strategic plan metrics - university of wisconsin - … chief information officer lsnerr lake...

Updated 6/15/16

Strategic Plan Metrics

Strategic Initiatives:

I. Student Experience: The University will provide students with transformative, collaborative, flexible and career-relevant learning experiences.

II. Thriving Partnerships: The University will deliver innovative programs that enhance the vitality of the region.

III. Achieving Excellence: The University will be a diverse community that attracts, supports, and recognizes high-achieving students and employees.

IV. Resource Management: The University will establish and maintain an infrastructure to promote accountability, sustainability, and continuous improvement.

The Strategic Plan is a living document that evolves as the Strategic Planning Core Team (SPCT) continuously reviews the document annually and establishes priorities for the subsequent two years. Please reference the update version of the Strategic Plan for more details.

Abbreviations:

AD Athletic Director ECOAD Executive Director of Outreach and Alternative Delivery PBC Planning Budgetary Council

ADAA Associate Dean of Academic Affairs GRO Grants and Research Office PPP Program Prioritization Process

APRC Academic Program Review Council HIPS High Impact Practices SPCT Strategic Planning Core Team

CAEO Center for Adult Education and Outreach HLC Higher Learning Commission TBD To be determined

CCEL Center for Community Engaged Learning HR Human Resources TLRC Transportation and Logistics Research Center

CETL Center for Excellence in Teaching and Learning IAS Instructional Academic Staff UAAC Undergraduate Academic Affairs Council

CIO Chief Information Officer LSNERR Lake Superior National Estuarine Research Reserve URMS Under Represented Minority Students

CVNT Center for Veterans and Non-Traditional LSRI Lake Superior Research Institute URSCA Undergraduate Research, Scholarship and Creative Activity

DEPTS Academic Departments MC Marketing and Communications VCAF Vice Chancellor for Administration and Finance

DL Distance Learning MEI Making Excellence Inclusive VCEM Vice Chancellor for Enrollment Management

DOF Dean of Faculty and Graduate Studies NAU Non-Academic Units VCUA Vice Chancellor for University Advancement

DSA Dean of Student Affairs OIE Office of Institutional Effectiveness

Updated 6/15/16

Strategic Initiative I: The University will provide students with transformative, collaborative, flexible and career-relevant learning experiences.

The University will deliver a curriculum that unites learning and practical application. This “Superior Plan” incorporates our longstanding commitment to educating the whole student through experiential learning and to do so in the context of our geographical location and affinity with the Northland. Beginning with their very first semester at the University, students will not only study content and gain critical thinking, writing, and problem-solving skills, they will also engage in a variety of experiential learning exercises that focus on outcomes, thus being shaped by the best of both a liberal and a practical education.

Goal 1: Ensure that all students are engaged in experiential learning

Action Step Data Source / Evidence

Frequency Success Standard Progress Resource Implications

Implementation Oversight

Participants

FY 15 (July 1, 2014-June 30,

2015)

FY 16 (July 1, 2015-June 30,

2016)

FY 17 (July 1, 2016-June 30,

2017)

FY 18 (July 1, 2017-June 30,

2018)

FY 19 (July 1, 2018-June 30,

2019)

1. UW-Superior students will be involved in two experiential learning activities through their comprehensive major or their non-comprehensive major and minor programs

Annual DEPTS Reports

Annual Experiential learning requirements will be integrated into all academic programs, with comprehensive majors including two experiential learning requirements in their curriculum and non-comprehensive majors and minor programs each including one experiential learning requirement in their major or minor curriculum Must meet institutional quality standards to be implemented by May end of Spring 2017

CETL Advisory Committee, with input from stakeholders, reviews best practices, establishes quality standards and defines experiential learning by May end of Spring 2015 Accomplished

IN Fall 2015 DOF SEEKS APPROVAL OF CETL DEVELOPED DEFINITION AND STANDARDS FROM UAAC AND FACULTY SENATE Develop process for identifying and implementing experiential learning into major programs (need to identify leadership group / point person) CETL sponsors an opening week session on experiential learning in January 2016 Establish process to ensure inclusion of interdisciplinary majors (IDM) by May 2016

100% of academic major programs (including IDS & IDM) will name two experiential learning requirements and dedicate a place in their curriculum for them by May end of Spring 2017 100% of academic major programs will have implemented two experiential learning requirements that meet University quality standards along with an evaluation plan by May end of Spring 20178 [To be included in September Fall 20178 annual department report]

Faculty and Staff time Travel

DOF UAAC Faculty Senate DEPTS CCEL Community partners CETL Advisory Committee AS-L Career Services

Updated 6/15/16

Action Step Data Source

/ Evidence Frequency Success Standard Progress Resource

Implications Implementation Oversight

Participants

FY 15 (July 1, 2014-June 30,

2015)

FY 16 (July 1, 2015-June 30,

2016)

FY 17 (July 1, 2016-June 30,

2017)

FY 18 (July 1, 2017-June 30,

2018)

FY 19 (July 1, 2018-June 30,

2019)

100% of academic major programs will name two experiential learning requirements and dedicate a place in their curriculum for them by May 2016

2. UW-Superior students will be involved in three High Impact Practices (HIPs) through their comprehensive major or their non-comprehensive major and minor programs


Annual HIPs will be integrated into all academic programs with comprehensive majors including three HIPs in their curriculum and non-comprehensive majors including two HIPs and minor programs including one HIP in their major or minor curriculum by May end of Spring 2016

Complete inventory of HIPs by program by September beginning of Fall 2014 Accomplished

HIPs Coordinators review best practices and establish University standards by December 2014 In Process

IN SPRING 2015 APPROVAL OF HIPS DEVELOPED DEFINITIONS FOR EACH HIP AND STANDARDS FOR EACH HIP, ACQUIRED FROM UAAC AND FACULTY SENATE In Process

100% of academic major programs will name three HIP requirements (three HIPs for comprehensive majors, two for non-comprehensive, and one for minors) and dedicate a place in their curriculum for them by end of FY 2016 Establish best practices for Senior Year Experience and First Year Seminar / Experience 100% of academic major programs will have at least three HIPs that meet University quality standards included in their curriculum along with an

100% of academic major programs will have at least three HIPs that meet University quality guidelines/standards including in their curriculum (three HIPs for comprehensive majors, two for non-comprehensive, and one for minors) along with an evaluation plan by May end of Spring 2017 100% of academic major programs will include an evaluation of their HIPs activities in their department’s annual report by September beginning of Fall 20168

Faculty and Staff time

ADAA HIPS Coordinator

UAAC Faculty Senate DEPTS HIPs Coordinators AS-L

Updated 6/15/16




Participants

FY 15 (July 1, 2014-June 30,

2015)

FY 16 (July 1, 2015-June 30,

2016)

FY 17 (July 1, 2016-June 30,

2017)

FY 18 (July 1, 2017-June 30,

2018)

FY 19 (July 1, 2018-June 30,

2019)

100% of academic major programs will name three HIP requirements and dedicate a place in their curriculum for them by May 2015 Move to Fall 2015

evaluation plan by May 2016

Goal 2: Ensure that a student’s curricular and co-curricular experiences are intentionally linked and facilitated




Participants

FY 15 (July 1, 2014-June 30,

2015)

FY 16 (July 1, 2015-June 30,

2016)

FY 17 (July 1, 2016-June 30,

2017)

FY 18 (July 1, 2017-June

30, 2018)

FY 19 (July 1, 2018-June 30,

2019)

1. UW-Superior students will be involved in two co-curricular activities through their comprehensive major or their non-comprehensive major and minor programs


Annual Co-curricular activities will be identified and promoted for all academic programs, with comprehensive majors identifying two co-curricular activities and non-comprehensive majors and minor programs each identifying one co-curricular activity annually to be piloted during the 2016-17 academic year

Develop a taskforce to explore connecting co-curricular learning with academic programs and develop a plan for implementation by May end of Spring 2016 Academic programs inventory existing links with co-curricular activities by May end of Spring 2016

100% of academic major programs will have recognized two co-curricular activities to support and promote on an annual basis by May end of Spring 2017


DOF / DOS

Faculty Senate DEPTS Campus Life Student Orgs Athletics

Updated 6/15/16




Participants

FY 15 (July 1, 2014-June 30,

2015)

FY 16 (July 1, 2015-June 30,

2016)

FY 17 (July 1, 2016-June 30,

2017)


30, 2018)

FY 19 (July 1, 2018-June 30,

2019)

2. Provide opportunities for departments and programs to coordinate and synergize event scheduling and publicize campus efforts through a campus-wide calendar

Implementation of a campus-wide calendar with a structure for continuous updates Program reports at annual Planning Forum regarding attendance and participation at campus events

Annual Daily, as events are scheduled

Dedicated oversight function in MC to establish and maintain communication with campus programs and continue daily upkeep of calendar by June 2015 Improved campus-wide events calendar with dedicated oversight and staffing that engages the campus community in promoting its events by August 2015 Increase numbers in attendance at campus events by August 2016

MC implements an online calendar model as part of website redesign by January 2015 In Process Hold the first annual April Calendar Planning Forum (DEPTS Chairs, Campus Life, Athletics and so forth) in April 2015 Move to FY16 Campus-wide calendar planning process is evaluated annually and continually updated Move to FY16 Dedicated oversight function in MC to establish and maintain communication with campus programs and continue daily upkeep of calendar by June 2015 Move to FY16

Hold the first annual April Calendar Planning Forum (DEPTS Chairs, Campus Life, Athletics and so forth) in April Spring 20156

Campus-wide calendar planning process is evaluated annually and continually updated Dedicated oversight function in MC to establish and maintain communication with campus programs and continue daily upkeep of calendar by June 20156 Hold the second annual April Calendar Planning Forum (DEPTS Chairs, Campus Life, Athletics, and so forth) in April 2016 Move to FY17

Hold the second annual April Calendar Planning Forum (DEPTS Chairs, Campus Life, Athletics, and so forth) in April late Spring of 20167 Hold the third annual April Calendar Planning Forum (DEPTS Chairs, Campus Life, Athletics and so forth) in April 2017 Campus-wide calendar planning process is evaluated annually and continually updated

Administrative time Software Expense (subscription/ development)

MC

DEPTS Campus Life Athletics Centers Student Orgs Tech Services Admissions CAEO Web Team

Updated 6/15/16

Goal 3: Invest in the development of delivery modes that reflect the continuum of learning access options




Participants

FY 15 (July 1, 2014-June 30,

2015)

FY 16 (July 1, 2015-June 30,

2016)

FY 17 (July 1, 2016-June 30,

2017)

FY 18 (July 1, 2017-June 30,

2018)

FY 19 (July 1, 2018-June 30,

2019)

1. Create and maintain an integrated sustainable Distance Learning model that incorporates online course offerings into on-campus departmental academic program planning

Annual DEPTS Reports Faculty Load Reports

Annual Bi-Annual

Integrated DL Model developed by May end of Spring 2016 that incorporates online course offerings into on-campus departmental academic program planning

No more than 20% of online courses being taught as overload by Fall 2017

Task force (DL Leadership, DEPTS Chairs and DOF) create a 2-year transition plan by May end of Spring 2015 to greatly reduce overload teaching of online courses Accomplished

DOF and TF submit 2-year plan to UAAC and Senate for review and approval in March mid-Spring 2015. Accomplished

EDOAD hired by May end of Spring 2015 Accomplished

Departmental pilot of the MOU DL Model Implement Transition plan to reduce overload of online courses by March beginning of Spring 2016 Accomplished DL Model developed by May end of Spring 2016

Implement DL plan (with staffing indicating no more than 20% of online courses being taught as overload by Fall 2017

Chair time Departmental budgets DL budget

Provost / AVCAA

DOF

DEPTS Chairs

DL

CAEO

Registrar Governance (approval)

2. Increase flexibility of program delivery to accelerate time to degree completion and decrease cost (e.g., incorporate more evening and summer programs, year-round schedule, short modules, cohort models, accelerated degrees, satellite locations, and competency-based and certificate options)


Annual Identify at least 10 Increase academic programs that can be offered using alternative delivery modes not currently in use; and develop these delivery modes by June 2017

Determine whether or not changes are needed to the academic calendar to implement alternative delivery models by December January 2016

DOF establish baseline information on departmental alternative delivery modes already in use by October mid-Fall 2014 Accomplished

DOF develop an incentive structure contingent upon

By December 2015, The DOF will share the alternative delivery forms baseline survey results with the Alternative Delivery Director to determine what other delivery forms ought to be considered for the

Determine whether or not changes are needed to the academic calendar to implement alternative delivery models by April mid-Spring 2017 Marketing plan to promote new programs begins by July 2016

Budget to support staffing Faculty and Staff time Departmental budget Capacity development

DF DEPTS Chairs DL Faculty Senate (advisory) Tech Services CAEO

Updated 6/15/16




Participants

FY 15 (July 1, 2014-June 30, 2015)

FY 16 (July 1, 2015-June 30, 2016)

FY 17 (July 1, 2016-June 30,

2017)

FY 18 (July 1, 2017-June 30,

2018)

FY 19 (July 1, 2018-June 30,

2019)

increased enrollments by December 2014 Move to FY16

Programs will have proposed what alternative delivery models they would like to employ by May 2015 Move to FY16

proposed campus mix.

DOF develop an incentive structure contingent upon increased enrollments by December January 2016

Programs will have proposed what alternative delivery models they would like to employ by May end of Spring 20156

By May 2016, the DOF will review currently proposed academic calendar options with the Registrar and the Alternative Delivery Director to determine which scheduling schema(s) best supports alternative forms of delivery.

September 2015 – Seminar during Enhancement Day for departments to understand and explore possibility of flexibility of program delivery

All departments with successful proposals will begin implementing those proposals during the 2016-17 academic year

Financial Aid VCEM VCCL SPCT

Updated 6/15/16

Feasibility study done of each proposed plan by DEPTS Chairs and SPCT with decisions for implementation by March 2016

Determine whether or not changes are needed to the academic calendar to implement alternative delivery models by April 2016 Move to FY17

Necessary governance review and feedback of changes to Academic Calendar by May 2016




Participants

FY 15 (July 1, 2014-June 30, 2015)

FY 16 (July 1, 2015-June 30, 2016)

FY 17 (July 1, 2016-June 30,

2017)

FY 18 (July 1, 2017-June 30, 2018)

FY 19 (July 1, 2018-June 30, 2019)

3. Develop and implement a comprehensive Campus Technology Plan that will support the Strategic Plan, program growth, and innovative delivery models

Campus technology plan

Annual Campus Technology Plan created and put in place by May end of Spring 2016 Phases I and II completed by May end of Spring 2017 and May end of Spring 2018, respectively

Evaluate need for CIO position by August 2015 (Chancellor’s Staff)

Draft Technology plan by February 2016

Identify funding to support the Technology plan by May 2016

Campus Technology Plan finalized with implementation beginning the end of Spring 2016 by October 2016

Phase I of Campus Technology Plan completed by May end of Spring 2017

Faculty and Staff time Technology Budget Computer replacement plan cost Segregated fee’s Tuition model Compensation

Provost CIO

Tech Services University Technology Committee DEPTS NAUs Provost VCAF CETL

Updated 6/15/16

Goal 4: Build strong transition programs from undergraduate study to careers and graduate/professional school




Participants

FY 15 (July 1, 2014-June 30,

2015)

FY 16 (July 1, 2015-June 30,

2016)

FY 17 (July 1, 2016-June 30,

2017)

FY 18 (July 1, 2017-June 30,

2018)


30, 2019)

1. Establish advisory groups for academic programs (including alumni and regional community members) to strengthen student preparation for careers or graduate/professional study


Annual 100% of academic programs have an official advisory group in place and functioning (or have received an exception from the DOF) by December 2016 SPCT to review dates and delay for 1 year (Spring 2017)

August 2015 – Enhancement Day session discussing the importance of the role of advisory groups and how to develop them 50% 1/3 of academic programs have developed an advisory group, schedule of meetings, and goals by December 2015 May end of Spring 2016 (or have received an exception from the DOF) In Fall 2015, dedicated Chairs meeting for role of advisory groups and how to develop them. Appreciation event for all advisory groups in Spring 2016

100% 2/3 of academic programs have developed an advisory group, schedule of meetings, and goals by October mid-Fall 2016 (or have received an exception from the DOF) Appreciation event for all advisory groups in Spring 2017

Organizational staffing Faculty and Staff time

DOF DEPTS Career Services CCEL OIE Alumni Community Members VCUA

2. Academic programs create pathways to transition into the workforce


Annual 100% of academic programs commit to an approach to develop

August 2015 – Enhancement Day session discussing the

100% of academic programs develop an approach to develop implement


DOF DEPTS

Career Services

Updated 6/15/16




Participants

FY 15 (July 1, 2014-June 30,

2015)

FY 16 (July 1, 2015-June 30,

2016)

FY 17 (July 1, 2016-June 30,

2017)

FY 18 (July 1, 2017-June 30,

2018)


30, 2019)

Agreement with Career Services

Graduates follow-up data and reporting

career pathways by December 2016 SPCT to review dates and delay for 1 year (Spring 2017)

importance of career pathways and how to develop them 100% of academic programs develop an approach and commitment to develop career pathways by May end of Spring 2016

career pathways by December 2016

100% of DEPTS have created career pathways for their students by December 2016

Career Services time

OIE

Alumni

VCUA

Advisement

3. Academic programs develop pathways for juniors and seniors to transition into graduate/professional school

Annual DEPTS Reports Grad School Fair Graduates follow-up data and reporting

Annual Career Services organizes hosts an annual graduate/ professional school fair by Spring 2015 December 2016 100% of academic programs develop list of milestones for juniors and seniors preparing for graduate/professional school by May end of Spring 20167 SPCT to review dates and delay for 1 year (Spring 2017)

Career Services organizes develops an annual graduate/ professional school fair by Spring 2016

Graduate/Professional School Fair to promote graduate/professional study (for UW-Superior graduate programs and outside graduate programs) is held during the Spring 2016 semester

Career Services develops a plan for an annual graduate/ professional school fair by December 2016

100% of academic programs develop a list of milestones for their senior students that are preparing for graduate/professional school by May end of Spring 2017

Faculty and Staff time Budget for grad school fair

DOF VCEM

DEPTS

MC OIE

Career Services

McNair

URSCA Director

Strategic Initiative II: The University will deliver innovative programs that enhance the vitality of the region.

Recognizing its distinctive location and role within the Northland, the University seeks to serve the needs of the region through strategic partnerships that leverage its expertise.

Goal 1: Become the region’s premier institution for community engagement

Updated 6/15/16




Participants

FY 15 (July 1, 2014-June 30,

2015)

FY 16 (July 1, 2015-June 30,

2016)

FY 17 (July 1, 2016-June 30,

2017)

FY 18 (July 1, 2017-June 30,

2018)


30, 2019)

1. Establish a Center for Community Engaged Learning to coordinate campus efforts

CCEL existence as designed Reporting of efforts by semester and annual evaluation of outcomes

Annual CCEL fully operational as intended/designed by March 2015 Fall 2017 Evaluation parameters and process established by December 2016 Fall 2017

Community Engagement Design Team established by Provost by March 2015 Move to FY16

Goal: Purpose, staffing plans, funding needs, and initial operations of CCEL determined by Spring 2016

Tasks: Center for Community Engaged Learning Design Team established Fall 2015 Structure and composition of CCEL determined by November 2015

Initial operation, coordination protocols and staffing plan in place by November 2015

Permanent staffing in place and CCEL fully operational by March 2016

Goal: Funding prioritized in budget request process to fund the new Center for Community Engaged Learning

Tasks: Submit funding request in October Fall 2016 for FY 18 funding Goal for FY18: Staffing in place and CCEL fully operational by Fall 2017

Tasks for FY18: Outcome evaluation parameters and process in place by Fall 2017

Outcome evaluation parameters and process in place by December 2016

Community Engagement Design Team time and costs Staffing (new or existing?) Space and budget Research on models and best practices

Provost or AVCAA (when filled)

Community Engagement Design Team CCEL DEPTS DOF Relevant NAUs Advisory Group (see Action Step 2) CAEO ASL OIE HIPs

2. Create strong, mutually beneficial partnerships with businesses, nonprofits, community groups, municipalities, tribal entities, veterans groups, other governmental entities, and educational institutions

DEPTS and NAUs annual reports Catalog of existing and new partnerships (single

Annual

Institutional advisory council in place by Fall 2015 Process and timeline for reporting and evaluation of partnerships in place by July 2016 Fall 2017

Goal: Hold first Institutional Advisory Council (IAC) in Spring of 2016 Tasks: DEPTS and NAUs inventory

Goals: Continue holding IAC meetings Catalog of existing and new partnerships (a single information point/source) established and

Faculty and Staff time Travel Outreach Tracking software

Chancellor

Institutional advisory group

CCEL DEPTS NAUs

Updated 6/15/16




Participants

FY 15 (July 1, 2014-June 30,

2015)

FY 16 (July 1, 2015-June 30,

2016)

FY 17 (July 1, 2016-June 30,

2017)

FY 18 (July 1, 2017-June 30,

2018)


30, 2019)

information point/source)

Catalog of existing and new partnerships (a single information point/source) established and maintained by July 2016 Fall 2016

existing partnerships in Fall 2015

Chancellor appoints, creates and defines role of institutional advisory group by Fall 2015

DEPTS and NAUs inventory existing partnerships (PPP and other sources through OIE) by November 2015

Chancellor appoints, creates and defines role of institutional advisory group by Fall 2015 (initial partnership inventory provides basis for next steps)

DEPTS and NAUs identify and establish new partnerships (with input from CCEL and the institutional advisory group) to support Strategic Plan by May 2016

maintained by Fall 2016

FY18 Goal: All units inventory and evaluate partnerships annually beginning Fall 2017

FY18 Tasks: DEPTS and NAUs identify and establish new partnerships (with input from CCEL and the institutional advisory group) to support Strategic Plan by Spring of 2017

All units inventory and evaluate partnerships annually beginning October 2016

Advisory group support

OIE SPCT CAEO

MC

3. Pursue and acquire the Carnegie Community Engagement classification

Milestones or benchmarks in application and classification process Dashboard

Annual and per given steps of process

Classification received in January 2020 (and relevant benchmarks achieved in process to classification) Receive (and maintain) President’s Higher Education Community Service Honor Roll

Goal: Apply and obtain the President’s Higher Education Community Service Honor Roll award Accomplished

Goals: Apply and obtain the President’s Higher Education Community Service Honor Roll award

Identify institutional

Goals: Identify institutional responsibility for Community engagement classification process by Fall 2016

Community Engagement Design Team costs and time CCEL resources Faculty and Staff time

Provost or AVCAA

CCEL Advisory group DEPTS NAUs OIE

Updated 6/15/16




Participants

FY 15 (July 1, 2014-June 30,

2015)

FY 16 (July 1, 2015-June 30,

2016)

FY 17 (July 1, 2016-June 30,

2017)

FY 18 (July 1, 2017-June 30,

2018)


30, 2019)

membership as preparatory and complementary process

resource and responsibility requirements for process and implications by Spring 2016

Tasks: Initial research on requirements of the Carnegie Community engagement classification process included in Community Engagement Design Teams work during FY 16

Institutional plan for process completed and approved by June 2016

Continue to apply and obtain the President’s Higher Education Community Service Honor Roll award

Tasks: Provost names individual responsible for the Carnegie Community Engagement Classification

FY18 Goal: Identify data and evidence requirements for application process by Fall 2017

Institutional plan for process completed and approved by Fall 2017

Initiate formal campus education process to support application effort by January 2017

Align campus processes and data collection to process via planning and annual reports by June 2017

Prepare to apply

Travel Professional development

CAEO AS-L

Updated 6/15/16




Participants

FY 15 (July 1, 2014-June 30,

2015)

FY 16 (July 1, 2015-June 30,

2016)

FY 17 (July 1, 2016-June 30,

2017)

FY 18 (July 1, 2017-June 30,

2018)


30, 2019)

[Applications available Spring 2018]

Goal 2: Develop and maintain a portfolio of programs that meet current and projected regional and national employment needs




Participants

FY 15 (July 1, 2014-June 30,

2015)

FY 16 (July 1, 2015-June 30,

2016)

FY 17 (July 1, 2016-June 30,

2017)

FY 18 (July 1, 2017-June 30,

2018)


30, 2019)

1. Incorporate program prioritization into the annual integrated planning and budgeting process

Evaluation of PPP (for three years) and Strategic Plan implementation

Annual Annual evaluation of PPP (and the Strategic Plan) implementation shows intended outcomes and completion by FY 17 (and related implementation of strategic plan initiatives) Comprehensive integrated planning and budgeting process completed by October Fall 2014

See Strategic Initiative 4, Goal 2, Action Step 2. Accomplished

Does this require Senate approval? No it doesn’t need approval.

See Strategic Initiative 4, Goal 2, Action Step 2.

See Strategic Initiative 4, Goal 2, Action Step 2.

Faculty and Staff time Budget reduction and resource reallocation

Chancellor Provost

SPCT DEPTS Registrar/ Admissions NAU UAAC Senate

2. Conduct regular assessments to identify regional needs for existing and new undergraduate and graduate/professional programs

Annual DEPTS Reports Employment Trends and Needs Assessment

Annual

All academic majors are able to provide annual, updated assessments and outcome reports related to current and anticipated demand for their program offerings (both regional and beyond) by June Fall 2017

OIE works with DEPTS to build organizational

Select vendor and conduct academic program demand analysis and report by December 2014 Accomplished

Solicit new program ideas from DEPTS and Chancellors Cabinet by May

Goal: Solicit new program ideas from DEPTS and Chancellors Cabinet by Spring 2016

Action plan for new programs by November 2015 Move to FY17

Goal: Action plan for new programs by Fall 2016

Annual DEPTS Reports include initial, annualized demand assessment and identified opportunities (with assessable

Faculty and Staff time Research/reports

Provost / DOF

DEPTS VCEM SPCT NAU OIE

Updated 6/15/16

capacity for program development planning and assessment

NOTE: This needs to be linked directly to integrated planning/budgeting and performance-based funding

2015 Move to FY16

outcomes by program) by Fall 2016

Evaluate and adjust/revise assessment process by Spring 2017


Frequency Success Standard Progress

Resource Implications


Participants

FY 15 (July 1, 2014-June 30, 2015)

FY 16 (July 1, 2015-June 30, 2016)

FY 17 (July 1, 2016-June 30,

2017)

FY 18 (July 1, 2017-June 30, 2018)

FY 19 (July 1, 2018-June 30, 2019)

3. Leverage collaborations and partnerships with other educational institutions to expand our marketable offerings of high-demand degree programs

Annual DEPTS and Unit Reports Inventory of current articulation agreements and related partnerships Dashboard

Annual Process and timeline for regular reporting and evaluation of partnerships with other educational institutions in place by July Fall 2016 Catalog of existing and new partnerships with other educational institutions (a single information point/source) established and maintained by July Spring 2016 NOTE: This should be linked to previous action step as possible opportunities for collaboration are identified

Goal: Catalog of existing and new partnerships with other educational institutions (a single information point/source) established and maintained by Spring 2016

Tasks: DEPTS build capacity for identification and development of strategic collaborations and partnerships with other educational institutions

DEPTS inventory and assess current and potential partnerships as by Spring 2016

Annual DEPTS Reports include existing partnerships and related opportunities by October Fall 2016 Evaluate and adjust/revise assessment process by May end of Spring 2017

Faculty and Staff time Travel

Chancellor Provost DEPTS SPCT Grad Council UAAC Relevant NAUs Faculty Senate NorthWERD ADAA

Updated 6/15/16

Goal 3: Support and promote signature programs, particularly those that meet regional needs




Participants

FY 15 (July 1, 2014-June 30,

2015)

FY 16 (July 1, 2015-June 30,

2016)

FY 17 (July 1, 2016-June 30,

2017)

FY 18 (July 1, 2017-June 30,

2018)


30, 2019)

1. Promote programs that are in high demand, unique, meet regional needs, and are mission centric through the integrated planning/budgeting and performance-based funding processes

Annual DEPTS and NAUs Reports

Annual Process in place by May beginning of Spring 2017 for identification and promotion of existing and new programs that directly support the Strategic Plan initiatives

Cabinet identifies signature programs through Market Program Demand Analysis by January 2015 Accomplished MC begins to market by March 2015 Move to FY16 Provost closely monitors the ongoing and integrated implementation of the PPP and the Strategic Plan throughout FY 15 Accomplished

Goal: MC begins to market signature programs by Spring 2015 (2016?) Tasks: SPCT establishes identification process and parameters for support and promotion of signature programs and performance-based funding processes by May end of Spring 2016 SPCT incorporates the above process into the integrated planning, budgeting, reporting, and assessment processes by May end of Spring 2016

DEPTS and NAUs identify signature program proposals with assessable outcomes by October Fall 2016 (in annual reports) SPCT assesses proposals and makes recommendations by February 2017 Provost makes decisions on annual signature program promotion by March beginning of Spring 2017 Annualized process for proposal assessment and decisions finalized by May end of Spring 2017

Faculty and Staff time Reallocations or Investments related to promotion of signature programs

Provost SPCT

DEPTS NAUs OIE CAEO PBC Faculty Senate (advisory) MC

Updated 6/15/16

Goal 4: Support regional needs through research, scholarship, and creative activity




Participants

FY 15 (July 1, 2014-June 30,

2015)

FY 16 (July 1, 2015-June 30,

2016)

FY 17 (July 1, 2016-June 30,

2017)

FY 18 (July 1, 2017-June 30,

2018)


30, 2019)

1. Institutionalize support and incentives for grant making related to place-based research

Levels of grants supporting region-specific research Changes in processes and protocols

Annual New processes and protocols in place by FY 17, including annual evaluation and adjustment Infrastructure established that responds to compliance issues by June 2016

Directors of TLRC, LSRI, , and LSNERR with GRO organize working group by February 2015 Move to FY16 Working group gives recommendations for research support and incentives to Provost by April 2015 Move to FY16

Provost announces new research support and incentives by May 2015 Move to FY16

Goal: Provost announces new research support and incentives by Spring of 2016

Tasks: Directors of TLRC, LSRI, , and LSNERR with GRO organize working group by Fall of 2016

Working group gives recommendations for research support and incentives to Provost by Spring of 2016

Necessary changes to support new research and support and incentives processes and protocols institutionalized by June 2016 Move to FY17

Goal: New research support and incentives processes and protocols fully implemented by Spring 2017 Tasks: Necessary changes to support new research and support and incentives processes and protocols institutionalized by Fall of 2016

Faculty and Staff time More indirect costs to centers and DEPTS to support place-based research

Provost VCAF

Research Centers GRO DEPTS NAUs

2. Champion faculty and student research and other forms of scholarship and creative activities through heightened visibility across

Media coverage, campus coverage with

Semester or Term

Research visibility plan created and implemented by MC by July 2016

Dedicated showcase built into website redesign by February 2015

Research visibility plan implemented by MC beginning September of Fall 2015

Research visibility plan implementation continues by MC and first

Promotion resources

MC DEPTS DOF

Updated 6/15/16




Participants

FY 15 (July 1, 2014-June 30,

2015)

FY 16 (July 1, 2015-June 30,

2016)

FY 17 (July 1, 2016-June 30,

2017)

FY 18 (July 1, 2017-June 30,

2018)


30, 2019)

the campus, community, region, and state

FY13 as baseline

Dedicated showcase built into website redesign (MC seeks out information from DEPTS and Research Centers) by February 2015

In Process MC, in consultation with DEPTS, develops research visibility plan by May end of Spring 2015 In Process

evaluation completed by July 2016

Faculty and Staff time and travel

Research Centers

3. Increase financial support for undergraduate research, scholarship, and creative activity

Level of support for undergrad research Dashboard

Annual Financial support for undergraduate research increases 15% by June 2017

URSCA Director assesses existing level of support for undergraduate research with a comprehensive inventory by January 2015 unknown URSCA develops a plan for increasing financial support for undergraduate research by May end of Spring 2015 unknown

Goal: URSCA develops a plan for maintaining financial support by Spring 2016

Tasks: Determine whether or not system funding will continue after FY16 Growth Agenda funding ends by Fall 2015

URSCA develops a plan for continued funding in consultation with provost and VCUA

Plan approved by July 2015 and implemented

Financial support increases 7.5% for FY16

Goal: Financial support in place to continue at previous level without system grant Financial support increases 7.5% for FY17

Foundation support directed at undergrad research Building undergrad research into community engagement

VCUA URSCA Director

Provost SPCT VCAF DEPTS GRO CCEL URSCA

Updated 6/15/16

Strategic Initiative III: The University will be a diverse community that attracts, supports, and recognizes high-achieving students and employees.

As the regional comprehensive university in service of the Northland, UW-Superior seeks to attract and retain a learning community committed to excellence and personal fulfillment.

Goal 1: Recruit a diverse student body that will demonstrate a high likelihood for success and persistence




Participants

FY 15 (July 1, 2014-June 30,

2015)

FY 16 (July 1, 2015-June 30,

2016)

FY 17 (July 1, 2016-June 30,

2017)

FY 18 (July 1, 2017-June 30,

2018)


30, 2019)

1. Increase enrollment of on-campus domestic first-time freshman with a focus on key high schools

Enrollment data Baseline Fall 2013 = 290

Annual Institutional enrollment of first-time domestic students

Outreach action plans to key high schools Enrollment of first-time domestic students will increase by 2% Fall 2014 = 286

Outreach action plans to key high schools Enrollment of first-time domestic students will increase by 4% Fall 2015 Goal = 302

Outreach action plans to key high schools Enrollment of first-time domestic students will increase by 9% Fall 2016 Goal = 316

Market Outreach Budget Faculty and Staff time Travel costs not in marketing budget (mileage, rental car, hotel)

VCEM Admissions UR DOF/ ADAA DEPTS FYE

2. Increase enrollment of new domestic transfer students with a focus on key transfer institutions

Enrollment data Baseline Fall 2013 = 205

Annual Institutional enrollment of new transfer students

Outreach action plans to key transfer institutions Enrollment of new transfer students will increase by 2% Fall 2014 = 176

Outreach action plans to key transfer institutions Enrollment of new transfer students will increase by XX% Fall 2015 Goal = 200

Outreach action plans to key transfer institutions Enrollment of new transfer students will increase by XX% Fall 2016 Goal = 210

Market Outreach Budget Faculty and Staff time Travel costs not in marketing budget (mileage, rental car, hotel)

VCEM Admissions UR DOF/ ADAA DEPTS FYE

3. Increase enrollment of international students through increased recruiting efforts

Enrollment data Baseline Fall 2013

Annual By Fall 2016, international admissions will have increased by 12% (6 students)

Enrollments of international students will increase by 4% (2 students) Fall

Enrollment of international students will have increased by 56%

Enrollment of international students will have increased by 90%


Marketing Budget Travel costs

VCEM Admissions

Office of International Programs

Updated 6/15/16




Participants

FY 15 (July 1, 2014-June 30,

2015)

FY 16 (July 1, 2015-June 30,

2016)

FY 17 (July 1, 2016-June 30,

2017)

FY 18 (July 1, 2017-June 30,

2018)


30, 2019)

NF = 25 TR = 11 Total = 36

Baseline is Fall 2013 Admissions data

2014 Accomplished NF = 34 TR = 12 Total = 46

(20 students) by Fall 2015 Fall 2015 Goal = 56

(32 students) by Fall 2016 Fall 2016 Goal = 68

Increase budget funds recruiting (international: $10,000) per MacLean email

Financial Aid UR Consult: Dean, ADAA DEPTS

4. Increase enrollment in Distance Learning student credit hours Changed to be student credit hours

Enrollment data

Annual DL student credit hours will increase to 6411 by Fall 2016 Baseline is Fall 2013 student credit hour data Fall 2013 = 5048 student credit hours

Enrollments of DL students will increase to 5250 student credit hours (4% increase) by Fall 2014 Accomplished Actual Fall 2014 = 4924 student credit hours

Enrollments of DL students will increase to 5704 (13% increase) by Fall 2015 Fall 2015 Goal =5704 student credit hours

Enrollments of DL students will increase to 6411 (27% increase) by Fall 2016 Fall 2016 Goal = 6411 student credit hours


Travel costs

Marketing budget

Additional instructional time

Additional instructional development dollars

Director of DL VCEM

DL Admissions UR DEPTS DOF

5. Increase enrollment of graduate students

Enrollment data

Annual Graduate student enrollment increase to 225 students by 10th day of Fall 2016 Baseline is Fall 2013 enrollment levels = 134

Develop graduate program enrollment strategies by October 2014 Not Met

Increase graduate student enrollment will increase to 155 (16% increase Fall 2014 Not Met (134)

Increase graduate student enrollment will increase to 145 (8% increase) by Fall 2015 Fall 2015 Goal = 145

Increase graduate student enrollment will increase to 154 (15% increase) by Fall 2016 Fall 2016 Goal = 154

Faculty Staff and time Marketing Budget

DOF VCEM

Admissions

Grad Office and DEPTS

UR

Graduate Council

6. Renew and expand programmatic articulation agreements with regional and international colleges and universities to encourage seamless transfer to UW-Superior

Accounting of articulation agreements by ADAA Admissions data

Annual Number of articulation agreements will increase by 5% from Fall 2014 by May 2017 NOTE: These targets were included in the new student action step of Goal 1 under this initiative.

ADAA provides on-going review of current articulation agreements by October 2014

Number of approved articulation agreements increases by 5

Number of approved articulation agreements increases by 5 before May 2016

Number of approved articulation agreements increases by 5 before May 2017

Faculty and Staff time Possible travel budget

ADAA Admissions DEPTS Faculty Senate (approval) Advisement Transfer Specialist

Updated 6/15/16




Participants

FY 15 (July 1, 2014-June 30,

2015)

FY 16 (July 1, 2015-June 30,

2016)

FY 17 (July 1, 2016-June 30,

2017)

FY 18 (July 1, 2017-June 30,

2018)


30, 2019)

before May 2015 Not Met (4)

7. Provide professional development opportunities for all faculty and staff.

Improve faculty and staff retention through enhanced professional development opportunities that include use of online tools such as Lynda.com, new employee onboarding program, supervisor development and improved faculty and staff development resources.

Develop an employee onboarding program to be implemented by November 2015.

Develop a supervisor development program by April 2016.

Promote awareness of and increase use of online training resources for employees such as Lynda.com.

Increase funding for faculty and staff development by June 2016.

Time Funding

Chancellor’s Office

Human Resources

University Staff Senate

Academic Staff Senate

Faculty Senate Chancellor’s Staff

CETL

Updated 6/15/16

Goal 2: Improve student retention and create clear pathways to timely graduation




Participants

FY 15 (July 1, 2014-June 30,

2015)

FY 16 (July 1, 2015-June 30,

2016)

FY 17 (July 1, 2016-June 30,

2017)

FY 18 (July 1, 2017-June 30,

2018)


30, 2019)

1. Implement a new advising model focused on retention management that includes an individualized student advising plan in all academic majors and minors, regular advisor training and evaluation for program effectiveness

Annual Advising Unit Report Advisor evaluation data (Advising Office)

Annual Annual by FY 17

Advising model in place May Fall 2015 100% of academic advisors trained to model by December 2016 Spring 2018 Evaluation of model demonstrates advising effectiveness

New advising model developed and in place by May 2015 In Process Move to FY16 with deadline Advisor training developed and 30% of Advisors trained by September 2015 Not Met Move to FY16

Development of evaluation process for advisors and the model by May 2015 Move to FY16

Goal: Advisor training developed and 30% of Advisors trained by Spring 2016

Tasks: New advising model developed and in place by Fall 2015

Development of evaluation process for advisors and the model by Spring 2016

67% of faculty and other academic advisors trained in new advising model by June 30, 2016

Piloting of Evaluation of advisor training by May 2016

Goal: 67% of faculty and other academic advisors trained in new advising model by June 30, 2016

Tasks: Piloting of Evaluation of advisor training Fall 2015

Goal FY18: 100% of faculty and other academic advisors trained in new advising model by Fall 2016

Full-scale evaluation of advising model effectiveness complet-ed by Spring 2017

Budget to train advisors

Faculty and Staff time to develop advising model and advising plan sheet

Faculty and Staff time to develop, implement and analyze evaluation to address both advisors’ effectiveness and the training model

VCEM Advisement Director and Advising Staff

DOF / DEPTS SEM Retention Committee Faculty Senate (approval)

2. Increase 1st to 2nd Year retention of New Freshman Increase retention of Under Represented Minority Students, Veterans, and Non-Traditional students

Retention Data Admissions data Annual Accountability Report

Annual

Increase the 1st to 2nd year retention rate of New Freshman by Fall 2016 Baseline is Fall 2012 Cohort New Freshmen (All): 66% URM: 56% Pell: 59%

1st to 2nd Yr Retention Goal Fall 2013 Cohort: New Freshmen (All): 71% Actual: 73% Met URM: 62% Actual: 71% Met Pell: 71%

1st to 2nd Yr Retention Goal Fall 2014 Cohort: New Freshmen (All): 72% Actual: URM: 62% Actual: Pell: 72%

1st to 2nd Yr Retention Goal Fall 2015 Cohort: New Freshmen (All): 72% Actual: URM: 62% Actual: Pell: 72%

Fiscal sustainability established for serving Veterans and Non-Traditional students Center Faculty and Staff time

VCEM OMA, VNSC, GEC, FNC FYE DEPTS Academic Advising and Career Service

Updated 6/15/16




Participants

FY 15 (July 1, 2014-June 30,

2015)

FY 16 (July 1, 2015-June 30,

2016)

FY 17 (July 1, 2016-June 30,

2017)

FY 18 (July 1, 2017-June 30,

2018)


30, 2019)

Increase the first to second year retention and second to third year retention rates of URMS, Veterans, and Non-Traditional Students by 2% each by October mid-Fall 2016

Baseline is Fall 2013

Actual: 74% Met

Actual: Actual: Increase the first to second year and second to third year retention rates of students from each of these groups by 2% by October mid-Fall 2016

Marketing and recruitment dollars Financial aid dollars

Student Success and Advising Campus Life

3. Increase 4-Year Graduation Rate of New Freshmen

Graduation data

Annual

Increase the 4-year graduation rate of New Freshmen by Fall 2016 Baseline is Fall 2009 Cohort New Freshmen (All): 16% URM: 13% Pell: 10%

4-Yr Graduation Rate Goal Fall 2010 Cohort: New Freshmen (All): 20% Actual: 22% Met URM: 9% Actual: 13% Met Pell: 18% Actual: 10% Not Met

4-Yr Graduation Rate Goal Fall 2011 Cohort: New Freshmen (All): 20% Actual: URM: 10% Actual: Pell: 19% Actual:


Faculty and Staff time Financial aid dollars

VCEM OMA, VNSC, GEC, FNC FYE DEPTS Academic Advising and Career Service Student Success and Advising Campus Life

4. Increase 6-Year Graduation of New Freshmen

Graduation data

Annual

Increase the 6-year graduation rate of New Freshmen by Fall 2016 Baseline is Fall 2007 Cohort New Freshmen (All): 35% URM: 21% Pell: 30%

6-Yr Graduation Rate Goal Fall 2008 Cohort: New Freshmen (All): 43% Actual: 43% Met URM: 26% Actual: 40% Met Pell: 33% Actual: 42% Met





5. Increase 1st to 2nd Year retention of New Transfers

Retention data

Annual

Increase the first to second year retention of New Transfers by Fall 2016

1st to 2nd Yr Retention Goal Fall 2013 Cohort:




VCEM OMA, VNSC, GEC, FNC FYE

Updated 6/15/16




Participants

FY 15 (July 1, 2014-June 30,

2015)

FY 16 (July 1, 2015-June 30,

2016)

FY 17 (July 1, 2016-June 30,

2017)

FY 18 (July 1, 2017-June 30,

2018)


30, 2019)

Baseline is Fall 2012 or avg. New Transfers (All): 66% URM: 63% (5-yr. avg.) Veteran: 59% Online: 60%

New Transfers (All): 67% Actual: 68% Met URM: 64% Actual: 69% Met Veteran: 60% Actual: 61% Met Online: 61% Actual: 64% Met

New Transfers (All): 68% Actual: URM: 65% Actual: Veteran: 61% Actual: Online: 62% Actual:

New Transfers (All): 69% Actual: URM: 66% Actual: Veteran: 62% Actual: Online: 63% Actual:

Financial aid dollars

DEPTS Academic Advising and Career Service Student Success and Advising Campus Life

6. Increase 4-Year Graduation Rate of New Transfers

Graduation data

Annual

Increase the 4-year graduation rate of New Transfers by Fall 2016 Baseline is Fall 2009 or avg. New Transfers (All): 42% URM: 27% (5-yr avg.) Veteran: 36% (5-yr avg.) Online: 29%

4-Yr Graduation Rate Goal Fall 2010 Cohort: New Transfers (All): 42% Actual: 40% Not Met URM: 27% Actual: 16% Not Met Veteran: 36% Actual: 53% Met Online: 30% Actual: 26% Not Met

4-Yr Graduation Rate Goal Fall 2011 Cohort: New Transfers (All): 43% Actual: URM: 28% Actual: Veteran: 37% Actual: Online: 31% Actual:

4-Yr Graduation Rate Goal Fall 2012 Cohort: New Transfers (All): 44% Actual: URM: 29% Actual: Veteran: 38% Actual: Online: 32% Actual:



7. Increase 6-Year Graduation of New Transfers

Graduation data

Annual

Increase the 6-year graduation rate of New Freshmen by Fall 2016 Baseline is Fall 2007 or avg. New Transfers (All): 45% URM: 31% (5-yr avg.)

6-Yr Graduation Rate Goal Fall 2008 Cohort: New Transfers (All): 46% Actual: 49% Met URM: 32% Actual: 32% Met

6-Yr Graduation Rate Goal Fall 2009 Cohort: New Transfers (All): 47% Actual: URM: 33% Actual:

6-Yr Graduation Rate Goal Fall 2010 Cohort: New Transfers (All): 48% Actual: URM: 34% Actual:


VCEM OMA, VNSC, GEC, FNC FYE DEPTS Academic Advising

Updated 6/15/16




Participants

FY 15 (July 1, 2014-June 30,

2015)

FY 16 (July 1, 2015-June 30,

2016)

FY 17 (July 1, 2016-June 30,

2017)

FY 18 (July 1, 2017-June 30,

2018)


30, 2019)

Veteran: 43% (5-yr avg.) Online: 40%

Veteran: 43% Actual: 48% Met Online: 41% Actual: 28% Not Met

Veteran: 44% Actual: Online: 42% Actual:

Veteran: 45% Actual: Online: 43% Actual:

and Career Service Student Success and Advising Campus Life

Goal 3: Reward employee excellence and promote institutional values




Participants

FY 15 (July 1, 2014-June 30,

2015)

FY 16 (July 1, 2015-June 30,

2016)

FY 17 (July 1, 2016-June 30,

2017)

FY 18 (July 1, 2017-June 30,

2018)


30, 2019)

1. Reduce committee and task force workload by 2/3 in order to provide more equitable workload balance

Accomplished

Report from Provost’s Office

Annual Faculty and staff workload obligations are reduced by 2/3 from the 2014 committee service level 2/3 level not accomplished, meaningful reduction occurred

Governance groups develop a process to form and disband committees by September beginning of Fall 2014 Accomplished Committee reduction plan completed by December 2014 Accomplished

Goal: Continue to monitor reduction of committee and task force workload. Task: Ask governance groups to review approval process and revise as needed.


Provost and Shared Governance

Shared Governance structures (approval) DOF Chancellors Cabinet

2. Move to a 21 credit faculty teaching load for two semesters by streamlining and focusing curriculum to provide time for meeting strategic initiatives,

Report from Provost’s Office Progress on curriculum

Annual New Faculty Teaching Load model fully operational by June 2019

November End of Fall 2014 department receive 2015-2016 staffing budgets based on PPP

Goal: Revise Student Learning Outcomes and develop

Curricular focusing and streamlining accomplished and implemented by Fall 2016

Budget to support this, contingent on enrollment growth and

Provost DEPTS DOF

Updated 6/15/16




Participants

FY 15 (July 1, 2014-June 30,

2015)

FY 16 (July 1, 2015-June 30,

2016)

FY 17 (July 1, 2016-June 30,

2017)

FY 18 (July 1, 2017-June 30,

2018)


30, 2019)

particularly community engaged learning (reassign 3 credits)

and staffing revision noted in DEPT annual reports

Curricular focusing and streamlining accomplished and implemented by Fall 2017 NOTE: The campus’ ability to meet this action step is to be aligned directly to increases in student enrollments and successful departmental curricular streamlining and revisions

Accomplished In September 2014 departments begin process of streamlining and refocusing curriculum and Student Learning Outcomes to reflect strategic goals and the PPP Move to FY16 By March 2015 departments have developed initial plans to streamline and refocus curricula per PPP and to complement new staffing arrangement. Move to FY16

evaluation plan by Spring 2016

Tasks: Departments begin process of streamlining and refocusing curriculum and Student Learning Outcomes to reflect strategic goals and the PPP

Departments to have develop initial plans to streamline and refocus curricula per PPP and to complement new staffing arrangement

Student Learning Outcomes for all programs revised by October 2015

Department curriculum revisions proposed to AND APPROVED BY governance by December 2015

Student Learning Outcomes evaluation plans revised and in use by February 2016

May 2016 governance oversight complete (sooner if possible)

budget reallocation Faculty and Staff time

Faculty Senate (approval) VCAF HR

Updated 6/15/16




Participants

FY 15 (July 1, 2014-June 30,

2015)

FY 16 (July 1, 2015-June 30,

2016)

FY 17 (July 1, 2016-June 30,

2017)

FY 18 (July 1, 2017-June 30,

2018)


30, 2019)

3. Clarify personnel standards and processes to achieve workload balance and equity that aligns with the Strategic Plan (advising, workload equity, recognition for effective campus service, and meaningful engagement in the campus initiatives such as HIPs, MEI and Retention)

Personnel Standards for each level of employees

Annual Personnel standards for classified and unclassified faculty and staff revised to align with the Strategic Plan by June 2017

Classified University Staff Senate begins work with HR to develop personnel rules for UPS in October mid-Fall 2014. Accomplished Faculty and Academic Staff governance groups begin discussion in on changes to personnel standards in Feb. 2015. Move to FY16 Review and define concerns related to understanding workload balance and equity Move to FY16

Processes developed through shared governance to address classified and unclassified faculty and staff personnel standards by May 2015 Move to FY16

Goal: Personnel standards for classified and unclassified faculty and staff revised to align with the Strategic Plan

Tasks: By July 1, 2015 UPS implemented for classified staff.

Faculty and Academic Staff governance groups begin discussion in on changes to personnel standards

Review and define concerns related to understanding workload balance and equity

Processes developed through shared governance to address classified and unclassified faculty and staff personnel standards by March Spring 2016 Personnel committees of

Revisions made by various Personnel Committees by Fall 2016 and reviewed and final revision made by various shared governance bodies by January Spring 2017 Departments and units submit revised personnel rules by April 2017 to be implemented by June Spring 2017


Provost and Shared Governance

DEPTS and NAUs

Shared Governance groups: Faculty Senate, Academic Staff Senate, University Staff Senate Personnel Council of Faculty Senate HR

Updated 6/15/16




Participants

FY 15 (July 1, 2014-June 30,

2015)

FY 16 (July 1, 2015-June 30,

2016)

FY 17 (July 1, 2016-June 30,

2017)

FY 18 (July 1, 2017-June 30,

2018)


30, 2019)

Faculty Senate, Academic Staff Senate and Classified University Staff Senate groups propose initial drafts by Spring 2016

Reviewed by DEPTS and NAUs by May Spring 2016

4. Design and implement cost-of-living and performance-based compensation plans that are market-sensitive and address salary compression

Report from Chancellor’s Office on resource development Reports from plan working groups to governance and administration

Annual Performance-based compensation plan and cost-of-living plan (including goals, standards, procedures, and budget implications) implemented by June 2017 Plan must include the following aspects to be considered successful: 1. Creation of meaningful merit system for faculty, academic staff, and classified university staff 2. Clearly defined criteria for merit increases as well as for compensation related to rank, tenure and annual review NOTE: Implementation of compensation plans will

By December 2014 Administration and governance groups develop cooperative approach to accomplishing this planning task Move to FY16 By February 2015 establish three work groups (Classified, Academic Staff and Faculty) to develop a plan and resources to address performance-based compensation. Work groups are charged and convened in March 2015. Move to FY16

Goal: Clearly defined process in place. Tasks: Administration and governance groups develop cooperative approach to accomplishing this planning task. Establish three work groups (Classified University, Academic Staff and Faculty) to develop a plan and resources to address performance-based compensation. Working groups report initial

Goal: Performance-based compensation plan and cost-of-living plan (including goals, standards, procedures, and budget implications) implemented By December 2016, final proposal of clearly defined criteria to govern merit increases is shared with governance and administration by work group By February 2017, governance groups review, revise, and adopt proposal By March 2017, campus wide feedback on the first draft is received by the working group

Budget for compensation and compression Faculty and Staff time

Chancellor Provost Shared Governance groups DOF DEPTS and NAUs VCAF HR Personnel Council of Faculty Senate PBC

Updated 6/15/16




Participants

FY 15 (July 1, 2014-June 30,

2015)

FY 16 (July 1, 2015-June 30,

2016)

FY 17 (July 1, 2016-June 30,

2017)

FY 18 (July 1, 2017-June 30,

2018)


30, 2019)

be directly tied to increased enrollments

By May end of Spring 2015, working groups report initial conclusions on how to accomplish this plan at open campus meeting, followed by a two week open comment period Move to FY16

conclusions on how to accomplish this plan at open campus meeting, followed by a two week open comment period. By December 2015, first draft of clearly defined criteria to govern merit increases (faculty, academic staff, and classified) is shared with governance groups and administration by work group.

By March 2017, departments and HR have developed procedures for merit that complement the governance approved criteria and process By April 2017, the department procedures are proposed to Senate for approval [By September 2017 department criteria have been approved and plan is implemented for 2017-2018 academic year] [By September 2017 resource acquisition and base established]

5. Design and implement internal advancement and workplace flexibility opportunities for academic and classified staff

Report from Chancellor’s Office Proposals from working groups regarding plan and resource development

Annual Plan (including goals, standards, procedures) implemented by June 2017

Goal: Develop a plan for internal advancement and workplace flexibility opportunities by June 2016 Task: Work group established to develop plan and identify resources by October Fall 2015

Goal: Plan implemented by June 2017 By September 2016 plan proposed to Academic Staff Senate and Classified committee for review, revision and approval Resources to support plan developed by April 2017

Budget to support Faculty and Staff time

Chancellor and/or Provost

Academic and University Staff Academic and University Governance structures VCAF HR

6. Improve employee satisfaction within a campus culture of inclusion, respect, and engagement

Report from Chancellor’s Office

Annual

To improve upon identified benchmarks related to recognition, community building, and campus culture

Annually report on the progress of MEI efforts Move to FY16

Goal: Identify benchmarks related to employee satisfaction

Review progress every two years and make revisions

Budget to support activities Faculty and Staff time

Cabinet MEI Campus HR

Updated 6/15/16




Participants

FY 15 (July 1, 2014-June 30,

2015)

FY 16 (July 1, 2015-June 30,

2016)

FY 17 (July 1, 2016-June 30,

2017)

FY 18 (July 1, 2017-June 30,

2018)


30, 2019)

Identify and Pilot appropriate survey instruments by May 2015 Move to FY16

Task: Identify and Pilot appropriate survey instruments and review results for continuous improvement by Spring 16 By December 2015 revisit and revise activities planning, based on pilot evaluation

OIE

Updated 6/15/16

Strategic Initiative IV: The University will establish and maintain an infrastructure to promote accountability, sustainability, and continuous improvement.

As a public university, UW-Superior is highly accountable to many constituencies and must, therefore, have programs, policies, and systems that establish standards and benchmarks, mechanisms for accountability, and processes for continuous improvement in all areas, especially student learning.

Goal 1: Establish and monitor assessment structures and processes in all academic and non-academic programs




Participants

FY 15 (July 1, 2014-June 30,

2015)

FY 16 (July 1, 2015-June 30,

2016)

FY 17 (July 1, 2016-June 30,

2017)

FY 18 (July 1, 2017-June 30,

2018)


30, 2019)

1. Develop an undergraduate academic program assessment process that is robust and includes a streamlined set of institutional student learning outcomes that integrates general education learning outcomes and outcomes for HIPS as recommended by the 2013 HLC site visit team and develop an assessment process for graduate programs.

Assessment and HIPS Coordinators to revise.

HLC Monitoring report Annual DEPTS Reports Program review of general education Assessment of common learning outcomes

One time Annual

December 2015 HLC Monitoring report receives positive review (criterion 4 and 5 met with no concerns)

The institution has developed a common set of learning outcomes by December 2014 Faculty Senate approval sought and acquired. Accomplished

General Education program review complete by October mid-Fall 2015 Accomplished

Three-year assessment plan for common learning outcomes is developed, Faculty Senate approval sought and acquired, and implementation begins by May end of Spring 2016

Assessment Plan for the Common Learning Outcomes is

Task Force develops a common set of learning outcomes by December 2014 (roll out to campus) Accomplished

Identify those common learning outcomes that that are met through the General Education Program by May end of Spring 2015 Accomplished

Begin integration of the HIPs within General Education as departments deem appropriate and throughout the curriculum by May end of Spring 2016 In Process

Develop an assessment plan for the student learning outcomes by May end of Spring Fall 2015 In Process

Develop an assessment plan for

Goal: Three-year assessment plan reviewed and accepted by governance by March 2016.

Assessment Plan for the Common Learning Outcomes is implemented by end of Spring 2016 by departments and through general education assessment pilot.

Tasks: Submit Monitoring report to HLC by December 31, 2015

General Education program review completed by October mid-Fall 2015 Accomplished

General education reviews course proposals which are a fit to new

HLC Assurance Argument and Evidence File submitted (TBD)

HLC Site Visit and Assurance Review (TBD)

Implement Phase II of Assessment Plan for Student Learning Outcomes by May end of Spring 2017

Analysis of SLO-based major/minor assessment data and first general education pilot August 2016

Major/minor data analysis and analysis of general education assessment pilot data used to inform program changes in Fall 2016.

Second SLO major/minor assessment cycle and second general education assessment pilot to

Summer Task Force Faculty Stipends for 2014 Faculty and Staff time OIE Director position must be funded HLC annual conference costs Consulting costs for General Education HLC site visit expenses

Provost OIE

Faculty and co-curricular Task Force General Education Committee DOF APRC PBC DEPTS Chair Associate Dean Faculty Senate (approval) Faculty, IAS HIP Coordinators NAU as appropriate UAAC

Updated 6/15/16

implemented by June 2016

2016-17 HLC site visit successful

graduate programs by May end of Spring 2015 2016 In Process

University Studies Program submitted by academic programs (Spring and Fall 2016)

Implement Phase I of Assessment Plan for Learning Outcomes completed (May end of Spring 2016)

HIPs are integrated throughout the major/minor curricula (General Education and Programs) by May end of Spring 2016

Complete first cycle of Begin assessment of student learning outcomes for graduate programs by end of Spring 2017. December 2015

be implemented by end of May 2017.

2. Develop a regular review process for all academic and non-academic programs (to include graduate programs)

Academic Program Reviews Annual DEPTS and NAU Reports

Each program every 5-7 years Annual

APRC process is revised to inform planning and budgeting decisions Annual reports tie into budget, program proposals, planning and resource allocation

General Education Program review template and review process is developed Graduate Program review template and review process is developed

APRC aligns 5-7 year program review template with the Strategic Plan (December 2014) Accomplished Faculty Senate approves APRC program review process (February 2015) Accomplished ACADEMIC: Annual Report / program review and proposal template for academic programs

Goal: Annual reports tie into budget, program proposals, planning, and resource allocation Tasks: Implement annual reports for DEPTS and NAUs Annual Reports submitted by September 15, 2015

HLC Assurance Argument and Evidence File submitted (TBD) HLC Site Visit and Assurance Review (TBD) Annual Reports submitted by September 15, 2016

Faculty and Staff time Summer Stipends for 2014 work Governance (APRC, PBC, Faculty Senate time) OIE Director position must be funded

Provost

APRC DOF Gen. Ed Committee DEPT Chairs Faculty Senate (approval) Grad Council NAU OIE

Updated 6/15/16

is refined to feed into APRC review (March beginning of Spring 2015) Accomplished General Education Program Review template is developed by October mid-Fall 2014 Accomplished Graduate Program Review template is developed by March mid-Spring 2015 and included in the program review process Accomplished NON-ACADEMIC: Develop an annual report/program review and proposal template for non-academic programs that mirrors the PPP process, and aligns with strategic planning by February 2015 Accomplished

Both DEPTS and NAU Annual Reports are submitted using the revised process in September 2015 General Education Program review is completed by October 2015 HLC Monitoring Report Submitted by December 31, 2015 HLC monitoring report indicates no concerns (June 2016)

PBC SPCT

Updated 6/15/16

Goal 2: Ensure that the budget and planning process of the University is transparent and grounded in the Strategic Plan




Participants

FY 15 (July 1, 2014-June 30,

2015)

FY 16 (July 1, 2015-June 30,

2016)

FY 17 (July 1, 2016-June 30,

2017)

FY 18 (July 1, 2017-June 30,

2018)


30, 2019)

1. Create the new Strategic Planning Core Team (SPCT) to replace the Continuous Improvement and Planning Team (CIPT) and Executive Budget Group with a planning, budgeting and assessment process that is streamlined, inclusive, nimble and transparent (this group will serve as the Executive Budget Group) Accomplished

HLC Monitoring Report

Annual review of process

2015 HLC Monitoring report indicates no concerns as planning informs the budget SPCT planning, budgeting and assessment process is streamlined and communication plan in place by December 2014 Progress on the Strategic Plan is visible to all by September beginning of Fall 2015 (see Action Step 3; dashboards)

SPCT created in September beginning of Fall 2014 and takes on role of Executive Budget Group Accomplished SPCT planning, budgeting and assessment process is streamlined and communication plan in place by December 2014 Accomplished OIE established as the unit for monitoring the Strategic Plan (SPCT takes on this role)

HLC Monitoring report submitted (December 2015) HLC monitoring report indicates no concerns (June 2016)

HLC Assurance Argument and Evidence File submitted (TBD) HLC Site Visit and Assurance Review (TBD)

OIE Director position must be funded

Chancellor Provost

SPCT Governance consultation on members

2. Design a budget development process and two-year planning cycle that links program and unit performance and assessment to institutional budgeting and planning

Annual Budget submission

Annual Annual planning and budget cycle process is revised to link assessment, planning, and budgeting and initiated for the 2016 budget year by December 2014

Cabinet and SPCT reviews and refines the 2-year budget and planning cycle by December 2014 (cycle incorporates annual reports, assessment reports, funding proposals and budget requests) Accomplished

Goal: Implement planning, budgeting, and assessment process Tasks: Training on annual report and budget request templates.

Goal: Refine planning, budgeting, and assessment processes. Tasks: Complete continuous review process and revise as needed. Assess Year 2 implementation of


VCAF Chancellor’s Cabinet

Provost DOF SPCT OIE PBC Governance DEPTS NAUs

Updated 6/15/16

SPCT implements budget/planning cycle for April 2015 budget development deadline for FY16 Move to FY16

Assess Year 1 implementation and revised Year 2 implementation of budget cycle

budget process and revised as needed

3. Create and update the Academic Plan for the Board of Regents Education committee every 5 years and ensure its alignment with the Strategic Plan

Strategic Plan Annual DEPTS Reports

Bi-Annual (odd years)

Academic Plan is revised every 5 years, and updated every other year (2015, 2017, 2019…)

PBC uses the Strategic Plan, results of Program Prioritization, and the 2013 Academic Plan to devise and propose a new Academic Plan by April mid-Spring 2015 In Process Faculty Senate receives proposed Academic Plan by April 2015 Move to FY16

Goal: Update Academic Plan Faculty Senate receives proposed Academic Plan by Fall 2015 Academic Plan implementation begins January Spring 2016 Faculty Senate feedback used to revise the draft Academic Plan by October 2015 Faculty Senate adopts final Academic Plan by December 2015

PBC reviews and revises 2015 Academic Plan and presents first draft to Faculty Senate by April mid-Spring 2017 Faculty Senate receives proposed Academic Plan revision by Spring April 2017


PBC Faculty Senate DEPTS APRC SPCT

4. Develop and maintain a dashboard for the reporting of unit and institutional progress relative to the stated goals and metrics of the Strategic Plan

Dashboard Quarterly Dashboard developed to show quarterly progress on strategic plan goals (transparent)

Review best practices and propose dashboards by May 2015 Accomplished

Dashboard developed by the SPCT and OIE and made transparent so all may see progress on goals (September Fall 2015)

Review and revise dashboards annually as strategic goals are accomplished

Chancellor OIE staff time

Provost OIE

SPCT MC

Updated 6/15/16

Goal 3: Ensure resources and facilities are appropriate to support the University as an institution committed to excellence




Participants

FY 15 (July 1, 2014-June 30,

2015)

FY 16 (July 1, 2015-June 30,

2016)

FY 17 (July 1, 2016-June 30,

2017)

FY 18 (July 1, 2017-June 30,

2018)


30, 2019)

1. Ensure that the Campus Master Plan supports the Strategic Plan

Accomplished

Strategic Plan Metrics 6-year physical development plan

Every 2 years as part of biennial budget process

Goals of 6-year Physical Development plan align with the Strategic Plan and Master Plan by November end of Fall 2014

Biennial update of 6-year Physical development plan completed by November end of Fall 2014 Accomplished

Biennial update of 6 year Physical development plan completed by November end of Fall 2016

Staff time State Capital Budget

VCAF

SPCT Campus wide PBC DEPTS NAUs

2. Develop and implement a strong, creative financial model to align fiscal and human resources (this ties closely with Goal 2)

Campus Annual Budget Allocations

Annual Financial model provides the means to eliminate structural deficits by April 1, 2017

Evaluate existing financial model, identify weaknesses and needs not being met, and develop year 1 strategies to reduce the structural deficits by May end of Spring 2015 In Process

Goal: Develop and implement year 2 of new financial model by April 1, Spring 2016

Goal: Implement year 3 strategies to eliminate structural deficit by April 2017 Complete continuous review process and revise as needed.


VCAF

Chancellor Cabinet Provost SPCT PBC Governance DEPTS NAU (kept informed)

3. Maximize the use of physical infrastructure and services during under-utilized periods for revenue growth

Facility utilization statistics (YU, Wessman, MWC, Residence Halls, Classrooms and so forth)

Ongoing Increased facility utilization and increased revenue three phases by June 2016, June 2017 and June 2018 that will help to sustain

Goal: Develop increased utilization plan and revenue growth plans by Spring 2016

Tasks: Review utilization for all areas by Fall 2015

Review technology needs (classroom lab modernization) incorporate into the budget process by Fall 2015

Goal: Implement phase I of the plan

Staff time Additional

revenue

AD VCCL Provost VCAF

Provost DOF DEPTS Chairs Auxiliary Managers CIO

Updated 6/15/16




Participants

FY 15 (July 1, 2014-June 30,

2015)

FY 16 (July 1, 2015-June 30,

2016)

FY 17 (July 1, 2016-June 30,

2017)

FY 18 (July 1, 2017-June 30,

2018)


30, 2019)

4. With the UW-Superior Foundation, develop a fundraising program to support key elements of the Strategic Plan

Strategic Needs

Ongoing Increased Foundation support for Strategic Priorities to allow implementation of Strategic Initiatives

Develop list for Foundation investment Use Strategic Initiatives for Foundation’s next Capital Campaign Unknown (Brett)

Goal: Use Strategic Initiatives for Foundation’s next Fundraising Campaign Tasks: SPCT recommends list of Strat Plan Initiatives that needs foundation support by August beginning of Fall 2015 SPCT clarifies vision for Center for Community Engaged Learning VCUA develops approach and prepared for Fundraising Campaign Implement Foundation Capital Campaign

Goal: Implement Foundation Fundraising Campaign Assess progress on Capital Campaign goals

Staff time and positions Budget allocations to assist the Foundation

VCUA Chancellor

Donors Alumni SPCT Cabinet Faculty/Sta

ff MC DEPTS NAUs

Updated 6/15/16

Glossary of Terms:

Academic Plan The UW-Superior Academic Plan summarizes the institution’s current academic program array, including existing, developing, and new programs and initiatives. Since February 2008, the Education Committee of the UW-System Board of Regents (BOR) has required institutions to periodically present a campus academic plan. This allows the BOR to better understand each institution’s academic program array as well as its alignment to the institution’s mission and identity. Citation: http://www.uwsuper.edu/aboutuwsuperior/upload/academicplan.pdf

Advisory Groups A body that offers support and guidance to an organization. An advisory group offers informed suggestions to the organizational entity that are non-binding, and the advisory group does not have legal fiduciary responsibility. While it often takes an active role in helping an organization identify and implement its goals and objectives, it is not ultimately responsible for the health and well-being of the organization. It can help staff solve day-to-day problems, provide a forum for feedback from program stakeholders, share expertise, and represent the interests of a program within the larger community environment. Citations: http://iveybusinessjournal.com/topics/governance/the-role-and-value-of-an-effective-advisory-board#.U06zBZUU_IU; http://en.wikipedia.org/wiki/Advisory_board

Campus Technology Plan Campus Technology Plan is the strategic plan for instructional and information technology that demonstrates the ways the entire campus community can manage IT and how technology can support the mission of the University. The goal of a campus technology plan is to think about the business of the University and how and where information and instructional technology can add the most value.

Community Engagement Community engagement describes collaboration between institutions of higher education and their larger communities (local, regional/state, national, global) for the mutually beneficial exchange of knowledge and resources in a context of partnership and reciprocity. The purpose of community engagement is the partnership of college and university knowledge and resources with those of the public and private sectors to enrich scholarship, research, and creative activity; enhance curriculum, teaching and learning; prepare educated, engaged citizens; strengthen democratic values and civic responsibility; address critical societal issues; support economic development; and contribute to the public good. Citation: http://classifications.carnegiefoundation.org/descriptions/community_engagement.php

Carnegie Community Engagement Classification

The classification for Community Engagement is an elective classification, meaning that it is based on voluntary participation by institutions. It involves data collection and documentation of important aspects of institutional mission, identity and commitments, and requires substantial effort invested by participating institutions. It is an institutional classification; it is not for systems of multiple campuses or for part of an individual campus. The classification is not an award. It is an evidence-based documentation of institutional practice to be used in a process of self-assessment and quality improvement. The documentation is reviewed to determine whether the institution qualifies for recognition as a community engaged institution. The Community Engagement Classification takes place on a five-year cycle. Because the classification requires gathering and providing evidence of community engagement by a campus through an application, the process begins two years prior to the classification date. For example, for the 2020 classification cycle (classified campuses announced in January of 2020) the applications will be available in the Spring of 2018. Citation: http://classifications.carnegiefoundation.org/descriptions/community_engagement.php

Center for Community Engaged Learning

This new UW-Superior center will provide leadership for the Strategic Plan goal to “become the region’s premier institution for community engagement”. The specific functions, structure, programmatic outcomes, faculty/staff support, and so forth, of this center will be determined by the Community Engagement Design Team to be named by the Provost.

Co-Curricular University sponsored or endorsed activities and experiences beyond the course curriculum that compliment and enrich the academic learning experience. For example: participation in athletics, writing for student publications, and memberships within student professional groups.

Updated 6/15/16

Dashboard Dashboards often provide at-a-glance views of KPIs (key performance indicators) relevant to particular objectives or processes (e.g., enrollment, revenue, degree completion, and

so forth). This term originates from the automobile dashboard where the driver is able to monitor the major functions of the automobile by glancing at the instrument panel. In higher education, dashboards give signs about aspects of the institution to let members know which things are meeting outcomes and which are not. Often dashboards show summaries, key trends, comparisons, and exceptions.

Diversity The concept of diversity encompasses acceptance and respect. It means understanding that each individual is unique, and recognizing our individual differences. These can be along the dimensions of race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious beliefs, political beliefs, or other ideologies. Citation: http://gladstone.uoregon.edu/~asuomca/diversityinit/definition.html

Employee Onboarding Employee onboarding is the process of orienting, socializing, training, and retaining an employee during his or her first year of employment.

Experiential Learning Process whereby students gain knowledge, skills and practical experience through their formal engagement with campus or community partners. These activities may include cooperative education opportunities, internships, field experiences, practica, and so forth. The students then reflect on these experiences and apply them to their academic studies. (will be further developed)

Faculty Teaching Load 12 credits per semester or the equivalent (includes advising).

FY (Fiscal Year) July 1 to June 30; named for the year in which June falls (e.g., FY 1416 ends June 30, 201416).

High Impact Practices High-Impact Practices (HIPs) are techniques and designs for teaching and learning that have proven to be beneficial for student engagement and successful learning among students from many backgrounds. Through intentional program design and advanced pedagogy, these practices can enhance student learning and assist in narrowing achievement gaps across student populations. The UW-Superior HIPS currently include: Writing Across the Curriculum (WAC), Senior Year Experience (SYE), First Year Experience (FYE) and First Year Seminar (FYS), Academic Service Learning (AS-L), Global Awareness (GA), and Undergraduate Research, Scholarly and Creative Activities (URSCA). Citation: http://leap.aacu.org/toolkit/high-impact-practices

Individualized Student Advising Plan

This is a blueprint created jointly with an individual student that lays out semester by semester, from time of entry until graduation, what his or her curricular plan will be. It can be revisited and revised during regularly scheduled advisement sessions when circumstances in the student’s life may change. The plan should be dated, a copy given to the student for his or her use in planning, and a copy kept by the advisor for revisiting as needed. It is flexible and serves to assure the student that he or she is moving forward, provides an opportunity to discuss the circumstances surrounding advisement activities, and assists the student in moving forward.

Key Feeder Institutions Key Feeder Institution is a name applied to schools, colleges, universities, or other educational institutions that provide a significant number of graduates or individuals who intend to complete some or all of their education at UW-Superior. These might include high school graduates, transfers from two year community colleges or

Making Excellence Inclusive

Making Excellence Inclusive is UW-Superior’s version of Inclusive Excellence. The central premise of Inclusive Excellence holds that UW System colleges and universities need to intentionally integrate their diversity efforts into the core aspects of their institutions—such as their academic priorities, leadership, quality improvement initiatives, decision-making, day-to-day operations, and organizational cultures—in order to maximize their success. Citation: http://www.wisconsin.edu/vpacad/Inclusive_Excellence/

Non-Resident Tuition Waivers

The Non-resident Tuition Waiver (NTW) Program offers financial assistance to non-Wisconsin and non-Minnesota students who enroll at UW-Superior. Citation: https://www.uwsuper.edu/admissions/forms/ntw.cfm

Partner of Choice External partners look to UW-Superior first to work in collaboration.

Updated 6/15/16

Performance-Based Compensation Plan

A performance based pay plan, which is an incentive-based form of compensation, is established through an organizational blueprint linking compensation to job performance through clear, well-established criteria. Such criteria are established through job descriptions or personnel standards. An example of such a schema is: Satisfactory Performance – Base Salary Increase Recommended (which may involve an annual performance improvement plan). Unsatisfactory Performance, Retained – No Base Salary Increase Recommended (which must involve a performance improvement plan that addresses specific areas in need of

improvement). Unsatisfactory Performance, Non-Retained (involves letting go classified university or academic staff who have demonstrated insufficient improvement over a given period of

time; rules for retention and non-retention of faculty are established through state statute and Regents’ policies). Meritorious, Receives One-Time Bonus Compensation, No Permanent Increase to Base Pay (a separate action in which consideration is given for this after satisfactory performance

achieved; rated on a well understood, generally agreed upon set of criteria, which establishes exceptional performance over a given time period; may not have set pre-determined amount; generally given only for exceptional performances).

Citations: http://user.txcyber.com/~gena/HRPage/articles/062099.shtml; http://www.kean.edu/admin/uploads/pdf/hr/managerial_performance_evaluation_procedures.pdf

Performance-Based Funding

Performance-based funding refers to a funding formula that allocates resources based on performance indicators aligned with established goals, priorities, and outcomes. Best practices include: measurement flexibility across programs/units, engaging all stakeholders, phasing such a system in to make the transition easier, simple funding formulas, and preserving academic quality. Citation: http://www.ncsl.org/research/education/performance-funding.aspx

Place-Based Research Research directly related to the region and place. It offers opportunities for place-based education, which seeks to help communities through employing students and staff in solving community and regional problems. Place-based education promotes learning that is rooted in what is local—the unique history, environment, culture, economy, literature, and art of a particular place. This does not mean that international and national issues are peripheral to place-based education, but that students should be grounded in their surrounding environment before moving on to broader subjects. Citation: http://www.promiseofplace.org/

Signature Program Programs that are in high demand, unique, meet regional needs, and are mission centric.

Student Focused All major decisions will be guided by what will best serve our students and their education. (Student focused is not the same as student centered.)

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