8 major sections; 14,000 Words; 22 Performance Objectives.
DRAFT DRAFT DRAFT DRAFT DRAFT DRAFT DRAFT DRAFT DRAFT DRAFT DRAFT DRAFT 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.