BUILDING ON EXCELLENCEWest Chester University Strategic Plan

Strategic Plan Assessment and Advocacy CommitteePhase 1, Year 1 Full Report

2013-2014

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Table of ContentsExecutive Summary……………………………………………………………………………………………………………………3Academics………………………………………………………………………………………………………………………………….7Enrichment………………………………………………………………………………………………………………………………15Sustainability……………………………………………………………………………………………………………………………19Diversity…………………………………………………………………………………………………………………………………..30Engagement…………………………………………………………………………………………………………………………….33

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SPAAC Phase 1, Year 1 Building on Excellence AssessmentFull Report – AY 13-14

Executive SummaryIntroduction: Charge to the Committee

The Strategic Plan for West Chester University, Building on Excellence, was completed in the summer of 2013. The Strategic Plan Assessment and Advocacy Committee (SPAAC) was assembled during the fall semester of 2013 and was formally charged with duties on October 31, 2013. These duties included using designated technology to measure progress toward the plan, reaching out to the University Community and Cabinet to obtain information that could assist in advancing progress, developing and submitting to the President and Cabinet an annual report no later than May 15, sharing an executive summary of their report with the University and consulting with Divisions and units to identify their additional objectives and outcome measures to be pursued in the upcoming year.

Committee Membership and Structure

SPAAC is comprised of 12 members who serve the five Themes of the Strategic Plan:

Co-Chairs: Mary Braz and Peter LoedelAcademics: Jen Bacon and Jack Weber (Co-chair Liaison Peter Loedel)Enrichment: Ellen Disanti and Treiva Dungee (Co-chair Liaison Mary Braz)Sustainability: Bernadette Hinkle and Scott Sherman (Co-chair Liaison Peter Loedel)Diversity: Tim Brown and Eli DeHope (Co-chair Liaison Mary Braz)Engagement: Melissa Rudolph and Ray Zetts (Co-chair Liaison Mary Braz)

Undergraduate student Theresa Pierantozzi and Graduate Student Alex Paez also served on SPAAC in support of the Theme subgroups.

Technology and Assessing Progress

SharePoint and TracDat were selected as the designated technologies for assessing the progress made toward achieving goals and outcome measures. They were interfaced such that site users logged on through SharePoint, and accessed TracDat items through SharePoint. The objectives and outcome measures for Phase 1 of building on excellence were built into the site. The reporting site data fields included an outcome action update, progress toward completion, notes, and attached documents. SPAAC would like to acknowledge and thank the work of Dr. Scott Heinerichs (Faculty Associate for Teaching, Learning, and Assessment), Vice President for Information Services Adel Barimani, Web Specialist Kim Slattery, and Web Team Specialist Julianna Szonntag for their assistance during this crucial phase. They built the reporting website, assisted during the pilot phase, and provided immediate support and follow up to reporting site and user questions.

Reporting Processes

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Building on Excellence identifies units and individuals to be associated with implementation of each outcome measure. Beginning in November, Theme subgroups worked from Building on Excellence to create a master reporting persons document. During November and December, the reporting persons documents for each Division were created in consultation with Division leadership. At the same time, the TracDat reporting site was being constructed.

In early January, SPAAC piloted reporting processes with people across the five themes. SPAAC would like to acknowledge and thank the persons involved in the pilot phase for their time and input: Pete Galloway, Sara Hinkle, Mark Mixner, Mark Pavlovich, Joeseph Santivasci, and Pam Sheridan. SPAAC met with people in the pilot phase individually, describing the reporting process and walking users through a test of the SharePoint site. The pilot phase uncovered errors within the reporting site and provided feedback on user experiences. The SharePoint and TracDat sites were updated accordingly and were ready for data input by late January.

During January and February, Divisions shared the master reporting documents with their units. Cleaning the assignment of reporting persons to measures was a lengthy process, as some individuals had changed roles within their units, or were unclear why they were associated with particular measures. SPAAC worked with reporting persons, Division leadership, and other stakeholders to finalize the master reporting persons document in March and assign them to their measures within TracDat.

SPAAC contacted reporting persons at the beginning of March to notify them they had been identified as a reporting person, to provide instructions to the SharePoint login site, and to demonstrate the site data reporting fields. SPAAC hosted four open house sessions to demonstrate the site and respond to user questions. SPAAC attended Division meetings and met with reporting persons individually to familiarize users with the reporting site and explain reporting processes.

Challenges in Year 1

A tremendous amount of work was needed to configure the reporting site, identify reporting persons, train users on TracDat, and familiarize reporting persons with Building on Excellence. This type of work was necessary in the first year to establish a reporting process and general reporting framework, but left little time for users to gather and report their data. After considerable effort in Year 1, the campus community now has one central location to gather all data that support Strategic Plan goals. Year 2 reporting processes should be more streamlined because users are beginning the year with knowledge of the reporting site, understanding of their associated measures, and awareness of reporting structures.

The degree to which units and reporting persons were familiar with Building on

Excellence varied considerably. Some units had complied a report on their measures before the reporting site was finished. Other reporting persons were not aware they or their units were named in Building on Excellence as associated with measures. While assessing Year 1 progress, SPAAC was not only gathering data, but also creating awareness about the content of the plan. We recommend in Year 2 that SPAAC theme subgroups attend Divisional meetings to ensure reporting persons are aware of associated outcome measures for Year 2.

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The TracDat tool is useful for assembling vast amounts of data in one location. However, two major errors in the site delayed reporting and caused confusion for reporting persons. First, the TracDat site displayed an error message after data was saved, though no error was occurring on the system. External TracDat support connected with PASSHE to create a patch for the error message, but the error message was never fixed. Reporting persons did not know if their information was being saved correctly, which led to confusion and frustration. After six weeks, the error has still not been corrected at the time of this report. Second, one user’s data was visible to others when they logged in, and was erased when other information was added, causing data to be lost. These problems with the reporting site created problems for assembling complete and accurate data for Phase 1, Year 1. SPAAC would like to highlight the speed at which WCU personnel responded to SharePoint and TracDat questions and concerns.

SPAAC Recommendations

Recommendations from SPAAC are broken into two sections. First, SPAAC has provided a set of overarching recommendations divided into two categories of items to be implemented for Phase 1, Year 2 of Building on Excellence. We label these Process Items and Planning items. Second, within the Executive Summary of each Theme Group below, additional recommendations are set forth for your consideration.

Process Recommendations:

Communication between Divisions and SPAAC

SPAAC recommend Theme subgroups and Division leaders meet during the summer of 2014 to identify the outcome measures and actions within Year 2. These groups will also review Year 1 data to determine which measures need further progress.

Revision of Measures

SPAAC recommends that theme subgroup members meet with Division leadership in summer 2014 to revisit the wording of some measures. Though many measures are able to be assessed in their current form, others are vague or lack specific, measureable language. Many of these are identified in the full report and/or in the recommendations section of the report.

Reporting of Measures

SPAAC recommends further refinement of reporting goals using metric or quantitative measures. These can be uploaded via the TracDat/Sharepoint site.

Paring of Measures

Where appropriate, Theme subgroups and Division leaders should look to reduce and/or eliminate any possible duplication of goals and/or reporting efforts as well as look to narrow the strategic focus of some themes.

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Training Reporting Persons

SPAAC recommends all users attend a training session or invite SPAAC to unit or Division meetings for the purpose of demonstrating the SharePoint reporting site. This training will be provided at a location and time that is convenience to Division leadership and reporting persons.

Planning Recommendations:

Alignment of Goals for Reporting

Within Divisions, SPAAC recommends the alignment of divisional and unit goals with the strategic plan. For example, the Athletic Department strategic plan should compliment and support Student Affairs’ goals and objectives. Where possible, individual performance management goals and expectations should also align with strategic plan reporting.

In addition, and as feasible, SPAAC recommends a further alignment of the strategic plan reporting with PASSHE KPI’s, the new PASSHE Strategic Plan, and Middle States Standards of Excellence.

The use of the Sharepoint/Trac Dat technology should be adequately supported in order realize the above two recommendations. The primary goal is to minimize duplication of reporting.

Communication to Campus Community

The degree to which divisions, units, people are familiar with Year 1 measures varied considerably. SPAAC recommends Division Leadership continue to hold discussions when appropriate with units identified in the strategic plan so stakeholders are familiar with the goals, objectives, and measures toward which they should be making progress. Where appropriate, SPAAC should reach out to key constituencies or groups on campus to gather more input.

Theme AnalysesWhat follows is the detailed assessment and analysis for each of the five Themes:

Academics, Enrichment, Sustainability, Diversity, and Engagement. For a summary of accomplishments and recommendations, please refer to the executive summary document.

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AcademicsExecutive Summary

The Academic Theme in West Chester University’s Strategic Plan, Building on Excellence, states that “West Chester University is dedicated to excellent academic programs, while supporting and developing and academic environment that ensures student success.” To achieve this promise, the plan outlines four major sub-themes or areas for development, and at the end of the first year, we are pleased to report substantial progress on many of those goals. It is also important to recognize that many of these goals will be continuing through the next two years as part of the Phase 1 implementation of the strategic plan. Below we summarize the accomplishments of the first year, and outline some suggestions for making progress in areas that are moving slowly.

The Academic Theme is by far the largest of the five themes in terms of reporting - over 14 specific objectives with 45 measures reported by 27 separate individuals across several Divisions. The complexity of the objectives, as well as the sheer volume of reporting, renders the assessment of implementation a bit more difficult. In order to bring some coherency to this report, we have divided the report into four major categories of goals: 1) Goals 1.0-1.6 - Academic Planning and Student Success which includes: Academic Planning and Communication; Assessment; Faculty and Student Research/Scholarly Outcomes; and Advising; 2) Goals 2.1 (A-C) - 2.4 (A-D) Improving the Teaching-Learning process and International Offices supporting Student Success which includes: campus institutional restructuring ,providing support services for teaching and learning, and the Center for International Programs’ role on campus; 3) Goals 3.1 (A-F), 3.3 (A-E) Distance Learning, the Development of Off-Site Teaching locations and Alternative Delivery of education (3.7 A-C), and Graduate Education (3.4 A-B) which also includes services non-traditional students (veterans, weekend classes for professionals, credits for prior learning); and 4) Goal 4.2 (A-B) Ensuring Innovative Teaching Classrooms and Adequate Office Space for faculty to teach, conduct research, and carry out their faculty duties as well as improve student learning.

Academic Planning and Student Success is the largest sub theme with the most actions reported. For example, Goal 1.0 - Engage the WCU Academic Community in Academic Planning at the undergraduate and graduate levels – requires that all units within Academic Affairs consistently strategize and communicate plans throughout their respective units and across the Division. The committee is impressed with progress that has been made to date in achieving the goals in this particular objective. Specifically, we would highlight the significant progress achieved in this area – especially with the colleges - with many actions either completed or at the mid-point of completion. Assessment of student learning (also housed under the framework of Assurance of Student Learning outcomes) has also seen continued progress across the university. As assessment is a critical piece of the university’s responsibilities per Middle States accreditation, the progress to date is notable. In addition, a major initiative – a three-year general education review and revision - has been started under the leadership of Dr. Rodney Mader with the first significant step taken, the formal approval of general framework approved at the last CAPC meeting of 2013/14.

Improving Teaching-Learning services and International Offices supporting student success have seen also improvements over the last year. The goal is to provide a framework and foundation for our students to function effectively on campus and experience the most from

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their educational experience at West Chester. For example, the University should provide an academic structure for student success as well as support structure within Student Affairs. Notably, the Division of Student Affairs has undergone significant realignment of offices and personnel (for example, Student Health Services, Off Campus and Commuter Services, and Town-Gown relations) to provide improved services for students. The College of Arts and Sciences, by far the largest college at the university, is being restructured to better serve faculty and students with the addition of two associate deans, one science/mathematic and one in the humanities and languages. The Center for International Programs, coordinating with the Division of Student Affairs, has increased the number of study abroad opportunities via support for faculty led programs and increased international student support programming via integrated orientation sessions (connecting international and “domestic” students).

Distance Learning, the development of Off-Campus sites, and Graduate Education have all seen significant increases in students and programmatic improvements. The Distance Learning and Off Campus sites are overseen by Dr. Christopher Fiorentino, Vice President of External Operations. The Center City Philadelphia initiative is up and running with two stand- alone programs, Criminal Justice and Social Work. The number of DE classes has increased by large amounts over the last three years. As an example, the increase in total DE course sections is 338% in FY 2013-14. The plans for an off-site “branch” campus are underway. Graduate Education has moved forward under the strong leadership of Dr. Lorraine Bernotsky, Graduate Dean and Associate Provost. Support for graduate students in the form in GA awards has seen an increase of 12% over the past year. The launch in Fall 2013 of the West Chester University’s first doctorate program, the Doctor of Nursing Practice (DNP) and additional national accreditation for the Masters of Public Administration program are indicators of success and progress. Services to enhance the experiences of veterans on campus and other non-traditional students are progressing with credits for prior learning and weekend classes.

Space allocation issues to support Teaching and Faculty Development has seen some progress, but further progress remains a significant challenge. The Division of Information Services (IS) and Academic Affairs have been coordinating their efforts to provide appropriate and effective teaching and learning technology in the classroom and in support for distance education. Significant investments continue as tech fee dollars has provided a measure of stability to the initiatives of the strategic plan. In addition, significant remodeling and construction, notably the renovation of Mitchell Hall, the nearly completed Commonwealth Hall, and the planned CBPA building will eventually open more faculty office space and instructional space, as well as meeting places for faculty, staff, and students. However, at the time of this analysis, there are still significant problem areas in terms of faculty office space, research and instructional space, especially in the laboratory sciences.

Each section below contains further highlights as well as more specific and/or narrow areas of concern or problem. More broadly, we set forth the following major recommendation areas for the Academics Objective.Major Recommendations:

Continue to develop distance education opportunities and choices for students, but ensure that the quality of instruction and student learning outcomes are assessed appropriately to determine effectiveness. Infrastructure and technological support must continue and increase.

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The Assurance of Student Learning (ASL) Outcomes initiative must remain a highest priority for academic affairs as we move closer towards the Periodic Review Report required of Middle States in 2015-16. Clarity is needed in defining assessment in the context of “integrated learning” (Goal 1.1C).

Graduate Education has shown tremendous strength and nimbleness in growing, achieving accreditation, and developing new programs. This is a vital area of growth on campus that is worthy of more support.

International student recruitment efforts appear to be more focused with an action plan and strategies developed. If this is an area of strategic interest in growing, investments in the form of more GA awards and increased campus flexibility with the use of tuition dollars/EG funds to provide scholarships or tuition reduction for international students must be considered. Up front investments could be made up with long term increases in international students.

Major steps have been taken in developing the Philadelphia onsite campus. Continue to monitor and assess the quality of student services provided, student learning outcomes, and instructional and faculty needs.

Ensure the continued progress of the General Education reform process in Year 2. Strongly coordinate Academic Affairs instructional and faculty needs with facilities and

possibly speed up the development of a comprehensive plan to ensure adequate space allocation for offices, teaching, and research.

Accomplishments The Academic Theme goals and measures are intended to be implemented across three years in Phase One of “Building on Excellence”. Not all actions have been started, but, the committee has identified several areas where there has been some notable successes and progress in Year One.

1) Goals 1.0-1.6 - Academic Planning and Student SuccessThe Assurance of Student Learning outcomes effort on campus, coordinated by the

Faculty Associate for Teaching, Learning, and Assessment (TLAC), has seen the preparation for some major projects for the 2014-15 year. For this year, workshops have been offered related to the ASL initiative. This goal also seems well on its way to being completed with excellent progress achieved. The effort to ensure a high-quality General Education program has moved forward with a full range of workshops, seminars, invited speakers, and outreach efforts. 15 public meetings, 163 attendees, 2 longer meetings and a public presentation, in addition to ongoing meetings with the Advisory Board and smaller meetings with interested stakeholders have led to a very inclusive process. With the recent passage of the Framework for General Education through CAPC, the instituting is moving along nicely in achieving this goal in a timely fashion. Excellent progress has been made.

University efforts to implement the Assurance of Student Learning outcomes initiative is progressing. As noted on the university’s website for Teaching, Learning, and Assessment, “student learning assessment is an important process at WCU and occurs at multiple levels: course, program, college, and institutional. Of paramount importance is the focus on ensuring student learning outcomes align with the institution's strategic plan, student success.” Our committee believes this is an important and critical step in terms of the overall reporting of university assessment efforts. Based on a survey of all academic programs, a final report on the status of ASL structures across campus will be completed in July 2014 that will provide the

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roadmap for 2014/15 efforts. This is a positive and important step that is largely in the mid-point of completion.

Considerable focus from the Office of Sponsored Research as well as the College Deans has led to some increases in support for faculty research. The effort to promote faculty research is a strategic goal that has of course been of importance to all on campus. A very detailed summary of a research report was submitted as well indicated a wide range of support mechanisms in place – helping with grants, providing feedback, student oriented programs (for example, the launch of the Summer Undergraduate Research Institute or SURI). Active and supportive research committees on campus are all in place and supporting faculty research. Action item 1.4A will see the development of benchmarks to determine the involvement of more under-represented minorities in the research activities at West Chester University. The committee recognizes the importance of this goal as well as the continued focus to address resource needs of faculty. That said, much remains at the early stages of development and implementation in terms of benchmarks and evaluation of the effectiveness of some of these efforts needs to progress further.

2) Goals 2.1-2. 4 Improving the Teaching-Learning Process and International Offices supporting Student Success

The Provost’s Faculty Associate has completed a draft support of reorganization recommendations for the College of Arts of Sciences (CAS). The reorganization of CAS into two possible related areas (Humanities and Languages in one area and Science and Math in the other area) with respective Associate Deans could lead to improved communication and planning. This should help with all faculty and student related issues: teaching, research, advising, service, etc. It remains to be seen how this reorganization will be implemented, but the completed draft report is ahead of schedule and to be commended for including all impacted stakeholders. The Division of Student Affairs has completed a major review and reevaluation of particular areas of responsibility, notably Student Health Services and areas reporting to the Assistant Dean of Students. These have been reported as completed.

Goals 2.4 A, B, C and D focuses on the area of International Programs. The Center for International Programs (CIP) is identified as the lead agency on campus for implementing and achieving many of the goals noted, for example, increasing the number of international students on campus, increasing the number of students studying abroad, monitoring the English as a Second Language (ESL) program and generally raising the awareness and interest of internationalization across campus. The CIP is fortunate to also partner with the Division of Student Affairs in terms of offering complementary and supportive programming. The Division reported a number of strong action items and accomplishments – some completed, many in progress – that work to support international programming. Some examples include support for the Office of Student Leaderships “Global Leadership Series”, a spring break trip to Paris, support of student athletes to compete overseas, and partnering with the Office of Service Learning and Volunteer Programs to develop international initiatives. The partnership between CIP and the Division of Student Affairs has improved and coordination of activities and programming has increased.

Leadership in the CIP changed half way through the 2013-14 and may have affected outcomes in this area. However, the CIP reported increases in the number of student studying abroad, correlated increases in faculty-led study abroad programming, the development of the first ever CIP strategic plan to guide campus efforts at comprehensive internationalization, and some minor increases in international students (along with an action plan for 2014-15). The

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review of the ESL program is ongoing and intensive. Many of the action items were reported as in the early stages (“4”). The committee would agree.

3) Goals 3.1-3.7: Distance Learning, the Development of Off-Site Teaching locations, and Graduate Education

Graduate Education has seen remarkable growth and success in terms of establishing new programs, increasing strategically enrollments in key programs, and maintaining excellence via accreditation. This is highlighted by the establishment of WCU’s first doctoral program (Nursing) and planning for another in Psychology and research into additional applied doctorate programs such as Applied Statistics. The Masters of Public Administration’s (MPA) program has grown, with new faculty lines and its own full Department status. The MPA also achieved full external accreditation from NASPAA. Baseline funding for Graduate Coordinators is also identified as a significant improvement over the old model of support. The Graduate Dean, as the reporting person for these goals, indicates the “mid-point” status of the various initiatives to support the strategic objectives within her area. Clearly, this is an ongoing area of strategic importance to the university and should be acknowledged for its successes.

Distance Education has skyrocketed in the last few years. As reported to SPAAC, the total number of distance education seats and course sections has grown dramatically. Support and training for faculty has been effectively established by the Distance Education Office under the leadership of Dr. Rui Li. Initial efforts are underway to study and examine some of the learning outcome effects of distance education via the office’s dedicated staff and a small cohort of faculty. The Division of Information Services has also been dedicating significant staff and tech support to DE efforts via webinars, workshop, and tech training. Some of these efforts are underway, noted as in “Mid-point” of progress. The committee agrees with this evaluation.

Goals 3.3 A and B are now directed by Dr. Christopher Fiorentino, Vice President for External Operations. The action updates suggest the completion of a Feasibility/Impact study regarding co-located (“branch campus”) programs by the end of 2013-14. The committee would agree with a mid-point status in terms of progress made, but also notes the complexity of the topic and the work completed to this point.

4) Goal 4.2 A Ensuring Innovative Teaching Platforms and Office SpaceThere were only two actions reported in this area – one focused on providing classroom

space which supports innovative teaching equipped with appropriate technology, and the other, a very broad based action focused on establishing a comprehensive plan that ensures all permanent faculty have individual offices and appropriate facilities to support faculty advising, research, and work with students. 4.2 B – innovate classroom space – has seen significant progress with a list of exciting new technological advances introduced across the campus. From full wireless connectivity to increased video conferencing capability to support distance learning, the Division of Information Services (IS) has made systematic (mid-point) progress to create modern, technologically- supported classroom and student learning environments. Communication between Academic Affairs and IS is ongoing with the goal providing a better method to efficiently allocate tech fee dollars to benefit students and faculty.

West Chester University has had difficulties in providing adequate office space for faculty, in particular with the goal of providing individual office spaces. A series of building projects and renovations (Mitchell Hall, the opening of Wayne Hall for some academic departments, the building of the CBPA facility) will alleviate some of the pressures. In this regard, as noted, “the university will move closer to this objective.” The goal also notes that a comprehensive plan will be established by the end of 2015/16 that will ensure that this goal is

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achieved. Dr. Vernon Harper, AVP in Academic Affairs, maintains a portfolio for coordinating the needs of Academic Affairs and facilities and construction projects. This level of coordination and communication has helped manage some of the continued pressures of the lack of office space as well as minimizing conflicts between the two areas. We would agree with the assessment that we are in the “Early Stages” of developments in support of this objective.

Areas in need of further focus and supportRather than assuming that a lack of progress on specific sub-goals is a problem, we have

taken the approach in this report that the job of the SPAAC is to identify the steps that are needed to make progress on those sub-goals. Below, we describe the goals where such support may be needed.

1) Goals 1.0-1.6 - Academic Planning and Student SuccessThe goals identified in this part of the plan are fundamental and critical areas in need of

campus wide support and focus. A review of the Year 2 (2014/15) of the Phase 1 “action” requirements identifies a laundry list of actions, efforts, and initiatives to improve academic planning, strengthen assessment, improving advising, and supporting faculty research and teaching. As noted in one of the overarching or broad SPAAC recommendations, further communication and clarity of ownership and responsibility of the Plan is needed in order to see significant progress in these areas. That is not to argue that considerable effort and progress has not been made – that has been noted above. However, the committee would generally argue that many of these efforts are new, in their initial stages, and require continued attention.

More specifically, we note several areas below that require some immediate review. For Goal 1.1 C, the objective here is to assess “integrated learning” to ensure the

success of and access to integrated learning opportunities. No one reported on this goal, and we believe this may indicate that the goal is unclear, and that the stakeholders and reporting persons have not been clearly identified. SPAAC will work with the Faculty Associate for Teaching, Learning, and Assessment to gain clarity on the expected outcomes for this goal and the action steps necessary for moving it forward.

The objective with Goal 1.4 is to advance research, scholarly and creative activities. We see many indications that this is actually happening for this objective, particularly in the College of Arts and Sciences, but were unable to discern all of the related activities from the report. We also believe that a research outcomes metric be developed that can form the baselines for any future progress. There are a number of figures presented, but the committee does not have a useful mechanism to compare.

We also note that there is some confusion over the 1.4B objective, which asks that we “develop resources to support new faculty/student research in “underrepresented areas to develop new models in their fields.” SPAAC will work with the reporting persons for this goal to gain clarity on the expected outcomes for this goal and the action steps necessary for moving it forward. Similarly, we want to monitor the reliability of using NSSE data for objective 1.4D, given that the students who take the National Survey of Student Engagement do so voluntarily.

Goal 1.5 A-D focuses on advising. This item has been identified as a priority in Academic Affairs for 2014/15. This is a good sign and preliminary work has begun to improve advising effectiveness. However, members of the committee recognize some of the inherent difficulties in this area, would like to emphasize its importance as a priority, and note the importance of making progress (as noted in Year 2 of the Phase I implementation) for next year.

For Goal 1.6, the baseline data collected this year will help us track our progress on this objective in the years ahead, but the action update refer to several committees and groups that

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are not clearly defined. SPAAC will work with the reporting persons in this area to clarify the participants and charges of these groups so that the report accurately reflects this important work.

2) Goals 2.1 Improving the Teaching-Learning process and International Offices supporting Student Success

While not an “active” goal for 2013-14, other than very initial and early “planning”, Goal 2.1 suggests that WCU will be nationally recognized for its methods of improving the teaching-learning process. While progress in achieving this goal has been steady, the committee was admittedly confused about exactly what “nationally recognized” might mean and how one might define or measure it.

For Goal 2.4, concern was raised in the committee about the wording “All students will have a high-quality international experience…” as opposed to suggesting that all students will have the opportunity for a high-quality international experience. The language might need to be revisited and changed. The committee appreciates the efforts to start some benchmarking within the CIP, but encourages close monitoring of these numbers for 2014-2015. Finally, if the university is truly committed to comprehensive internationalization, it will need to provide baseline and strategic funding to see full achievement of the goals noted.

3) Goals 3.1 Distance Learning, the Development of Off-Site Teaching locations, and Graduate Education

For Goal 3.1, while substantial progress on strengthening the university’s distance education (DE) programs is clearly underway, we want to encourage an emphasis on the assessment of student learning in this area so that we can guarantee that the growth in DE is matched by data that demonstrate the effectiveness, as measured by student learning outcomes, of our DE program.

For Goal 3.3, substantial progress has been made in this area, but the reporting process does not seem to be gathering all of the necessary updates. SPAAC will work with the reporting persons in this area to assure that the report accurately reflects this important work.

Goal 3.7 (A-C) to expand access and services to WCU by non-traditional students has seen some good progress, but it is mostly in the planning phases. Other than the very notable establishment of the veterans center, with a new full time director, more needs to be done in the next two years to develop concrete actions to implement.

4) Goal 4.2 A Ensuring Innovative Teaching Platforms and Office SpaceThe committee applauds the efforts of IS to equip and maintain innovative teaching

classrooms with the latest in technology. The committee also encourages consistent communication and coordination between IS and Academic Affairs so as to ensure that faculty input is provided into the planning process related to any reallocation of tech fee dollars.

The committee notes the ongoing frustration among faculty regarding adequate office space as well as appropriate facilities to carry out faculty responsibilities. The renovations and new CBPA building should help alleviate some of the pressures. That said, years 2 and 3 in the Phase 1 implementation indicate the need for “planning” in order to ensure a Comprehensive Plan is in place at the “end” of 2015-16. It is imperative that key offices on campus remain focused and determined to move forward with appropriate levels of planning. Efforts to move up the date for completion of a comprehensive plan are strongly encouraged. More detail on the status of the Comprehensive Plan should be included in the reporting process, so that the steps we’ve taken this year are accurately reflected in the report.

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Conclusion

The Academic Theme Sub-Committee is pleased to report that considerable progress has been made in advancing the various goals and objectives outlined in Year 1 of the Phase 1 introduction of the plan. Many of these advancements are in their initial or early stages, but nonetheless signal to the committee that identified areas of responsibility are taking their assignments seriously and are implementing actions to achieve those goals. Clearly, the Academic goals are central and critical to the mission of the university – ensuring student success. Assessment, advising, teaching and learning, research and scholarship all require the support structures (office space, classroom space, instructional support, international offices, among many other infrastructure pieces) for students, faculty, and staff to excel.

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EnrichmentExecutive Summary

The Enrichment Theme goals direct WCU to build on the number of programs and activities that enhance quality of life for all campus community members. Focused on increasing visibility, improving academic programs and strengthening community impact, campus members have expanded enrichment activities during this first year of Building on Excellence implementation. Many athletic, artistic, cultural and co-cultural events this year provided students opportunities for engagement and enrichment.

The two Enrichment goals in the West Chester University Strategic Plan for the three years in Phase 1 include three objectives and eight specific action items. Three of these measures were active during Year 1. As reported to the Strategic Plan Assessment and Advocacy Committee, one action item (1.1A) was reported as completed, and two are in the early stages. The progress on these items is expected for this point in Phase 1 and SPAAC wishes to recognize the hard work of campus community members connected to the Enrichment.

One objective, 2.3, has been referred to the Enrichment theme sub-committee for reporting due to the significant involvement of the recently appointed Vice President for External Operations in each of the three action items under that objective. During the 2013-14 academic year as reported to the Strategic Plan Assessment and Advocacy Committee, one action item (1.1A) was reported as completed, two are in the early stages, and one has not yet begun.

A major accomplishment for the Enrichment Theme during Year 1 was to create opportunities between divisions and academic disciplines to support student, faculty and staff creative endeavors. These many successes included support for student research, service-learning, connections with alumni, contemporary film series, and wellness initiatives. Though action plans for creating an Undergraduate minor/major in Leadership Studies and for unifying enrichment activities were not completed in Spring 2014, this work is well on its way and SPAAC looks forward to these measures being completed in future years. For further analysis of accomplishments and achievements please look at the full Year One, Phase One assessment report.

Major Recommendations Convene stakeholders to suggest revision of Enrichment 1.1A: Expand linkages and

opportunities between all divisions and academic disciplines to support and augment student, faculty and staff creative endeavors, including but not limited to student research, service-learning, and other artistic and innovative activities, in an effort to celebrate and amplify WCU’s cultural assets.This outcome measure was reported as Completed. We recommend stakeholders convene to consider in what way this work will continue during Year 2 and revise the measure accordingly. The revised measure might specify a number of new linkages, provide a numeric goal for expansion of opportunities, or create a percentage increase target for campus community members involved in these endeavors.

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Action steps related to Enrichment 1.1B called for a plan of action to create an Undergraduate minor/major in Leadership Studies to be brought forward in Spring 2014. Stakeholders are researching best practices and implementation strategies, but need additional time to finalize an action plan. SPAAC recommends that stakeholders be prepared to submit this plan in Fall 2014 or earlier so future action steps to implementation are not delayed.

Enrichment Goal 2, Objective 2.2A calls for a committee of stakeholders to assess ways to enhance offerings, delivery, and access to enrichment activities. Outcomes of this work will include presenting a unified image of enrichment activities, creating a central entry point to activities, and exploring how these activities are presented to the community. The actions associated with this measure call for a report by the end of Spring 2014 on the three specific steps this committee will suggest for action in 2014-15.While we do not consider this a substantial weakness, the initial meeting of the stakeholder committee took place late in the spring semester. Of slight concern is whether the lateness of the initial meeting will affect the timeline for subsequent action items. Stakeholders connected to Enrichment 2.2A should report to SPAAC their three action items for 2014-15 by the beginning of Fall 2014.

All unit-level strategic plans in Student Affairs should compliment and support Student Affairs’ goals and objectives. For example, the Athletic Department has completed a strategic plan in Year 1 and work has begun to integrate the plan into the overall goals and objectives for Student Affairs.

AccomplishmentsEnrichment 1.1A: A large number of programs and initiatives involving many campus

departments were undertaken and completed during the 2013-2014 academic year in support of this first Action Item. The highlights of this Action Item include:

Student Affairs launched a new initiative entitled WCUnited in the fall semester bringing together key campus offices to collaborate on a series of events for first-year students to help them learn about the wide range of educational, cultural, and social activities on the campus. Programs included theatre productions, athletic events, music ensembles, Sykes After Dark, and community service events. In total, 23 events took place with 594 students participating. WCUnited will be sustained long-term by the Purple and Gold Club, a student organization, with guidance from their advisor Lauren Deacon from the WCU Foundation.

The Athletic Department conducted their Academic Mentoring Program, which monitors and assists at-risk student athletes, in both the fall and spring semesters. The program includes one-on-one mentoring, group work, workshops, teaching academic success and time management skills, and reaching out to faculty for progress reports on students’ performance in the classroom. The mentoring program worked with the LARC to assist student athletes in obtaining tutors and other resources. The Athletic Department also coordinated with the faculty semester grade check program to monitor the performance and success of student athletes.

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The Twardowski Career Development Center (TCDC) collaborated with Alumni Affairs to implement the pilot year of the WCUshadows program. Twenty WCU students were able to shadow 20 alumni in different career fields.

SSI Programming continued the “Year of…” series with this year being designated the “Year of Color.” This creative programming effort provided grant dollars to academic departments that partnered with a student organization on a specific themed project. There were five collaborative “Year of Color” events during the 2013-2014 academic year. SSI Programming also organized the Contemporary Film Series with a special emphasis on films that focus on today’s social issues. Faculty utilized these films to enhance classroom discussion in a variety of courses. Approximately ten movies were shown each semester.

The WCU Women’s Center partnered with BODY Peace, the LGBTQA student organization and the Gender Studies Club to host three book discussions focused on gender-related issues.

The Peer Educator Program facilitated six programs for campus departments, two classroom presentations, six sessions for student organizations, ten residence hall programs, and eight campus-wide programs during the academic year.

Two Well Women workshop series were implemented in fall 2013 by the Well Coalition which is comprised of individuals from the Office of Wellness Education, ATOD, Nutrition Services, TCDC, the Women’s Center and the Counseling Center. The series were implemented for new members of Zeta Tau Alpha and Delta Phi Epsilon.

LGBTQA Services participated in the Mid-Atlantic LGBT Leadership Conference at Bloomsburg University in November 2013. LGBTQA students also assisted the coordinator in hosting more than 240 high school students at the second annual Rainbow Leadership Conference sponsored by WCU on April 4, 2014.

SLVP collaborated with faculty, community partners and the Center for International Programs to provide both domestic and international Alternative Spring Break programs, to promote class-based service-learning opportunities, to provide students with the chance to serve as Community Engagement Scholars and to coordinate community-based research projects.

Alumni Relations collaborated with more than a dozen departments to invite WCU alumni to connect with students, faculty and staff via co-curricular programming and activities that took place both on and off campus.

Sponsored Research staff met with student government leaders to discuss student participation in research and to solicit suggestions on augmenting student research and scholarly activities in all disciplines. A graduate research assistant was hired and has been meeting with and providing direct support to student organizations seeking external support for research initiatives. Sponsored Research also monitored state and federal government agency activities and calls for proposals, assisted in proposal planning and development, and revised the Student Research and Creative Activities award application guidelines and reviewed criteria to increase award funding and broaden inclusion of all disciplines.

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Fraternity and Sorority Life achieved a number of impressive accomplishments. The number of members in fraternities and sororities has increased by more than 35% over the 2012-2013 academic year. Members of the Fraternity and Sorority Life community participated in over 10 leadership training and personal development activities throughout the 2013-2014 academic year.

The Office of Student Leadership & Involvement offered a wide array of leadership development programs in 2013-2014, with at least thirty different leadership programs ranging from conferences and retreats, to series and celebratory weeks. The Office of Student Leadership and Involvement organized the Fall Involvement Fair in September, 2013, which was the largest in the history of sponsoring this event with well over 200 clubs and organizations participating, and close to thirty businesses as part of the Business Expo. It is estimated that over 8,000 students, faculty and staff visited this event.

The Offices of Multicultural Affairs and Student Leadership & Involvement hosted the 6th Annual Multicultural Student Leadership Conference in November 2013, with 101 student participants in attendance, an increase of 9% over the previous year.

Campus Recreation is collaborating with the Adaptive Physical Education program at WCU on Unified Sports, which pair Special Olympic athletes with WCU students serving as volunteer coaches to compete in basketball. Campus Recreation provided their paraprofessional staff members with continuing education trainings on various topics throughout the academic year, focusing on leadership and diversity. The continuing education trainings provided personal growth opportunities for the paraprofessional staff and better enable them to serve the WCU community.

Enrichment 1.1B, which calls for the creation of an Undergraduate Minor/Major in Leadership Studies, is in the early stages of completion. Preliminary discussions have taken place with various faculty co-sponsors and CAPC representatives, and research is currently being conducted into PASSHE institutions with similar programs as well as benchmarking of other institutions around the country. The associated action steps in Building on Excellence call for a plan of action to be brought forth in Spring 2014. Stakeholders are urged to continue their discussions and research and complete their plan as quickly as possible so Year 2 actions are not delayed.

Conclusion

The Enrichment Theme Sub-Committee is pleased to report that considerable progress has been made in advancing the goals and objectives outlined in Year 1 of the Phase 1 introduction of the plan. These advancements are in their completed or nearing-completion stages, and signal to the committee that stakeholders are taking their assignments seriously and are implementing actions to achieve those goals. The Enrichment Theme achievements enhance quality of life for all campus community members.

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SustainabilityExecutive Summary

The Sustainability Theme has seen considerable operationalization and implementation of action items with a notable successes and highlights. At the same time, some areas require further focus and support as well as continued university-wide dialogue as to areas of responsibility and ownership. A few actions require further discussion as to interpretation as well as communication across the campus. The Sustainability sub-committee (Bernadette Hinkle, Scott Sherman, and Peter Loedel) identified three main areas of reporting: Environmental Actions, Financial and Budgeting Actions, and Human Capital Actions. All three areas are interrelated as they all share an overriding emphasis on planning, managing and employing resources efficiently and effectively.

Environmental Actions have seen a surge of focus and effort under the leadership of Dr. Paul Morgan and the Sustainability Council. Importantly, Dr. Weisenstein has been a consistent and strong advocate via the American College and University President’s Climate Commitment. A campus Climate Action Plan has been completed as of fall 2013 and a series of energy initiatives have started: These include building and infrastructure (especially in the ongoing Geo-thermal transition and new LEED designated buildings going up on campus), transportation, purchasing, solid waste/recycling, dining services, co-curricular education, and public engagement with external stakeholders such as the Borough of West Chester. But the overall Action Status remains a “4” – in early stages. Some items are solidly underway and others have seen less movement. According to the material submitted to SPAAC, the lack of a full-time “Sustainability” director and staff person will necessarily limit the ability to move on all fronts equally.

Financial and Budgeting Actions focus on the ongoing need to provide funding and support to the critical academic and infrastructure missions of the university. The university has shifted into a “right-sized” budget model as well as a continued emphasis on PASSHE key performance indicators (KPI’s). The ability to react quickly to shifting financial and academic pressures remains a high priority for University budgetary committees. The mid-year introduction of legislation shifting West Chester to possibility a state-related university added further demands on the administrative and finance division. Notably, the new University fundraising campaign- “Becoming More” - has had a strong kick off and grants and other external resource development have seen increases. Despite significant challenges, the University manages its fiscal house with great efficiency and flexibility to ensure a sustainable future. However, the long term financial pressures and constraints to West Chester University will make a sustainable path increasingly difficult to manage.

Human Capital Actions have seen some divisions actively and intensively undergoing restructuring to support critical mission and strategic planning objectives. A highlight would be the efforts of the Divisions of Student Affairs and Advancement. The Human Resources division has also seen active movement to support divisional and strategic planning goals. Notably, the Office of Human Resources saw a large increase in the number of “Investing in Employee Excellence Programs” offered with employee registrations increasing by 78% between 2012-13 to 2013-14.

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Each section below contains more specific and/or narrow areas of concern or problems that have raised some issues and questions. More broadly, we set forth the following major recommendation areas for the Sustainability Objective.

Major Recommendations:

Quickly establish a Climate Action Plan Implementation Team in order to better guide Environmental Sustainability initiatives. As noted for Year 2 (2014/15) of the Plan, funding is needed for several key initiatives (including staffing needs). The Team should evaluate and assess the resource needs of these initiatives, including the need for a Full time Director of Sustainability to implement the Campus Action Plan.

Continued emphasis and monitoring of university budgeting to ensure critical academic and infrastructure needs are met.

o Need to better explain and assess “right-sized” budget model.o Close monitoring the continued state-wide budgeting pressures for

opportunities (possible PASSHE/BOG relaxation of regulations) and threats (state budget cuts).

The Administrative Budget Committee to ascertain if the budget model compared to actuals (FY14) needs to be modified or continued as developed. We also noted that in some of the action steps (3.1 B and 3.1.C) establishing benchmarks may be necessary to quantify and measure outcomes.

More intensive discussion across Divisions and Units regarding the need for ongoing continuous improvement processes and institutional restructuring to better align personnel with strategic and divisional goals.

While the Administration has allocated funding for talent management software (performance management and succession planning), additional funding sources need to be identified to cover start up and annual costs.

Environmental Actions

Phase 1, Year 1 objective and actions include the following: 1.3 A: Increase the number of formal partnerships with the local community to advance environmental sustainability and 1.5 A: Create and approve interim targets for goals and actions that will lead to climate neutrality as defined in the Plan. The Sustainability Council has led the campus by coordinating a wide array of efforts across divisions and units. As noted in the summary, the Council and Dr. Paul Morgan as its chair have provided strong leadership and motivation. Partnerships with the borough of West Chester are notable as well as the list of specific action items has been developed. Some have been implemented and others are more in the planning stages and have seen little progress. 1.3 A and 1.5A have been assessed at “4” – in progress, early stages. SPAAC would agree.

We do want to note that under 1.5A, the data submitted suggested that under Energy and Buildings, “no progress toward any of the Goals, Projects, and Initiatives” had been made. This is somewhat contradicted by the additional objective and actions noted under 2.3 A, B, and C which focus on the design, development, implementation and construction of environmentally-friendly buildings and heating/cooling systems. The three larger construction

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projects – Mitchell Hall renovation, the new CBPA building, and the renovation of 30 Rosedale Ave will all have silver and gold LEED certifications. Furthermore, sustainability practices have been incorporated into some physical plant improvements (reducing trash and increasing recycling by up to 50% in two buildings on campus as a pilot project). The action status for many of these items is a “3” – in progress mid-point. Finally, the major geothermal implementation continues across the campus (with Recitation completed, Hollinger underway, and connections to Mitchell Hall and the new CPBA under current development). These efforts are notable and significant and should be commended. They remain as a “3” in progress and at the midpoint of 3-5 year implementation program.

Highlights and Successes

The data submitted to SPAAC lists a number of projects and partnerships to advance sustainability. SPAAC would like to highlight the success of Dr. Paul Morgan, Director of the Sustainability Advisory Council as well the dedicated faculty and staff. The Council is a focus of energy, commitment, and creative thinking that keeps the university on task. From the group’s impressive website, The Sustainability Advisory Council promotes and provides oversight for sustainability issues at WCU. It furthers the University's mission by:

Providing campus-based research and teaching opportunities Promoting sustainability in the academic curriculum Advocating for environmentally-friendly facilities and procurement initiatives Enhancing campus aesthetics in an ecologically-sound manner Sharing data and engaging the community

The Fall 2013 agreement of a Climate Action Plan will further strengthen the ongoing achievements in Environmental Sustainability including the Geothermal projects on campus, the LEED certified buildings on campus, and the maintenance of the Gordon Preserve.

Areas in need of focus

A tremendous amount of leadership and effort has effectively positioned West Chester University as a national and global recognition as a leader in the implementation of green technologies, sustainable energy, and the reduction of our carbon footprint. In order to sustain further progress, Sustainability must stay a high priority for all divisions across campus. Transition in leadership should not slow or delay the progress underway. A focused implementation team is needed to carry out the many action items underway or that have only slowly developed to date.

Recommendations

A number of new sustainability initiatives are underway. The Strategic Plan Year 2 suggests the hiring a half time CAP Implementation Coordinator and CAP interns with Year 3 seeing the hiring of a Full time Director of Sustainability. This development should not be slowed. Quickly establish a Climate Action Plan Implementation Team in order to better guide Environmental Sustainability initiatives. The Team should evaluate and assess the resource needs of these

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initiatives, including the need for a Full time Director of Sustainability to implement the Campus Action Plan.

Ensure adequate funding for projects to achieve desired outcome measure (Years 2 and 3 state essentially the same)

Climate Action Plan Implementation Team must be in place, supported, and active in the upcoming 2014-2015 year.

Financial and Budgeting Actions

Phase 1 and Year 1 objectives and actions include: 2.1 A; 2.2 A, B, C, and D; and 3.1B and 3.1C.

Key to the University’s budgetary demands for more resources is the allocation, reallocation and deployment of the resources to serve the University’s mission and strategic plan. During fiscal year 2013 and 2014, the Administrative Budget Committee developed a budget model to “right-size” the University’s budget. One aspect of developing the budget was to reallocate and deploy university resources which previously were carried over each year by division unspent dollars, called rollover dollars. An important purpose for the new budget is to align university resources with the strategic plan’s direction and the university’s mission. Transparency, accountability, resource alignment to the mission and strategic plan, budget management, and performance based funding; all are guiding principles the Administrative Budget Committee used to develop the model. The University has made great strides in this area and will continue to improving the budget model as financial conditions and enrollment growth changes.

Phase 1, Year 1 objective and actions include the following: 2.1 A: Have in place a performance based budget allocation model that supports and reinforces the University’s mission and academic goals. As noted in the summary, the Administrative Budget Committee has developed and implemented the budget allocation model. The Administrative Budget Committee is commended for their tireless work effort to conceptualize, develop, and allocate the funding for the budget. The Office of Budget and Financial Planning is also commended for the implementation and operationalization of the budget model. The University now has “right-sized” the budget to include the initial performance funding for each division’s budget. The Administrative Budget Committee anticipates further refinements to the budget model will likely be necessary every year to accommodate the needs of the University and to address changing financial conditions. We did not find that the model supports and reinforces the University’s mission and academic goals because no assessment has been performed. It is too early to tell. 2.1 A has been assessed at “4” – in progress, early stages. SPAAC would agree.

Another aspect of the sustainability theme regarding financial and budget actions is to garner external resources for the University as our expenses continue to rise and our state funding remains flat with relatively small increases in tuition. In order to accomplish the financial and budgetary needs, the University has to elevate fundraising and extramural research funding. As an example, the University began the public phase of Becoming More campaign and to date has raised $21.7 million of the $50 million goal.

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Phase 1, Year 1 objective and actions include the following: 2.2 A: Raise at least 60 percent of the Becoming More Campaign goal by the end of 2014-15 and 2.2 B: Increase total annual gift income to $7 million by the end of 2016-17 (based on Council for Aid to Education reporting standards) and 2.2 C: Complete Phase II of the WCU marketing campaign, with Phase IV planned by the end of 2015-16. (Both Phase III and Phase IV will continue the regional branding campaign by focusing on promoting the overall quality of the University and of selected programs.) and 2.2 D: Institute programs and provide support conducive to increasing the number and amount of WCU external contracts and grants, with an eventual target of $ 10 million annually.

As reported, the Becoming More campaign officially kicked off the “public phase” on March 22 with 43 percent of the goal, $ 21.7 million. This is a tremendous accomplishment and is a significant success towards positioning WCU with resources for scholarships and programmatic funds. The campaign’s overall goal is $ 50 million. Per the 2.2 A action step, WCU has the goal to raise 60 percent (or $ 30 million) by 2014-15, leaving $ 8.3 million or 17 percent left to complete this action step. While $ 21.7 million was raised in the silent phase of the campaign, it appears that the goal of 60 percent complete by the end of 2014-15 has been underway for some time and is closer to a midpoint in progress assessment. 2.2 A has been assessed at “4” – in progress, early stages. Based upon the March 2014 announcement of the public campaign kickoff, SPAAC would agree. 2.2 B action step of increasing annual gift income to $ 7 million by the end of 2016-17 could use more clarification. Is raising $ 7 million per year, part of the Becoming More campaign? If so, is this action step necessary? Are we counting the same dollars twice that are included in the 2.2 A? It seems to us that this action step is embedded with action step 2.2 A. This may be a strategy to obtain 2.2A’s goal of $ 50 million. As reported, total gift income through February 28, 2014 was $ 4.259 million, a 31 percent increase over the previous year of $ 3.2 million. 2.2 B has been assessed at “4” – in progress, early stages. SPAAC would agree.

2.2 C action step regarding the WCU marketing campaign for a comprehensive, year-round has been developed and implemented and targeted programs have been rolled out. We would like to have examples of the programs highlighted, targeted audiences, and results. 2.2 C has been assessed at “3” – in progress, midpoint. Without details of the marketing campaign plan reported and results shown, it is difficult to comment on the reporter’s assessment. However, it was noted that the marketing campaign is in a Phase III stage. Based upon the phase status alone, SPAAC would agree.

2.2 D action step to provide support and institute programs conducive to increasing the number of WCU external contracts and grants with an eventual target of $ 10 million, annually. The Office of Sponsored Research recently hired Dr. Gautam Pillay, Associate Vice President, to help lead the University in this area. Dr. Pillay has met with all academic administrators and over 250 faculty to assess the University’s research capabilities and capacities. He has also provided support for research on-campus and facilitated meetings with external agencies to cultivate possible funding sources for the faculty’s research interests. The College of Arts and Sciences faculty were awarded over $330,000 in external grants so far this academic year with over $ 2.2 million in proposals submitted to federal agencies during the same period of time. Additionally, the College of Arts and Sciences dean convened an entrepreneurial advisory group from the college to develop RFPs for entrepreneurial projects for the college. The College of

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Business and Public Affairs’ faculty are working with the Office of Sponsored Research for added support of their research efforts. We did observe that all colleges did not report on action step 2.2 D, nor was there overall University wide results presented. We would like to see going forward the number of proposals, number of awards, and award dollars by college during the reporting period so that the performances can be quantified. 2.2 D was assessed at “4” – in progress, early stages. SPAAC would agree.

Phase 1, Year 1 objective and actions include the following: 3.1 B: Ensure that adequate funding is allocated to both the academic mission and support functions to accommodate the increases in enrollment and to meet the needs of students and 3.1 C: Commit resources to ensure that required physical plant improvements keep pace with enrollment growth. What is adequate funding for both the academic mission and support functions in relationship to enrollment growth and student needs? The action step 3.1 B seems subjective and may not be based upon quantifiable measures. The Administrative Budget Committee may want to establish benchmarks per student FTE or other benchmark measures based upon peer groups to assist with this action step. Examples reported were additional funding was provided (but not reported in this assessment) for faculty per the collective bargaining agreement and the Administrative Budget Committee is in progress of reviewing “critical needs” funding requests for approval by the President in mid-May. 3.1 B: was assessed a “3” – in progress, midpoint, we would like to see more examples and evidence. SPAAC would assess this action step as a “4” – in progress, early stages.

For action step 3.1 C, commit resources to ensure that required physical plant improvements keep pace with enrollment growth, $ 4.3 million has been allocated to deferred maintenance and related type projects for FY 2015. Additionally, the University is developing recommendations for branch campuses. The President will be presented with these recommendations in May for a July 1, 2014 date to proceed. The Division of Administration and Finance has developed preliminary plans for funding the major facilities projects or portions thereof. Most recently, the University provided $ 13.7 million in supplemental funding for the construction of the Business and Public Affairs Center. We would like to have benchmarks reported and comparatives illustrated based upon the PASSHE peer group. Such as comparisons of the University’s commitments to deferred maintenance and new construction and preventive maintenance funding. The evidence can be based upon age of buildings, E&G square footage versus Auxiliary square footage, dollars allocated and spent, and gross square footage per students. 3.1 C: was assess a “3” – in progress, midpoint, however, we would like to see quantifiable evidence for what the goal is for action 3.1 C. SPAAC would assess this action step as a “4” – in progress, early stages.

Highlights and Successes

The 2.1A action is in the initial or early stages of progress. However, the Administrative Budget Committee and Office of Budget and Financial Planning worked tirelessly in the development and implementation of the budget model. This significant achievement did not go unnoticed by SPAAC. The budget model results and analysis of appropriate allocations of resources is ongoing and will not be fully known by the Administrative Budget Committee until after the fiscal year end results. The performance based budget allocation model developed by the Administrative Budget Committee is in place. The initial performance funding of $ 1 million was budgeted and allocated by division based upon earmarking a portion of the performance

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funding received by PASSHE. Each division Vice President was charged with developing key performance indicators and measures. However, the results of the key performance indicators tied to the performance funding will not be assessed until next year.

The financial and budgeting action steps have notable successes over this past year include the development of a University budget model that intends to align resources to our mission and strategic plan. Also, the March kick off of the Becoming More campaign with $ 21.7 million raised of the $ 50 million goal is a tremendous feat and is commended. The university is also laying the ground work and providing the infrastructure for cultivating the research interests among our faculty, with the goal to raise research funding from external entities.

Areas in need of focus

In the financial and budgeting action steps, it was noted that benchmarks may be needed to assist in measureable outcomes for such areas as funding and physical plant needs due to student enrollment growth.

Recommendations

We recommend to the Administrative Budget Committee to ascertain if the budget model compared to actuals (FY14) needs to be modified or continued as developed. We also noted that in some of the action steps (3.1 B and 3.1.C) establishing benchmarks may be necessary to quantify and measure outcomes.

The Administrative Budget Committee may need to start the 2.1 A action step to develop a charge for the University Budget Committee that is meaningful and supports their continued existence.

Human Capital Actions

The last aspect of the sustainability theme addresses human capital planning and actions. These actions focus on employee career and succession planning, employee and leadership development, retention, and employer reputation as an “Employer of Choice” and a healthy university. Each of these human capital objectives and actions clearly are interconnected, and individually and collectively are critical to the success to the sustainability and other themes. Phase 1 and Year 1 objectives and actions include: 2.1 B and C; 2.5 A, B, C, D, and E; and 4. 1 A and B; and 4.2A

Measure 2.1B guides work on instituting programs, in collaboration with local bargaining units that encourage broad-based employee ownership in continuous improvement processes that will improve effectiveness and efficiency of University operations. This work is called to begin in Year 2 of Phase 1. The action steps associated with this measure include developing a beneficial employee suggestion program that offers a reward to the employee for suggestions that are implemented and proven to generate large cost savings. Possible rewards suggested in Building on Excellence include a membership to the Student Recreation Center, lunches at ARAMARK dining facilities, waiving Student Fees for matriculating students or dependents, and dedicated parking spaces or free parking at the three Parking Structures on campus. One example of an employee suggestion that is well suited for this rewards program is the use of

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electronic transcripts. Now in its second year of new service, no staff resources are required in the processing of e-transcripts. This fully automated system allows a student to receive an e-transcript within 45 minutes, and the e-transcripts eliminate the need to use paper for transcripts and envelopes. As of the reporting date in Year 1, 28.54% of all transcripts ordered were electronic. This suggestion met the intended aim of measure 2.1B, improving effectiveness and efficiency of University operations and resources. Two recommendations follow for this measure.

First, SPAAC notes confusion among directors as to who is responsible for taking the lead on developing this rewards program. We recommend to President’s Cabinet that a lead unit and person be identified for this measure, and steps toward implementation begin in Year 2. Second, SPAAC actively searched for examples of employee ideas that fit the 2.1B action steps. We recommend a central location be created where Division leadership or employees can report their suggestions and implemented activities. This central location will assist with assessment processes and with possible reward recognition, so additional examples beyond e-transcripts may be identified and rewarded where appropriate.

The 2.1C action called for departments and divisions to review existing organizational structures to ensure strategic alignment and support of the University mission. Student Affairs, CAS, CBPA, Facilities Design and Construction, and Advancement reported conducting reviews that led to staffing changes, consolidated services, and/or realignment. Notably, Advancement’s Publications and Print Services Department and the Public Relations and Marketing Department will be consolidated into an Office of Communications on July 2014. This reorganization is expected to improve coordination of communications activities, deploy staff more effectively to achieve goals, and anticipate coming changes in the printing and marketing businesses. Future data collection must include the wider campus community so SPAAC can collect other change initiatives for this action as well. Also, objective financial and productivity measures should be established going forward to assess the value of these organizational changes. This may impact the action status of some of the reported changes.

The 2.5A action is to enhance the University’s reputation as an “Employer of Choice” within the organization and in the region. After a two and a half year process, a cross system working team, led by WCU’s Chief HR Officer, had its Managers Integrated Total Rewards Program and Plan approved by the Board of Governors. It operates on a premise that pay, benefits, positive workplace principles, and projection of a promising organizational future all contribute to our employees' value proposition and a positive employee value proposition results in higher percentages of offer acceptances and employee retention. This working group deserves significant credit for this program and plan since it was developed and approved amidst changing senior administrators across PASSHE and in the Office of the Chancellor. Since it has yet to be operationalized, assessment will need to be shifted to 2014-15. Other Office of Human Resources’ programs like anti-bullying campaigns, internal mediation services, employee coaching and mentoring, wellness services, and flexible workplace policies also were introduced or strengthened to drive a positive employee value proposition and will be further assessed going forward. While many actions are underway for 2.5A, SPAAC agrees that the overall status is in the early stages (“4”).

The 2.5B action is the development of a comprehensive workforce succession planning program. Related, the 2.5C action calls for the integration of career planning and development and career

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tracks for all regular, non-instructional employees. Toward these actions, The Office of Human Resources studied available employee succession planning application software during early Spring 2014. After vendor demonstrations, an RFP has been developed and should go out in early May. This software will help to coordinate performance management and talent management to improve organizational stability and reduce replacement costs; it will also result in quality internal employees being cross-trained to fill critical vacancies; reduce the number and length of interim appointments; and increase the number of internal promotions. While the Administration has allocated funding for this initiative, additional funding is needed for start up and annual costs. Also, after reviewing career ladder models (in unionized and nonunionized and private and public organizations), WCU will be developing career lattices instead, which allow employees to see lateral, upward and downward paths to achieve new career goals; lattices in clerical/administrative, technology, and trade occupational series will be piloted in 2014-15. SPAAC agrees the overall status is in the early stages of progress (“4”).

The 2.5D action establishes an “acceleration pool” model to expedite the development of employee talent and leadership. Human Resources’ Office of Organizational Development researched acceleration pool models and developed an in-person survey that will be administered with vice presidents, deans, and directors this summer/fall to identify “highly mission critical” positions, bench strength, leadership development content and format needs, and acceleration pools. At the same time, formats, possible competencies, and content to be included in the iLEAD program were researched and will be addressed in those upcoming meetings. While the plan projected 100 participants, it is too early to project numbers; instead feedback from campus leaders (and possibly self-nominations) should be used to generate appropriate participation counts. SPAAC agrees the overall status is in the early stages of progress (“4”).

The 2.5E action called for the delivery and promotion of a wide variety of in-house employee development programs, with a suggested 2% increase in 2013-14. With a 22% increase in the number of 2013-14 Investing in Employee Excellence programs offered by Human Resources’’ Office of Training and Organizational Development, WCU employee registrations increased 78% between 2012-13(baseline) and 2013-14 (472 to 840). Promotion was more widely distributed through generaland targeted email campaigns and monthly HR newsletters. Also, 26 new programs/series were introduced in 2013-14 and between 2011-12 and 2013-14, there was a 22% increase in the percentage of virtual offerings. These counts and percentages are understated since programs and registrants totals only through snapshot date of 4/11/2014 for 2013-14. Even with a partial year reporting, these counts significantly exceeded the 2013-14 expectations and those of the entire strategic plan (10%.) SPAAC acknowledges how these three goals were far surpassed in year one that that new outcome standards will need to be established for 2014-15.

With an objective to become known as a healthy university through promotion of quality of life and healthy development, choices, and environments, action 4.1A calls for the review and implementation of recommendations that result from campus-wide analysis of campus climate, civility, and safety. Clearly Student Affairs reported a strong presence on campus-wide initiatives and committees in these areas. Also, the Office of Human Resources coordinated through two external providers two employee surveys, the Philadelphia Inquirer "Top Workplaces” and the Chronicle of Higher Education's "Great Colleges to Work For." Results were made available to senior management on both surveys that addressed job satisfaction,

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teaching environment, professional development, total rewards (pay, benefits, work-life balance), facilities, policies and resources, shared governance, organizational pride, supervisors, senior leadership, faculty-staff-administration relations, communication, collaborative environment, fairness and respect and appreciation. The Office of Human Resources' mediation program services and anti-bullying campaign also support this action measure. SPAAC recommends available quantitative measures accompany qualitative reporting for this action item.

To address 4.1B: Ensure broad dissemination and awareness of resources and policies and procedures regarding threat assessment, building safety, emergency responsiveness, violence, assault, harassment, and mental health, several departments contributed to this goal. Student Affairs worked to enhance staff knowledge through training, and providing support and resources to students. Human Resources’ Office of Environmental Health and Safety updated The Fire Prevention and Protection Policy and Emergency Evacuation Drill Policy, and participated in the review and updates to the Controlled Substance and Space Management policies and Hazard Mitigation Plan. They also were responsible for drills, inspections, and waste disposal. While both areas helped ensure WCU was making progress in these areas, this is another area where other departments not initially identified might be furthering WCU’s efforts in campus safety and should be included for 2014-15. 4.1 B reporting was rich with data that can be used as baselines for next year’s assessment. Some of the reported action updates had various statuses as to completion which made it difficult to verify the accuracy of reporting.

Lastly, to become known as a university that provides an environment where all students and employees feel secure and are able to perform their best work, action 4.2A calls for increased numbers of students, faculty and staff engaged in activities to enhance their positive social, physical, and mental well-being. Additional wellness related programs through Investing in Employee Excellence (22% increase), access to Healthy U, and flu shots were reported as staff and faculty initiatives. Flu shots and the reintroduction of personal training at the new Recreation Center were reported for students. While these efforts work toward that objective, this action actually lacked specific baseline or results that demonstrated or would demonstrate in the next cycle changes in the counts, especially since many actions were reported as “1-completed” or “2-nearing completion.”

Highlights and Successes

One human capital highlight was the number of departments that have reviewed existing organizational structures to ensure strategic alignment and support of the University mission. This process takes much time and attention but the long term outcomes could yield significant effectiveness and efficiency improvements and serve as model for departments that have not begun these assessments. Also, the approval of the Managers Integrated Total Rewards Program and Plan and it being operationalized going forward, along with existing and other future initiatives should increase employees' value proposition, thus impacting hiring, retention, and WCU’s reputation. Initial administrative support to fund the employee performance management and succession planning application software is another highlight since it will allow us to plan and track WCU’s talent and development; also, it will impact our work with career lattices and acceleration pools. Lastly, the action to increase the delivery and promotion of a wide variety of in-house employee development programs far exceeded the

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targeted 2% increase and reported a 78% increase between 2012-13 (baseline) and 2013-14 (472 to 840).

Areas in need of focus

In the human capital action steps, increased quantitative measures are needed to assess progress beyond anecdotal examples to support the objectives and actions. Also, departments providing human capital examples in areas of continuous improvement, a healthy university, and a secure environment need to be expanded since it is anticipated that many other initiatives are underway but are not being reported. Lastly, financial and staffing needs should be reassessed based on year one outcomes and action statuses.

Recommendations

More intensive discussion across Divisions and Units regarding the need for ongoing institutional restructuring to better align personnel with strategic and divisional goals.

Instead of having career tracks for “all regular, non-instructional employees,” it is recommended that there be revised language in the plan for 2.5C that career tracks be established for “selected occupational series and customized for employees who desire career tracks.” Also, while the one-time funding was allocated for talent management software, additional funding is needed for start up and annual cost to support 2.5B, 2.5C, 2.5D, and 2.5E.

It also is recommended that instead of defining 100 employees in critical occupational areas be part of the “acceleration pool” from the onset, meetings with VPs, deans and directors (and possibly self-nominations) will help the university determine the appropriate size of the pool needed for 2.5D.

Conclusion

As noted in the introduction, Sustainability has experienced considerable progress as well. It also poses some challenges in the sense of fully understanding the various dimensions to the Sustainability Theme. It is important that the various strands – from environmental actions, human capital developments, and financial and budget efficiency – continue to be explained and communicated across the entire campus community. Individually, the sustainability focus on environmental actions have a firm framework (the Climate Action Plan) in which to operate. A strong implementation team and possible full-time Director may be needed to see this framework executed. The Human Resource actions are up and running vigorously with many items in the mid-point of implementation. Maintaining the budget and fiscal house is complex and ever-changing, given the funding model of the university. The university does have the institutional pieces in place to react to the ever changing fiscal environment. However, it needs to stay vigilant and nimble to react to fiscal shocks or pressures.

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Diversity Theme ReportExecutive Summary

The Diversity Theme for West Chester University’s Strategic Plan focuses on two main areas: inclusion and infusion. In Year 1 of Phase 1, five measures across four objectives were implemented. One measure, creating a Council for Diversity, Inclusion and Academic Excellence, was completed. The other measures focus on providing resources for individual and collaborative activities, implementing cultural programs, providing support for trans-cultural literacy and cultural competency in the curriculum, and implementing new strategies to retain students from historically marginalized groups. These measures are in-progress or nearing completion.

Through the newly established Council for Diversity, Inclusion and Academic Excellence, the University community is able to have a broad conversation about what is diversity and how various diverse constituencies can be included in the overall campus community. In addition, within the Diversity Theme of the Strategic Plan, the University commits to creating ways to acknowledge and infuse difference and cultural competency. The Council for Diversity, Inclusion and Academic Excellence is the overall strength and accomplishment for the first year of this section of the Strategic Plan. With a vision to bring all campus constituencies and equity groups together, the Council has been formed and leadership structure has been established. The Council will develop a strategic diversity plan for the campus, which will guide efforts to strengthen campus offices and committees which support diverse and historically marginalized populations. WCU has also provided support for the Diversity Theme by funding Diversity programs through the University Forum.

Future work is needed to continue building on excellence within the Diversity Theme. Some of the various campus constituencies sit in silos with varying purposes, data for some constituency groups on campus have traditionally not been collected (i.e. Veterans and LGBTQA), and each campus constituency office and committee group is funded in various ways and all are not equally funded.

Major Recommendations: Providing the Council for Diversity, Inclusion and Academic Excellence time to hear from

University offices and constituencies on campus that support diversity The Council will need to create a viable and realistic overall plan for infusing trans-

cultural literacy and cultural competency on campus. The Council will need to work with Administration on ways to fund an overall diversity

plan for the University. The University needs to publicize the recommendations made by the Equity Scorecard

and develop a plan for implementing its recommendations The University needs to continue to create ways and support programs to recruit and

retain diverse students, staff, faculty and administrators

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AccomplishmentsThe Council for Diversity, Inclusion and Academic Excellence is the overall strength and

accomplishment for the first year of this section of the Strategic Plan. This Council has a vision to bring all campus constituencies and equity groups together. The Council to date has met three times, elected co-chairs and begun the task of hearing from some of the campus groups that support or focus on diversity. It is anticipated that this review and collection/assessment of data will continue into next year so that the Council can begin to create a plan that can strengthen campus offices and committees which support diverse and historically marginalized populations and develop a strategic diversity plan for the campus.

The funding of programs for including and infusing diversity on campus was another accomplishment within the Diversity Theme. One of the amazing successes for including and infusing diversity on campus is the funding of programs (such as University Forum) that provide opportunities for individuals and groups to present information on various diverse constituencies that have been traditionally challenged in society. In the past academic year, the University funded 16 programs related to diversity and improving the campus climate for marginalized populations. In addition to programs and services offered by the various constituency offices and groups that support diversity, the University has taken some strong steps to promote trans-cultural literacy, cultural competency and international education. However, funding for these programs has not always been consistent and a commitment to an annual budget may be a challenge. In addition, there has been an ongoing effort to have more groups participate in the University Forum and other educational venues which provide information on trans-cultural literacy, cultural competency and international education. Attracting and including a more diverse group to participate in these educational formats may continue to be a challenge going forward. Finally, the goal of infusing trans-cultural literacy into the overall curriculum of the University will continue to be a focus and a challenge on campus.

West Chester University has made a commitment to recruit and retain a diverse campus community – students, staff, faculty and administrators. The Equity Scorecard Team focused on improving the access, retention, and graduation rates of under-represented minority (URM) students. The team’s progress can be viewed on the Institutional Research’s webpage. In addition, there were a number of outreach efforts and special programs such hosting leadership conferences, presenting workshops at local schools, implementing mentoring programs, and creating support groups that addressed the recruitment and retention of a diversity campus. However, the constraints of the University’s geographic location and populace, salary restraints, staffing, funding, and other influences have impacted success.

Areas in need of further focus and supportThis vision, however, is not without its challenges. Currently, the various campus

constituencies sit in silos with varying purposes, having responded to the University’s historical forces in their creation – for example, some offices and committees only focus on students while others include faculty, staff and administration in their mission. Also, data for some constituency groups on campus have traditionally not been collected (i.e. Veterans and LGBTQA) and that impacts how to create an equal voice at the table for those groups. Further, each campus constituency office and committee group is funded in various ways and all are not equally funded. Bringing all of the campus offices and committees together to create a viable and realistic plan for diversity at West Chester University will be a challenge over the next 12 months. One of the other areas that the Council will have to address is the needs of the West

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Chester students attending the satellite campus in Philadelphia and those participating primarily in Distance Education.

Conclusion

As can be seen by this report, the Diversity Theme of the Strategic Plan for West Chester University has a firm plan in place to build on existing campus infrastructures in order to address including and infusing diversity on campus. The Diversity Theme Sub-Committee is pleased to report that considerable progress has been made in advancing the goals and objectives outlined in Year 1 of the Phase 1 introduction of the plan. Measures for Year 1 are completed or are on track to reach completion. The Diversity Theme Sub-Committee looks forward to learning about the work of the Diversity Council in Year 2 to coordinate between units and connect silos.

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EngagementExecutive Summary

The Engagement Theme in Building on Excellence notes that WCU will be a leader in community engagement, building mutually-beneficial relationships with external stakeholders locally and globally. These collaborations will extend the University’s impact within its home region and across the world, attract new resources to advance learning and community well-being and focus campus talent on the pursuit of the public good. To that end, four goals were established to guide progress on engagement: strengthening academic, co-curricular and support programs through partnerships that promote learning, increase institutional visibility and reputation, expand local community involvement, and increase alumni outreach and partnerships.

These 4 goals contain 11 objectives with the action steps for Objective 1.1 not scheduled to begin until Year 2. The remaining 10 objectives contained 20 outcome measures that were to begin in Year 1. All 10 objectives had data submitted providing information for Year 1 progress. Of these 20 outcome measures, 7 were completed, 2 are nearing completion, 8 are at the midpoint and 3 are in the early stages. Progress toward completion reflects considerable effort on the part of Engagement stakeholders and SPAAC is impressed with the progress made in Year 1.

Major accomplishments included measure 1.4A, the creation of a single point of contact for external stakeholders seeking University expertise and promotion of University services to external stakeholders. The University created the position of Vice President for External operations. This office will serve to guide development of programs and initiatives in service of the University and external stakeholders. Consistent with this work, the University surpassed its goal of holding at least eight meetings with the Campus Community Coalition, 3.1D, and holding at least four high profile community events, 3.2A. Also of note is the accomplishment of creating a larger presence on social media sites. 2.2A called for obtaining 12,200 likes/fans and 5,300 followers on social media outlets by 20% and was completed.

Other major accomplishments were seen in alumni engagement and internationalization. Fifty-nine alumni events were hosted as of the reporting deadline, almost meeting the goal of 60 by June of 2015. The Center for International Programs reports that five agreements were signed with universities abroad, and notes a 45% increase over 2012 in the number of students studying abroad.

SPAAC wishes to recognize the work of campus stakeholders connected to Engagement measures. These accomplishments strengthen our connections to our immediate community, increase institutional visibility, and serve external stakeholders with excellence.

Major Recommendations:Those reporting on the Engagement Theme indicate that goals are moving forward appropriately. Many outcome measures are on target and a few are ahead of the timeline for completion. There are recommendations with reporting:

Revise 1.3A. This measure called for a 4% increase in each of the next three years for a total of a 12% increase by June 2016. The Office of Service Learning and Volunteer

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programs reports a 12% increase in Year 1. We recommend the measure be revised with suitable targets for Years 2 and 3 of Phase 1.

Great progress was made toward Objective 1.7, preparing students to be global citizens. SPAAC recommends that progress toward the creation of a new major in Global Studies continues in Years 2 and 3, with a goal of establishing the new major by the end of Phase 1.

Progress toward measure 3.2B, creating and implementing a plan to grow attendance at cultural events, did not achieve the action steps outlined in Building on Excellence for Year 1. Though this work has begun, SPAAC recommends this work continue over the summer and be completed in Fall 2014 or earlier so Year 2 actions can be implemented without delay.

SPAAC recommends more detailed reporting on the resourcing of measures for completion. Specifically, more information is needed in order for SPAAC to make recommendations about providing support in pursuit of measure completion. In a few cases, we did not have data to assess whether measures are adequately funded or if additional resources are needed, and would like to position ourselves to advocate for additional resources where appropriate.

Another recommendation is to revisit the reporting persons for Engagement measures to ensure all activities occurring that meet the action items are reported. SPAAC suspects additional campus achievements exist that would inform progress toward these measures and would like to create an exhaustive report for the campus community.

In Year 2, we recommend greater alignment with reporting data and completion status. Many action updates were reported clearly, though a few were lacking specificity. SPAAC recognizes the framework for reporting was established in Year 1 and some reporting persons were not familiar with SparePoint or TracDat prior to the spring of 2014. SPAAC will work with reporting persons to better support reporting efforts in Year 2.

AccomplishmentsMany successes were reported in the Engagement Theme. Progress was made toward

internationalization, increasing service learning opportunities, increasing access through technologies, visibility, strengthening community partnerships and connections with alumni. Examples of the successes and measures in progress can be seen in all three Engagement Theme goals that were active in Year 1.

Engagement Goal 1 calls for academic, co-curricular and support programs through partnerships that promote learning. The Office of Service and Volunteer Programs reported a 12% increase in service learning courses in fall of 2013, compared to 185 in fall 2012 (measure 1.3A). This 12% increase was the target for June of 2016, and The Office of Service and Volunteer Programs is congratulated on this early success. Also in this goal, a point of contact was created for external stakeholders (measure 1.4A).

Measure 1.5A was partially completed as 25 Live was implemented for use in the campus room reservation system. 1.5A calls for a fully centralized calendaring and scheduling system to be implemented in Year 2. Stakeholders convened in spring of 2014 to discuss plans for implementation. They seem well positioned to accomplish this measure in Year 2.

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Of particular note in Goal 1 were the actions related to internationalization. In Year 1, five new agreements were signed with universities in Japan, Costa Rica, Mexico, Trinidad, and Argentina (measure 1.7A). Annual participation in study abroad has increased by 45% over 2013, from 251 tp 365. These numbers include non-credit programs. Colleges have provided actions that support faculty and student academic work abroad. Publications has worked to publicize study abroad experiences and opportunities by highlighting in the winter-spring 2014 magazine a faculty-led study abroad course and including information in the Undergraduate and Graduate Catalogs and the Admissions’ Viewbook.

Engagement Goal 2 guides increasing institutional visibility. An impressive array of promotional efforts and partnerships have been reported for Year 1. These efforts publicized achievements in academics, athletics, and student and support services. Social media logos were added to WCU website footer to facilitate access to social media for website visitors.

In support of Goal 3, the University reached and surpassed measures to engage with community members, holding at least eight meetings with the Campus Community Coalition, 3.1D, and holding at least four high profile community events, 3.2A. SPAAC considers this work excellent and wishes to recognize these campus members for their accomplishmets.

Efforts to support alumni engagement were also impressive. 4.1A calls to double the number of alumni events held regionally and across the nation from 30 in 2011-12 to 60 in 2014-15. At the time of reporting, the WCU Foundation held 59 events. They are on track to reach and exceed their goal of 60 ahead of the 2015 date. SPAAC applauds this success and recommends this measure be revised to include a suitable target goal for 2015. Other successes with alumni relations include a 23% increase in alumni appointments and drop-in to the alumni house over 2012. Other accomplishments include creating an advisory board to guide future engagement efforts, establishing a method to track alumni volunteer involvement via a database through the WCU Foundation, developing a WCUShadows job-shadowing program to connect current students and future alumni, and researching mentors for Career Services.

Areas in need of focus or improvementThough many Engagement actions are thriving, SPAAC identified a few areas for

improvement in Year 2.

Year 1 work on 3.2B (Create and implement a plan to grow annual attendance at campus arts events from 75,000 to 100,000 by the end of 2015-2016) called for completion of several action steps. These action steps included completing a plan to increase awareness of campus cultural arts programs, creating and implementing a marketing plan to promote these programs, streamline ticket sales and attract 85,000 guests to cultural events. A group of stakeholders convened in late spring of Year 1 to begin discussion of this measure. SPAAC is concerned that Year 2 action steps may be delayed until this work is completed. SPAAC recommends the group convened on April 16th continue discussing the project and complete a plan in Fall 2014 or earlier so Year 2 actions can be started in Year 2.

Conclusion

As can be seen by this report, the Engagement Theme of the Strategic Plan for West Chester University is aligning under existing campus infrastructures in order to increase

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engagement for all campus members. The Engagement Theme Sub-Committee is pleased to report that considerable progress has been made in advancing the goals and objectives outlined in Year 1 of the Phase 1 introduction of the plan. Most measures for Year 1 are completed or are on track to reach completion. The Engagement Theme Sub-Committee looks forward to learning about the work engagement achievements in Year 2 that will build on Year 1 accomplishments: increasing the University’s impact within its home region and across the world, attracting new resources to advance learning and community well-being and focusing campus talent on the pursuit of the public good.

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