Student Success

Manny Contomanolis, EMCSChris Licata, Academic Affairs

10 April 2014

Student Success: The RIT Experience Retention to on-time graduation Innovative integration T-shaped professional

Driving Focus: Engage and transform students for a lifetime of professional and personal growth and success.Establish and promote a culture of on time graduation for undergraduate and graduate students.

Strategies Under Discussion•The “Graduation Compact”•The 3 P’s of on-time graduation – Principles, Policies, Practices

•Curricular “T” – Academic Depth; Professional and Personal Breadth•Co-Curricular “Jungle Gym”

The Successful RIT Graduate Career Advancement and Satisfaction – Engaged Citizenship – Personal Growth

Diversity

Sharon Mason, GCCISKevin McDonald, Diversity & Inclusion

10 April 2014

Inclusive Excellence Framework Areas

Access and Success•Women and AALANA Male Students

Pipeline explorations/Student Success rec.

•AALANA and Women Faculty Recruitment strategies (cluster hires)

•Women and AALANA staff and faculty retention/advancement

Leadership development/career ladder/career pathing programs

Use of data from faculty/staff exit interviews

Campus Climate and Intergroup Relations

•Use of survey and focus group assessments to gauge impact of efforts and existing sentiments and needs from constituency groupsCampus Inclusion IndexExisting surveys Disaggregated data

Education & Scholarship•Global diversity perspective infused into curriculum with recognition of the importance of domestic and international perspectives (multicultural & international)Current efforts are on right track with the need to reinforce the aforementioned

Institutional Infrastructure•Increased compositional diversity in leadershipGlaring need with support mechanisms needed when hires are madeMulticultural alumni engagementOpportunity for greater inclusion

•Inclusive policiesProgress made - more needed

Research and Graduate Education

Callie Babbit, GISVicki Hanson, GCCIS

10 April 2014

Key RGE Themes: Research at RIT is still in early phases of growth

• Needs substantial and sustained investment and time to mature• “ROI” has to be measured inclusively (beyond cost)

Investment has to be strategic and focused• Catalyze advancement of strategic interdisciplinary research strengths• Engage faculty and students from core disciplinary programs that bridge fundamental research

and strategic strengths

Strategic areas must be identified at the intersection of faculty input and institutional successes

• Current research strengths• Emerging funding trends and societal / industry needs• Opportunities for transformation and growth towards high impact

Advancement of strategic areas requires top-down support and structure• Encourage and reward interdisciplinarity• Remove barriers to collaboration

Advancement of strategic areas requires a creative and intellectual environment• Culture of research and innovation• Quality of work life for faculty and graduate students

Questions (RGE)1. What metrics of performance define success in Research and Graduate

Education at RIT?

2. What is the motivation for having research-oriented programs at RIT and what are the main benefits

• For RIT as an institution?• For RIT students (those directly engaged in research and

those who may benefit indirectly)?

3. What kinds of graduate programs and research foci have the most potential to enhance the RIT brand?

4. What skills and qualities would a student with research experience have that are valued by employers (compared to a student with only coursework)?

5. What external trends, threats, and opportunities are most likely to impact development of research and graduate education at RIT?

Global Engagement and International Education

Zack Butler, GCCISJim Myers, Academic Affairs

10 April 2014

Global Engagement and International Education: Guiding Principles• Comprehensiveness: RIT is committed to pursuing comprehensive

internationalization. • Faculty leadership: RIT is committed to a model of internationalization

achieved through faculty leadership and engagement. • Academic excellence: RIT is committed to attaining high standards of

ethical academic performance in international education. • Engagement: RIT is committed to a model of international education

that requires and supports active engagement with people from different cultures, races, and ethnic and socio-economic backgrounds.

• Student Centered Inclusiveness: RIT is committed to developing international learning experiences and academic programs that are student centered, inclusive, and accessible to all students regardless of race, ethnicity, sex, gender, religion or socioeconomic status.

Global Engagement and International Education

Three major goals– Curriculum & Learning outcomes: Every RIT student will have

global/multicultural/international learning outcomes and experiences in both their general education & professional curriculum.

– Programs: RIT will become a distinguished international university by creating a select group of unique academic programs focusing on global professional practice and international expertise.

– Engagement: RIT’s international education learning outcomes, and its international reputation, will be materially enhanced by strategically supporting international research partnerships, establishing select programs in emerging international centers of excellence and enabling innovative ways of educating international students.

Organizational Agility

Amit Ray, COLAHoward Ward, F & A

10 April 2014

OA Definition and Action Items1. Clear and universally understood definition of RIT’s

identity and strategic direction.2. Any expansion/restructuring is based on this shared

direction—real interdisciplinarity; fix silos.3. Budgetary decentralization and transparency; space

centralization; financial flexibility—stop running on the margin, take risks, minimize compliance bureaucracy.

4. Curricular flexibility (tied to financial flexibility).5. Empower those who have authority to make local

decisions.6. Respect/faith/trust across the RIT community.

Curricular Innovation and Creativity

Deb Blizzard, CLANeil Hair, ILI

10 April 2014

Curricular Innovation and CreativityHow do we create a structure and culture that supports and promotes an innovative curriculum grounded in creativity?

Our work consists of nothing less than:

•Fostering a student-centered culture of teaching, in addition to research. •Increasing opportunities for cross-disciplinary teaching and learning experiences.•Recognizing and supporting the noble motivations of teachers, students, alumni and the community.•Reorienting our culture to tolerate risk and to celebrate experimentation.•Identifying and minimizing organizational barriers and inertia.•Deploying learning technologies that prioritize the needs of users first.•Seeing students as companions on a journey toward a meaningful life.

We welcome your questions around specific implementation directions currently under study.