Academic Plan 2000-2005 (text version)

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


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                         The Ohio State University
                          Academic Plan 2000-2005
                               November 1999

                                     Performance 
                              Words   Objectives
1 Visions/Values               134 
2 Academic Plan Overview      1185
3 Academic Excellence         1952        3 
4 Student Learning Experience 2699        5 
5 Diversity                   2291        7 
6 Outreach and Engagement     2005        4 
7 Strategic Resources         1873        3
8 Leadership Agenda           2121


1  Our Vision
   
   To be one of the nations top ten public teaching and research
   universities by 2010, and the nations leader in implementing a
   land-grant mission relevant for the 21st century.
   
   Our Values
   
   These values will at all times guide our conduct and decision-making
   within the University community:
   
   * The continuous quest for academic excellence
   * Learning and the dissemination of knowledge
   * Creativity and the constant pursuit of new knowledge
   * The richness of human diversity and the power of community
   * The applications of knowledge for the benefit of society

2  Academic Plan Overview
   
   The Ohio State University imperative to become one of the nations ten
   best public teaching and research universities is simple yet
   compelling. It is also realistic but ambitious, requiring a total and
   ongoing commitment by the administration, faculty, and staff to a
   focused, purposeful, and rigorous strategic agenda as set forth in the
   pages of this document. This agenda addresses the principal challenges
   we must meet to achieve preeminence among Americas colleges and
   universities.
   
   Whats at stake here? Its not whether Ohio will continue to have a
   large, respected, academically diverse university that educates
   thousands of its residents. Clearly, it will. The question is whether
   Ohio will have a top-tier university a recognized leader in research
   and scholarship, an internationally acclaimed center of learning that
   is a magnat for exceptional students. . . . a university that provides
   access to nontraditional students and offers lifelong learning
   opportunities for the communities we serve . . . a creator of
   knowledge and innovation that fundamentally improves learning and the
   way people live . . . a source of new technologies that create
   high-quality jobs and commercial enterprises . . . an institution that
   excels in the arts and sciences, dynamically enhancing the way our
   graduates understand and experience the world in which they live and
   contribute . . . and a leader among land-grant universities that is
   known for addressing the major issues facing society.
   
   The states and regions that are the most successful in meeting their
   citizens educational and economic needs are all home to great,
   top-tier research universities. A university of this caliber we
   envision will help the State of Ohio and its citizens flourish in the
   knowledge economy of the 21st Century. It will transfer technology and
   ideas that will boost the states fortunes. It will help meet the
   states need for ever-larger numbers of well-educated workers,
   especially in such disciplines as biotechnology, information
   technology, and other high-growth fields and critical professions. And
   since Ohio is irreversibly linked to the global economy, the
   university will prepare its graduates to live and work in a socially
   and economically diverse world.
   
   With the stakes so high, the entire university community must help
   meet the core challenges that stand between us and top-tier status.
   What are those challenges?
   
   First and foremost, a great university must at its very soul reflect
   the highest standards of academic excellence, and that remains our
   principal goal. We must begin this pursuit of excellence with the
   recognition that while much has been accomplished in recent years, our
   academic aspirations are as yet unfulfilled. Taking actions to
   position twenty or so academic programs in the very top tier of their
   respective disciplines is this plans essential starting point and its
   highest strategic priority.
   
   The achievement of our aspirations for academic excellence requires,
   however, that we do much more than just develop an array of
   distinguished academic programs. Among the key measures used in
   accessing the quality of a university is its graduation rates. Ours
   are unacceptably low.  Similarly, Ohio State lags benchmark
   institutions on virtually all key measures of sponsored-research
   success, whether it be market share of federal research dollars,
   market shares of publications and citations, invention disclosures,
   patents awarded, or license income. This, too, must change.
   
   With respect to diversity, good news in recruiting is being offset by
   low retention rates among minority students and minority and female
   faculty, with far too many departures among underrepresented groups.
   Substantive improvement on these metrics and others is fundamental to
   creating the kind of diverse community that will enrich our research
   and learning environments and fully prepare our students for the
   global village in which they will live and compete.
   
   Finally, The Ohio State University has been widely recognized for its
   national leadership throughout the 20th Century in defining the agenda
   for land-grant universities. In keeping with our historic leadership
   role among land-grant universities, Ohio State must reshape the
   land-grant mission, respecting its traditional roles and
   responsibilities but insuring that the mission is relevant for the
   knowledge and urban-based economy of the 21st Century.  Given our
   potential for economic and quality-of-life impact on the larger
   society, we have an obligation to address the problems and issues that
   challenge the communities we serve.
   
   An overall assessment of our strengths and weaknesses suggests that we
   cannot realize our vision simply by working harder. Instead, the
   entire university community faculty, staff, and administration; the
   Board of Trustees; alumni, friends, and business leaders; the Regents;
   and General Assembly must understand the challenges we face, address
   resource constraints, and vigorously support this agenda. Based on our
   experience of the past five years, we will invest in excess of $1
   billion in operating and capital funds, and in private gifts between
   now and 2005 to make substantial headway toward accomplishment of the
   goals outlined in this plan. While this support is significant, it is
   apparent that the realization of our vision for Ohio State can be
   achieved only if we are willing to set meaningful priorities and make
   hard choices. The annual budget process will be the method by which
   specific resource allocations will be made in support of this plan.
   
   It is important to note that while the university has made meaningful
   progress since the Board of Trustees first endorsed the Functional
   Mission Statement in 1994, benchmark universities have made meaningful
   progress as well. Like most national universities, Ohio State operates
   in an environment of intense competition for outstanding faculty and
   students, research dollars, and other forms of support.
   
   The initiatives and resource plan contained in this document are
   designed not simply to sustain progress, but to accelerate it to take
   the university to a higher level of performance. Now is the time for
   Ohio State to design and implement initiatives that will elevate our
   status to the top tier of the nations public universities. The plan
   that follows focuses on four critical goals and how we intend to fund
   them, with academic excellence listed first to indicate its paramount
   importance. Our goals are to:
   
   * Become a national leader for the standard of our academic excellence;
   
   * Be universally acclaimed for the quality of the learning experience we
     offer our students;
   
   * Create an environment that truly values and is enriched by diversity;
     and
   
   * Expand the land-grant mission to address our societys most compelling
     needs.
   
   In developing this plan, we have drawn on the thoughtful and thorough
   work of the Research Commission, the Committee on Undergraduate
   Experience, the Diversity Task Force, the Presidents Council on
   Outreach and Engagement, and numerous other committees and documents.
   What follows is a plan containing five separate but interrelated
   sections: academic excellence, the student learning experience,
   diversity, outreach and engagement, and resources.  In combination,
   these initiatives will drive our performance to higher levels and make
   The Ohio State University one of Americas preeminent public teaching
   and research universities.
                                      
3  ACADEMIC EXCELLENCE
                                      
   I.  Strategic Objective
   
   The Ohio State University will attain preeminence and international
   distinction in a broad range of academic programs by recruiting,
   retaining, and developing exceptional faculty, high-ability students,
   and outstanding staff and providing them with the highest quality
   teaching, learning, and research environments.
   
   II. Performance Objectives and Program Initiatives
   
Performance Objective A: Move Ten Academic Programs into the Top Ten
   Among U.S. Public Research Universities and an Additional Ten Into the
   Top Twenty, All By the Year 2010; Develop Ten Nationally Recognized
   Interdisciplinary Research Centers Over the Next Decade
   
   All top-tier teaching and research universities have at least ten to
   twelve academic programs that are among the best in the nation a
   position Ohio State must match to achieve overall top-tier status.
   Pivotal to this undertaking vastly more important than any other
   factor is the development of a world-class faculty that increases the
   Universitys national and international visibility. It does so through
   the quality and reputation of research and scholarship, leadership of
   major research activities, including interdisciplinary centers, and
   professional service contributions. The key to reaching this
   performance objective is strategic investment.
   
   Program Initiatives
   
   1. Continue the Selective Investment Program 
   
   Beginning in 1998, the Selective Investment program has invested in a
   small number of academic programs and departments that are targeted to
   achieve top-tier status. In the first two years, eight academic units
   each began to receive up to $1 million in continuing funds over a four
   or five-year period, including matching contributions from these units
   and their colleges.
   
   In the first year, funding went to Electrical Engineering, Materials
   Science and Engineering, Physics, and Psychology. In the second year,
   Chemistry, History, Neuroscience, and Political Science were selected
   for investment. Selection of additional units this year with
   competition beginning during autumn quarter will bring the total
   number of units funded to between ten to twelve.
   
   This targeted funding has been aimed primarily at the recruitment of
   exceptional junior and senior faculty. As noted below, we will
   accelerate our efforts to recruit national academy caliber eminent
   scholars and develop comparable faculty from within our existing
   ranks. Selective Investment units will also continue to invest in
   undergraduate research, recruitment of top-quality graduate students,
   and innovative faculty development programs.
   
   This investment of up to $12 million in highly-focused new and
   reallocated continuing funds in 12 of the Universitys 107 Tenure
   Initiating Units (TIUs) is equivalent to a cash endowment of $240
   million.
   
   2. Continue the Academic Enrichment Program
   
   Initiated in 1994, the Academic Enrichment program has thus far
   provided $6.3 million in continuing funds and $3.1 million in cash
   equivalent to a cash endowment of $120 million. The initiative
   continues to fund 10-12 colleges and interdisciplinary research
   centers annually with up to $150,000 each in continuing funds that are
   matched by the units. Evaluation criteria include centrality to
   academic mission; enhancement of existing strengths and potential
   impact of new thrusts; potential for interdisciplinary activity and
   effective integration of instruction, research, and outreach; and
   level of cost sharing.
   
   Often a forerunner to Selective Investment, Academic Enrichment has
   helped seed new interdisciplinary activities such as the music
   cognition program and the Ergonomics Institute while providing
   essential infrastructure support for numerous research programs. It
   has also enhanced the student learning experience, e.g., funding the
   Center for the Study and Teaching of Writing, international travel,
   and additional technology for the learning environment.
   
   3. Recruit, retain, and develop a minimum of ten national academy
   caliber faculty over the next five years through optimizing Selective
   Investment, seizing targets of opportunity, and developing existing
   faculty
   
   In its July 1998 report, the Research Commission recommended a bold
   approach to achieving top-tier status in research and graduate
   studies. Central to this approach is creation of a university
   environment that attracts and supports the development of exceptional
   faculty members, be they beginning assistant professors, rising stars,
   National Academy of Sciences members, or Pulitzer Prize recipients.
   
   Since October 1998, a Research Commission Implementation Steering
   Committee has focused on recruitment, retention, and career
   development strategies that will help achieve this objective. A
   proposal for faculty enhancement, presented to the president and the
   provost in July, will be the subject of broad discussion beginning in
   autumn quarter.
   
   In addition, after a two-year review of faculty development issues and
   practices at Ohio State and elsewhere, the Commission on Faculty
   Development and Careers advocated a university culture that makes
   career-long faculty development a standard and highly-valued component
   of departmental planning. Commission findings are now ready for broad
   campus discussion and the creation of implementation strategies.
   
   4. Invest in new and enhanced centrally-funded interdisciplinary
   initiatives that augment overall academic excellence
   
   Central initiatives create clusters of focused research and scholarly
   activity in areas of current or potential strength. They also tap
   unrealized opportunities to leverage university resources and
   expertise through multidisciplinary and interdisciplinary
   collaborations. Current initiatives are outlined below. Other
   initiatives such as International Affairs will be added in the future.
   
   Molecular Life Sciences.  Central funding partially supports up to 30
   faculty hires in molecular genetics, molecular medicine, molecular
   neurobiology, plant molecular biology and biotechnology, and
   structural biology areas that extend across departmental and college
   boundaries. The addition of functional genomics and bioinformatics is
   under discussion. Annual progress reports describe completed and
   ongoing searches and measure return on investment by assessing the
   initiatives impact on reputation, national ranking, and resources such
   as external grants.
   
   Public Policy.  First funded in FY99, areas of focus are urban and
   regional analysis; health outcomes, policy, and evaluation;
   environmental policy; and criminal justice research. Funding provides
   partial support for seminars, research activities, and
   a faculty position.
   
   John Glenn Institute for Public Service and Public Policy. Closely
   linked to the Public Policy initiative, the Institute received initial
   funding in FY99 for three major programmatic thrusts: Enhancing public
   service opportunities for students (described in the plan section on
   Student Learning Experience), improving the capabilities and
   capacities of public servants through management training programs,
   and encouraging research and sponsorship of outreach activities, e.g.,
   major national conferences, symposia, and speaker series.
   
   Environmental Science and Engineering. This newest central initiative
   will provide partial, matched support for up to 17 faculty positions.
   Detailed planning for the initial thrust area of molecular and
   environmental surface science is under way, with faculty searches
   expected to begin during this academic year.
   
   5. Increase private financial support for targeted academic goals
   
   Additional private funds are essential to enhancing the quality of
   faculty and students and their learning and research environments. The
   University will continue to seek such funds long after completion of
   the Affirm Thy Friendship campaign. Targets for private support are:
   
   * Additional endowed chairs and professorships that help us recruit and
     retain outstanding faculty, especially for Selective Investment and
     Academic Enrichment programs and for other strategic hires;
   
   * Additional scholarships, particularly for Honors and Scholars, and
     better fellowship packages for graduate students all to help attract
     high-ability students;
   
   * New learning and/or research environments such as the World Media and
     Cultural Center, the Veterinary Medicine building, the John Glenn
     Institute space in Page Hall, the nearly completed Yonkin Success
     Center, the Food Science and Technology building, and heart and lung
     research facilities. Emerging priority projects include a new
     Mechanical Engineering building, the Main Library, and a heart
     hospital;
   
   * Increased support for annual giving and endowment directed toward key
     program areas, including Selective Investment and Academic Enrichment
     programs, the Glenn Institute, and a range of medical initiatives.
   
   Public and private resource issues are covered in greater detail in
   the Resources section of this plan.
   
Performance Objective B: Enhance the Quality and Diversity of Faculty,
Students, and Staff
   
   The academic excellence of a university has long been defined largely
   by the quality of its faculty, students, and staff and, more recently,
   by the diversity of these populations. Diversity enhances excellence;
   indeed, the two are inextricably linked. A high-quality and diverse
   faculty and staff attract a high quality and diverse student body.
   Specific performance objectives and key program initiatives for
   improving the quality and diversity of our faculty, students, and
   staff are articulated in the plan sections on the Student Learning
   Experience and Diversity.

Performance Objective C: Become a National Leader in Applying Information
Technology to Learning, Discovery, Outreach, and Collaboration
   
   Although many factors are contributing to changes in higher education,
   perhaps none is as significant as the rapid growth of Information
   Technology. The comprehensive and costly application of technology
   across the University is critical to the effective and efficient
   accomplishment of our instructional, research, and outreach missions,
   and in the performance of day-to-day administrative and support
   functions.
   
   Program Initiatives
   
   1. Deliver technology-enhanced and distance education courses that
      significantly benefit residential and off-campus students
   
   To position the University for community, state, and national
   leadership in technology-enhanced learning and research, we will offer
   within the next two years 2,000 technology-enriched courses on campus
   while increasing distance education activity from 75 to 200 courses.
   In addition, we will give added attention to faculty development, the
   integration of resources from the University Libraries, and
   infrastructure needs.
   
   2. Improve the quality and accessibility of institutional data
      available for decision-making by faculty, staff, and students
   
   Improved data management capabilities are essential to benchmark and
   evaluate all parts of this academic plan. On an even broader scale, we
   need a data infrastructure and information environment that
   facilitates fact-based decision-making. An Enterprise Data Steering
   Committee will develop policies and procedures to standardize data
   definitions, enhance central data analysis, and coordinate university
   information.
   
III.   Evaluation

Performance Objective A: Annual Strategic Indicators Report
   
   We will identify, measure, and annually report on a range of
   indicators of academic excellence. These will include program
   rankings; honors and awards for faculty and students; other quality
   and diversity measures for faculty, students, and staff; federal
   research dollars; private support; and numbers of technology-enhanced
   and distance education courses. Performance will be measured and
   compared against previous institutional data and trends as well as
   anticipated trends. Where possible, it will also be benchmarked
   against past and present performance by peer institutions.
   
   This data will be made available on-line in a readily interpretable
   format that allows its use for improved decision-making. A report on
   university-level strategic indicators, prepared by the Office of
   Strategic Analysis and Planning, already tracks many relevant
   indicators, with comparisons of benchmark institutions along with our
   past performance. We will continue to refine and improve our data
   collection and analysis on an annual basis.
   
Performance Objective B: Performance reviews
   
   Various University committees, standing and ad hoc, will review
   performance information and provide input and assistance in
   interpreting this information and developing action plans. For
   example, the University Research Committee has actively reviewed the
   Research Commission Report and corresponding implementation action
   plans, and the Deans Learning Technologies Committee will review
   progress annually in the development and delivery of
   technology-enhanced courses.
   
   The Central Investments Review Committee appointed by the provost in
   June 1999 to review the effectiveness of all central investment
   programs, beginning with Academic Enrichment and Selective Investment
   is already providing guidance to the provost on Academic Enrichment.
   During the current academic year, it will review other centrally
   funded programs, and identify any duplications or gaps, thus
   facilitating the strategic investment of these resources.
   
Performance Objective C: Annual reviews of programs funded through
   central initiatives
   
   Already, centrally funded programs such as Selective Investment units
   and the Molecular Life Sciences and Public Policy initiatives are
   required to submit annual reports prior to the release of additional
   funding. This provides an opportunity to discuss past progress and
   future goals and to discuss unexpected difficulties and corrective
   actions, if necessary.

4  THE STUDENT LEARNING EXPERIENCE
   
I. Strategic Statement

   Provide all students with an intellectually rigorous and exciting
   learning experience. Attract, serve, retain, and graduate students who
   are able to take full advantage of the opportunities offered by a
   leading comprehensive teaching and research university located in a
   major urban center and functioning out of a land-grant tradition of
   service. For undergraduates (the central focus of this report,)
   provide stimulating opportunities for intellectual growth,
   moral/social development, and physical and emotional well-being. For
   graduate and professional students, provide top-quality, vibrant
   academic programs and excellent professional preparation in a
   supportive environment.
   
I. Performance Objectives and Program Initiatives

Performance Objective A: Provide Excellent Learning Opportunities
Appropriate to Each Student

Program Initiatives
   
   1. Create a rich array of learning communities for undergraduates
   
   Our Honors Program enrolls approximately 20% of the entering class and
   is already highly regarded. The addition of more honors courses within
   major programs, more research opportunities, and a freshman honors
   seminar will strengthen it further. The Scholars Program, implemented
   this year and aimed at other highly talented students, allows
   participants to enroll in a freshman research seminar, participate in
   appropriate curriculum-enrichment opportunities (e.g., study abroad),
   and receive focused advising and mentoring.Other students with
   particular academic interests will be given a range of Living/Learning
   programs in which students are grouped together in residence halls and
   provided with curriculum-related activities.
   
   All of these programs bring undergraduates into earlier and more
   direct contact with faculty members, contributing significantly to
   student success especially in a students first year. For graduate
   students, we will increase opportunities to pursue minors and
   interdisciplinary specialization.
   
   Goals For the class entering in 2002:
   
   * Enroll at least 20% in Honors, 20% in Scholars, and as many additional
     students as possible in other Living/Learning environments;
   
   * Through careful course scheduling, good advising, and systematic
     degree plans, make it possible for two-thirds of students to graduate
     in four years.
   
   2. Provide serious, useful, and rewarding undergraduate research experiences
   
   Many undergraduate major programs already require a research seminar,
   and faculty are moving toward more inquiry-based instruction and group
   projects.  As recommended by the Research Commission, we will
   establish a freshman research seminar. We will also encourage students
   to participate in the Denman Undergraduate Research Seminar and offer
   them additional opportunities to present their research at national
   meetings. We will seek research-related, on-campus employment for
   students, and teaching support units (FTAD and TELR) will assist
   faculty in becoming familiar with these strategies.
   
   Goal. Obtain a substantial majority of graduating students whose exit
   surveys cite several research-related experiences at Ohio State as
   well as an understanding of the knowledge discovery process.
   
   3. Provide students with a global education
   
   We will better prepare students to succeed in a global community
   through increased study abroad (which for many students will require
   additional scholarship support) and new and expanded international
   programs. The World Media and Cultural Center in Hagerty Hall will
   help students develop linguistic and cultural competencies that have
   not been available in the past. We will expand the undergraduate
   program in International Studies and encourage co-curricular
   programming, such as the Office of International Educations numerous
   nationality clubs.
   
   Goals
   
   * Double the number of undergraduates with a study abroad experience;
   
   * Increase enrollments in International Studies and advanced foreign
     language;
   
   * Raise annual giving and endowment support for study abroad and the
     World Media and Cultural Center.
   
Performance Objective B: Move to the National Forefront in Encouraging
   Student Leadership, Citizenship, and Service
   
   There is a powerful need in our society to develop young people with a
   commitment to citizenship and public responsibility.Our land-grant
   history, the re-thinking of our land-grant mission through Project
   Reinvent, the Glenn and Mount initiatives, and our effectiveness in
   serving our own community through Campus Partners and the Campus
   Collaborative have built a foundation of excellence.Over time, this
   thrust has the potential to define the Ohio State experience and move
   us toward national prominence.
   
   Program Initiatives
   
   1. Mount Leadership Society
   
   In 1999, the University welcomed the first class of the Mount
   Leadership Societythe outgrowth of collaboration among the Offices of
   Student Affairs, Academic Affairs, and University Development,
   dedicated to the memory of Ruth Weimer Mount. Mount students live
   together in a residence hall, take courses during their first two
   years that focus on leadership and service, engage in numerous
   co-curricular activities that build community and teach cooperation,
   and serve the campus and surrounding community through systematic
   guided projects.This pilot group of students will provide a model both
   for service on campus and for the newly developing Scholar program.
   
   Goal
   
   By 2001, enroll 300 Mount Scholars a year and raise annual and
   endowment support for Mount Scholars and Mount Leadership initiatives.
   
   2. John Glenn Institute for Public Service and Public Policy
   
   The newly-established John Glenn Institute will feature undergraduate
   living-learning programs, internship opportunities with various
   governmental units, service projects, and a sponsoring relationship
   with the developing academic major in public policy. The Institute
   will also sponsor public on-campus programs that provide rich
   opportunities for all students.
   
   Goals
   
   * Establish a major in public policy in 2001-02;
   
   * Attract 150 students annually to the Glenn Living/Learning program and
     50 students annually to the Glenn Internship program;
   
   * Secure private gifts and grants for the Living/Learning program, the
     Internship program, and major academic symposia and conferences.
   
   3. Support for diversity
   
   Effective 21st century citizens will be comfortable in a
   culturally-diverse environment. To help our students become such
   citizens, we will create a welcoming environment and, through our
   example, will help students learn to work effectively with people
   representing all races and ethnic origins. We will be sensitive and
   intentional about the impact of housing arrangements, teaching and
   learning styles, class discussion topics, role models, inclusive
   vocabulary, hospitable attitudes in service offices in short, about
   all aspects of the campus and our community. We will take full
   advantage of related programs offered through the Office of Minority
   Affairs, the Office of Student Affairs, and the Commitment to Success
   program, which helps departments enhance the climate in their
   classrooms.
   
   Goals
   
   * Assess student attitudes upon entry and again at graduation, using the
     data to continually develop appropriate strategies that enhance the
     campus climate;
   
   * Achieve graduation-rate parity between minority and other students by
     no later than 2010.
   
   Diversity is also addressed in a later section on recruitment and retention.
   
   4. Expand and strengthen Service Learning
   
   Service Learning is academic programming that includes a community
   service project as part of a systematic and discipline-based inquiry.
   It allows students to gain useful skills and knowledge while also
   providing needed service to the larger community.Properly organized,
   Service Learning gives students a more direct, inquiry-based or
   research experience and the chance to participate in such initiatives
   as Campus Partners/Campus Collaborative.  Such courses will play a
   significant curricular role in the Mount and the Glenn programs.
   However, we need to more effectively coordinate programs, possibly
   establishing a clearinghouse for community agencies.
   
   Goals
   
   * Develop an accurate inventory of current Service Learning instruction;
   
   * Increase offerings so that at least 10% of our students have a formal
     Service Learning experience during their undergraduate years.
   
Performance Objective C: Become a Preeminent National Institution in
   Preparing Students for a Life of Physical Health and Emotional Well-Being 
   
   Program Initiatives
   
   1.  Build on existing strengths in recreational sports
   
   Ohio State was the first U.S. university to develop systematic
   recreational sports, and we continue to have one of the largest and
   best organized programs in the country. In addition, enhanced
   recreational facilities offer new opportunities for personal fitness
   that are particularly attractive to women students.With an upcoming
   addition (2004) and renovation (2006), Larkins Hall will become the
   premier university recreational facility in the United States as well
   as the social center of the campus contributing significantly to
   improved student health and well-being.
   
   Goals
   
   Continue to increase the number of students engaged in various
   recreational and fitness activities and expand the range of available
   activities.
   
   2. Develop a research program on fitness and health in young adults
   
   With nearly 20,000 students a year enrolling in credit-bearing
   physical education courses, a strong physical education program in the
   College of Education, an ever stronger School of Public Health, and
   interest among faculty in the Department of Psychology in wellness in
   older adolescents, Ohio State is ideally positioned to contribute
   substantially to our understanding of lifelong fitness and health for
   young adults.
   
   Goals
   
   Create such a research initiative, seek outside funding, and by 2001
   have a significant research program well under way.
   
   3. Continue to enhance student activities and support programs

   Week and Homecoming are instrumental in connecting students to the
   University and improving the likelihood that they will remain in
   school, succeed in school, and graduate. Thus, we create more and
   better programs of this kind each year.For example, initiatives that
   encourage students to participate in arts events enrich the student
   experience.Programs dealing with social and mental health, the
   appropriate use of alcohol, and a range of adjustment issues also
   improve the learning environment. And we are developing peer-mentoring
   systems to improve that environment even more.
   
   Goals
   
   * Continue and enhance student activity programming, gathering
     comparative data on student participation and the range of activities
     provided;
   
   * Expand wellness programs;
   
   * Gather annual comparative data on student attitudes and behaviors;
   
   * Gather exit data from students leaving the University to see what role
     health issues play in their attrition.
   
   
   4. Continue to improve the quality of student life
   
   The 1995 CUE report identified several environmental issues that
   contribute to a positive student learning experience: An attractive,
   well-maintained campus; adequate parking and transportation; a sense
   of safety on the campus and nearby; and the existence of aesthetically
   satisfying public spaces.  The University took the report seriously
   and has implemented much of it. Reports on the graduate and
   professional student learning experience are due this fall.
   
   Goals
   
   Respond as effectively to quality-of-life issues raised by G-QUE and
   I-QUE as we have to those of CUE. 
   
Performance Objective D: Effectively Recruit and Manage Enrollment to
   Attract and Educate Outstanding Graduate and Professional Students and
   a Well-Prepared, Diverse Undergraduate Student Body with Preparation
   Levels and Retention/Graduation Rates Equal to Those in the Top Half
   of Big Ten Universities
   
   Since the middle 1990s, the Office of Admissions (advised by the
   Enrollment Management Steering Committee and Council on Enrollment and
   Student Progress) has attracted increasingly better prepared students
   to our entering undergraduate classes. To continue that trend, we will
   expand our use of geodemographic studies, telecounseling, and targeted
   and personalized recruitment techniques. We will consider whether
   systematically downsizing the student population would better utilize
   our teaching resources while accelerating enhancement of the freshman
   class profile. In addition, Enrollment Services is overseeing an
   integrated initiative to increase freshman retention using predictive
   modeling to identify students needing special help, then offering
   appropriate personal assistance during the critical first quarter.
   
   As a result of these efforts, we expect the class entering in 2002 to
   arrive with strong preparation indicators (40% in the top ten percent
   of their high school class, 80% in the top quarter, and an average ACT
   score of 26). We also anticipate a one-year retention rate of 92% and
   an ultimate graduation rate of 80%, with two-thirds of the graduates
   finishing in four years.
   
   While control of graduate enrollment is extremely decentralized, the
   Universitys financial and academic strength require that it too be
   managed more effectively. Deans must be held accountable through the
   budget allocation process for setting and meeting unit graduate
   enrollment goals, with the analysis of central data contributing
   importantly to this process.
   
   Finally, diversity of the student body is a critical goal for the
   institution. We will continue to use personalized and geographically
   strategic recruitment, along with the careful deployment of financial
   aid to attract appropriate numbers of talented minority first-year
   students.Even more important, we will improve retention and graduation
   rates for underrepresented groups so that the entire student body not
   just the freshman class reflects a healthy diversity.The current gap
   in graduation rates between minority students and the general campus
   population must be narrowed, reaching parity no later than 2010.
   
Performance Objective E: Continually Improve the Quality of Services
   that Support and Contribute to an Excellent Student Learning
   Experience
   
   Program Initiatives
   
   1. Deliver student services more effectively and efficiently
   
   We must continuously improve the effective, timely, and sympathetic
   delivery of such services as finance; registration; career, health,
   disability; and counseling and consultation. To do so requires us to
   take several key steps. First, we must compare our per capita staffing
   numbers or budget allocations to those at benchmark institutions and
   make any necessary adjustments. Second, units must work together
   collaboratively as an integrated system, and some work processes,
   e.g., transfer credit evaluation, must be re-engineered.  Third,
   individual units must report comparative, year-to-year data on numbers
   served, wait times, student satisfaction, etc. Fourth, delivering more
   services via the worldwide web can be very helpful to students,
   provided such sites are regularly and accurately updated.
   
   2. Continue to strengthen teaching and learning
   
   We must strongly support our facultys efforts to enhance instruction.
   One way to do this is through units like FTAD and the Academic
   Learning Laboratory, to be located in the new Yonkin Success Center.
   Another is to make the training of GTAs a key priority both to improve
   undergraduate instruction and the professionalism of our graduate
   students and to advance their careers. The GCUE report, due out this
   fall, will make specific recommendations on this need.Yet a third
   approach is to provide additional resources that help students enhance
   their own learning.Examples include the Yonkin Success Center, the
   Math/Stats Learning Center, and the Writing Center. Finally, a faculty
   committee this year recommended the use of net.Tutor, a system
   available through the Library to help students make full use of
   various learning technologies.
   
   Goals
   
   * Achieve year-to-year improvement in student satisfaction with
     instructional quality;
   
   * Utilize program assessment to evaluate student learning outcomes
     students passing licensure exams, gaining access to graduate and
     professional school, etc.
   
   4. Continue to improve student orientation and academic/career advising
   
   The Universitys Summer 1999 Orientation was of significantly higher
   quality than in previous years, with additional improvements planned
   in next years two-day agenda. These improvements will focus chiefly on
   early and complete registration, more individualized orientation, and
   more and better content dealing with student life. We will continue to
   pursue direct enrollment in the degree-granting colleges and a
   reduction in the size of University College. We will make our career
   advising process more coherent; with the Yonkin Success Centers Career
   Connection playing an important coordinating role.  Finally, in
   collaboration with the Alternatives program in University College, the
   Career Center will expand its mission to serve undecided or
   re-deciding students no matter what their college of enrollment.
   
   Goals
   
   * Maintain useful satisfaction data on Summer Orientation for future
     year-to-year comparisons;
   
   * Finish developing strategies to gather data on student satisfaction
     with academic and career advising;
   
   * Use this information as the basis for continuous improvement in
     student services.
   
   III.   Evaluation
   
Performance Objective A: Excellent Educational Opportunities
   
   Evaluation measures for specific initiatives, spelled out above,
   involve tracking numbers of students participating in different
   programs and assessing student attitudes and satisfaction levels.
   
Performance Objective B: Leadership, Citizenship, and Service
   
   Again, evaluation measures are outlined above.
   
Performance Objective C: Preparing Students for Lifelong Health and
   Well-Being
   
   This initiative involves some measurable capital projects and lends
   itself to surveys of student participation, attitudes, and
   satisfaction levels. Details are spelled out above.
   
Performance Objective D: Recruitment and Enrollment Management
   
   The main evaluation tools are preparation-level indicators for
   incoming classes and retention and graduation rates. We will
   thoroughly familiarize ourselves with the standards used by U.S. News
   and World Report and measure ourselves against those national norms.
   
Performance Objective E: Continued Quality Improvement for Key Support
   Services
   
   This objective involves a series of continuous, incremental changes
   that must be systematically organized and evaluated.We will develop
   appropriate survey instruments and regular reporting mechanisms.
   Additional details can be found above.

5  DIVERSITY

   I.  Strategic Objective
   
   To become a preeminent teaching and research university, Ohio State
   must include and respect the opinions, viewpoints, perspectives,
   history, talents, and gifts of people from different races, cultures,
   and nationalities. This means that we must become a community of
   differences whose faculty, staff, administration, and students reflect
   the rich diversity of our state, nation, and the world. In short,
   diversity and respect for differences must become a core value and
   strength of this university.
   
   II.  The Need for Concrete Goals 
   
   Many studies and reports have focused on diversity and campus climate,
   all of them advocating significant change. However, improvement
   efforts have consistently fallen short of success.For example:

   * Between 1990 and 1998, the number of female faculty declined by four
     from 788 to 784. The number of African American faculty grew by
     only one, from 101 to 102; Hispanic faculty increased from 42 in
     1990 to 43 in 1998.

   * At no time during that same period did women comprise more than
     22% of the chairs and directors in tenure-granting units, and for
     the most part, women comprised between 10% and 16% of those
     positions. At no time were there more than two African American
     chairs/directors or more than eight Asian Americans in these
     positions. A similar story applies to deans and associate vice
     provosts.

   * While we have had a modest increase in recruiting entering
     minority students over the last ten years, our rate of increase
     for African-American, Hispanic-American and Native-American
     students has been below our expectations. When this is coupled
     with a poor retention rate for this same group of students, our
     minority student population lags behind targeted goals to ensure a
     truly diverse student body.
       
   Clearly, significant progress requires specific strategies and action
   steps tied to concrete objectives. This plan provides those objectives
   along with related program initiatives. Additional initiatives are
   included in the Universitys Draft Diversity Action Plan.
   
     Increase Number Increase
   African American  20% 100
   Asian American    10%  33
   Hispanic American 30%  40
   Native American   50%   8
   
   1. Develop a Recruitment Plan
   
   The Ohio State University will develop a comprehensive, aggressive
   recruitment plan targeting ethnic minority students that takes into
   account the current national trend in the areas of affirmative action
   and race-based admission. In addition to Ohio public, independent, and
   parochial school students, the plan will target seven cities outside
   Ohio (Detroit, Boston, Chicago, Atlanta, New York, Dallas-Fort Worth,
   and Washington D.C.) and selected high schools within these cities.
   The students that are targeted and recruited should be top performers
   and fit into the highest range of our entering class.
   
   2. Develop a Financial Assistance Program
   
   To recruit talented ethnic minority students, we must be competitive
   with other universities that offer attractive financial packages.
   These packages must include out-of-state waivers for high-quality
   minority students from across the nation.
   
   3. Create a Graduate/Professional School Recruitment Pilot Program
   
   To increase the number of ethnic minority graduate and professional
   students, we will create a pilot program with one or two Ohio State
   University colleges, along with selected Historically Black Colleges
   and Universities, Native American Tribal Schools, and universities
   with high Hispanic undergraduate populations.
   
Performance Objective B: Over the Next Five Years, Increase the Number
   of Female and Ethnic Minority Faculty Members by the Following:
   
			Percent	  Number
			Increase Increase
    Female                 25%     196
    African American       30%      31
    Asian American         10%      21
    Nispanic American      30%      13
    Native American       100%       3
   
   1. Create College Faculty Recruitment Plans
   
   Each college and academic department will develop an approved
   five-year plan to achieve a more diverse faculty. Success in diverse
   faculty hiring will be taken into consideration in the evaluations and
   reappointment of all deans and chairs. The success that units make in
   meeting diversity goals will also be given weight in the central
   revenue allocation process.
   
   2. Review and Revise the Faculty Hiring and Assistance Program
   
   We will review and evaluate the effectiveness of this program,
   restructuring it to facilitate the hiring of senior-level as well as
   junior-level female and ethnic minority faculty.
   
   3. Implement a Grow Your Own Policy
   
   We will work with selected Ohio State University colleges to create
   one or two pilot programs that will aid in the recruitment and
   development of female and ethnic minority graduate students to become
   Ohio State University faculty members.
   
Performance Objective C: In Order to Move the Faculty Toward
   Diversity, Our Administration and Staff Must Become More Diverse
   
   1. Develop Academic Support Diversity Plans
   
   Each vice president will develop an approved five-year plan addressing
   how they will achieve greater diversity among their administration and
   staff.
   
   2. Create a Team of Diversity Advocates
   
   We will develop a group of well-trained, educated, and committed
   diversity advocates to participate in all searches for senior
   administrators and deans.  These advocates will establish clear
   standards and expectations on the importance of diversity within
   administrative searches and will actively recruit female and minority
   candidates.  Information on the search committees diversity efforts
   will be made public at the conclusion of each search.
   
Performance Objective D:  Ohio State Must Work Harder and More
   Effectively to Retain a Larger Portion of the Female Faculty and
   Minority Faculty and Students Whom We Recruit. To Achieve this
   Objective, We Will Make the University Environment More Supportive of
   Women and Minorities and More Accepting of Differences.
   
   1. Create a Summer Bridge Program
   
   To help with recruitment and retention, we will invite a select number
   of potentially admirable at-risk students to attend an eight-week
   summer bridge program. Those successfully completing the program will
   be admitted for autumn quarter with advance credit. By enrolling
   students in this early bridge program, they will be given an
   opportunity to become familiar with the campus, develop strong study
   skills, become connected to the University, and get a jump start on
   their collegiate careers.
   
   2. Sponsor Town Meetings
   
   Beginning with the 1999-2000 academic year, we will sponsor a series
   of town meetings that focus on race, gender, sexual harassment, and
   sexual orientation.  Discussion at these meetings will assist the
   administration in determining the nature of the issues facing
   communities of differences.
   
   3. Create a Multi-Cultural Center and The Womens Place
   
   Students, faculty, and staff of color need safe havens that reflect
   cultural awareness and achievement. While the Hale Center exists for
   the African American community, there is no similar facility for other
   ethnic minorities or women. Thus, we will create such facilities a
   Multi-Cultural Center and The Womens Place.
   
   4. Review and Revise the Curriculum
   
   For our students to receive an education relevant for the global
   village of the 21st century, our curriculum must explore the rich
   diversity of humankind reflecting the history, culture, practices, and
   achievements of all peoples. We will review, revise and update our
   curriculum to accomplish this objective.
   
   5. Develop Diverse Programming
   
   Programming that is diverse and geared to a diverse population is
   extremely important in creating a welcoming and supportive
   environment. Thus, we will center all aspects of university life
   around the concept of a community of differences. For example,
   onCampus articles will focus on diversity and public service
   announcements on WOSU will stress diversity and diversity programming.
   
   6. Create a Minority Student Retention Plan
   
   We will develop a detailed and comprehensive plan to increase
   retention, improve graduation rates, and improve the time to
   graduation statistics for minority students. This plan will involve
   all aspects of university life and depend upon our success in
   retaining talented minority students.
   
Performance Objective E:  The University Community Must Continue to
   Educate Itself and Others About the Value and Importance of Diversity
   and to Communicate Its Commitment to Diversity
   
   1. Continue Involvement with the Harvard Diversity Project
   
   This project keeps us current on existing diversity trends in higher
   education.  It also provides a creative way to measure public
   attitudes and explore ways to influence these attitudes. The other
   partners are Harvard, MIT, Rice, Duke, Michigan, Columbia, and the
   American Council on Education.
   
   2. Develop a Communication Plan
   
   The University will review all written and broadcast materials to
   insure they send the message that diversity is a primary goal and
   create a special collection of materials on diversity. We will explain
   why diversity is important to those who have been overlooked and to
   our nations future. Finally, we will explain how diversity and a
   diverse education benefits everyone.
   
Performance Objective F: Without Analyzing Available Data, We Have No
   Idea Where We Are or Where We Are Going.  Therefore, We Will Create,
   Collect, Record, Report, and Analyze Relevant Data So That We Can
   Measure Our Progress and Continuously Improve Our Programs.
   
   1. Improve Data Collection
   
   We will determine the data and information we need for decision-making
   and community distribution.  This will include not only numbers and
   facts for example, the number of female and ethnic minority faculty,
   staff, and students but information on why people leave the University
   and how people describe their experiences at Ohio State.
   
   2. Develop Benchmarking Information
   
   We will gather benchmark information that allows us to compare
   ourselves annually to other Ohio universities, other Big Ten
   universities, and peer universities as well as to the state and
   national population and our past profiles and goals.
   
   3. Produce an Annual Report
   
   It is extremely important that the University community and public
   understand that we take diversity seriously and that we are making
   progress. As one way to achieve this objective, the University will
   release an annual report on the status of diversity.
   
Performance Objective G:  For These Diversity Initiatives to Succeed,
   We Must Develop and Gain Acceptance of a Full Diversity Plan.  We Must
   Also Create a Group Charged With Monitoring the Plans Progress and
   Assuring that Its Initiatives are Implemented.
   
   1. Implement the Universitys Diversity Plan
   
   The diversity committee appointed by the president and provost has
   completed a draft of the Universitys long-term diversity plan.  The
   plan outlines a range of specific actions to ensure that Ohio State
   creates an environment that is fully supportive of all people
   regardless of race, nationality, gender or sexual orientation.
   
   2. Implementation by the Presidents Planning Cabinet
   
   The Presidents Planning Cabinet will monitor and implement the plan
   and the related initiatives.  The Cabinet will devote time at their
   meetings to the issue of diversity.
   
III.   Evaluation
   
Performance Objective A:  
   
   Over each of the next five years, we will see an increase in the
   proportion of African American, Hispanic American, Asian American, and
   Native American students in our entering class. At the end of the
   five-year period, the composition of our entering class should
   include:
   
   * African American:                11.4% (up from 9.1%);
   
   * Asian American:                   6.4% (up from 5.5%);
   
   * Hispanic American:                3%   (up from 2.2%); and
   
   * Native American:                  0.4% (up from .3%).
   
   We will also see an increase in minority graduate students enter our
   graduate programs each year.  Finally, the two colleges engaged in the
   pilot project will achieve significant increases in minority graduate
   enrollment.
   
Performance Objective B:
   
   We will measure the increase in female and minority faculty hired in
   each of the next five years.  If we maintain the size of our faculty,
   and are successful in our recruitment and retention initiatives, the
   faculty composition in 2003 should include:
   
   * Female:                           33.2% (up from 26.6%);
   
   * African American:                  4.5% (up from 3.4%);
   
   * Asian American:                    7.7% (up from 7%);
   
   * Hispanic American:                 1.9% (up from 1.4%); and
   
   * Native American:                   0.2% (up from .1%).
   
   We will measure our progress each year and compare it to each college
   and departments hiring plans.  We will also see an annual increase in
   the number of females and minorities hired with tenure at the senior
   level.  And we will see an increase in the number of females and
   minorities holding endowed chairs and professorships.  While the Grow
   Your Own pilot program will not produce new faculty in this five-year
   period, we will measure success by recording the number of students in
   the program and their progress in completing their degree and joining
   our faculty.
   
Performance Objective C:
   
   We will measure the progress made on each vice presidents five-year
   diversity plan.  In addition, we will record the number of females and
   minorities who serve as departmental chairs, deans, vice presidents,
   associate vice presidents, assistant vice presidents, and directors.
   The composition of our search committees, the chairs of those
   committees, and the reports of diversity advocates will also be
   excellent measurement tools.
   
Performance Objective D:
   
   Our retention numbers for all groups will improve. We will track
   students in the bridge program to compare their progress with that of
   other students. We will record the number of students who attend town
   meetings and their evaluations of those events.  We will monitor
   changes in the curriculum and the addition of diverse programs.
   Annual or biennial surveys will measure the improvement in University
   climate.
   
Performance Objective E:
   
   We will survey the public and other groups to measure the
   effectiveness of our communication.  We will be perceived more
   favorably by the public.
   
Performance Objective F:
   
   We will measure our success by the degree to which we have the
   information necessary to make informed decisions. We will also be
   increasingly able to measure ourselves against other universities as
   well as state and national populations. We will respond quickly to
   questions and requests for information about the status of diversity
   at Ohio State. Our annual report will show progress and identify where
   our challenges remain.
   
Performance Objective G:
   
   The Planning Cabinet has asked to be responsible for maintaining
   momentum in the diversity process.  If adequate progress is not
   achieved, we should revisit this decision along with the
   recommendation to establish a Diversity Council.


6  OUTREACH AND ENGAGEMENT
   
   I. Strategic Objective
   
   The Ohio State University will be a national leader in outreach and
   engagement, implementing an aggressive, coherent, and focused plan
   through which faculty, students, and staff make increasingly
   meaningful contributions to the publics that we serve.  Through our
   research, teaching, and service activities, we will proactively
   address local, state, national, and international needs.  In the
   process, our teaching, research, and service activities will be
   enriched; and support for the University's various missions will be
   enhanced.
   
   II. Performance Objectives and Program Initiatives 
   
   In 1996, the newly-established President's Council for Outreach and
   Engagement defined its area of activity as follows: "Outreach and
   engagement is a meaningful and mutually beneficial collaboration with
   partners in education, business, the public, and social service.  It
   represents that aspect of teaching that enables learning beyond the
   campus walls; that aspect of research that makes what we discover
   useful beyond the academic community; and that aspect of service that
   directly benefits the public."
   
   The nature and level of involvement in outreach and engagement - which
   in 1998 became a major University goal - varies considerably among
   academic and academic support units and among their faculty, staff,
   and students.  The following four performance objectives will help
   institutionalize outreach and engagement as a means to fulfill our
   historic land-grant mission.
   
Performance Objective A: Continue to Support Ongoing Outreach and
   Engagement Initiatives and Launch New Initiatives Across the Entire
   University. In Addition, More Fully Document and Evaluate These
   Initiatives and More Effectively Communicate Their Importance and
   Relevance to Internal and External Audiences.  Finally, Where
   Appropriate, Link These Individual Initiatives to University-Wide
   Outreach and Engagement Efforts So That They Support and Compliment
   One Another. 
   
   Current outreach and engagement activities may be categorized under
   six broad and sometimes overlapping categories:
   
   * Public and social services and public policy;
   * Communities, families, and individuals;
   * Education and education systems;
   * Food and environment;
   * Business and industry; and
   * Health and wellness.
   
   Program Initiatives
   
   1. Encourage increased participation
   
   To convey the seriousness of purpose assigned to outreach and
   engagement on the institutional level, the president will send a
   communiqué to each faculty, student, and staff member encouraging them
   to determine whether, and how, they might participate in outreach and
   engagement activities.
   
   2. Survey ongoing activity
   
   Beginning in the 1999-2000 academic year, we will conduct more
   detailed, ongoing surveys on outreach and engagement activity among
   faculty, staff, and students.  These surveys will describe the nature
   and the impact of ongoing outreach and engagement activities and
   provide information about our internal and external partners.
   
   3. Develop a communication plan
   
   During the 1999-2000 academic year, we will develop a University-wide
   plan on how to more effectively communicate our many outreach and
   engagement activities to internal and external audiences.
   
   In combination, these three initiatives will improve our understanding
   of the University's current and future outreach and engagement
   activities and their characteristics and impacts.
   
Performance Objective B: Identify and Continue to Support a Select
   Number of University-Wide Outreach and Engagement Efforts, in Which
   University Research, Teaching, and Service Expertise Target Key
   Societal Issues
   
   Program Initiatives 
   
   At least five major university-wide efforts can be seen as umbrella
   initiatives. With collaborative activity involving various colleges
   and academic support units, these university-wide efforts target
   specific societal needs and different levels of geographic coverage.
   They include:
   
   * OSU CARES;
   
   * Technology Partnerships and the Science and Technology Campus;
   
   * Campus Partners/Campus Collaborative;
   
   * The John Glenn Institute for Public Service and Public Policy; and
   
   * Applied Social and Public Policy: Research Foci and Related Outreach
     (Urban and Regional Analysis; Health Outcomes, Policy and Evaluation;
     Criminal Justice Research Center; Environmental Policy)
   
   The Science and Technology Campus (STC) offers a particularly good
   illustration of how Ohio State's outreach and engagement activities
   can benefit the community. A free-standing, not-for-profit entity
   affiliated with - but not part of - the University, the STC promotes
   on-campus research alliances between businesses and the University. It
   also provides facilities to house companies that collaborate with Ohio
   State researchers, including University spin-off enterprises. In
   addition, the STC includes an incubator to grow start-up companies,
   many based on technology that originated at Ohio State and employing
   undergraduates.
   
   The University has granted the STC exclusive development rights to 53
   acres on West Campus, including three existing buildings and 35 acres
   of vacant land. Twenty-five organizations are housed within the STC,
   including the Ohio Supercomputer Center, the Electro-Sciences
   Laboratory, the Center for Mapping, the Biotechnology Support Center,
   and the Edison Welding Institute.
   
   The result is a major stimulus to the economy of Central Ohio and the
   creation of additional high-quality jobs.
   
   The following actions build upon this foundation of targeted endeavors
   such as the STC:
   
   1. Continue to build these University-wide initiatives, increasing
   support wherever possible
   
   a)
   More widely publicize the development, characteristics, and impact of
   these University-wide efforts as models in which outreach and
   engagement are a fundamental part of research, teaching, and service.
   
   
   2. Develop systems to benchmark the impact that these initiatives are
   having on their targeted communities; communicate these impacts within
   and outside the University. 
   
   
   c)
   Create linkages among these initiatives, with special attention to The
   John Glenn Institute, Campus Partners/Campus Collaborative, and the
   four research areas within the Applied Social and Public Policy
   Initiative, to avoid functional and resource duplication. Identify
   structural linkages immediately. Develop mechanisms to identify and
   support work by faculty, students, and staff on targeted, short-term
   projects for the community or state.
   
   3. Develop and support an additional University-wide initiative in
   K-12 Education
   
   K-12 educational improvement is the number one domestic issue among
   the U.S. public, with huge implications for the future of our nation
   and its citizens. Recently, both the Secretary of Education Riley and
   the American Association of Higher Education have urged universities
   to assume more responsibility for K-12 education, particularly the
   initial and continuing professional development of teachers.
   
   Thus, the University will develop and support a sixth university-wide
   effort in K-12 Education and Education Systems, with emphasis at the
   state and urban levels. This targeted activity will build upon the
   leadership of the College of Education and other University units -
   along with faculty, staff, and students - that are already involved
   with K-12 education and education systems. By coordinating these
   activities, and giving them heightened focus, the University will
   greatly increase its contribution in this vital area.
   
   Today, ten of our colleges, two of our regional campuses, and two of
   our administrative units have outreach and engagement programs in
   public schools. But our true potential to influence K-12 education
   remains largely unrealized.  For one thing, these programs are not
   coordinated. Nor have we focused on the interplay of improvements in a
   particular school or set of schools in order to develop models of
   school-wide reform. We have barely begun to tap the potential
   expertise of our faculty, staff, and students. And, we have received
   little credit for what we do.
   
   Therefore, we will increase our understanding of existing programs,
   develop an umbrella organization to orchestrate a model school effort,
   solicit more participation, seek outside funding, and secure
   publicity. To begin, we will:
   
   a)
   Identify all current K-12 education and education systems outreach and
   engagement activities by completing an inventory during the 1999-2000
   academic year.
   
   b)
   Establish a small but broad-based working group to specify the
   parameters within which the University should develop such a major
   university-wide outreach and engagement effort. For example, how can
   we focus University expertise to help resolve school - and
   particularly urban school - problems? And can we do it in a way that
   contributes to the University's national reputation?
   
   c)
   Develop a long-range plan to identify where and how we can contribute
   our special expertise to K-12 education. For example:
   
   At the state level, new licensure standards for teachers require more
   subject area content and new "model curricula" in each of the K-12
   curriculum's six major subject areas. University faculty have the
   professional interest and expertise to develop and implement necessary
   pre-service and in-service models.
   
   In our urban schools, substantial numbers of students are failing to
   learn - even when they have competent teachers and even in the
   University's neighborhood schools. Because many urban school problems
   are the same at neighborhood, state, and national levels, we can make
   a major contribution to school reform nationally by helping our
   neighborhood schools improve their learning environments.
   
Performance Objective C: Foster an Internal Dialogue on the Nature,
   Importance, and Implications of Outreach and Engagement
   
   Despite numerous activities and printed explanations - and a formal
   definition of the term - many faculty, students, and staff remain
   unclear about the meaning and implications of a high-level approach to
   outreach and engagement. Is it a new definition of "service." Is the
   concept reconcilable with other University goals, notably academic
   excellence? How will it fit into the University's reward structure and
   professional development initiatives? Given this situation, we will:
   
   1. Continue existing awareness-building activities
   
   We will continue to support activities that heighten awareness of
   outreach and engagement such as the web site, Road Scholars tours,
   periodic workshops, and symposia. We will also share models from peer
   institutions.
   
   2. We will sponsor a broader, more widespread dialogue on outreach and
   engagement that involves the Faculty Council, Staff Advisory
   Committee, and student organizations, as well as department
   chairpersons, deans, and vice presidents. This discussion will help
   all members of the University community to better understand the
   definition and role of outreach and engagement activities and issues
   surrounding individual involvement in such activities. One model for
   such discussion is the series of 1998 focus groups that involved
   department chairpersons. While it would be helpful to start these
   discussions at a broad, conceptual level, it will also be necessary to
   confront such practical issues as how outreach and engagement
   activities fit into the University's reward structure. 
   
Performance Objective D: Identify and Secure Funding to Support and
   Enhance New and Existing Outreach and Engagement Initiatives
   
   As our outreach and engagement initiatives develop and expand -
   especially as a major goal of the University - we will need to
   identify and secure additional resources. A growing percentage of
   support for outreach and engagement will need to come from third party
   grants, contracts, fees, and development dollars. [These dollars will
   compliment the support from internal University sources such as annual
   rate and/or cash through salaries, operating dollars, seed grants, a
   competitive funding process, and release time for individuals working
   on special projects.]
   
   Program Initiatives
   
   1.  Continue and expand ongoing University support
   
   Internal support for current outreach and engagement activities that
   connect teaching, research, and service to those outside the academic
   community will continue and be expanded, as well as the current five
   university-wide outreach and engagement efforts. Finally, a meaningful
   university-wide K-12 education initiative will require forms of
   special investment.
   
   2.  Seek new sources of financial support
   
   We will develop and implement a long-range plan to identify and
   acquire financial support from logical third parties (grants,
   contracts, fees and development dollars).
   
   III. Evaluation 
   
   Currently, there are no established benchmarks to document or evaluate
   an engaged university. As a result, the Outreach and Engagement
   Steering Committee and the Outreach and Engagement Council will work
   closely with those responsible for each of the program elements -
   establishing quantitative and qualitative measures for each
   performance objective and program initiative. The Steering Committee
   and Council will regularly monitor and evaluate the plan's
   implementation.
   
   These measures may include information relating to:
   
   * Funds from grants and contracts that support partnerships;
   
   * Financial support of the total university provided by the state
     legislature;
   
   * Numbers of individuals (faculty, staff, students, and citizens)
     involved with outreach and engagement;
   
   * Involvement with service learning courses;
   
   * Recognition of quality outreach and engagement through such 
     indicators as national recognition and replication of model programs;
   
   * Influence and impact upon public policy; and
   
   * Impact on target audiences.
                                      
7  STRATEGIC RESOURCES
   
   I. Strategic Statement
   
   The Ohio State University will obtain the resources necessary to
   support the academic plan.  The long-term strategy to accomplish this
   objective includes increased and diversified revenues, more effective
   targeting of resources, protection of assets to reduce financial
   uncertainty, and improved financial management.
   
   II. Performance Objectives and Program Initiatives
   
Performance Objective A:  Increase and Diversify Revenues, with a
   Long-Term Goal of Reaching the Mean Revenue per FTE Student Among our
   Benchmark Institutions
   
   While higher revenues do not guarantee quality or success, Ohio State
   will need increased resources to become one of the nations preeminent
   public teaching and research universities.  We chose a strategy of
   increasing and diversifying the Universitys revenue base over two
   other options a major increase in state funds and de facto
   privatization.
   
   Although we can argue convincingly that increased state investment
   will strongly benefit Ohio and its citizens, we must be realistic in
   our expectations and recognize that such an increase will necessitate
   a more focused and aggressive effort by the University in partnership
   with the business community.  As for de facto privatization, Ohio
   State does not have the ability to generate the level of fee support
   that Michigan has demonstrated.  Nor can we turn our back on 40% of
   our General Fund revenues.  Perhaps most important, we have a mission
   as a land-grant institution to remain connected to the people of
   Ohio.  Therefore, we recommend a composite strategy based on moderate
   increases in state support while leveraging our size and diversity to
   secure other revenue sources as well.
   
   Today, current fund revenues per student FTE average 20% below the
   mean for benchmark institutions (those that form the top tier of
   public universities).  Reaching the mean revenue per FTE student
   benchmark is a stretch, but it is not impossible.  In FY97, the last
   year for which information is available, Ohio State closed the per
   student FTE revenue gap by nearly $700.  In addition, between 1993 and
   1997, the revenue gap between Ohio State and the benchmark
   institutions decreased from 23% to 8%.  If this momentum can be
   sustained, Ohio State will reach the benchmark mean before the middle
   of the next decade.
   
   Diversification of revenue sources is the other critical element of
   this strategy.  The University currently receives 47% of its General
   Fund revenues from the state the equivalent of a 105% tuition increase
   or a $6 billion endowment.  Clearly, while the University must
   continue to enhance this revenue source, we cannot afford to depend
   solely upon state support for resource growth.  That is why the
   following multiple strategies are so important.
   
   Program Initiatives
   
   1.  Increased State Support
   
   State support currently accounts for 47% of the Universitys General
   Funds Budget 3% less than five years ago and 11% less than ten years
   ago.  At the same time, it remains our second largest funding
   component (after tuition).  State support for per student FTE at Ohio
   State is 8% below the benchmark average.
   
   While significant competition for state dollars makes a dramatic
   increase unlikely, we must continue to seek annual increases and to
   defend what we already have.  In so doing, we need to work more
   effectively with the legislature and the business community to connect
   investment in academic excellence with economic development benefits
   to the people of Ohio.  Also, we have a good opportunity to acquire
   significant funding in targeted areas through the Performance
   Challenge and selected line items.  And finally, we could pursue the
   tiered funding approach adopted by the State of Michigan, an approach
   that recognizes the special roles played by comprehensive research
   institutions in the economic health of the state.
   
   2. Raise Tuition and Fees
   
   Ohio States tuition and fees were 2.8% below the benchmark average in
   FY97 while resident undergraduate tuition and fees were 7.0% below the
   benchmark average during autumn of 1998.  Even so, the potential for
   higher tuition and fees is limited.  For one thing, student and
   general public resistance to fee increases is growing, and enrollment
   on the main campus is not expected to increase significantly.
   Moreover, if the University pursues proposals to institute a $50
   technology fee and a $55 per quarter recreational fee, our resident
   undergraduate fees will increase to the benchmark and state averages.
   Therefore, while we should gradually raise undergraduate tuition to
   the benchmark mean, we should not expect dramatic growth from this
   revenue source.
   
   3. Expand Sponsored Research
   
   The largest gap between our funding and that of benchmark institutions
   is in grants and contracts and especially in externally funded
   research where Ohio State is 38% below the benchmark average when
   measured on a per student FTE basis.  (While per student FTE may not
   be the only way to measure sponsored research, this gap is consistent
   with other measures of research effort identified by the Research
   Commission.)  Although Ohio States ranking is relatively low and
   competition for these resources is intense, there is great opportunity
   for improvement, and the Research Commission has made several relevant
   recommendations.  Our goal is to close this 38% gap by half before the
   end of the next decade.  At the same time, we need to develop new ways
   to measure our progress.
   
   4.  Increased Private Support
   
   While comparisons among institutions are difficult, we have clearly
   made enormous strides in private fund-raising.  In FY95, private
   gifts, grants, and contracts per FTE student were slightly above the
   average of our benchmark institutions.  A FY98 comparison of the Self
   Help Ratio (private contributions as a percentage of university
   budget) also ranked us above the benchmark mean.  Our main campus
   ranks third among all benchmark schools in endowment income per
   student FTE (behind only Texas at Austin and the University of
   Michigan).  This success has created an appetite and expectation for
   additional progress, meaning we must continue to invest a portion of
   these new resources into our fund-raising support structure.
   
   
   Our goal should be to establish a comparative advantage over benchmark
   universities by focusing increased private support on the goals of the
   Academic Plan Academic Excellence, Student Learning Environment,
   Diversity, and Outreach and Engagement.  Targeted areas include
   increased support for faculty, students, and research that complements
   other resources such as selective investment, academic enrichment,
   research initiatives, scholarships, and fellowships.  Additional
   targeted areas include facilities that enhance learning and other
   related student experiences.
   
   5.  Expand Other Sources of Income
   
   While Ohio State ranks 18% below the benchmark mean in other revenues
   per student FTE, these rankings mask significant differences.  For
   example, Ohio State is eighth among benchmark institutions (nearly 50%
   below the average) in the Sales and Services area of educational
   activities.  Our goal is to reach the benchmark average for this
   source within five years.
   
   Fortunately, our size and diversity offer a potential comparative
   advantage in non-traditional sources of income such as overhead in
   revenue generating units, distance learning, and entrepreneurial
   initiatives and partnerships.  In fact, such sources will provide some
   of our best opportunities for income generation in the years ahead.
   To capitalize on this potential, we need a structure that provides the
   flexibility and incentives for units to engage in such activities
   while protecting the University from any excesses.  Recent examples of
   positive and effective initiatives include an Affinity Card, Pouring
   Rights, and the Science and Technology Campus.
   
   6.  Budget Restructuring
   
   Budget restructuring can encourage appropriate incentives that
   generate additional revenues and diversify the Universitys revenue
   base.  The FY00 goal is to finalize the budget restructuring plan,
   with implementation phased in beginning in FY01.
   
Performance Objective B:  Target Resources Effectively Through an
   Open, Consultative, and Integrated Annual Resource Allocation Process
   
   No matter how much money the University may have, it will never be
   enough to fund all of the programs and initiatives that its collective
   genius will create.  Thus, we need to focus our resources on those
   elements of the Academic Plan that offer the greatest value.  As the
   Universitys chief budget officer, the provost plays a critical role in
   fashioning and implementing a consultative and open annual budget
   process that results in the effective targeting of resources.
   
   The targeted allocation process includes the following programmatic
   elements:
   
   1. A strategic focus that includes a clear statement of academic
      priorities.
   
   2. An annual operating budget that allocates operating funds consistent
      with University priorities.
   
   3. A biennial capital budget that allocates capital resources for all
      projects over $1.5 million, consistent with academic priorities.
   
   4. An annual Strategic Investment/Academic Enrichment process that
      allocates funds to selected academic units.
   
   5. Targeted Reallocations. With fewer overall resources, the University
      must do a better job of allocating resources than its competitors.
      Today, a good portion of Academic Enrichment is funded through a
      reallocation administered through the provosts office, and colleges
      and support units routinely reallocate for priorities within their
      respective units.  The budget restructuring process will provide an
      opportunity for selective reallocation among academic units.  We need
      a similar review for the Universitys support units.
   
   6. Development Campaign Plan.  We must set goals based on academic
      priorities, available fund-raising resources, and project
      marketability.
   
   7. Cost Containment.  In the past, the University has successfully
      reduced certain categories of costs, such as energy and health
      insurance.  This process should continue.
   
   While we must remain flexible to exploit targets of opportunity, our
   general rule is this:  We will make multi-year commitments only as
   part of the resource allocation process.
   
Performance Objective C:  Continuously Improve Financial Management
   
   Good financial management supports academic priorities by protecting
   assets and preserving financial stability.  This in turn creates an
   environment that enhances revenue growth and focuses revenues on
   appropriate goals.  Appropriate protection of assets and resources is
   critical to academic success.  The programmatic elements of good
   financial management include:
   
   
   1. Financial Planning and Operations Guidelines, which were adopted by
      The Ohio State Board of Trustees on May 1, 1997.
   
   2. Guidelines for Entrepreneurial Initiatives and Partnerships (in
      process).
   
   3.  Guidelines for Capital Projects.
   
   4.  Appropriate Financial Reports.
   
III. Evaluation
   
   The University-wide Strategic Indicators and Leadership Agenda are
   critical in evaluating the success of this plan.  The Leadership
   Agenda provides a measuring stick for short-term actions while the
   Strategic Indicators chart our progress over the longer run.  The
   Strategic Indicators relate to the Universitys four strategic
   priorities.  Because financial resources are not an end in themselves,
   but rather a means, they are appropriately not included as a Strategic
   Indicator.  Instead, resource issues are addressed on a strategic
   basis in the Annual Financial Benchmark Report and other documents.
   
   The Annual Financial Benchmark report compares multi-year trends
   across time and with highly-ranked peer institutions that measure our
   progress in achieving Ohio States resource goals.  This annual
   benchmark report is supplemented by the Leadership Agenda, the
   narrative of the Current Funds Budget (which translates strategic
   priorities into funding decisions), the biennial capital plan, the
   financial statements, and other annual financial reports that measure
   success in achieving the Universitys financial goals.
   
   In addition, we will measure private support with reports that track
   faculty, student, research, and other areas that are important in
   reaching our four goals, along with reports on the involvement of
   deans and academic leaders in fund-raising activities.
   
                                      
8  LEADERSHIP AGENDA FOR FISCAL YEAR 2000
   
   The following Leadership Agenda for FY00 complements the Universitys
   Academic Plan and summarizes priorities that will be the focus of
   particular attention over the next year.  Additional background and
   detail can be found in the larger planning document, which is
   undergoing review by various campus constituencies and will be
   finalized during Winter Quarter 2000.
   
   The agenda is organized into five sections, each of which includes a
   strategic statement and between three to five action items.  Those
   responsible for each item are identified by section heading.  Those
   headings are:
   
   · Academic Excellence
   · Student Learning Experience
   · Diversity and Community
   · Outreach and Engagement
   · Resources
   
   It should be emphasized that this is not a comprehensive listing of
   all the important initiatives we must accomplish.  Rather, it is based
   on the recognition that progress requires us to focus our attention
   for a period of time on some items more than others. 
   
   
   ACADEMIC EXCELLENCE Ray, Alley, Council of Deans
   
   Strategic Statement.  The Ohio State University will attain
   preeminence and international distinction in a broad range of academic
   programs by recruiting, retaining, and developing top-notch faculty,
   high-ability students, and an outstanding staff; and providing them
   with the highest quality teaching, learning, and research
   environments.
   
*  Selective Investment/Academic Enrichment Programs Ray, Alley, Parson
   
   Up to four additional academic units will be selected for Selective
   Investment during this academic year, bringing the total to a maximum
   of 12.  During the autumn quarter, the Central Investments Review
   Committee is considering the programs impact on the eight units that
   were identified for investment in the programs initial two academic
   years, following which it will review other central initiatives.  New
   central initiatives should take into account the effects of the new
   budgeting system and the likely source of outside funding
   opportunities.
   
*  Implement Research Commission Recommendations Alley, Ray, Council of
   Deans
   
   The Research Commission Steering Committee has identified the hiring,
   retention, and development of outstanding scholars as the key strategy
   in implementing the Commissions recommendations.  The Steering
   Committee also endorsed task group recommendations relating to the
   fiscal aspects of external funding, enhanced research opportunities
   for students at all levels, and more interdisciplinary research.
   These recommendations will be circulated for comment during the autumn
   quarter, with an implementation plan set in place by spring.
   
*  Review and Implement Recommendations to Improve Faculty Development
   Rudd, Lewellen, Council of Deans, Department Chairs
   
   Faculty development must become a more central concern within the
   University.  Over the next year, we will develop strategies to
   implement the report of the Commission on Faculty Development and
   Careers, which is now being discussed within the University
   community.  The goal is to promote continued faculty professional
   development in teaching, research and scholarly activity, and service
   at all stages of ones academic career.
   
  STUDENT LEARNING EXPERIENCE Garland, Williams
                                      
*  Strategic Statement.  The Ohio State University will provide an
   excellent educational experience for all students.  It will attract
   and serve students able to take full advantage of the opportunities we
   offer as a comprehensive land-grant research university. For
   undergraduates we will provide opportunities for intellectual growth,
   moral/social development, and physical and emotional well-being.  For
   graduate and professional students, we will present excellent academic
   programs and professional preparation, in a supportive environment.
   
*  Create curriculum appropriate to the talents, needs, and interests of
   our studentsGarland, Williams, Farrell
   
*  During academic year 1999-2000 we will enlarge the number and range of
   our honors offerings, establish the Glenn internship program, and
   increase the opportunity for service learning experiences.  We will
   also review curriculum offerings for relevance to the entire student
   population, as well as the scheduling of courses, to better provide
   for a more timely student graduation rate.
   
   
*  Improve space and programming to optimize student physical and mental/
   emotional well-beingWilliams, Ashe, Garland
   
   We are determined to provide students with activities and environments
   that contribute positively to their learning experience and increase
   the likelihood of their staying, succeeding, and graduating.  This
   year we will continue the planning process for the rehabilitation of
   Larkins Hall and the Ohio Union, and we will enhance student activity
   programming.  We will seek outside funding for a collaborative
   research project focusing on physical and mental health in young
   adults.
   
*  Improve GTA training and strengthen faculty relationships with
   studentsGarland, Farrell, Williams
   
   We must support our faculty and other instructors in their efforts to
   enhance the educational experience.  We will provide enhanced TA
   training about instruction throughout this year, presenting
   programming at the university, college, and departmental levels.  We
   will support the creation of residence hall opportunities for
   faculty/student interaction, e.g., the Faculty Friends program.
   
   Further improve services for students, focusing as needed on the
   concerns of special groupsGarland, Williams
   
   We will continue to improve our capability to provide students with
   effective, timely, and sympathetic service through appropriate service
   ratios and increased collaboration among various units.  We will
   complete the re-engineering of the transfer credit evaluation system,
   and develop systematic assessment schemes for the various student
   service offices.  Using the federal grant recently won by the Office
   of Disability Services and other units, we will enhance our capacity
   to serve students with disabilities.
   
*  Expand Living/Learning communitiesWilliams, Farrell, Garland
   
   Recognizing the importance living/learning communities can have on the
   overall success of students, we will develop a comprehensive plan for
   the implementation of a series of living/learning communities over the
   next five years.  This plan will outline the different types of
   living/learning communities, the components necessary to create them,
   their financial requirements, and a timeline for implementation.  This
   plan will also have an assessment component and will be completed by
   Spring 2000.
   
   DIVERSITY Anderson, Williams
   
   Strategic Statement.  The Ohio State University will become a
   community of differences whose faculty, staff, administration, and
   students reflect the rich diversity of our state and nation.  An
   effective diversity program can strengthen the University, contribute
   to educational excellence, help students reach their full potential,
   address past injustices, and improve the society in which the
   University functions.
   
*  Review, Discuss, and Begin Implementation of the Diversity Action Plan
   Williams, Anderson, Vice Presidents, Council of Deans
   
   Ohio State cannot become a significantly more diverse university
   without a formal plan and mechanism to carry that plan out.  The
   diversity committee appointed by the president and provost will
   continue to develop a comprehensive university diversity plan, seek
   review among campus constituencies, and produce a final plan.  The
   Presidents Planning Cabinet will monitor and implement the plan and
   its initiatives, dedicating time to the topic at each meeting.
   Specific action will be identified for immediate implementation this
   year and a report card on progress will be distributed in the spring.
   
*  Enhance Recruitment of Minority and Female Faculty; Review FHAP for
   Most Effective Resource Use Ray, Knowles, Rudd, Council of Deans
   
   Each college and academic department will develop and have approved a
   five-year plan to recruit a more diverse faculty.  We will evaluate
   the effectiveness of the Faculty Hiring and Assistance Program and
   restructure it as necessary to aid in the hiring of senior-level as
   well as junior female and ethnic minority faculty.  A report on
   faculty hiring during FY00 will be distributed in the spring.
   
*  Enhance Recruitment and Retention of Minority Students Williams,
   Garland, Knowles, Mager, Huntington
   
   Recognizing the national trend in affirmative action and race-based
   admission, the University will develop a comprehensive, aggressive
   recruitment plan for ethnic minority students.  That plan will target
   students not only in Ohio but selected major cities around the country
   and selected high schools within these metropolitan centers.  Also, we
   will prepare a detailed retention plan involving all aspects of
   university life to increase minority retention and graduation rates.
   
*  Implement The Womens Place Concept Rudd
   
   Students, faculty, and staff of color along with female students,
   staff, and faculty need safe havens.  During the next year, we will
   staff, fund, and open such a safe haven for women to be known as The
   Womens Place.
   
   OUTREACH AND ENGAGEMENT Moser, Smith
   
   Strategic Statement.  The Ohio State University will involve faculty,
   students, and staff more fully with the publics that we serve through
   a coherent, focused plan for outreach and engagement.  We will
   proactively address societys needs at the local, state, national, and
   international levels through research, teaching, and service.  In the
   process, University research, teaching, and service activities will
   themselves be enriched and University resources will be augmented.
   
*  Strongly Support Existing and New Outreach and Engagement Activities
   by Individuals and Units Documenting and Evaluating Results More Fully
   and Developing More Effective Communications to Internal and External
   Audiences Moser, Smith, Williams, Koroscik, Siedentop
   
   The president and provost will communicate with all faculty, students,
   and staff about the nature of this institutional goal.  Together, the
   Outreach and Engagement Steering Committee and the Outreach and
   Engagement Council will conduct a detailed survey of all units to
   document the nature and impact of current activities.  Finally, the
   Steering Committee will create a University-wide communications plan
   to inform internal and external audiences about the university
   contribution in this key area.
   
*  Further Develop, Support, Publicize, and Evaluate a Small Set of
   Institution-Wide Initiatives Through Which our Research, Teaching, and
   Service Expertise Helps Solve Contemporary Societal Problems Smith,
   Garland, Siedentop, Moser
   
   The Steering Committee and leaders of the five academic plan
   initiatives will develop appropriate structural linkages among their
   several activities so as to avoid functional and resource
   duplication.  It will also work with leaders of these initiatives to
   develop benchmarks on their community impact.  Thirdly, the Steering
   Committee and Council this year will prepare a detailed inventory of
   current University K-12 educational initiatives, the first step in
   development of a sixth cross-disciplinary initiative in K-12 school
   improvement along with a plan for pre-service and in-service
   activities.  Planning will begin to improve the quality of one or more
   schools in the campus area.
   
*  Foster a Continuing Internal Dialogue on the Nature, Importance, and
   Practical Issues Related to Outreach and Engagement Moser, Smith
   
   We will further heighten the awareness of ongoing and new activities.
   In addition, the Steering Committee and Council working with the
   deans, departmental chairpersons, Faculty Council, Staff Advisory
   Committee, and Student Governments will sponsor forums at which this
   outreach and engagement can be more fully discussed.  While beginning
   at a conceptual level, these forums will also address such issues as
   how outreach and engagement relates to the other four academic plan
   goals and the reward structure to be associated with it.
   
*  Identify and Secure New Funding to Support and Enhance Outreach and
   Engagement Moser, Williams, Shkurti, May
   
   Working with faculty, students, and staff, the Steering Committee will
   begin to develop a long-range plan to identify external financial
   support for activities of this type.
   
   RESOURCES Shkurti
   
   Strategic Statement.  To fully support academic priorities, The Ohio
   State University will increase and diversify revenues, target
   resources more effectively, protect assets to reduce financial
   uncertainty, and improve financial management.
   
*  Budget Restructuring Ray, Shkurti, Council of Deans
   
   This year we will complete the planning phase of budget restructuring
   and prepare for implementation effective July 1, 2000.  This will
   require the resolution of outstanding issues, the delivery of final
   recommendations to the president by the end of spring quarter, and
   recommendations from the provost on base budgets.  Implementation will
   be phased, utilizing either college-level pilot programs and/or shadow
   budgets beginning in FY01.
   
*  Performance Challenge Ray, Shkurti, Garland, Alley
   
   The State of Ohios Success Challenge and Research Challenge funds
   offer us the best opportunity in years to attract additional state
   support.  Continued increases in these funding sources are likely if
   we show sufficient progress and meet state reporting requirements.  By
   the end of this calendar year, we will complete revised spending plans
   that align funding increases with our strategic objectives and state
   requirements.
   
*  Entrepreneurial Guidelines Shkurti, Trethewey
   
   We need a clear set of ground rules that permit entrepreneurial
   activities and partnerships to flourish without creating financial or
   legal problems for the University.  Proposed guidelines will be ready
   for university-wide discussion and review this fall, with final
   approval anticipated early in calendar year 2000.
   
*  Computing Fee Ray, Shkurti, Napier, Davis
   
   Additional resources are required to meet student needs in instruction
   technology.  Recommendations from the Deans Technology Committee
   provide the framework to bring forward a proposal, which should be
   ready for Controlling Board approval during spring quarter.
   
*  Campaign Completion/Post Campaign Planning Ray, May
   
   When the Affirm Thy Friendship campaign is successfully completed on
   June 30, 2000, we will continue to focus on funding the individual
   goal items especially academic priorities for faculty, endowed chairs,
   and endowed scholarships.  To capitalize on the Universitys
   comparative advantage, this planning must be completed before the
   Affirm Thy Friendship campaign is concluded.

Your comments and suggestions are appreciated.

To cite this page:
Academic Plan 2000-2005 (text version)
<http://www.physics.ohio-state.edu>
[]
Edited by: wilkins@mps.ohio-state.edu on