8 major sections; 14,000 Words; 22 Performance Objectives.
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The Ohio State University
Academic Plan 2000-2005
November 1999
Performance
Words Objectives
1 Visions/Values 134
2 Academic Plan Overview 1185
3 Academic Excellence 1952 3
4 Student Learning Experience 2699 5
5 Diversity 2291 7
6 Outreach and Engagement 2005 4
7 Strategic Resources 1873 3
8 Leadership Agenda 2121
1 Our Vision
To be one of the nations top ten public teaching and research
universities by 2010, and the nations leader in implementing a
land-grant mission relevant for the 21st century.
Our Values
These values will at all times guide our conduct and decision-making
within the University community:
* The continuous quest for academic excellence
* Learning and the dissemination of knowledge
* Creativity and the constant pursuit of new knowledge
* The richness of human diversity and the power of community
* The applications of knowledge for the benefit of society
2 Academic Plan Overview
The Ohio State University imperative to become one of the nations ten
best public teaching and research universities is simple yet
compelling. It is also realistic but ambitious, requiring a total and
ongoing commitment by the administration, faculty, and staff to a
focused, purposeful, and rigorous strategic agenda as set forth in the
pages of this document. This agenda addresses the principal challenges
we must meet to achieve preeminence among Americas colleges and
universities.
Whats at stake here? Its not whether Ohio will continue to have a
large, respected, academically diverse university that educates
thousands of its residents. Clearly, it will. The question is whether
Ohio will have a top-tier university a recognized leader in research
and scholarship, an internationally acclaimed center of learning that
is a magnat for exceptional students. . . . a university that provides
access to nontraditional students and offers lifelong learning
opportunities for the communities we serve . . . a creator of
knowledge and innovation that fundamentally improves learning and the
way people live . . . a source of new technologies that create
high-quality jobs and commercial enterprises . . . an institution that
excels in the arts and sciences, dynamically enhancing the way our
graduates understand and experience the world in which they live and
contribute . . . and a leader among land-grant universities that is
known for addressing the major issues facing society.
The states and regions that are the most successful in meeting their
citizens educational and economic needs are all home to great,
top-tier research universities. A university of this caliber we
envision will help the State of Ohio and its citizens flourish in the
knowledge economy of the 21st Century. It will transfer technology and
ideas that will boost the states fortunes. It will help meet the
states need for ever-larger numbers of well-educated workers,
especially in such disciplines as biotechnology, information
technology, and other high-growth fields and critical professions. And
since Ohio is irreversibly linked to the global economy, the
university will prepare its graduates to live and work in a socially
and economically diverse world.
With the stakes so high, the entire university community must help
meet the core challenges that stand between us and top-tier status.
What are those challenges?
First and foremost, a great university must at its very soul reflect
the highest standards of academic excellence, and that remains our
principal goal. We must begin this pursuit of excellence with the
recognition that while much has been accomplished in recent years, our
academic aspirations are as yet unfulfilled. Taking actions to
position twenty or so academic programs in the very top tier of their
respective disciplines is this plans essential starting point and its
highest strategic priority.
The achievement of our aspirations for academic excellence requires,
however, that we do much more than just develop an array of
distinguished academic programs. Among the key measures used in
accessing the quality of a university is its graduation rates. Ours
are unacceptably low. Similarly, Ohio State lags benchmark
institutions on virtually all key measures of sponsored-research
success, whether it be market share of federal research dollars,
market shares of publications and citations, invention disclosures,
patents awarded, or license income. This, too, must change.
With respect to diversity, good news in recruiting is being offset by
low retention rates among minority students and minority and female
faculty, with far too many departures among underrepresented groups.
Substantive improvement on these metrics and others is fundamental to
creating the kind of diverse community that will enrich our research
and learning environments and fully prepare our students for the
global village in which they will live and compete.
Finally, The Ohio State University has been widely recognized for its
national leadership throughout the 20th Century in defining the agenda
for land-grant universities. In keeping with our historic leadership
role among land-grant universities, Ohio State must reshape the
land-grant mission, respecting its traditional roles and
responsibilities but insuring that the mission is relevant for the
knowledge and urban-based economy of the 21st Century. Given our
potential for economic and quality-of-life impact on the larger
society, we have an obligation to address the problems and issues that
challenge the communities we serve.
An overall assessment of our strengths and weaknesses suggests that we
cannot realize our vision simply by working harder. Instead, the
entire university community faculty, staff, and administration; the
Board of Trustees; alumni, friends, and business leaders; the Regents;
and General Assembly must understand the challenges we face, address
resource constraints, and vigorously support this agenda. Based on our
experience of the past five years, we will invest in excess of $1
billion in operating and capital funds, and in private gifts between
now and 2005 to make substantial headway toward accomplishment of the
goals outlined in this plan. While this support is significant, it is
apparent that the realization of our vision for Ohio State can be
achieved only if we are willing to set meaningful priorities and make
hard choices. The annual budget process will be the method by which
specific resource allocations will be made in support of this plan.
It is important to note that while the university has made meaningful
progress since the Board of Trustees first endorsed the Functional
Mission Statement in 1994, benchmark universities have made meaningful
progress as well. Like most national universities, Ohio State operates
in an environment of intense competition for outstanding faculty and
students, research dollars, and other forms of support.
The initiatives and resource plan contained in this document are
designed not simply to sustain progress, but to accelerate it to take
the university to a higher level of performance. Now is the time for
Ohio State to design and implement initiatives that will elevate our
status to the top tier of the nations public universities. The plan
that follows focuses on four critical goals and how we intend to fund
them, with academic excellence listed first to indicate its paramount
importance. Our goals are to:
* Become a national leader for the standard of our academic excellence;
* Be universally acclaimed for the quality of the learning experience we
offer our students;
* Create an environment that truly values and is enriched by diversity;
and
* Expand the land-grant mission to address our societys most compelling
needs.
In developing this plan, we have drawn on the thoughtful and thorough
work of the Research Commission, the Committee on Undergraduate
Experience, the Diversity Task Force, the Presidents Council on
Outreach and Engagement, and numerous other committees and documents.
What follows is a plan containing five separate but interrelated
sections: academic excellence, the student learning experience,
diversity, outreach and engagement, and resources. In combination,
these initiatives will drive our performance to higher levels and make
The Ohio State University one of Americas preeminent public teaching
and research universities.
3 ACADEMIC EXCELLENCE
I. Strategic Objective
The Ohio State University will attain preeminence and international
distinction in a broad range of academic programs by recruiting,
retaining, and developing exceptional faculty, high-ability students,
and outstanding staff and providing them with the highest quality
teaching, learning, and research environments.
II. Performance Objectives and Program Initiatives
Performance Objective A: Move Ten Academic Programs into the Top Ten
Among U.S. Public Research Universities and an Additional Ten Into the
Top Twenty, All By the Year 2010; Develop Ten Nationally Recognized
Interdisciplinary Research Centers Over the Next Decade
All top-tier teaching and research universities have at least ten to
twelve academic programs that are among the best in the nation a
position Ohio State must match to achieve overall top-tier status.
Pivotal to this undertaking vastly more important than any other
factor is the development of a world-class faculty that increases the
Universitys national and international visibility. It does so through
the quality and reputation of research and scholarship, leadership of
major research activities, including interdisciplinary centers, and
professional service contributions. The key to reaching this
performance objective is strategic investment.
Program Initiatives
1. Continue the Selective Investment Program
Beginning in 1998, the Selective Investment program has invested in a
small number of academic programs and departments that are targeted to
achieve top-tier status. In the first two years, eight academic units
each began to receive up to $1 million in continuing funds over a four
or five-year period, including matching contributions from these units
and their colleges.
In the first year, funding went to Electrical Engineering, Materials
Science and Engineering, Physics, and Psychology. In the second year,
Chemistry, History, Neuroscience, and Political Science were selected
for investment. Selection of additional units this year with
competition beginning during autumn quarter will bring the total
number of units funded to between ten to twelve.
This targeted funding has been aimed primarily at the recruitment of
exceptional junior and senior faculty. As noted below, we will
accelerate our efforts to recruit national academy caliber eminent
scholars and develop comparable faculty from within our existing
ranks. Selective Investment units will also continue to invest in
undergraduate research, recruitment of top-quality graduate students,
and innovative faculty development programs.
This investment of up to $12 million in highly-focused new and
reallocated continuing funds in 12 of the Universitys 107 Tenure
Initiating Units (TIUs) is equivalent to a cash endowment of $240
million.
2. Continue the Academic Enrichment Program
Initiated in 1994, the Academic Enrichment program has thus far
provided $6.3 million in continuing funds and $3.1 million in cash
equivalent to a cash endowment of $120 million. The initiative
continues to fund 10-12 colleges and interdisciplinary research
centers annually with up to $150,000 each in continuing funds that are
matched by the units. Evaluation criteria include centrality to
academic mission; enhancement of existing strengths and potential
impact of new thrusts; potential for interdisciplinary activity and
effective integration of instruction, research, and outreach; and
level of cost sharing.
Often a forerunner to Selective Investment, Academic Enrichment has
helped seed new interdisciplinary activities such as the music
cognition program and the Ergonomics Institute while providing
essential infrastructure support for numerous research programs. It
has also enhanced the student learning experience, e.g., funding the
Center for the Study and Teaching of Writing, international travel,
and additional technology for the learning environment.
3. Recruit, retain, and develop a minimum of ten national academy
caliber faculty over the next five years through optimizing Selective
Investment, seizing targets of opportunity, and developing existing
faculty
In its July 1998 report, the Research Commission recommended a bold
approach to achieving top-tier status in research and graduate
studies. Central to this approach is creation of a university
environment that attracts and supports the development of exceptional
faculty members, be they beginning assistant professors, rising stars,
National Academy of Sciences members, or Pulitzer Prize recipients.
Since October 1998, a Research Commission Implementation Steering
Committee has focused on recruitment, retention, and career
development strategies that will help achieve this objective. A
proposal for faculty enhancement, presented to the president and the
provost in July, will be the subject of broad discussion beginning in
autumn quarter.
In addition, after a two-year review of faculty development issues and
practices at Ohio State and elsewhere, the Commission on Faculty
Development and Careers advocated a university culture that makes
career-long faculty development a standard and highly-valued component
of departmental planning. Commission findings are now ready for broad
campus discussion and the creation of implementation strategies.
4. Invest in new and enhanced centrally-funded interdisciplinary
initiatives that augment overall academic excellence
Central initiatives create clusters of focused research and scholarly
activity in areas of current or potential strength. They also tap
unrealized opportunities to leverage university resources and
expertise through multidisciplinary and interdisciplinary
collaborations. Current initiatives are outlined below. Other
initiatives such as International Affairs will be added in the future.
Molecular Life Sciences. Central funding partially supports up to 30
faculty hires in molecular genetics, molecular medicine, molecular
neurobiology, plant molecular biology and biotechnology, and
structural biology areas that extend across departmental and college
boundaries. The addition of functional genomics and bioinformatics is
under discussion. Annual progress reports describe completed and
ongoing searches and measure return on investment by assessing the
initiatives impact on reputation, national ranking, and resources such
as external grants.
Public Policy. First funded in FY99, areas of focus are urban and
regional analysis; health outcomes, policy, and evaluation;
environmental policy; and criminal justice research. Funding provides
partial support for seminars, research activities, and
a faculty position.
John Glenn Institute for Public Service and Public Policy. Closely
linked to the Public Policy initiative, the Institute received initial
funding in FY99 for three major programmatic thrusts: Enhancing public
service opportunities for students (described in the plan section on
Student Learning Experience), improving the capabilities and
capacities of public servants through management training programs,
and encouraging research and sponsorship of outreach activities, e.g.,
major national conferences, symposia, and speaker series.
Environmental Science and Engineering. This newest central initiative
will provide partial, matched support for up to 17 faculty positions.
Detailed planning for the initial thrust area of molecular and
environmental surface science is under way, with faculty searches
expected to begin during this academic year.
5. Increase private financial support for targeted academic goals
Additional private funds are essential to enhancing the quality of
faculty and students and their learning and research environments. The
University will continue to seek such funds long after completion of
the Affirm Thy Friendship campaign. Targets for private support are:
* Additional endowed chairs and professorships that help us recruit and
retain outstanding faculty, especially for Selective Investment and
Academic Enrichment programs and for other strategic hires;
* Additional scholarships, particularly for Honors and Scholars, and
better fellowship packages for graduate students all to help attract
high-ability students;
* New learning and/or research environments such as the World Media and
Cultural Center, the Veterinary Medicine building, the John Glenn
Institute space in Page Hall, the nearly completed Yonkin Success
Center, the Food Science and Technology building, and heart and lung
research facilities. Emerging priority projects include a new
Mechanical Engineering building, the Main Library, and a heart
hospital;
* Increased support for annual giving and endowment directed toward key
program areas, including Selective Investment and Academic Enrichment
programs, the Glenn Institute, and a range of medical initiatives.
Public and private resource issues are covered in greater detail in
the Resources section of this plan.
Performance Objective B: Enhance the Quality and Diversity of Faculty,
Students, and Staff
The academic excellence of a university has long been defined largely
by the quality of its faculty, students, and staff and, more recently,
by the diversity of these populations. Diversity enhances excellence;
indeed, the two are inextricably linked. A high-quality and diverse
faculty and staff attract a high quality and diverse student body.
Specific performance objectives and key program initiatives for
improving the quality and diversity of our faculty, students, and
staff are articulated in the plan sections on the Student Learning
Experience and Diversity.
Performance Objective C: Become a National Leader in Applying Information
Technology to Learning, Discovery, Outreach, and Collaboration
Although many factors are contributing to changes in higher education,
perhaps none is as significant as the rapid growth of Information
Technology. The comprehensive and costly application of technology
across the University is critical to the effective and efficient
accomplishment of our instructional, research, and outreach missions,
and in the performance of day-to-day administrative and support
functions.
Program Initiatives
1. Deliver technology-enhanced and distance education courses that
significantly benefit residential and off-campus students
To position the University for community, state, and national
leadership in technology-enhanced learning and research, we will offer
within the next two years 2,000 technology-enriched courses on campus
while increasing distance education activity from 75 to 200 courses.
In addition, we will give added attention to faculty development, the
integration of resources from the University Libraries, and
infrastructure needs.
2. Improve the quality and accessibility of institutional data
available for decision-making by faculty, staff, and students
Improved data management capabilities are essential to benchmark and
evaluate all parts of this academic plan. On an even broader scale, we
need a data infrastructure and information environment that
facilitates fact-based decision-making. An Enterprise Data Steering
Committee will develop policies and procedures to standardize data
definitions, enhance central data analysis, and coordinate university
information.
III. Evaluation
Performance Objective A: Annual Strategic Indicators Report
We will identify, measure, and annually report on a range of
indicators of academic excellence. These will include program
rankings; honors and awards for faculty and students; other quality
and diversity measures for faculty, students, and staff; federal
research dollars; private support; and numbers of technology-enhanced
and distance education courses. Performance will be measured and
compared against previous institutional data and trends as well as
anticipated trends. Where possible, it will also be benchmarked
against past and present performance by peer institutions.
This data will be made available on-line in a readily interpretable
format that allows its use for improved decision-making. A report on
university-level strategic indicators, prepared by the Office of
Strategic Analysis and Planning, already tracks many relevant
indicators, with comparisons of benchmark institutions along with our
past performance. We will continue to refine and improve our data
collection and analysis on an annual basis.
Performance Objective B: Performance reviews
Various University committees, standing and ad hoc, will review
performance information and provide input and assistance in
interpreting this information and developing action plans. For
example, the University Research Committee has actively reviewed the
Research Commission Report and corresponding implementation action
plans, and the Deans Learning Technologies Committee will review
progress annually in the development and delivery of
technology-enhanced courses.
The Central Investments Review Committee appointed by the provost in
June 1999 to review the effectiveness of all central investment
programs, beginning with Academic Enrichment and Selective Investment
is already providing guidance to the provost on Academic Enrichment.
During the current academic year, it will review other centrally
funded programs, and identify any duplications or gaps, thus
facilitating the strategic investment of these resources.
Performance Objective C: Annual reviews of programs funded through
central initiatives
Already, centrally funded programs such as Selective Investment units
and the Molecular Life Sciences and Public Policy initiatives are
required to submit annual reports prior to the release of additional
funding. This provides an opportunity to discuss past progress and
future goals and to discuss unexpected difficulties and corrective
actions, if necessary.
4 THE STUDENT LEARNING EXPERIENCE
I. Strategic Statement
Provide all students with an intellectually rigorous and exciting
learning experience. Attract, serve, retain, and graduate students who
are able to take full advantage of the opportunities offered by a
leading comprehensive teaching and research university located in a
major urban center and functioning out of a land-grant tradition of
service. For undergraduates (the central focus of this report,)
provide stimulating opportunities for intellectual growth,
moral/social development, and physical and emotional well-being. For
graduate and professional students, provide top-quality, vibrant
academic programs and excellent professional preparation in a
supportive environment.
I. Performance Objectives and Program Initiatives
Performance Objective A: Provide Excellent Learning Opportunities
Appropriate to Each Student
Program Initiatives
1. Create a rich array of learning communities for undergraduates
Our Honors Program enrolls approximately 20% of the entering class and
is already highly regarded. The addition of more honors courses within
major programs, more research opportunities, and a freshman honors
seminar will strengthen it further. The Scholars Program, implemented
this year and aimed at other highly talented students, allows
participants to enroll in a freshman research seminar, participate in
appropriate curriculum-enrichment opportunities (e.g., study abroad),
and receive focused advising and mentoring.Other students with
particular academic interests will be given a range of Living/Learning
programs in which students are grouped together in residence halls and
provided with curriculum-related activities.
All of these programs bring undergraduates into earlier and more
direct contact with faculty members, contributing significantly to
student success especially in a students first year. For graduate
students, we will increase opportunities to pursue minors and
interdisciplinary specialization.
Goals For the class entering in 2002:
* Enroll at least 20% in Honors, 20% in Scholars, and as many additional
students as possible in other Living/Learning environments;
* Through careful course scheduling, good advising, and systematic
degree plans, make it possible for two-thirds of students to graduate
in four years.
2. Provide serious, useful, and rewarding undergraduate research experiences
Many undergraduate major programs already require a research seminar,
and faculty are moving toward more inquiry-based instruction and group
projects. As recommended by the Research Commission, we will
establish a freshman research seminar. We will also encourage students
to participate in the Denman Undergraduate Research Seminar and offer
them additional opportunities to present their research at national
meetings. We will seek research-related, on-campus employment for
students, and teaching support units (FTAD and TELR) will assist
faculty in becoming familiar with these strategies.
Goal. Obtain a substantial majority of graduating students whose exit
surveys cite several research-related experiences at Ohio State as
well as an understanding of the knowledge discovery process.
3. Provide students with a global education
We will better prepare students to succeed in a global community
through increased study abroad (which for many students will require
additional scholarship support) and new and expanded international
programs. The World Media and Cultural Center in Hagerty Hall will
help students develop linguistic and cultural competencies that have
not been available in the past. We will expand the undergraduate
program in International Studies and encourage co-curricular
programming, such as the Office of International Educations numerous
nationality clubs.
Goals
* Double the number of undergraduates with a study abroad experience;
* Increase enrollments in International Studies and advanced foreign
language;
* Raise annual giving and endowment support for study abroad and the
World Media and Cultural Center.
Performance Objective B: Move to the National Forefront in Encouraging
Student Leadership, Citizenship, and Service
There is a powerful need in our society to develop young people with a
commitment to citizenship and public responsibility.Our land-grant
history, the re-thinking of our land-grant mission through Project
Reinvent, the Glenn and Mount initiatives, and our effectiveness in
serving our own community through Campus Partners and the Campus
Collaborative have built a foundation of excellence.Over time, this
thrust has the potential to define the Ohio State experience and move
us toward national prominence.
Program Initiatives
1. Mount Leadership Society
In 1999, the University welcomed the first class of the Mount
Leadership Societythe outgrowth of collaboration among the Offices of
Student Affairs, Academic Affairs, and University Development,
dedicated to the memory of Ruth Weimer Mount. Mount students live
together in a residence hall, take courses during their first two
years that focus on leadership and service, engage in numerous
co-curricular activities that build community and teach cooperation,
and serve the campus and surrounding community through systematic
guided projects.This pilot group of students will provide a model both
for service on campus and for the newly developing Scholar program.
Goal
By 2001, enroll 300 Mount Scholars a year and raise annual and
endowment support for Mount Scholars and Mount Leadership initiatives.
2. John Glenn Institute for Public Service and Public Policy
The newly-established John Glenn Institute will feature undergraduate
living-learning programs, internship opportunities with various
governmental units, service projects, and a sponsoring relationship
with the developing academic major in public policy. The Institute
will also sponsor public on-campus programs that provide rich
opportunities for all students.
Goals
* Establish a major in public policy in 2001-02;
* Attract 150 students annually to the Glenn Living/Learning program and
50 students annually to the Glenn Internship program;
* Secure private gifts and grants for the Living/Learning program, the
Internship program, and major academic symposia and conferences.
3. Support for diversity
Effective 21st century citizens will be comfortable in a
culturally-diverse environment. To help our students become such
citizens, we will create a welcoming environment and, through our
example, will help students learn to work effectively with people
representing all races and ethnic origins. We will be sensitive and
intentional about the impact of housing arrangements, teaching and
learning styles, class discussion topics, role models, inclusive
vocabulary, hospitable attitudes in service offices in short, about
all aspects of the campus and our community. We will take full
advantage of related programs offered through the Office of Minority
Affairs, the Office of Student Affairs, and the Commitment to Success
program, which helps departments enhance the climate in their
classrooms.
Goals
* Assess student attitudes upon entry and again at graduation, using the
data to continually develop appropriate strategies that enhance the
campus climate;
* Achieve graduation-rate parity between minority and other students by
no later than 2010.
Diversity is also addressed in a later section on recruitment and retention.
4. Expand and strengthen Service Learning
Service Learning is academic programming that includes a community
service project as part of a systematic and discipline-based inquiry.
It allows students to gain useful skills and knowledge while also
providing needed service to the larger community.Properly organized,
Service Learning gives students a more direct, inquiry-based or
research experience and the chance to participate in such initiatives
as Campus Partners/Campus Collaborative. Such courses will play a
significant curricular role in the Mount and the Glenn programs.
However, we need to more effectively coordinate programs, possibly
establishing a clearinghouse for community agencies.
Goals
* Develop an accurate inventory of current Service Learning instruction;
* Increase offerings so that at least 10% of our students have a formal
Service Learning experience during their undergraduate years.
Performance Objective C: Become a Preeminent National Institution in
Preparing Students for a Life of Physical Health and Emotional Well-Being
Program Initiatives
1. Build on existing strengths in recreational sports
Ohio State was the first U.S. university to develop systematic
recreational sports, and we continue to have one of the largest and
best organized programs in the country. In addition, enhanced
recreational facilities offer new opportunities for personal fitness
that are particularly attractive to women students.With an upcoming
addition (2004) and renovation (2006), Larkins Hall will become the
premier university recreational facility in the United States as well
as the social center of the campus contributing significantly to
improved student health and well-being.
Goals
Continue to increase the number of students engaged in various
recreational and fitness activities and expand the range of available
activities.
2. Develop a research program on fitness and health in young adults
With nearly 20,000 students a year enrolling in credit-bearing
physical education courses, a strong physical education program in the
College of Education, an ever stronger School of Public Health, and
interest among faculty in the Department of Psychology in wellness in
older adolescents, Ohio State is ideally positioned to contribute
substantially to our understanding of lifelong fitness and health for
young adults.
Goals
Create such a research initiative, seek outside funding, and by 2001
have a significant research program well under way.
3. Continue to enhance student activities and support programs
Week and Homecoming are instrumental in connecting students to the
University and improving the likelihood that they will remain in
school, succeed in school, and graduate. Thus, we create more and
better programs of this kind each year.For example, initiatives that
encourage students to participate in arts events enrich the student
experience.Programs dealing with social and mental health, the
appropriate use of alcohol, and a range of adjustment issues also
improve the learning environment. And we are developing peer-mentoring
systems to improve that environment even more.
Goals
* Continue and enhance student activity programming, gathering
comparative data on student participation and the range of activities
provided;
* Expand wellness programs;
* Gather annual comparative data on student attitudes and behaviors;
* Gather exit data from students leaving the University to see what role
health issues play in their attrition.
4. Continue to improve the quality of student life
The 1995 CUE report identified several environmental issues that
contribute to a positive student learning experience: An attractive,
well-maintained campus; adequate parking and transportation; a sense
of safety on the campus and nearby; and the existence of aesthetically
satisfying public spaces. The University took the report seriously
and has implemented much of it. Reports on the graduate and
professional student learning experience are due this fall.
Goals
Respond as effectively to quality-of-life issues raised by G-QUE and
I-QUE as we have to those of CUE.
Performance Objective D: Effectively Recruit and Manage Enrollment to
Attract and Educate Outstanding Graduate and Professional Students and
a Well-Prepared, Diverse Undergraduate Student Body with Preparation
Levels and Retention/Graduation Rates Equal to Those in the Top Half
of Big Ten Universities
Since the middle 1990s, the Office of Admissions (advised by the
Enrollment Management Steering Committee and Council on Enrollment and
Student Progress) has attracted increasingly better prepared students
to our entering undergraduate classes. To continue that trend, we will
expand our use of geodemographic studies, telecounseling, and targeted
and personalized recruitment techniques. We will consider whether
systematically downsizing the student population would better utilize
our teaching resources while accelerating enhancement of the freshman
class profile. In addition, Enrollment Services is overseeing an
integrated initiative to increase freshman retention using predictive
modeling to identify students needing special help, then offering
appropriate personal assistance during the critical first quarter.
As a result of these efforts, we expect the class entering in 2002 to
arrive with strong preparation indicators (40% in the top ten percent
of their high school class, 80% in the top quarter, and an average ACT
score of 26). We also anticipate a one-year retention rate of 92% and
an ultimate graduation rate of 80%, with two-thirds of the graduates
finishing in four years.
While control of graduate enrollment is extremely decentralized, the
Universitys financial and academic strength require that it too be
managed more effectively. Deans must be held accountable through the
budget allocation process for setting and meeting unit graduate
enrollment goals, with the analysis of central data contributing
importantly to this process.
Finally, diversity of the student body is a critical goal for the
institution. We will continue to use personalized and geographically
strategic recruitment, along with the careful deployment of financial
aid to attract appropriate numbers of talented minority first-year
students.Even more important, we will improve retention and graduation
rates for underrepresented groups so that the entire student body not
just the freshman class reflects a healthy diversity.The current gap
in graduation rates between minority students and the general campus
population must be narrowed, reaching parity no later than 2010.
Performance Objective E: Continually Improve the Quality of Services
that Support and Contribute to an Excellent Student Learning
Experience
Program Initiatives
1. Deliver student services more effectively and efficiently
We must continuously improve the effective, timely, and sympathetic
delivery of such services as finance; registration; career, health,
disability; and counseling and consultation. To do so requires us to
take several key steps. First, we must compare our per capita staffing
numbers or budget allocations to those at benchmark institutions and
make any necessary adjustments. Second, units must work together
collaboratively as an integrated system, and some work processes,
e.g., transfer credit evaluation, must be re-engineered. Third,
individual units must report comparative, year-to-year data on numbers
served, wait times, student satisfaction, etc. Fourth, delivering more
services via the worldwide web can be very helpful to students,
provided such sites are regularly and accurately updated.
2. Continue to strengthen teaching and learning
We must strongly support our facultys efforts to enhance instruction.
One way to do this is through units like FTAD and the Academic
Learning Laboratory, to be located in the new Yonkin Success Center.
Another is to make the training of GTAs a key priority both to improve
undergraduate instruction and the professionalism of our graduate
students and to advance their careers. The GCUE report, due out this
fall, will make specific recommendations on this need.Yet a third
approach is to provide additional resources that help students enhance
their own learning.Examples include the Yonkin Success Center, the
Math/Stats Learning Center, and the Writing Center. Finally, a faculty
committee this year recommended the use of net.Tutor, a system
available through the Library to help students make full use of
various learning technologies.
Goals
* Achieve year-to-year improvement in student satisfaction with
instructional quality;
* Utilize program assessment to evaluate student learning outcomes
students passing licensure exams, gaining access to graduate and
professional school, etc.
4. Continue to improve student orientation and academic/career advising
The Universitys Summer 1999 Orientation was of significantly higher
quality than in previous years, with additional improvements planned
in next years two-day agenda. These improvements will focus chiefly on
early and complete registration, more individualized orientation, and
more and better content dealing with student life. We will continue to
pursue direct enrollment in the degree-granting colleges and a
reduction in the size of University College. We will make our career
advising process more coherent; with the Yonkin Success Centers Career
Connection playing an important coordinating role. Finally, in
collaboration with the Alternatives program in University College, the
Career Center will expand its mission to serve undecided or
re-deciding students no matter what their college of enrollment.
Goals
* Maintain useful satisfaction data on Summer Orientation for future
year-to-year comparisons;
* Finish developing strategies to gather data on student satisfaction
with academic and career advising;
* Use this information as the basis for continuous improvement in
student services.
III. Evaluation
Performance Objective A: Excellent Educational Opportunities
Evaluation measures for specific initiatives, spelled out above,
involve tracking numbers of students participating in different
programs and assessing student attitudes and satisfaction levels.
Performance Objective B: Leadership, Citizenship, and Service
Again, evaluation measures are outlined above.
Performance Objective C: Preparing Students for Lifelong Health and
Well-Being
This initiative involves some measurable capital projects and lends
itself to surveys of student participation, attitudes, and
satisfaction levels. Details are spelled out above.
Performance Objective D: Recruitment and Enrollment Management
The main evaluation tools are preparation-level indicators for
incoming classes and retention and graduation rates. We will
thoroughly familiarize ourselves with the standards used by U.S. News
and World Report and measure ourselves against those national norms.
Performance Objective E: Continued Quality Improvement for Key Support
Services
This objective involves a series of continuous, incremental changes
that must be systematically organized and evaluated.We will develop
appropriate survey instruments and regular reporting mechanisms.
Additional details can be found above.
5 DIVERSITY
I. Strategic Objective
To become a preeminent teaching and research university, Ohio State
must include and respect the opinions, viewpoints, perspectives,
history, talents, and gifts of people from different races, cultures,
and nationalities. This means that we must become a community of
differences whose faculty, staff, administration, and students reflect
the rich diversity of our state, nation, and the world. In short,
diversity and respect for differences must become a core value and
strength of this university.
II. The Need for Concrete Goals
Many studies and reports have focused on diversity and campus climate,
all of them advocating significant change. However, improvement
efforts have consistently fallen short of success.For example:
* Between 1990 and 1998, the number of female faculty declined by four
from 788 to 784. The number of African American faculty grew by
only one, from 101 to 102; Hispanic faculty increased from 42 in
1990 to 43 in 1998.
* At no time during that same period did women comprise more than
22% of the chairs and directors in tenure-granting units, and for
the most part, women comprised between 10% and 16% of those
positions. At no time were there more than two African American
chairs/directors or more than eight Asian Americans in these
positions. A similar story applies to deans and associate vice
provosts.
* While we have had a modest increase in recruiting entering
minority students over the last ten years, our rate of increase
for African-American, Hispanic-American and Native-American
students has been below our expectations. When this is coupled
with a poor retention rate for this same group of students, our
minority student population lags behind targeted goals to ensure a
truly diverse student body.
Clearly, significant progress requires specific strategies and action
steps tied to concrete objectives. This plan provides those objectives
along with related program initiatives. Additional initiatives are
included in the Universitys Draft Diversity Action Plan.
Increase Number Increase
African American 20% 100
Asian American 10% 33
Hispanic American 30% 40
Native American 50% 8
1. Develop a Recruitment Plan
The Ohio State University will develop a comprehensive, aggressive
recruitment plan targeting ethnic minority students that takes into
account the current national trend in the areas of affirmative action
and race-based admission. In addition to Ohio public, independent, and
parochial school students, the plan will target seven cities outside
Ohio (Detroit, Boston, Chicago, Atlanta, New York, Dallas-Fort Worth,
and Washington D.C.) and selected high schools within these cities.
The students that are targeted and recruited should be top performers
and fit into the highest range of our entering class.
2. Develop a Financial Assistance Program
To recruit talented ethnic minority students, we must be competitive
with other universities that offer attractive financial packages.
These packages must include out-of-state waivers for high-quality
minority students from across the nation.
3. Create a Graduate/Professional School Recruitment Pilot Program
To increase the number of ethnic minority graduate and professional
students, we will create a pilot program with one or two Ohio State
University colleges, along with selected Historically Black Colleges
and Universities, Native American Tribal Schools, and universities
with high Hispanic undergraduate populations.
Performance Objective B: Over the Next Five Years, Increase the Number
of Female and Ethnic Minority Faculty Members by the Following:
Percent Number
Increase Increase
Female 25% 196
African American 30% 31
Asian American 10% 21
Nispanic American 30% 13
Native American 100% 3
1. Create College Faculty Recruitment Plans
Each college and academic department will develop an approved
five-year plan to achieve a more diverse faculty. Success in diverse
faculty hiring will be taken into consideration in the evaluations and
reappointment of all deans and chairs. The success that units make in
meeting diversity goals will also be given weight in the central
revenue allocation process.
2. Review and Revise the Faculty Hiring and Assistance Program
We will review and evaluate the effectiveness of this program,
restructuring it to facilitate the hiring of senior-level as well as
junior-level female and ethnic minority faculty.
3. Implement a Grow Your Own Policy
We will work with selected Ohio State University colleges to create
one or two pilot programs that will aid in the recruitment and
development of female and ethnic minority graduate students to become
Ohio State University faculty members.
Performance Objective C: In Order to Move the Faculty Toward
Diversity, Our Administration and Staff Must Become More Diverse
1. Develop Academic Support Diversity Plans
Each vice president will develop an approved five-year plan addressing
how they will achieve greater diversity among their administration and
staff.
2. Create a Team of Diversity Advocates
We will develop a group of well-trained, educated, and committed
diversity advocates to participate in all searches for senior
administrators and deans. These advocates will establish clear
standards and expectations on the importance of diversity within
administrative searches and will actively recruit female and minority
candidates. Information on the search committees diversity efforts
will be made public at the conclusion of each search.
Performance Objective D: Ohio State Must Work Harder and More
Effectively to Retain a Larger Portion of the Female Faculty and
Minority Faculty and Students Whom We Recruit. To Achieve this
Objective, We Will Make the University Environment More Supportive of
Women and Minorities and More Accepting of Differences.
1. Create a Summer Bridge Program
To help with recruitment and retention, we will invite a select number
of potentially admirable at-risk students to attend an eight-week
summer bridge program. Those successfully completing the program will
be admitted for autumn quarter with advance credit. By enrolling
students in this early bridge program, they will be given an
opportunity to become familiar with the campus, develop strong study
skills, become connected to the University, and get a jump start on
their collegiate careers.
2. Sponsor Town Meetings
Beginning with the 1999-2000 academic year, we will sponsor a series
of town meetings that focus on race, gender, sexual harassment, and
sexual orientation. Discussion at these meetings will assist the
administration in determining the nature of the issues facing
communities of differences.
3. Create a Multi-Cultural Center and The Womens Place
Students, faculty, and staff of color need safe havens that reflect
cultural awareness and achievement. While the Hale Center exists for
the African American community, there is no similar facility for other
ethnic minorities or women. Thus, we will create such facilities a
Multi-Cultural Center and The Womens Place.
4. Review and Revise the Curriculum
For our students to receive an education relevant for the global
village of the 21st century, our curriculum must explore the rich
diversity of humankind reflecting the history, culture, practices, and
achievements of all peoples. We will review, revise and update our
curriculum to accomplish this objective.
5. Develop Diverse Programming
Programming that is diverse and geared to a diverse population is
extremely important in creating a welcoming and supportive
environment. Thus, we will center all aspects of university life
around the concept of a community of differences. For example,
onCampus articles will focus on diversity and public service
announcements on WOSU will stress diversity and diversity programming.
6. Create a Minority Student Retention Plan
We will develop a detailed and comprehensive plan to increase
retention, improve graduation rates, and improve the time to
graduation statistics for minority students. This plan will involve
all aspects of university life and depend upon our success in
retaining talented minority students.
Performance Objective E: The University Community Must Continue to
Educate Itself and Others About the Value and Importance of Diversity
and to Communicate Its Commitment to Diversity
1. Continue Involvement with the Harvard Diversity Project
This project keeps us current on existing diversity trends in higher
education. It also provides a creative way to measure public
attitudes and explore ways to influence these attitudes. The other
partners are Harvard, MIT, Rice, Duke, Michigan, Columbia, and the
American Council on Education.
2. Develop a Communication Plan
The University will review all written and broadcast materials to
insure they send the message that diversity is a primary goal and
create a special collection of materials on diversity. We will explain
why diversity is important to those who have been overlooked and to
our nations future. Finally, we will explain how diversity and a
diverse education benefits everyone.
Performance Objective F: Without Analyzing Available Data, We Have No
Idea Where We Are or Where We Are Going. Therefore, We Will Create,
Collect, Record, Report, and Analyze Relevant Data So That We Can
Measure Our Progress and Continuously Improve Our Programs.
1. Improve Data Collection
We will determine the data and information we need for decision-making
and community distribution. This will include not only numbers and
facts for example, the number of female and ethnic minority faculty,
staff, and students but information on why people leave the University
and how people describe their experiences at Ohio State.
2. Develop Benchmarking Information
We will gather benchmark information that allows us to compare
ourselves annually to other Ohio universities, other Big Ten
universities, and peer universities as well as to the state and
national population and our past profiles and goals.
3. Produce an Annual Report
It is extremely important that the University community and public
understand that we take diversity seriously and that we are making
progress. As one way to achieve this objective, the University will
release an annual report on the status of diversity.
Performance Objective G: For These Diversity Initiatives to Succeed,
We Must Develop and Gain Acceptance of a Full Diversity Plan. We Must
Also Create a Group Charged With Monitoring the Plans Progress and
Assuring that Its Initiatives are Implemented.
1. Implement the Universitys Diversity Plan
The diversity committee appointed by the president and provost has
completed a draft of the Universitys long-term diversity plan. The
plan outlines a range of specific actions to ensure that Ohio State
creates an environment that is fully supportive of all people
regardless of race, nationality, gender or sexual orientation.
2. Implementation by the Presidents Planning Cabinet
The Presidents Planning Cabinet will monitor and implement the plan
and the related initiatives. The Cabinet will devote time at their
meetings to the issue of diversity.
III. Evaluation
Performance Objective A:
Over each of the next five years, we will see an increase in the
proportion of African American, Hispanic American, Asian American, and
Native American students in our entering class. At the end of the
five-year period, the composition of our entering class should
include:
* African American: 11.4% (up from 9.1%);
* Asian American: 6.4% (up from 5.5%);
* Hispanic American: 3% (up from 2.2%); and
* Native American: 0.4% (up from .3%).
We will also see an increase in minority graduate students enter our
graduate programs each year. Finally, the two colleges engaged in the
pilot project will achieve significant increases in minority graduate
enrollment.
Performance Objective B:
We will measure the increase in female and minority faculty hired in
each of the next five years. If we maintain the size of our faculty,
and are successful in our recruitment and retention initiatives, the
faculty composition in 2003 should include:
* Female: 33.2% (up from 26.6%);
* African American: 4.5% (up from 3.4%);
* Asian American: 7.7% (up from 7%);
* Hispanic American: 1.9% (up from 1.4%); and
* Native American: 0.2% (up from .1%).
We will measure our progress each year and compare it to each college
and departments hiring plans. We will also see an annual increase in
the number of females and minorities hired with tenure at the senior
level. And we will see an increase in the number of females and
minorities holding endowed chairs and professorships. While the Grow
Your Own pilot program will not produce new faculty in this five-year
period, we will measure success by recording the number of students in
the program and their progress in completing their degree and joining
our faculty.
Performance Objective C:
We will measure the progress made on each vice presidents five-year
diversity plan. In addition, we will record the number of females and
minorities who serve as departmental chairs, deans, vice presidents,
associate vice presidents, assistant vice presidents, and directors.
The composition of our search committees, the chairs of those
committees, and the reports of diversity advocates will also be
excellent measurement tools.
Performance Objective D:
Our retention numbers for all groups will improve. We will track
students in the bridge program to compare their progress with that of
other students. We will record the number of students who attend town
meetings and their evaluations of those events. We will monitor
changes in the curriculum and the addition of diverse programs.
Annual or biennial surveys will measure the improvement in University
climate.
Performance Objective E:
We will survey the public and other groups to measure the
effectiveness of our communication. We will be perceived more
favorably by the public.
Performance Objective F:
We will measure our success by the degree to which we have the
information necessary to make informed decisions. We will also be
increasingly able to measure ourselves against other universities as
well as state and national populations. We will respond quickly to
questions and requests for information about the status of diversity
at Ohio State. Our annual report will show progress and identify where
our challenges remain.
Performance Objective G:
The Planning Cabinet has asked to be responsible for maintaining
momentum in the diversity process. If adequate progress is not
achieved, we should revisit this decision along with the
recommendation to establish a Diversity Council.
6 OUTREACH AND ENGAGEMENT
I. Strategic Objective
The Ohio State University will be a national leader in outreach and
engagement, implementing an aggressive, coherent, and focused plan
through which faculty, students, and staff make increasingly
meaningful contributions to the publics that we serve. Through our
research, teaching, and service activities, we will proactively
address local, state, national, and international needs. In the
process, our teaching, research, and service activities will be
enriched; and support for the University's various missions will be
enhanced.
II. Performance Objectives and Program Initiatives
In 1996, the newly-established President's Council for Outreach and
Engagement defined its area of activity as follows: "Outreach and
engagement is a meaningful and mutually beneficial collaboration with
partners in education, business, the public, and social service. It
represents that aspect of teaching that enables learning beyond the
campus walls; that aspect of research that makes what we discover
useful beyond the academic community; and that aspect of service that
directly benefits the public."
The nature and level of involvement in outreach and engagement - which
in 1998 became a major University goal - varies considerably among
academic and academic support units and among their faculty, staff,
and students. The following four performance objectives will help
institutionalize outreach and engagement as a means to fulfill our
historic land-grant mission.
Performance Objective A: Continue to Support Ongoing Outreach and
Engagement Initiatives and Launch New Initiatives Across the Entire
University. In Addition, More Fully Document and Evaluate These
Initiatives and More Effectively Communicate Their Importance and
Relevance to Internal and External Audiences. Finally, Where
Appropriate, Link These Individual Initiatives to University-Wide
Outreach and Engagement Efforts So That They Support and Compliment
One Another.
Current outreach and engagement activities may be categorized under
six broad and sometimes overlapping categories:
* Public and social services and public policy;
* Communities, families, and individuals;
* Education and education systems;
* Food and environment;
* Business and industry; and
* Health and wellness.
Program Initiatives
1. Encourage increased participation
To convey the seriousness of purpose assigned to outreach and
engagement on the institutional level, the president will send a
communiqué to each faculty, student, and staff member encouraging them
to determine whether, and how, they might participate in outreach and
engagement activities.
2. Survey ongoing activity
Beginning in the 1999-2000 academic year, we will conduct more
detailed, ongoing surveys on outreach and engagement activity among
faculty, staff, and students. These surveys will describe the nature
and the impact of ongoing outreach and engagement activities and
provide information about our internal and external partners.
3. Develop a communication plan
During the 1999-2000 academic year, we will develop a University-wide
plan on how to more effectively communicate our many outreach and
engagement activities to internal and external audiences.
In combination, these three initiatives will improve our understanding
of the University's current and future outreach and engagement
activities and their characteristics and impacts.
Performance Objective B: Identify and Continue to Support a Select
Number of University-Wide Outreach and Engagement Efforts, in Which
University Research, Teaching, and Service Expertise Target Key
Societal Issues
Program Initiatives
At least five major university-wide efforts can be seen as umbrella
initiatives. With collaborative activity involving various colleges
and academic support units, these university-wide efforts target
specific societal needs and different levels of geographic coverage.
They include:
* OSU CARES;
* Technology Partnerships and the Science and Technology Campus;
* Campus Partners/Campus Collaborative;
* The John Glenn Institute for Public Service and Public Policy; and
* Applied Social and Public Policy: Research Foci and Related Outreach
(Urban and Regional Analysis; Health Outcomes, Policy and Evaluation;
Criminal Justice Research Center; Environmental Policy)
The Science and Technology Campus (STC) offers a particularly good
illustration of how Ohio State's outreach and engagement activities
can benefit the community. A free-standing, not-for-profit entity
affiliated with - but not part of - the University, the STC promotes
on-campus research alliances between businesses and the University. It
also provides facilities to house companies that collaborate with Ohio
State researchers, including University spin-off enterprises. In
addition, the STC includes an incubator to grow start-up companies,
many based on technology that originated at Ohio State and employing
undergraduates.
The University has granted the STC exclusive development rights to 53
acres on West Campus, including three existing buildings and 35 acres
of vacant land. Twenty-five organizations are housed within the STC,
including the Ohio Supercomputer Center, the Electro-Sciences
Laboratory, the Center for Mapping, the Biotechnology Support Center,
and the Edison Welding Institute.
The result is a major stimulus to the economy of Central Ohio and the
creation of additional high-quality jobs.
The following actions build upon this foundation of targeted endeavors
such as the STC:
1. Continue to build these University-wide initiatives, increasing
support wherever possible
a)
More widely publicize the development, characteristics, and impact of
these University-wide efforts as models in which outreach and
engagement are a fundamental part of research, teaching, and service.
2. Develop systems to benchmark the impact that these initiatives are
having on their targeted communities; communicate these impacts within
and outside the University.
c)
Create linkages among these initiatives, with special attention to The
John Glenn Institute, Campus Partners/Campus Collaborative, and the
four research areas within the Applied Social and Public Policy
Initiative, to avoid functional and resource duplication. Identify
structural linkages immediately. Develop mechanisms to identify and
support work by faculty, students, and staff on targeted, short-term
projects for the community or state.
3. Develop and support an additional University-wide initiative in
K-12 Education
K-12 educational improvement is the number one domestic issue among
the U.S. public, with huge implications for the future of our nation
and its citizens. Recently, both the Secretary of Education Riley and
the American Association of Higher Education have urged universities
to assume more responsibility for K-12 education, particularly the
initial and continuing professional development of teachers.
Thus, the University will develop and support a sixth university-wide
effort in K-12 Education and Education Systems, with emphasis at the
state and urban levels. This targeted activity will build upon the
leadership of the College of Education and other University units -
along with faculty, staff, and students - that are already involved
with K-12 education and education systems. By coordinating these
activities, and giving them heightened focus, the University will
greatly increase its contribution in this vital area.
Today, ten of our colleges, two of our regional campuses, and two of
our administrative units have outreach and engagement programs in
public schools. But our true potential to influence K-12 education
remains largely unrealized. For one thing, these programs are not
coordinated. Nor have we focused on the interplay of improvements in a
particular school or set of schools in order to develop models of
school-wide reform. We have barely begun to tap the potential
expertise of our faculty, staff, and students. And, we have received
little credit for what we do.
Therefore, we will increase our understanding of existing programs,
develop an umbrella organization to orchestrate a model school effort,
solicit more participation, seek outside funding, and secure
publicity. To begin, we will:
a)
Identify all current K-12 education and education systems outreach and
engagement activities by completing an inventory during the 1999-2000
academic year.
b)
Establish a small but broad-based working group to specify the
parameters within which the University should develop such a major
university-wide outreach and engagement effort. For example, how can
we focus University expertise to help resolve school - and
particularly urban school - problems? And can we do it in a way that
contributes to the University's national reputation?
c)
Develop a long-range plan to identify where and how we can contribute
our special expertise to K-12 education. For example:
At the state level, new licensure standards for teachers require more
subject area content and new "model curricula" in each of the K-12
curriculum's six major subject areas. University faculty have the
professional interest and expertise to develop and implement necessary
pre-service and in-service models.
In our urban schools, substantial numbers of students are failing to
learn - even when they have competent teachers and even in the
University's neighborhood schools. Because many urban school problems
are the same at neighborhood, state, and national levels, we can make
a major contribution to school reform nationally by helping our
neighborhood schools improve their learning environments.
Performance Objective C: Foster an Internal Dialogue on the Nature,
Importance, and Implications of Outreach and Engagement
Despite numerous activities and printed explanations - and a formal
definition of the term - many faculty, students, and staff remain
unclear about the meaning and implications of a high-level approach to
outreach and engagement. Is it a new definition of "service." Is the
concept reconcilable with other University goals, notably academic
excellence? How will it fit into the University's reward structure and
professional development initiatives? Given this situation, we will:
1. Continue existing awareness-building activities
We will continue to support activities that heighten awareness of
outreach and engagement such as the web site, Road Scholars tours,
periodic workshops, and symposia. We will also share models from peer
institutions.
2. We will sponsor a broader, more widespread dialogue on outreach and
engagement that involves the Faculty Council, Staff Advisory
Committee, and student organizations, as well as department
chairpersons, deans, and vice presidents. This discussion will help
all members of the University community to better understand the
definition and role of outreach and engagement activities and issues
surrounding individual involvement in such activities. One model for
such discussion is the series of 1998 focus groups that involved
department chairpersons. While it would be helpful to start these
discussions at a broad, conceptual level, it will also be necessary to
confront such practical issues as how outreach and engagement
activities fit into the University's reward structure.
Performance Objective D: Identify and Secure Funding to Support and
Enhance New and Existing Outreach and Engagement Initiatives
As our outreach and engagement initiatives develop and expand -
especially as a major goal of the University - we will need to
identify and secure additional resources. A growing percentage of
support for outreach and engagement will need to come from third party
grants, contracts, fees, and development dollars. [These dollars will
compliment the support from internal University sources such as annual
rate and/or cash through salaries, operating dollars, seed grants, a
competitive funding process, and release time for individuals working
on special projects.]
Program Initiatives
1. Continue and expand ongoing University support
Internal support for current outreach and engagement activities that
connect teaching, research, and service to those outside the academic
community will continue and be expanded, as well as the current five
university-wide outreach and engagement efforts. Finally, a meaningful
university-wide K-12 education initiative will require forms of
special investment.
2. Seek new sources of financial support
We will develop and implement a long-range plan to identify and
acquire financial support from logical third parties (grants,
contracts, fees and development dollars).
III. Evaluation
Currently, there are no established benchmarks to document or evaluate
an engaged university. As a result, the Outreach and Engagement
Steering Committee and the Outreach and Engagement Council will work
closely with those responsible for each of the program elements -
establishing quantitative and qualitative measures for each
performance objective and program initiative. The Steering Committee
and Council will regularly monitor and evaluate the plan's
implementation.
These measures may include information relating to:
* Funds from grants and contracts that support partnerships;
* Financial support of the total university provided by the state
legislature;
* Numbers of individuals (faculty, staff, students, and citizens)
involved with outreach and engagement;
* Involvement with service learning courses;
* Recognition of quality outreach and engagement through such
indicators as national recognition and replication of model programs;
* Influence and impact upon public policy; and
* Impact on target audiences.
7 STRATEGIC RESOURCES
I. Strategic Statement
The Ohio State University will obtain the resources necessary to
support the academic plan. The long-term strategy to accomplish this
objective includes increased and diversified revenues, more effective
targeting of resources, protection of assets to reduce financial
uncertainty, and improved financial management.
II. Performance Objectives and Program Initiatives
Performance Objective A: Increase and Diversify Revenues, with a
Long-Term Goal of Reaching the Mean Revenue per FTE Student Among our
Benchmark Institutions
While higher revenues do not guarantee quality or success, Ohio State
will need increased resources to become one of the nations preeminent
public teaching and research universities. We chose a strategy of
increasing and diversifying the Universitys revenue base over two
other options a major increase in state funds and de facto
privatization.
Although we can argue convincingly that increased state investment
will strongly benefit Ohio and its citizens, we must be realistic in
our expectations and recognize that such an increase will necessitate
a more focused and aggressive effort by the University in partnership
with the business community. As for de facto privatization, Ohio
State does not have the ability to generate the level of fee support
that Michigan has demonstrated. Nor can we turn our back on 40% of
our General Fund revenues. Perhaps most important, we have a mission
as a land-grant institution to remain connected to the people of
Ohio. Therefore, we recommend a composite strategy based on moderate
increases in state support while leveraging our size and diversity to
secure other revenue sources as well.
Today, current fund revenues per student FTE average 20% below the
mean for benchmark institutions (those that form the top tier of
public universities). Reaching the mean revenue per FTE student
benchmark is a stretch, but it is not impossible. In FY97, the last
year for which information is available, Ohio State closed the per
student FTE revenue gap by nearly $700. In addition, between 1993 and
1997, the revenue gap between Ohio State and the benchmark
institutions decreased from 23% to 8%. If this momentum can be
sustained, Ohio State will reach the benchmark mean before the middle
of the next decade.
Diversification of revenue sources is the other critical element of
this strategy. The University currently receives 47% of its General
Fund revenues from the state the equivalent of a 105% tuition increase
or a $6 billion endowment. Clearly, while the University must
continue to enhance this revenue source, we cannot afford to depend
solely upon state support for resource growth. That is why the
following multiple strategies are so important.
Program Initiatives
1. Increased State Support
State support currently accounts for 47% of the Universitys General
Funds Budget 3% less than five years ago and 11% less than ten years
ago. At the same time, it remains our second largest funding
component (after tuition). State support for per student FTE at Ohio
State is 8% below the benchmark average.
While significant competition for state dollars makes a dramatic
increase unlikely, we must continue to seek annual increases and to
defend what we already have. In so doing, we need to work more
effectively with the legislature and the business community to connect
investment in academic excellence with economic development benefits
to the people of Ohio. Also, we have a good opportunity to acquire
significant funding in targeted areas through the Performance
Challenge and selected line items. And finally, we could pursue the
tiered funding approach adopted by the State of Michigan, an approach
that recognizes the special roles played by comprehensive research
institutions in the economic health of the state.
2. Raise Tuition and Fees
Ohio States tuition and fees were 2.8% below the benchmark average in
FY97 while resident undergraduate tuition and fees were 7.0% below the
benchmark average during autumn of 1998. Even so, the potential for
higher tuition and fees is limited. For one thing, student and
general public resistance to fee increases is growing, and enrollment
on the main campus is not expected to increase significantly.
Moreover, if the University pursues proposals to institute a $50
technology fee and a $55 per quarter recreational fee, our resident
undergraduate fees will increase to the benchmark and state averages.
Therefore, while we should gradually raise undergraduate tuition to
the benchmark mean, we should not expect dramatic growth from this
revenue source.
3. Expand Sponsored Research
The largest gap between our funding and that of benchmark institutions
is in grants and contracts and especially in externally funded
research where Ohio State is 38% below the benchmark average when
measured on a per student FTE basis. (While per student FTE may not
be the only way to measure sponsored research, this gap is consistent
with other measures of research effort identified by the Research
Commission.) Although Ohio States ranking is relatively low and
competition for these resources is intense, there is great opportunity
for improvement, and the Research Commission has made several relevant
recommendations. Our goal is to close this 38% gap by half before the
end of the next decade. At the same time, we need to develop new ways
to measure our progress.
4. Increased Private Support
While comparisons among institutions are difficult, we have clearly
made enormous strides in private fund-raising. In FY95, private
gifts, grants, and contracts per FTE student were slightly above the
average of our benchmark institutions. A FY98 comparison of the Self
Help Ratio (private contributions as a percentage of university
budget) also ranked us above the benchmark mean. Our main campus
ranks third among all benchmark schools in endowment income per
student FTE (behind only Texas at Austin and the University of
Michigan). This success has created an appetite and expectation for
additional progress, meaning we must continue to invest a portion of
these new resources into our fund-raising support structure.
Our goal should be to establish a comparative advantage over benchmark
universities by focusing increased private support on the goals of the
Academic Plan Academic Excellence, Student Learning Environment,
Diversity, and Outreach and Engagement. Targeted areas include
increased support for faculty, students, and research that complements
other resources such as selective investment, academic enrichment,
research initiatives, scholarships, and fellowships. Additional
targeted areas include facilities that enhance learning and other
related student experiences.
5. Expand Other Sources of Income
While Ohio State ranks 18% below the benchmark mean in other revenues
per student FTE, these rankings mask significant differences. For
example, Ohio State is eighth among benchmark institutions (nearly 50%
below the average) in the Sales and Services area of educational
activities. Our goal is to reach the benchmark average for this
source within five years.
Fortunately, our size and diversity offer a potential comparative
advantage in non-traditional sources of income such as overhead in
revenue generating units, distance learning, and entrepreneurial
initiatives and partnerships. In fact, such sources will provide some
of our best opportunities for income generation in the years ahead.
To capitalize on this potential, we need a structure that provides the
flexibility and incentives for units to engage in such activities
while protecting the University from any excesses. Recent examples of
positive and effective initiatives include an Affinity Card, Pouring
Rights, and the Science and Technology Campus.
6. Budget Restructuring
Budget restructuring can encourage appropriate incentives that
generate additional revenues and diversify the Universitys revenue
base. The FY00 goal is to finalize the budget restructuring plan,
with implementation phased in beginning in FY01.
Performance Objective B: Target Resources Effectively Through an
Open, Consultative, and Integrated Annual Resource Allocation Process
No matter how much money the University may have, it will never be
enough to fund all of the programs and initiatives that its collective
genius will create. Thus, we need to focus our resources on those
elements of the Academic Plan that offer the greatest value. As the
Universitys chief budget officer, the provost plays a critical role in
fashioning and implementing a consultative and open annual budget
process that results in the effective targeting of resources.
The targeted allocation process includes the following programmatic
elements:
1. A strategic focus that includes a clear statement of academic
priorities.
2. An annual operating budget that allocates operating funds consistent
with University priorities.
3. A biennial capital budget that allocates capital resources for all
projects over $1.5 million, consistent with academic priorities.
4. An annual Strategic Investment/Academic Enrichment process that
allocates funds to selected academic units.
5. Targeted Reallocations. With fewer overall resources, the University
must do a better job of allocating resources than its competitors.
Today, a good portion of Academic Enrichment is funded through a
reallocation administered through the provosts office, and colleges
and support units routinely reallocate for priorities within their
respective units. The budget restructuring process will provide an
opportunity for selective reallocation among academic units. We need
a similar review for the Universitys support units.
6. Development Campaign Plan. We must set goals based on academic
priorities, available fund-raising resources, and project
marketability.
7. Cost Containment. In the past, the University has successfully
reduced certain categories of costs, such as energy and health
insurance. This process should continue.
While we must remain flexible to exploit targets of opportunity, our
general rule is this: We will make multi-year commitments only as
part of the resource allocation process.
Performance Objective C: Continuously Improve Financial Management
Good financial management supports academic priorities by protecting
assets and preserving financial stability. This in turn creates an
environment that enhances revenue growth and focuses revenues on
appropriate goals. Appropriate protection of assets and resources is
critical to academic success. The programmatic elements of good
financial management include:
1. Financial Planning and Operations Guidelines, which were adopted by
The Ohio State Board of Trustees on May 1, 1997.
2. Guidelines for Entrepreneurial Initiatives and Partnerships (in
process).
3. Guidelines for Capital Projects.
4. Appropriate Financial Reports.
III. Evaluation
The University-wide Strategic Indicators and Leadership Agenda are
critical in evaluating the success of this plan. The Leadership
Agenda provides a measuring stick for short-term actions while the
Strategic Indicators chart our progress over the longer run. The
Strategic Indicators relate to the Universitys four strategic
priorities. Because financial resources are not an end in themselves,
but rather a means, they are appropriately not included as a Strategic
Indicator. Instead, resource issues are addressed on a strategic
basis in the Annual Financial Benchmark Report and other documents.
The Annual Financial Benchmark report compares multi-year trends
across time and with highly-ranked peer institutions that measure our
progress in achieving Ohio States resource goals. This annual
benchmark report is supplemented by the Leadership Agenda, the
narrative of the Current Funds Budget (which translates strategic
priorities into funding decisions), the biennial capital plan, the
financial statements, and other annual financial reports that measure
success in achieving the Universitys financial goals.
In addition, we will measure private support with reports that track
faculty, student, research, and other areas that are important in
reaching our four goals, along with reports on the involvement of
deans and academic leaders in fund-raising activities.
8 LEADERSHIP AGENDA FOR FISCAL YEAR 2000
The following Leadership Agenda for FY00 complements the Universitys
Academic Plan and summarizes priorities that will be the focus of
particular attention over the next year. Additional background and
detail can be found in the larger planning document, which is
undergoing review by various campus constituencies and will be
finalized during Winter Quarter 2000.
The agenda is organized into five sections, each of which includes a
strategic statement and between three to five action items. Those
responsible for each item are identified by section heading. Those
headings are:
· Academic Excellence
· Student Learning Experience
· Diversity and Community
· Outreach and Engagement
· Resources
It should be emphasized that this is not a comprehensive listing of
all the important initiatives we must accomplish. Rather, it is based
on the recognition that progress requires us to focus our attention
for a period of time on some items more than others.
ACADEMIC EXCELLENCE Ray, Alley, Council of Deans
Strategic Statement. The Ohio State University will attain
preeminence and international distinction in a broad range of academic
programs by recruiting, retaining, and developing top-notch faculty,
high-ability students, and an outstanding staff; and providing them
with the highest quality teaching, learning, and research
environments.
* Selective Investment/Academic Enrichment Programs Ray, Alley, Parson
Up to four additional academic units will be selected for Selective
Investment during this academic year, bringing the total to a maximum
of 12. During the autumn quarter, the Central Investments Review
Committee is considering the programs impact on the eight units that
were identified for investment in the programs initial two academic
years, following which it will review other central initiatives. New
central initiatives should take into account the effects of the new
budgeting system and the likely source of outside funding
opportunities.
* Implement Research Commission Recommendations Alley, Ray, Council of
Deans
The Research Commission Steering Committee has identified the hiring,
retention, and development of outstanding scholars as the key strategy
in implementing the Commissions recommendations. The Steering
Committee also endorsed task group recommendations relating to the
fiscal aspects of external funding, enhanced research opportunities
for students at all levels, and more interdisciplinary research.
These recommendations will be circulated for comment during the autumn
quarter, with an implementation plan set in place by spring.
* Review and Implement Recommendations to Improve Faculty Development
Rudd, Lewellen, Council of Deans, Department Chairs
Faculty development must become a more central concern within the
University. Over the next year, we will develop strategies to
implement the report of the Commission on Faculty Development and
Careers, which is now being discussed within the University
community. The goal is to promote continued faculty professional
development in teaching, research and scholarly activity, and service
at all stages of ones academic career.
STUDENT LEARNING EXPERIENCE Garland, Williams
* Strategic Statement. The Ohio State University will provide an
excellent educational experience for all students. It will attract
and serve students able to take full advantage of the opportunities we
offer as a comprehensive land-grant research university. For
undergraduates we will provide opportunities for intellectual growth,
moral/social development, and physical and emotional well-being. For
graduate and professional students, we will present excellent academic
programs and professional preparation, in a supportive environment.
* Create curriculum appropriate to the talents, needs, and interests of
our studentsGarland, Williams, Farrell
* During academic year 1999-2000 we will enlarge the number and range of
our honors offerings, establish the Glenn internship program, and
increase the opportunity for service learning experiences. We will
also review curriculum offerings for relevance to the entire student
population, as well as the scheduling of courses, to better provide
for a more timely student graduation rate.
* Improve space and programming to optimize student physical and mental/
emotional well-beingWilliams, Ashe, Garland
We are determined to provide students with activities and environments
that contribute positively to their learning experience and increase
the likelihood of their staying, succeeding, and graduating. This
year we will continue the planning process for the rehabilitation of
Larkins Hall and the Ohio Union, and we will enhance student activity
programming. We will seek outside funding for a collaborative
research project focusing on physical and mental health in young
adults.
* Improve GTA training and strengthen faculty relationships with
studentsGarland, Farrell, Williams
We must support our faculty and other instructors in their efforts to
enhance the educational experience. We will provide enhanced TA
training about instruction throughout this year, presenting
programming at the university, college, and departmental levels. We
will support the creation of residence hall opportunities for
faculty/student interaction, e.g., the Faculty Friends program.
Further improve services for students, focusing as needed on the
concerns of special groupsGarland, Williams
We will continue to improve our capability to provide students with
effective, timely, and sympathetic service through appropriate service
ratios and increased collaboration among various units. We will
complete the re-engineering of the transfer credit evaluation system,
and develop systematic assessment schemes for the various student
service offices. Using the federal grant recently won by the Office
of Disability Services and other units, we will enhance our capacity
to serve students with disabilities.
* Expand Living/Learning communitiesWilliams, Farrell, Garland
Recognizing the importance living/learning communities can have on the
overall success of students, we will develop a comprehensive plan for
the implementation of a series of living/learning communities over the
next five years. This plan will outline the different types of
living/learning communities, the components necessary to create them,
their financial requirements, and a timeline for implementation. This
plan will also have an assessment component and will be completed by
Spring 2000.
DIVERSITY Anderson, Williams
Strategic Statement. The Ohio State University will become a
community of differences whose faculty, staff, administration, and
students reflect the rich diversity of our state and nation. An
effective diversity program can strengthen the University, contribute
to educational excellence, help students reach their full potential,
address past injustices, and improve the society in which the
University functions.
* Review, Discuss, and Begin Implementation of the Diversity Action Plan
Williams, Anderson, Vice Presidents, Council of Deans
Ohio State cannot become a significantly more diverse university
without a formal plan and mechanism to carry that plan out. The
diversity committee appointed by the president and provost will
continue to develop a comprehensive university diversity plan, seek
review among campus constituencies, and produce a final plan. The
Presidents Planning Cabinet will monitor and implement the plan and
its initiatives, dedicating time to the topic at each meeting.
Specific action will be identified for immediate implementation this
year and a report card on progress will be distributed in the spring.
* Enhance Recruitment of Minority and Female Faculty; Review FHAP for
Most Effective Resource Use Ray, Knowles, Rudd, Council of Deans
Each college and academic department will develop and have approved a
five-year plan to recruit a more diverse faculty. We will evaluate
the effectiveness of the Faculty Hiring and Assistance Program and
restructure it as necessary to aid in the hiring of senior-level as
well as junior female and ethnic minority faculty. A report on
faculty hiring during FY00 will be distributed in the spring.
* Enhance Recruitment and Retention of Minority Students Williams,
Garland, Knowles, Mager, Huntington
Recognizing the national trend in affirmative action and race-based
admission, the University will develop a comprehensive, aggressive
recruitment plan for ethnic minority students. That plan will target
students not only in Ohio but selected major cities around the country
and selected high schools within these metropolitan centers. Also, we
will prepare a detailed retention plan involving all aspects of
university life to increase minority retention and graduation rates.
* Implement The Womens Place Concept Rudd
Students, faculty, and staff of color along with female students,
staff, and faculty need safe havens. During the next year, we will
staff, fund, and open such a safe haven for women to be known as The
Womens Place.
OUTREACH AND ENGAGEMENT Moser, Smith
Strategic Statement. The Ohio State University will involve faculty,
students, and staff more fully with the publics that we serve through
a coherent, focused plan for outreach and engagement. We will
proactively address societys needs at the local, state, national, and
international levels through research, teaching, and service. In the
process, University research, teaching, and service activities will
themselves be enriched and University resources will be augmented.
* Strongly Support Existing and New Outreach and Engagement Activities
by Individuals and Units Documenting and Evaluating Results More Fully
and Developing More Effective Communications to Internal and External
Audiences Moser, Smith, Williams, Koroscik, Siedentop
The president and provost will communicate with all faculty, students,
and staff about the nature of this institutional goal. Together, the
Outreach and Engagement Steering Committee and the Outreach and
Engagement Council will conduct a detailed survey of all units to
document the nature and impact of current activities. Finally, the
Steering Committee will create a University-wide communications plan
to inform internal and external audiences about the university
contribution in this key area.
* Further Develop, Support, Publicize, and Evaluate a Small Set of
Institution-Wide Initiatives Through Which our Research, Teaching, and
Service Expertise Helps Solve Contemporary Societal Problems Smith,
Garland, Siedentop, Moser
The Steering Committee and leaders of the five academic plan
initiatives will develop appropriate structural linkages among their
several activities so as to avoid functional and resource
duplication. It will also work with leaders of these initiatives to
develop benchmarks on their community impact. Thirdly, the Steering
Committee and Council this year will prepare a detailed inventory of
current University K-12 educational initiatives, the first step in
development of a sixth cross-disciplinary initiative in K-12 school
improvement along with a plan for pre-service and in-service
activities. Planning will begin to improve the quality of one or more
schools in the campus area.
* Foster a Continuing Internal Dialogue on the Nature, Importance, and
Practical Issues Related to Outreach and Engagement Moser, Smith
We will further heighten the awareness of ongoing and new activities.
In addition, the Steering Committee and Council working with the
deans, departmental chairpersons, Faculty Council, Staff Advisory
Committee, and Student Governments will sponsor forums at which this
outreach and engagement can be more fully discussed. While beginning
at a conceptual level, these forums will also address such issues as
how outreach and engagement relates to the other four academic plan
goals and the reward structure to be associated with it.
* Identify and Secure New Funding to Support and Enhance Outreach and
Engagement Moser, Williams, Shkurti, May
Working with faculty, students, and staff, the Steering Committee will
begin to develop a long-range plan to identify external financial
support for activities of this type.
RESOURCES Shkurti
Strategic Statement. To fully support academic priorities, The Ohio
State University will increase and diversify revenues, target
resources more effectively, protect assets to reduce financial
uncertainty, and improve financial management.
* Budget Restructuring Ray, Shkurti, Council of Deans
This year we will complete the planning phase of budget restructuring
and prepare for implementation effective July 1, 2000. This will
require the resolution of outstanding issues, the delivery of final
recommendations to the president by the end of spring quarter, and
recommendations from the provost on base budgets. Implementation will
be phased, utilizing either college-level pilot programs and/or shadow
budgets beginning in FY01.
* Performance Challenge Ray, Shkurti, Garland, Alley
The State of Ohios Success Challenge and Research Challenge funds
offer us the best opportunity in years to attract additional state
support. Continued increases in these funding sources are likely if
we show sufficient progress and meet state reporting requirements. By
the end of this calendar year, we will complete revised spending plans
that align funding increases with our strategic objectives and state
requirements.
* Entrepreneurial Guidelines Shkurti, Trethewey
We need a clear set of ground rules that permit entrepreneurial
activities and partnerships to flourish without creating financial or
legal problems for the University. Proposed guidelines will be ready
for university-wide discussion and review this fall, with final
approval anticipated early in calendar year 2000.
* Computing Fee Ray, Shkurti, Napier, Davis
Additional resources are required to meet student needs in instruction
technology. Recommendations from the Deans Technology Committee
provide the framework to bring forward a proposal, which should be
ready for Controlling Board approval during spring quarter.
* Campaign Completion/Post Campaign Planning Ray, May
When the Affirm Thy Friendship campaign is successfully completed on
June 30, 2000, we will continue to focus on funding the individual
goal items especially academic priorities for faculty, endowed chairs,
and endowed scholarships. To capitalize on the Universitys
comparative advantage, this planning must be completed before the
Affirm Thy Friendship campaign is concluded.