-mails.
Strategy 1.k.4.
Improve and expand multicultural and international programming.
Strategy 1.k.4.a. Expand USCA permanent art collections, performances,
and/or sponsor more exhibits of minority and international art.
Strategy 1.k.4.b. Apply and complete the steps necessary to become a campus
affiliate chapter of the National Coalition Building Institute (NCBI), an
international organization committed to diversity awareness and coalition
building activities.
Strategy 1.k.4.c. Continue to provide lectures, film series, and other
events that enhance exposure to global and diversity issues
Objective 1.l. Enhance
co-curricular and curricular learning opportunities that assist students in
building career and life skills (See the Academic Programs Action Team Report
and the Student Life/Athletic Programs Action Team Report for details)
Strategy 1.l.1: Increase
student involvement in student organizations and programs.
Strategy 1.l.1.a.: Encourage faculty to build outside-of-the-classroom
experiences into course curricula, as appropriate.
Strategy 1.l.1.b.: Promote programs to specific student populations
(non-traditional students, student athletes, resident students)
Strategy 1.l.1.c.: Encourage student participation in honors societies
Strategy 1.l.2: Increase the number of courses that incorporate
service learning projects.
Strategy 1.l.3:
Strengthen internships and experiential learning programs by creating a
centralized office to coordinate and promote experiential learning/internship
opportunities. Charge the office with the following:
·
Improve communication between those in charge of internships and
experiential learning programs at the unit level
·
Improve communication with the campus at large, and external
groups
·
Survey students and faculty to determine their knowledge of and
experience with internships and experiential learning programs
·
Survey participating external organizations to determine the
nature of their expectations of and experiences with internships and
experiential learning programs
·
Expand opportunities for and student involvement in co-curricular
and curricular learning
Strategy 1.l.4: Expand
and stabilize the budgets of Peer Educators and Health Education programs
Strategy
1.l.5: Expand and financially support student travel to conferences
Strategy
1.l.6: Develop a four-year leadership program
Goal Two: Provide superior support services and
programs campus wide that lay a solid foundation for student success at USCA and
throughout life
Objective 2.a.
Develop a comprehensive and centrally coordinated First Year program aimed at
creating a nurturing and stimulating introduction to the university. (See the
Academic Programs Action Team Report, the Student Life/Athletic Programs Action
Team Report and the Enrollment Planning Action Team Report for details)
Strategy 2.a.1: (Student
Life/Athletic Programs Action Team Report) Appoint or hire a full-time (or at
least part-time) First Year Program Director and provide appropriate budget for
staffing, developing, assessing and coordinating all components of the program.
Strategy 2.a.2.
(Academic Programs Action Team Report) Review and implement as appropriate the
missions and goals of the First Year Program established by the First Year
Committee in 2000.
Strategy 2.a.3: (Student
Life/Athletic Programs Action Team Report) Strengthen and expand the ASUP
program.
Strategy 2.a.3.a. Make ASUP 101 mandatory for all freshmen.
Strategy 2.a.3.b. Improve teacher training by encouraging attendance at
off-campus workshops (for example, University 101) and developing required
workshops on campus.
Strategy 2.a.3.c. Standardize ASUP 101 curriculum
Strategy 2.a.3.d. (Academic Programs Action Team Report) Expand ASUP 101
courses to a full semester to cover topics that will help students in their
transition to college and their overall development
Strategy 2.a.3.e. Use
peer mentors as assistants in ASUP courses.
Strategy 2.a.3.f.
Correlate and extend orientation into ASUP courses.
Strategy 2.a.3.g.
Consider the feasibility and desirability of establishing ASUP courses for
targeted groups (for example athletes, non-traditional students, students in
specific majors)
Strategy 2.a.4: (Student
Life/Athletic Programs Action Team Report) Strengthen the First Year Program
advisement process.
Strategy 2.a.4.a.
(Academic Programs Action Team Report) Ensure the availability of a sufficient
number of well-trained First Year advisors for all academic programs, especially
during the July and August Orientations. Provide additional and ongoing
training of First Year advisors.
Strategy 2.a.4.b. Revise
and update written materials such as advisor manual and Bulletin.
Strategy 2.a.4.c.
Encourage frequent contact between students and advisors.
Strategy 2.a.5:
(Student Life/Athletic Programs Action Team Report) Create a First Year Program
Advisory Committee composed of faculty, staff, and students to guide the First
Year Program.
Strategy 2.a.6. (Academic
Programs Action Team Report) Examine the feasibility of establishing an
Advisement Center staffed with appropriate personnel to advise all freshmen
through their first academic year.
Strategy 2.a.7: (Student
Life/Athletic Programs Action Team Report) Determine the data and research
needed to make informed decisions about first-year student needs and first-year
student expectations of college, and provide supporting resources (personnel,
supplies, etc.) to collect these data.
Objective 2.b. Create a
consolidated Student Academic Support Network under the supervision of the Vice
Chancellor for Academic Affairs that will provide comprehensive, quality
academic support and individualized attention to ensure student success
Strategy 2.b.1. Create
and coordinate the network, which will include, at a minimum, representation
from
· The Writing Room
· The Math Lab
· Disability Services
· Information Technology
Services
· The Language Learning Center
Strategy 2.b.2. Add a
reading comprehension program to the Student Academic Support Network
Strategy 2.b.3. Add
tutoring services from a newly created tutoring center
Objective 2.c. Assess USC
Aiken’s learning environment (for example, optimal student-faculty ratio, class
sizes and class configuration) and use results to guide policy and practice (See
the Academic Programs Action Team Report for details)
Strategy 2.c.1 Assign to
Academic Council (or a designated faculty committee) the task of determining the
following:
·
Current class sizes at USCA (taking into account method of
delivery and program assessment numbers that are recommended by CHE and
professional organizations);
·
Current class configurations at USCA (lecture halls, labs,
classrooms with movable chairs and tables, computer classes, etc.);
·
Current data and professional recommendations for how students
learn best, by academic unit and overall.
·
The findings and recommendations will then be reported to the
VCAA, Chancellor, Enrollment Planning, and IPC
Goal Three: Create an exceptional learning environment
characterized by high-quality instruction, active learning, and educational
innovation
Objective 3.a. Foster and
develop instructional skills in faculty and professional staff at all career
stages by holding regular instructional workshops, supporting conference
attendance, and promoting other skill-building activities (See the Faculty
Support Action Team Report for details)
Strategy 3.a.1. Create
and staff a “Center for Instructional Excellence” that includes a lounge and
instructional resource room, that offers faculty a “teaching videotaping and
feedback” service, that helps faculty to find funding for teaching improvement,
and also provides summer funding on a competitive basis for teaching and
curricula development.
Strategy 3.a.2. Require
annual peer evaluation of classroom instruction for all untenured, tenure-track
faculty, providing constructive feedback as part of the process.
Strategy
3.a.3. Encourage and reward scholarship in the field of pedagogy.
Strategy 3.a.4. Hold
regular instructional workshops on campus each semester or at least annually,
using in-house or invited experts.
Strategy 3.a.5. Develop
a formal mentoring program in which senior faculty members work with new faculty
as part of their university service.
Strategy 3.a.6.
Highlight and publicize model instructional programs and strategies.
Objective 3.b. Provide
funding and a reward system for new/innovative curricular development (See the
Faculty Support Action Team Report for details)
Strategy 3.b.1. Expand
the Development Office to include foundation personnel and grant writers
specifically charged with locating external sources of support for innovative
curriculum development.
Strategy 3.b.2. Offer sabbatical leave opportunities with a focus on
new/innovative curricular development
Strategy 3.b.3. Enhance
travel funds for all faculty to support conference and workshop attendance (or
preferably, participation) for the development of instructional skills.
Objective 3.c. Encourage
efforts to develop interdisciplinary courses, linked courses, non-credit and
other learning opportunities that build upon the expertise of the campus and
broader communities (See the Academic Programs Action Team Report for details)
Strategy 3.c.1 Establish
an administrative structure to encourage efforts to increase and enhance
interdisciplinary offerings, including:
·
Team taught classes;
·
Linked classes (learning communities);
·
B.I.S. offerings;
·
Other non-credit and credit bearing opportunities that extend and
employ the expertise of the broader community, in conjunction with Continuing
Education
·
Bringing in regular consultants to campus to initiate new
projects, if needed
Strategy 3.c.2. Establish
a means of supporting team taught and linked courses (faculty course load,
minimum enrollment levels, etc.)
Strategy 3.c.3. Establish
a granting mechanism to reward faculty incentives to increase and enhance
interdisciplinary offerings as well as offer travel support for faculty to share
interdisciplinary research.
Strategy 3.c.4.
Departmental and other
administrative and/or evaluative units should develop and communicate
appropriate means and measures for valuing interdisciplinary course development
and research on the pedagogy of interdisciplinary courses.
Objective 3.d. Engage in
ongoing efforts to define instructional excellence and to implement assessment
measures including, but not limited to, student and peer evaluations of teaching
(See the Academic Programs Action Team Report for details)
Strategy 3.d.1. The
VCAA, with assistance from Academic Council and identified instructional leaders
should establish mechanisms for defining instructional excellence both across
the university and within academic units
Strategy 3.d.2. The VCAA,
in conjunction with the Academic Council, will explore methods of evaluating
teaching, beyond the use of SET forms and peer reviews (teaching portfolios, for
example)
Strategy 3.d.3. The VCAA
will investigate the feasibility of establishing a Center for Teaching
Excellence.
Objective 3.e. Maintain
existing rewards and explore additional ways to encourage excellence in
teaching (See the Faculty Support Action Team Report for details)
Strategy 3.e.1. Create more time for
faculty to devote to teaching by developing more efficient ways to accomplish
campus service, thereby creating more manageable service obligations for
faculty. For example, examine the manner in which faculty receive committee
assignments, explore reducing the number of items and issues that currently go
before Faculty Assembly, require annual consultation between faculty and unit
heads to ensure that faculty service commitments do not negatively impact
teaching, and work to change the campus culture regarding service obligations.
Strategy 3.e.2. Establish
two separate peer-nominated teaching excellence awards in addition to the
student nominated award, one for full-time Instructors and Assistant Professors,
and a separate award for Associate Professors and Full Professors.
Strategy 3.e.3. Develop
an annual (student-nominated) award for teaching excellence for a part-time
Instructor each year.
Strategy 3.e.4. Encourage and reward
faculty for innovative teaching techniques (including but not necessarily
limited to the effective use of technology in their courses) by conferring an
“innovation of the year” award of $1,000 to faculty based on unit head
nominations and judged by the VCAA.
Objective 3.f. Examine
the effectiveness and viability of web-based/hybrid* courses and use the results
to guide the development of additional offerings as appropriate (See the
Academic Programs Action Team Report for details)
Strategy 3.f.1 The VCAA
should appoint a committee to research the effectiveness and viability of these
courses. The committee’s report should include
·
An examination of the literature on these courses, including
internal documents such as the USCA’s Distance Education and Technology Planning
Team Report, the Campus Technology Plan, etc.
·
determining what is being offered effectively at similar
institutions, and
·
determining the costs (and other logistical concerns) of these
courses.
Objective 3.g. Support
instructional efforts by building library holdings/access and improving and expanding
library facilities
Objective 3.h. Enhance and
support instructional efforts by providing a laboratory/equipment budget for
purchases of specialized equipment and for routine maintenance and replacement
of existing instructional tools and laboratories (See the Academic Programs
Action Team Report for details)
Strategy 3.h.1 Request
that academic units establish specific recurring laboratory/equipment needs,
specify a time frame for maintenance and replacement, and work with the VCAA to
establish regular allocations to unit budgets, including a specific account line
for such needs.
Strategy 3.h.2 Because
many of these equipment needs are provided through grants that assume
institutional support at some point, the Associate Chancellor for Finance and
the campus grants officer, in conjunction with faculty members who have received
grants, should assess how many costs have been borne by the institution for the
past several years. For future external grants, the Associate Chancellor for
Finance, in conjunction with the campus grants officer and affected
faculty/staff, should project future costs of grant-related funding and report
their findings to IPC.
Objective 3.i. Continue to
promote individualized attention to students from faculty and staff as a campus
value (See the Faculty Support Action Team Report and the Staff Support Action
Team Report for details)
Strategy 3.i.1. (Faculty
Support Action Team Report) Develop and widely publicize a network of
professional and/or highly-qualified student tutors who can provide students
with one-on-one academic assistance, possibly as part of a “Student Learning
Center.” Conduct regular assessment of tutoring services in order to maintain
quality assistance.
Strategy 3.i.2. (Faculty
Support Action Team Report) Establish and maintain appropriate class sizes,
recognizing that “appropriate” sizes may vary significantly among disciplines.
Units should play a large role in determining appropriate class sizes.
Strategy 3.i.3. (Faculty
Support Action Team Report) Examine current advisement loads of all faculty and
determine ways to balance and, where appropriate, reduce that load. Explore the
possibility of having one faculty member receive a course reduction for doing
all unit advisement.
Strategy 3.i.4.
(Staff Support Action Team Report)
Continue to utilize professional staff in academic advisement of freshmen
students.
Strategy 3.i.5.
(Staff Support Action Team Report) Develop a process that annually reminds all
staff of the learning resource support available to students.
Strategy 3.i.6. (Staff
Support Action Team Report) Enhance customer service skills of the
classified staff by:
o
Developing and offering quarterly a mandatory Orientation process
for new staff. Designated person/unit: Classified Employees Assembly,
Orientation Committee
o
Continuing to offer low- or no-cost customer services workshops to
staff. Designated person/unit: HR
o
Requiring unit heads to develop the customer relation skills of
their classified staff. Designated person/unit: Academic Unit Heads
o
Increasing the number of continuing staff participating in at
least one customer service workshop every 3 years to greater than 95% for each
department.
Goal Four: Encourage and support high-quality scholarly
and creative endeavors
Objective 4.a.
Clearly define appropriate requirements of USCA
faculty regarding scholarship, service and teaching by discipline and rank,
consistent with the USCA mission statement and with system expectations
(See the Faculty Support Action Team Report for details)
Strategy 4.a.1.
Each unit/discipline should describe, with
examples, the appropriate activities to meet performance expectations at each
rank. These should be compiled in a document called “Suggested P&T
Guidelines/Activity Examples by Discipline,” and then disseminated to
departments, the P&T Committee, and to new faculty.
Strategy 4.a.2. Assign
each untenured faculty member a tenured “faculty mentor” who is as similar as
possible in discipline and who will use the guidelines and their own experiences
to help the new faculty to successfully attain tenure and promotion.
Strategy 4.a.3. Require
unit heads to meet annually with faculty to discuss performance and offer
guidance in helping faculty succeed in the tenure, promotion and post-tenure
review processes.
Strategy 4.a.4. Examine
the value of a formal Third Year Review process for untenured, tenure-track
faculty.
Objective 4.b.
Seek agreement with the USC system
President and Provost regarding teaching, scholarship and service standards to
ensure consistency with USCA's mission (See the Faculty Support Action
Team Report for details)
Objective 4.c. Support
regular development opportunities for faculty (See the Faculty Support Action
Team Report for details)
Strategy 4.c.1. Offer
on-campus seminars and professional development opportunities.
Strategy 4.c.2. Provide
a centralized source of information for faculty regarding off-campus
professional development opportunities, and offer reminders of such
opportunities periodically.
Strategy 4.c.3. Offer
funding for travel to off-campus seminars and other professional development
opportunities
Objective 4.d. Increase
support for scholarly and creative activities (for example funding, reassigned
time, and/or equipment) (See the Faculty Support Action Team Report for details)
Strategy 4.d.1.
Encourage collaborative research among faculty, especially projects involving
junior faculty.
Strategy
4.d.2. Provide reassigned time for scholarly and creative activities.
Strategy 4.d.3. Provide
funding for scholarly and creative activities from a pool of funds that can be
allocated campus-wide. Proposals must be submitted to the HAS committee with
funds/equipment needed and allocated as HAS does with travel funds.
Strategy 4.d.4.
Provide additional travel funds for conferences and seminars to encourage
productive efforts by faculty.
Objective 4.e. Encourage
and support regular research/scholarly/creative colloquia at USCA (See
the Faculty Support Action Team Report for details)
Strategy 4.e.1.
Ask Academic Council to coordinate at least
annually colloquia involving faculty, staff, students and community, as
appropriate. Colloquia could expand to include participation from other
institutions and the community.
Goal Five: Expand and nurture relationships with local
industry, schools, other universities, state government and community and
professional groups
Objective 5.a. Expand and
coordinate internship, experiential learning and service learning programs with
businesses, government, community organizations and other constituencies in
order to enrich student learning and to strengthen USCA community ties (See the
Community Outreach Action Team Report for details)
Strategy 5.a.1. Expand
the Office of Career Development to include a coordinator for experiential
education (experiential learning, internships, job shadowing, etc.) and employer
relations whose responsibilities will include developing guidelines,
establishing relationships with community organizations, working with
Schools/Departments to implement programs, forming a liaison with the
coordinator of service learning programs to develop those experiences, and
developing assessment tools to measure the effectiveness of programs.
Strategy 5.a.2. Gather
and centralize information regarding existing programs.
Strategy 5.a.3.
Designate a representative from each academic unit to work with the coordinator
of experiential education in order to develop experiences for that department.
Strategy 5.a.4. Inform
members of the University and community of model programs.
Objective 5.b. Support
efforts of faculty and staff to share professional knowledge and expertise for
the betterment of the community (See the Community Outreach Action Team Report
for details)
Strategy 5.b.1. Establish a ‘Virtual
Support Center’ on-line to help faculty and staff identify campus resources that
could help with their community efforts. This may include help with designing
brochures (for example, graphic design projects) or preparation of exhibit
boards (for example, education curriculum lab). Several of the other strategies
could be integrated in this virtual support center (for example, lists of
equipment available, and forms to reserve such equipment).
Strategy 5.b.2. Maintain a supply of
equipment for faculty and staff to use when working with external groups (for
example, portable LCDs, laptops)
Strategy 5.b.3. Increase
administrative support for professional efforts (for example, help with mail
outs for professional organizations, layout and photocopying of handouts)
Strategy 5.b.4. Develop additional
mechanisms for recognition and reward of efforts to share professional knowledge
and expertise with community entities (for example, in annual evaluation,
monetary incentives).
Strategy
5.b.5. More aggressively promote the Speakers Bureau
Objective 5.c. Encourage
and recognize faculty and staff participation in community service (See the
Community Outreach Action Team Report for details)
Strategy 5.c.1.
Recognize departments and units that participate collectively in community
service events.
Strategy 5.c.2.
Continue to encourage participation in university sponsored community service
events, including blood drives, Project Vision, and similar efforts.
Strategy 5.c.3.
Establish USCA Citizen of the Month to reward faculty, staff, and students’
community service efforts, and provide small incentive such as preferred parking
space or ticket for free lunch.
Strategy 5.c.4.
Encourage opportunities for community service to be published in the USCA
monthly calendar and at the beginning of each semester.
Objective 5.d. Work with
other USC campuses and in-state peer institutions to improve communication and
relations with local and state government (See the Community Outreach Action
Team Report for details)
Strategy 5.d.1.
Increase marketing of activities that promote
awareness of the benefits that universities provide for the region and state.
Continue to invite state and local government officials to such activities.
Strategy 5.d.2.
Increase participation and USCA representation
in local and state associations and committees (for example task forces, School
Board, etc.)
Strategy 5.d.3. Develop a
process within existing consortiums that coordinate efforts by USC campuses and
in-state peer institutions to address joint issues of concern and improve
communication and relations with local and state government.
Objective 5.e. Develop and
promote credit- and non-credit-bearing experiences to meet community needs and
interests (See the Community Outreach Action Team Report for details)
Strategy 5.e.1. Hire a
staff person to develop, maintain, or strengthen, as appropriate, non-credit
programs for the community (e.g. senior citizen programs, summer camps, fine
arts programs), recognizing these programs will not be major revenue generating
programs.
Strategy 5.e.2. Ask each
School/Department to examine opportunities to develop undergraduate, graduate
and certificate programs within their specific areas of expertise that meet or
address community and regional needs of specific populations. (For example,
accelerated programs for non-traditional students)
Strategy 5.e.3. Through a
centralized office (Continuing Education) continue to develop non-credit
training programs for business and industry that are designed to meet their
specific training/professional development needs.
Objective 5.f. Maintain
and strengthen ties with and support of area schools (See the Community Outreach
Action Team Report for details)
Strategy 5.f.1. Examine opportunities
to cost share with public schools (for example purchasing in large quantities,
merging printing facilities)
Strategy 5.f.2. Establish a volunteer base to mentor at risk students at the
P-12 level. Study the possibility of creating a partnership between USCA
faculty and staff and community organizations to
create mentors for parents of at-risk students.
Strategy 5.f.3. Share resources, professional development opportunities, and
curriculum related workshops that assist P-12 faculty and schools with
implementation of their visions (for example African Drumming Workshop,
presentations at local and state professional education conferences, loan of
equipment and materials, support of Academic Booster Clubs)
Strategy 5.f.4. Continue to encourage faculty to volunteer as
representatives at school sponsored events such as career day activities, to
serve as judges of subject area fairs or festivals (for example History Day,
Special Olympics, Science Fairs, Choral/Band Festivals, etc.), and to serve on
school, district or state committees for curriculum development and textbook
selection.
Strategy 5.f.5.
Continue to include P-12 representation on
appropriate advisory boards and university committees.
Strategy 5.f.6.
Continue to encourage P-12 school and public
participation in University-sponsored events that support the mission of area
schools (for example S.E.E.D., High School Mathematics Competition, Science
Bowl, Junior Academy of Sciences, Visual and Performing Arts events, Earth and
Sky Night, Family Science and Family Math, College Day, etc.)
Advertise widely information of interest to the P-12
education community and the public via a variety of media, including websites,
television, radio, newspapers, newsletters, marquees, and flyers to local
businesses.
Strategy 5.f.7. Continue to develop University
partnerships with community groups that have educational programs in an effort
to expose students to cultural events, sports and wellness activities, and
career exploration (for example Aiken Civic Ballet, Augusta Symphony Guild,
Aiken County recreational groups, youth sports, etc). Expand USCA instructional
programs that encourage skill development in particular disciplines (for example
Kids In College, Athletic Camps, Conservatory program, etc.).
Strategy 5.f.8. Continue to develop programs to encourage academic and
extracurricular success of school-aged children by making them VIPs and honoring
them at half time at basketball games.
Strategy 5.f.9.
Seek grants that support in-school arts
presentations, research opportunities, or internships of secondary school
students.
Strategy 5.f.10. Increase support of USCA curricular objectives by expanding
opportunities for undergraduate and graduate students (for example in
Psychology, ESL, and Computer Science) to apply their expertise in serving area
schools.
Goal Six: Develop and implement a strategic enrollment
plan to attract and retain an increasingly diverse and qualified student body
Objective 6.a. Effectively manage enrollment growth (See the
Enrollment Planning Action Team Report for details)
Strategy 6.a.1. Re-establish an Enrollment Management Committee comprised
of faculty, staff, and students to address undergraduate and graduate student
recruitment and retention issues. Among other roles, the EMC would monitor
entrance requirements and recommend changes as appropriate.
Strategy 6.a.2.
Develop guidelines for an optimal learning environment (for example, optimal
student-faculty ratio and class sizes, and student development opportunities)
that will guide recruitment and retention efforts.
Strategy 6.a.3. Determine the data and research needed to make informed
recruitment and retention decisions, and provide supporting resources
(personnel, supplies, etc.) to collect those data.
Strategy 6.a.4. Examine
current scholarship/financial aid practices and guiding principles and establish
strategies that would maximize the financial assistance to new and continuing
students.
Objective 6.b. Enhance
recruitment strategies for qualified traditional-aged students (See the
Enrollment Planning Action Team Report for details)
Strategy 6.b.1. Develop a recruitment plan for first-time freshmen that is
consistent with the established measures for an effective learning environment
(e.g., class size, student-faculty ratio, etc.) and increases the number and
diversity of USCA applications from current levels by 5% in 2004, 10% in 2005,
and 15% in 2006
Strategy 6.b.2. Recruit
ethnically diverse students to reflect population trends in the region
Strategy 6.b.3. Explore
ways to attract well-qualified transfer students, particularly targeting
enrollment for degree programs that can accommodate more upper-level students
Strategy 6.b.4. Develop recruitment efforts with local
industry with national and international ties
Additional suggested strategies:
6.b.5. Develop a plan to actively involve parents in the recruitment
process
6.b.6. Establish a mentoring program to recruit new students
6.b.7. Develop a recruitment plan to increase the number of USCA
Scholars who apply and enroll
6.b.8. Develop a recruitment plan that includes
opportunities for applicants and their parents to fully understand the available
majors at USCA and the requirements of those majors
6.b.9. Develop a recruitment plan to target students who are
in the upper 20%- 50% of their graduating class
6.b.10. Develop a recruitment plan to increase the number of applicants of
out-of-state students by 5% in 2005, increasing to 10% in 2010.
6.b.11. Examine ways to increase financial aid and scholarship opportunities
for out-of-state students.
6.b.12. Develop
a recruitment plan to increase the number of minority students to match the
average of this region
6.b.13. Continue to
personalize the admissions and recruitment process to involve minority
recruiters and involve minority faculty, staff, and students in recruitment
programs (e.g., Freshman Fridays, USCA Scholars, etc.)
6.b.14. Consult with
academic units to determine areas in which there is room for enrollment growth,
as well as areas in which no further growth can be accommodated.
6.b.15. Develop
a comprehensive alumni volunteer program to assist in recruiting USCA students
in targeted areas of the state.
6.b.16. Develop a
comprehensive communications plan for the Guidance Counselor community to
increase their knowledge of the admissions/financial aid process and services
offered by the University.
6.b.17. Develop a master recruitment calendar as part of a comprehensive
plan to utilize campus and community events in the support of recruitment
efforts.
6.b.18. Determine the effect financial aid sources, such as the Life
Scholarship, have on the recruitment of new students.
6.b.19. Develop a recruitment/communications plan for middle school
students and their parents.
6.b.20. Examine the current admissions predicted GPA formula used by
Admissions to deter |