BUILDING ON EXCELLENCEWest Chester University Strategic Plan

Strategic Plan Assessment and Advocacy Committee (SPAAC)

Phase 1, Year 3 Final Report2015-2016

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Table of Contents

Organization of the Report ……………………….. p. 3

Part I: Overview and Major Recommendations ……………………….. pp. 4-9

Part II: Detailed Theme Assessments and Analyses ……………………….. p. 10

Academics Theme ……………………….. pp. 10-17

Diversity Theme ……………………….. pp. 18-20

Engagement Theme ………………………… pp. 21-24

Sustainability Theme ………………………… pp. 25-31

Enrichment Theme ………………………… pp. 32-40

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SPAAC Phase 1, Year 3 Building on Excellence AssessmentAY 15-16

Organization of the Report

The Phase I, Year 3 Final Report is divided into two parts.

Part I provides a larger overview of the work completed by SPAAC – including some broader or more general process recommendations moving forward. Part I also updates the work completed by SPAAC over the past year as well as some additional comments regarding some of the major changes and institutional shifts that have impacted the University.

Part II provides the detailed assessments of the completed Annual Reported Outcomes for 2015-16. (Actual reported outcomes can be found in the PDF’s attached, per theme: Academics, Engagement, Enrichment, Diversity, and Sustainability). The assessments completed by each SPAAC theme member are broken down differently for the Year 3 report. For this year, we provided a follow-up to the Mid-year report (submitted February 2016 to Cabinet) in the form of assessments and questions designed to provoke additional discussion and dialogue for the upcoming strategic year (Phase II, Year 4). These sections are highlighted in red so as to focus the reviewer’s attention on the updates provided in this Annual Report.

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Part I: Overview, Accomplishments, and General Assessment and Recommendations

Charge and Operation of Strategic Planning at WCU           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 assess 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, 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. The broad role of SPAAC is to provide guidance, support and assistance to the University community in advancing the strategic plan's objectives. SPAAC also consults with University divisions, units, and other stakeholders to identify any additional objectives and outcome measures to be pursued in the upcoming year. In addition, SPAAC, working with the reporting coordinator provided by the Office of the President, ensures that qualitative and quantitative measures are in place for SPAAC's mid-year and annual reports, which are shared with the President's Cabinet, Theme Teams, and University community. SPAAC can thus more accurately track and assess the progress being made toward achieving Phase 1 (Years 1-3) and Phase 2 (Years 4-6) Building on Excellence objectives and outcome measures. The reporting phase and data are managed through the University's comprehensive assessment system TracDat. Based on the data submitted, SPAAC presents to the President's Cabinet the progress made, issues needing to be addressed, and recommendations for the following year. The President's Chief of Staff and Executive Deputy, Dr. John Villella, acts as a liaison between Cabinet and SPAAC's committee co-chairpersons to facilitate this process of communication, as well as providing a central point of communication regarding the strategic plan to the campus community. The President's Cabinet, under the leadership of respective vice presidents, moves SPAAC's recommendations forward via Theme Teams. Theme Teams are divided into five areas of responsibility corresponding to the five themes: Academics, Diversity, Sustainability, Engagement, and Enrichment. Each Theme Team is co-chaired by a vice president and one additional person appointed by the president. The Theme Team leadership seeks campus feedback and suggestions for revised objectives, any additional action steps required to achieve those objectives, and relevant resources required for implementation. Theme Teams updates are reviewed and approved by Cabinet. The updated yearly objectives are then provided in the fall semester to the University Budget Review committee for an implementation budget and resources as appropriate for the next fiscal year. Committee Membership and Structure SPAAC is comprised of 15 members who serve the five Themes of the Strategic Plan: Co-Chairs: Mary Braz and Peter LoedelAcademics: Jen Bacon, Nicole Cattano, Lisa Yannick, and Jack Waber (Co-chair Liaison Peter Loedel)Enrichment: Kim Slattery and Susan Visoskas (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)

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Engagement: Autumn Walden, Melissa Rudolph and Ray Zetts (Co-chair Liaison Mary Braz) Phase 1, Year 3 (2015/16) Initiatives and Changes Strategic Planning Website The University’s strategic planning website is housed under the President’s area of responsibility.   Created in 2013, the original strategic website was now over two years old and retained outdated information about the Plan, the processes for campus review, and assessment and implementation.  The development and repositioning of the new Strategic Planning Website was one of the major accomplishments of SPAAC’s work for 2015/16 and will act as an important foundation and repository for all information related to strategic plan reporting moving forward. For example, the two Full-Year (Year 1 and Year 2) SPAAC reports as well as the original Building on Excellence report are posted on the Strategic Planning Website at http://www.wcupa.edu/StrategicPlanning/.    The website explains the role of the key actors in the strategic planning process, how they work together and interact, and provides an updated accounting of the status of the five strategic themes.  The university community can also offer their opinions and provide input directly to SPAAC and the Theme Teams moving forward.  Technical and Reporting Processes: An Update for Year 3 In previous Annual Reports, SPAAC noted that the system for data collection, reporting, and overall streamlining of the gather of information for assessment purposes required some improvements.  Over the past three years, through the leadership of the Associate Provost (now Provost) Dr. Lorraine Bernotsky and Dr. Scott Heinerichs, and the Office of the President. The process has been considerably refined and notably improved.   For Fall 2015, Theme Teams continued to refocus, further define, and operationalize the objectives and outcome measures for Phase 1, year 3 of Building on Excellence.  These objectives and outcomes were assigned to an updated list of outcome leaders and supporters. The reporting site data fields included an outcome action update, progress toward completion, notes, attached documents, continuation of the outcome into next year, resources allotted support advancing the outcome, and how the resources were spent.  While some continued focus on identifying outcome leaders is still needed for reporting purposes, the process for reporting outcomes was considerably easier and smoother than the first two years. Most notably, every outcome now has an individual assigned to it.

During previous years, SPAAC would identify outcome action updates that were missing after reporting deadlines and contact Theme Team co-chairs and outcome leaders to obtain the missing information. These efforts ensured a complete report of outcome actions. The decision was made for this year that it was not SPAAC’s role to identify and obtain missing data; that task was to be transferred to the Theme Team co-chairs before SPAAC received the report.

Full outcome reports were completed for most of the themes, but there still remained some minor gaps in reporting. Where noted in the detailed assessment in Part II, several outcome action updates were not completed by the deadline and remain incomplete. SPAAC is appreciative of the efforts to more fully report the outcome actions with the final end of year reporting. Some additional outcome action updates were added in the last few weeks prior the final edit of this report.  University Leadership Changes and Transitions SPAAC notes that the University is in the midst of some significant leadership changes and challenges.  With the retirement of Dr. Greg Weisenstein at the end of  March 2016, the person who really launched the Building on Excellence strategic planning initiative in the Summer of 2011, it might be expected that

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there will be some adjustments or fluctuation in the commitment to seeing the strategic plan and process moving forward.  Fortunately, the appointment of Dr. Lorraine Bernotsky as the permanent Provost and VP for Academic Affairs and Dr. Jeffrey Osgood as Vice Provost and Graduate Dean will significantly stabilize strategic planning operations on campus. Dr. Bernotsky and Dr. Osgood have been integral parts of the strategic planning process from day one.     Furthermore, the appointment of a new Interim President, Dr. Christopher Fiorentino, provides stable leadership and vision to the University’s mission and strategic plan.  Dr. Fiorentino’s long leadership as Dean of the CBPA, his previous leadership position as VP of External Operations where he has been involved in a number of critical strategic plan initiatives (distance education, amongst others), and overall deep knowledge and familiarity with the university will certainly guide the University through these leadership changes. Finally, the longstanding VP of Student Affairs, Dr. Matt Bricketto, an active Theme Team member and leader for strategic planning, will be retiring at the end of the spring semester.  Dr. Bricketto has been an important leader and advocate for the enrichment, engagement, and diversity initiatives over the past three years. New University Budget Review Committee A major new restructuring of the University’s strategic budgeting process has been implemented as of late Fall 2015. This new process will be led by the University Budget Review Committee (UBRC).  The primary role of the UBRC is to review the draft University block grant funding/reduction requests as presented by Cabinet and the President.  Members serving on the committee should bring a University-wide perspective to their role.  While budget elements presented to the committee may address advocating for the needs of a particular division or unit, the role of Committee members is to make recommendations to the President and Cabinet that reflect the interests of the University as a whole.   As such, the role of the member is not one of direct representation or advocacy of their particular constituency.  In this context, the UBRC will review the draft University block grant budget allocations as presented by Cabinet and the President. They will provide input to the President and Cabinet by either acknowledging concurrence or making recommendations for revisions based on their review. With its two core principles to engage and promote transparency in the University budgeting process, the UBRC must be further explained to the campus community throughout the coming year, including any decisions or recommendations initiated in Spring 2016.  To its credit, the UBRC has membership from a number of key campus constituencies which were selected via an extensive and careful process to add new faces and members to major university strategic decisions. John Villella, Executive Associate to the President, should be commended for his efforts in getting the committee launched and operating in the current semester. Given the extremely difficult and unpredictable external budgetary issues confronting the university (for example, the lack of a state budget, rising internal costs, sister PASSHE campuses in difficult financial straits), the UBRC will be an important university forum for meeting strategic objectives and outcomes. 

Campus Academic Division Reorganization Adding to the changes in leadership and budgeting decisions, the new campus-wide academic reorganization of the Division of Academic Affairs’ five university colleges will add some additional uncertainty into the mix.  To be sure, the strategic plan charged the institution to transform itself into a university whose organizational structures are strategically arranged so as to facilitate excellence in teaching and learning (Academics Objective 2.1; pg. 10). Additionally, the plan calls for a review of existing organizational structures to ensure they are strategically aligned to facilitate excellence in all areas of University operations and to support the University's mission (Sustainability Objective 2.1; pg. 20). The senior administration of Academic Affairs recognized that the current structure of the division was not sustainable in terms of the allocation of both administrative support and administrative

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complexity. The significance of this undertaking is noteworthy.  Deans, Associate Deans, Departments, Programs, and faculty will transition to the new reorganization for Fall 2016.  The impact of this reorganization will be notable and may impact other strategic initiatives.  It is also unclear how this reorganization will impact budgets across the Colleges and within the Division.  That said, the process of the reorganization, a major undertaking, proceeded with relative speed and consequence in the Fall of 2015. Planning and decisions are well underway to implement the change for Fall 2016.   For a review of the very engaged and open process, see: http://www.wcupa.edu/_admin/provost/reorganization.aspx Communication to the Campus Community The degree to which divisions, units, and people are familiar with Year 3 measures still varies considerably. SPAAC recommends Division Leadership and Theme Teams 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.  SPAAC recommends all university leadership work toward greater involvement from an increasing number of campus community members. Connecting ideas and campus constituencies to linked outcomes and outcome leaders and supporters may help include a wider representation of people and work into strategic plan reporting. The decision by the Cabinet over the Summer of 2015 to coordinate strategic planning communication out of the Executive Office of the President has helped significantly. As part of these efforts, the several Big Plan day events, held in November 2015 and April 2016, added an additional layer of input, discussion, and communication related to strategic.   The event was marketed as an “open house” for which anyone could come by and provide their thoughts and feedback related to the five themes.  Between both events, around 150 members of the campus community attended, from senior administration including many VP’s to staff members. SPAAC and the Theme Team members were placed at the five theme tables to receive and record ideas and suggestions related to the theme. Attendees were also able to listen to updates, meet and connect, and build a better understanding of some parts of the strategic plan overall.  While some participants maintained a very deep and nuanced understanding of some aspects of the Building on Excellence plan, others, many at the staff level, did not have much knowledge. Finally, students were not well represented.

The second Big Plan day in April was not as well attended as the first. However, SPAAC members in attendance at various points over the two days noted the following themes:

“Perhaps it is time to take a bit of a pause and reassess where we are with the Plan.” “Should it be pared down and narrowed?” “There should be additional input into the outcomes from the bottom up. It appears that the Plan

has a strong top-down approach.” “Theme Teams appear to be operating very differently in terms of the feedback loop.”

More generally, there is some concern about continued lack of understanding of the varying dimensions and definitions within the Sustainability theme. Additionally, some concern was expressed about the fragmentation and compartmentalization of the Diversity theme – namely, while there are many programs and actions taking place on campus to advance Diversity initiatives, there exists among some participants a less than complete understanding of the overall connection among these initiatives. A new hire, Dr. Hiram Martinez, in the Office of Social Equity, may help with these concerns.

 

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Overall Assessment and Macro-Recommendations Moving Forward to Year 4 and Phase II

Overall, SPAAC believes that the overall record of implementation in Year 3 of the five themes, objectives, and specific outcomes advanced considerably and with notable successes.   These accomplishments have continued to push the university forward on a number of fronts such as the growth of distance education, graduate student growth and program development (examples include professional doctorate programs in Nursing, Education, Clinical Psychology, and Public Administration), internationalization, engagement with the campus and local/regional community, continued development of the university’s building infrastructure, and the sustainability objectives advanced via the geothermal project. Within Divisions, SPAAC recommends the continuing alignment of divisional and unit goals with the strategic plan.  Where possible, individual performance management goals and expectations should also align with strategic plan reporting. This has been done in many instances and led to some more focused action and accomplishments for Year 3, and looking ahead to Phase II. In addition, and as feasible, SPAAC recommends a further alignment of the strategic plan reporting with PASSHE KPI’s, the PASSHE Strategic Plan, and Middle States Standards of Excellence.

It should be noted that the University also recently submitted the Periodic Review Report (PRR) to Middle States and includes documentation and analysis in the PRR of the University’s commitment to implementing Building on Excellence. The Provost’s office took the lead in developing a comprehensive process of inclusion and feedback and provided an excellent assessment, per the guiding documents, “a retrospective, current, and prospective analysis of the institution." We encourage the University to read the PRR for an additional assessment of the current state of the University. Where necessary and appropriate, SPAAC recommends that theme team members continue to revisit the wording of some measures.  SPAAC recommends further refinement of reporting goals using metric or quantitative measures for Phase II planning.  Though most measures are able to be assessed in their current form, others continue to be broad or lack specific, measureable language.   This may especially be true as the theme teams review the Phase 2 (Years 4-6) plan objectives.  Moreover, with the process for reporting outcomes, review and assessment of outcomes, evaluation and implementation of outcomes (via Theme Teams), and the tighter connection to budgeting via strategic initiative dollars, SPAAC believe that the time is right to further think about how to cross list and identify ways to connect objectives and outcomes across the five themes. We do not want the objective and outcomes to remain isolated in silos. We recommend working to develop more systematic methods to encourage bottom up support and development of additional outcomes and goals, where necessary and appropriate. Finally, it might be time to reassess the usefulness of the Big Plan days and identify additional venues where constituencies from across the campus can communicate and share thoughts about the Plan.

To summarize then the key macro recommendations:

Determine some clear parameters for 2016/17 strategic planning.o Identify priorities within Year 4 Updates.

Which priorities might be carried over and/or extended into Year 4? Can the outcome actions be narrowed down and combined across themes (where

appropriate)? This might require finding a middle ground between overarching themes and specific outcomes.

o This process should also be part of campus communication plan (see below).o Continue to find ways to connect people and outcomes across themes (and across

division/units).

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o Within these parameters, maintain existing protocols for identifying outcome leaders, outcome actions, and reporting processes.

Create campus communication plan for the next steps or phases of strategic planning.o Communicate Year 4 Updateso Ensure transparency in the process

Determine further need of “Big Plan” days and review additional or other opportunities for the campus to provide input into the process.

Recommendations for SPAAC’s Role Moving Forward

Determine future role, if any, of SPAAC or other outside committee to provide independent evaluation and assessment of the process and reported outcomes.

SPAAC has greatly appreciated the opportunity over the last three years to give life and shape the direction of the strategic planning at West Chester University. We are supremely confident that the Plan has been given the support by the University’s leadership and administration in order to be successfully implemented. The Plan has not sat on the shelf and collected dust; rather, it has been very much the active and living document that previous Dr. Weisenstein envisioned back when the Plan was developed. In addition, notable successes in achieving outcomes and implementing the overall themes have been recorded in previous Year 1 and Year 2 reports. Year 3 follows a similar pattern of achievement.

SPAAC feels that the time has come to reevaluate the role of the committee, with the possibility of redefining its charge or dismantling the committee altogether. The broad role of SPAAC is to provide guidance, support and assistance to the University community in advancing the strategic plan's objectives. As it stands now, we are not sure that this broad role is needed any more. Moreover, given the notable institutional changes over the last year and the intense and rapid implementation of the plan over the last three years, it might be time to reconsider the role of SPAAC and perhaps more generally the strategic plan’s next steps. More narrowly, SPAAC would like to offer the following suggestions:

1. Rebrand/retool and recharge of SPAAC. This would require new leadership (Co-Chairs) and new faculty representation and would require a more precise definition of its role vis-à-vis the Theme Teams.

2. Discontinue SPAAC and create a new cross divisional, college committee to provide some big picture feedback and thoughts about the five themes and any adjustments needed to keep the Plan vibrant and meeting the needs of the University over the next phase.

  Members of SPAAC continue to serve on a variety of service committees related in one way or another to strategic planning and will continue to offer whatever input and guidance needed for the next steps of the Plan.

Respectfully Submitted,Dr. Peter H. Loedel, on behalf of SPAAC

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Part II: Detailed Theme Assessments and Analyses

In the following order:

Academics Diversity Engagement Sustainability Enrichment

Academics Theme Assessment

Data were required for thirteen Objectives and twenty-eight outcome actions on the Academic Theme in year Three, 2015-1016. All outcome actions were reported.

The revised Year 3 objectives were developed over the Summer of 2015 and into early Fall 2015 under the direction of the Academic Theme Team. As several of SPAAC’s members were part of this process, it is worth noting that the level of engagement, discussion, and input was significant. Opportunities were provided to revise, refocus, and make more measureable the outcomes with this theme. The end result was a much more focused and limited set of objectives and outcomes for 2015-2016 where fewer individuals were identified as outcome leaders. There appeared to be more understanding of the process as well as the accountability of individuals (the outcome leaders) to focus on the relevant objectives. As a result, of the objectives and outcome listed below, there were significant steps taken to implement the objectives, to move toward the outcomes, and assess the degree or level of implementation. The Academic Theme remains a very complex and ambitious theme.

Outcome Action Updates

Objective 1.0 - Engage the WCU Academic Community in Academic Planning

For year three, the Outcome Action for this objective asked each academic dean to lead their respective colleges in the identification and creation of outcome goals that are consistent with the university's strategic plan and are based on the college's strategic plan. Each college level plan was supposed to prioritize the implementation of goals by AY 16 and include a formal plan for communicating ongoing planning efforts to the university community.

Not Started. This Outcome Action was not achieved, but for some pretty significant reasons. This year, in the process of working to achieve Objective 2.1 of the Strategic Plan, the university community engaged in a campus wide re-organization plan that will shift the structure of the five colleges beginning in July of 2016. Given this re-organization into different colleges, we made a decision to postpone some of the college-level planning that is called for in this objective until those decisions had been finalized. The Outcome Action is thus delayed by one year, with an anticipated completion by the end of FY17. No update at this time, but the Re-Organization is on track. It would be helpful to set some deadlines to that we get draft goals from the colleges by the end of the Fall.

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Objective 1.1 Strengthen and support the Assurance of Student Learning outcomes (ASL) and the use of assessment results to ensure high quality academic programming.

For year three, the Outcome Action for this objective was to evaluate ASL structures for each of the colleges and support areas in Academic Affairs as evidenced by “heat map charts” and to document what, if anything, is impeding progress toward the target score of 3.0 or higher for each program.

First Cycle is Complete. Updates from the reporting person for this outcome, Dr. Scott Heinrichs, indicate that the review will be completed by 2/1/16, so it is premature to guess about the success or lack thereof on this action. Each program’s Assessment Plan is evaluated according to its success (or lack of success) in demonstrating that it has achieved seven different criteria, including: 1) Direct and Specific Program Outcomes; 2) Measures for those Outcomes; 3) a Curriculum Map indicating which courses achieve each Outcome; 4) A Rationale for the Outcomes and Measures; 5) Criterion for success on each Measure; 6) Results reported annually; and 7) an Action Plan derived from those results. It would be helpful to have the cycle of review clarified in this document, and to know what efforts are in place to ensure continuous assessment and remediation for programs that did not meet the benchmark.

Objective 1.2 - Ensure that the General Education Program provides the cornerstone to a high-quality education.

For year three, the Outcome Action for this objective was to engage the campus community in reviewing the General Education goals, courses, and assessment methods as evidenced by General Education Meetings around reform as well as ASL project focused on general education. This work is ongoing and will continue into Phase II of the Strategic Plan. Given the critical role that this curriculum plays at the university, more information about the intermediate steps that have been taken would be helpful in assessing progress on this objective. It is now clear that a new General Education Curriculum will not be implemented, in its entirety, for the Fall of 2017. As a result, the new curriculum will likely be phased in, with several high-impact practices suggested for the initial phase of implementation. After spending the 14-15 AY engaging the campus community in extensive conversation about the Gen Ed reform, the 15-16 AY was spent modifying the original proposal in order to better align it with the community’s feedback. It should be noted that the slower pace of progress has been, in part, the desire to develop full campus buy-in for the project through multiple venues and opportunities for input. The anticipated CAPC (Curriculum and Policy Committee) vote on some reforms will likely = bring some high-impact practices to the Gen Ed program, with the assumption that reform will happen in phases over the next several years. Should a summary of progress, decisions to date, and steps moving forward (including anticipated outcomes for the General Education project) be provided to the university community?

NOTE: 1.3 B, Ensure that the Dean of USSSS publicize and promote the Equity Scorecard program was listed as part of the “All Theme Overview” for 2015-16 but did not have an outcome leader assigned to it and nothing was reported. SPAAC will assume that this outcome action is either completed, not relevant, or needs to be reassigned.

Objective 1.4 - Advance research, scholarly, and creative activities.

For year three, the Outcome Action for this objective was to increase by at least 5% the number of senior students who report on the National Survey of Student Engagement (NSSE) that they have completed scholarly or creative research projects with faculty members (over the figures reported in 2015).

Nearly complete, BUT. This Outcome Action has not yet been achieved, and it was reported that

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the NSSE was not administered in the Spring of 2015, for reasons that are not indicated. The NSSE will be administered (according to the Reporting person for this outcome) in the Spring of 2016, and at that time we will have better information about our progress on this objective. The NSSE has now been completed, and the results will be available soon, but we have concerns that this is a weak measure of student participation in scholarly or creative research projects. We recommend that we identify different measures for demonstrating increases in this area.

Objective 1.5 - Ensure that advising at WCU is of the same high quality as its academic programs.

1.5C: The Advising task force will administer and collect data from surveys and other sources to inform the advising process. Results will be used to identify potential support structures to increase all measures of advising.

In progress and assessing implementation and effectiveness of some of the programs and procedures rolled out in 2015-16. We would recommend continued review as well as support for this important objective.

1.5D Improve the academic advising process by incorporating predictive analytics into the faculty and student's consideration of courses as evidence by implementation of Degree Compass. Approved funding '14-15: $165,000.00

In Progress. Progress has been made on the first of these Outcome Actions, as the Advising Task Force reports it has followed up on past student surveys and NSSE/FSSE data and has also conducted a faculty survey on advising and has initiated a student survey on advising services/delivery methods. The Task Force surveyed incoming students at their summer orientation sessions on the effectiveness of their orientation department advising session so that they have a baseline established with which to measure the success of future orientation advising sessions, and they are using this data to inform a proposal for changes to the campus advising structure. In all, it appears that the work of meeting the year three Outcome Action is on schedule, with additional data-gathering planned for the future that will also inform process. The planned use of Degree Compass, however, has been delayed, due to unforeseen problems with the software’s match for our campus. If the vendor can resolve those issues and reliably predict our students’ success and failure in courses based on early analytics, then this may still be an outcome that moves forward. If not, another vendor, or a different plan for incorporating predictive analytics will have to be drafted. Funding was already approved for the Degree Compass outcome action, so that funding will have to be reconsidered if this vendor is unable to resolve the problems. The new definitions and tools are excellent first steps, so we recommend that the task force identify measures that will help assess whether these new tools are working. Retention and graduation rates might be one more measure, as would indications about how much the tools are being used by advisors. Questions: What are the next steps on the advising centers? Who will they report to? Can we clarify the ways that the survey data was used to inform the proposal? The report on Degree Compass is unclear, given that we have now decided to consider a different vendor. This outcome should be clarified and/or updated.

1.5E Integrate current technology into WCU’s curriculum and catalog processes by deploying courses and curriculum management as evidence of implementation of Leepfrog software.

Completed and implementation underway.

Objective 1.6 - Ensure that retention and graduation rates are similar for all demographic groups, and that they meet the State System Performance goals

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1.6F: Create a student success program review process designed to identify issues of access, retention, and graduation for each of the colleges and pre-major advising.

In progress- middle stages. Reasonable progress on this goal has been achieved. A Student Success and Retention Committee was charged by Cabinet on 9/28/2015, and the committee is now meeting. Members have reviewed first-year student enrollment, retention, and graduation rates for the University and within each College and Department for the entire cohort and for the URM/non-URM subpopulations. The committee also reviewed methods for measuring the achievement gap, and is working to refine the reports that will help to summarize progress. The cycle of assessment has been determined, and the committee hopes to have a recommendation to the provost this summer so that the assessment can begin this fall. Additionally, related to the larger objective, an earlier recommendation from the Equity Scorecard project was implemented for FY 16-17, allowing F4 admits to schedule 15 credits of coursework and providing additional supports for them through the first year.

Objective 2.1 WCU will be nationally recognized for its methods of creating, identifying, and improving the teaching learning process.

2.1A - WCU will transform itself into an institution whose organizational structures are strategically arranged so as to facilitate excellence in teaching and learning.

Completed. A major reorganization of the Division of Academic Affairs was completed, remarkably within the time frame of one semester. Processes for implementing the new plan (as noted above as one of the major changes in the Fall 2015 strategic planning process) are already under way. Sufficient attention to the impacts (faculty/staff/student) and possible additional resources will be required as the reorganization is implemented in 2016-17. By what measures will we assess whether the re-org actually improves excellence in teaching and learning?

Objective 2.4 WCU will provide its students with a high quality international experience both at the institution and abroad.

2.4A - Increase the number of enrolled international students by 84% from a baseline of 104 students in the Fall 2013 to 145 by the Fall 2015.

Completed. International student enrollment is an area that has been focused on and is noted as an accomplishment. It appears that WCU has seen modest increases in this area with 145 Fall 2015 students – hitting the target. Dr. Peter Loedel should be commended for bringing some additional focus and efforts to this area. It appears that WCU is on target to meet this objective in Fall 2015, but financial support in the form of scholarships or tuition discounting is required moving forward. Recommend that a new target number be set within the Phase II period. It would be helpful to clarify the ways that the funds requested were deployed in order to advance this objective. New targets and objectives should be developed moving forward.

2.4B and C - Deliver a comprehensive evaluation of the Center for International Programs by the end of AY16 which will include: recommendations, targets and goals for remainder of the strategic plan.

This outcome is in progress, but the mid or early stages of completion. This is slated for completion in the Summer of 2016. We recommend that the Strategic Plan clarify the path forward and the ways that the program’s efforts are working toward the goals articulated. If the

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target is a stretch, perhaps there are other accomplishments you could share that will move you TOWARD the 192, even if it’s not obtainable. How will the ESL program play a role?

2.4 D - The University will establish a strong English as a Second Language Program that prepares and supports students to successfully complete undergraduate and graduate academic programs at WCU. Continue into Phase II

In Progress – early stages. The year-long process of RFP, selection, contracting and staffing will result in the opening of an ESL center as of June, 2016. The Center for International Programs is managing the process and it looks like the objective will be achieved by the end of the academic year. We recommend close monitoring of this program in its early stages to ensure that it is clearly linked with the goals of the Center for International Programs.

Objective 3.1-Develop a comprehensive plan to strengthen the university's distance education programs with the goal of increasing access while ensuring a high-quality educational experience.

3.1B: Distance education student headcount was supposed to increase by 150% (from 2013 levels) and the number of new and revised distance education courses. Assess impact of student access through distance education as evidence by demographic data by OIR.

In Progress – Midpoint. It cannot be determined if this outcome action has been met at this point due to incomplete data from Spring 16/summer I 2016 data. Can we get an update on this yet? Are the targets realistic? Can we start to move from assessing the numbers of students involved to assessing the effectiveness of the courses and programs?

3.1C: Increase DE enrollments to at least 510 students by the fall 2015 enrollment snapshot (2015-16) OR increase DE enrollments to at least 5% of the student

Nearing Completion. It would appear that this outcome action has been met since the number of DE student seats in Fall 2015 was 3650. However, It cannot be determined if this outcome action has been met at this point due to incomplete data from Spring 16/summer I 2016 data. (Same outcomes are provided for 3.1B & 3.1C) In Fall 2015 Outcome action was met with 9.55% of total student body taking online course (exceeding the 5% goal). See above comment.

3.1E: Increase the number of revised and new distance education courses taught by 25%, AY14/, 50%/AY15 and 100%/AY16, compared to 2013.

In Progress – Midpoint. It would appear that we are on target to meet this outcome based on last year’s numbers. However, it cannot be determined if this outcome action has been met at this point due to incomplete data from Spring 16/summer I 2016 data. Is there a way to assess whether we’re getting greater “coverage” across the units? Are there areas of need for DE, and how might we identify them? Is it still a goal to deliver a path to Gen Ed through DE?

3.1H: Assess needed resources and support services and provide recommendations for faculty to deliver high quality distance education courses. Cabinet requested our consideration of this new outcome.

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In Progress – Midpoint. Online course quality surveys were conducted in Fall 2015. No reporting of the results of the survey exists. We recommend completing some initial analyses of these surveys. Based on focus groups, online support specialists were hired. We could consider assessing the change caused by the implementation/effectiveness of these specialists. It would be helpful to know more about the success of the new employees. How many “tickets” are received/resolved? Can the purpose of the Social Media campaign be clarified in terms of its link to increasing DE?

Objective 3.3 - Establish opportunities for students to benefit from a WCU education through programs offered at offsite locations including community colleges.

3.3E: Reach enrollment of 500 students at co-located programs and/or regional branch campus (e.g., the Philadelphia site) by the end of 2015-16.

In progress – Midpoint. This outcome has not been reached and it is not projected that we will reach this based on the number of programs offered. It appears that a new target of 400 has been set. The university may need to consider other programs or marketing to facilitate growth, or note a “stabilization” of growth with these programs as noted in the outcome update. It would be helpful to expand this – If the goal has changed, it would be good to explain the issues that have shifted. Can we get an update about retention in our co-located programs? What about Nursing in Exton – is that a co-located program?

Objective 3.4-Strengthen and strategically grow graduate education at WCU.

3.4A: Strategically enhance Graduate Education with the development of high-quality graduate programs that meet regional needs, including the possibility of some applied doctorates, achieving program approval for a small subset of programs. Strategic Plan approved funding '14-15: $180,000.00

In Progress – Early Stages. This outcome action appears to have been largely met in many ways, based on the sustained and impressive growth in enrollments and new programs. The approval of 2 doctorate programs (DPA and EdD), and other MS programs, along with 2 new degree proposals underway and a revision of the MBA program to meet regional demand have been completed, suggest continued positive accomplishments in attaining this outcome. Continued strategic initiative dollars or baseline dollars to nurture, grow, and sustain these programs is recommended. More information about the ways these programs meet regional needs or about the reasons that the enrollments exceeded expectations would be helpful. What were the original targets and by how much were they exceeded? Do we have any ideas about why? Can we report on retention at all? In short – a status update on this would be helpful.

3.4B - Identify resources to ensure support for graduate assistantships, graduate coordinators, and graduate faculty, including support for assessment and evaluation.

In Progress - Early Stages. This outcome action appears to be met with a 24% increase from the previous year. There is a request for fund allocation to this area to ensure continued growth/success. We concur with this recommendation as it supports 3.4 overall. Can we offer data to link the growth in GA’s to the growth of programs? Was base funding increased? If so, by how much and how will the impact of the increase be assessed?

Objective 3.7 Expand access to WCU education by recruiting, retaining, and graduating non-traditional age/adult learners.

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3.7A - Upgrade the Veteran’s Center physical office resources and develop or find an instrument to measure student veterans’ satisfaction

Completed. Strategic dollars were provided to renovate the Veterans Center and around two-thirds was used for renovation with the remaining dollars used to support GAships for Veterans. The impact of this investment was critical and to be applauded in terms of meeting a strategic objective. Instrument has been developed and renovations are complete. What’s the communication plan for sharing the survey results when they come in?

3.7 B - Review and update the university's policies and methods for assessing and awarding credit for prior learning by the end of AY 15.

Completed. CAPC has reviewed its Prior Learning Assessment Policy and found that it sufficiently meets the needs to assess and review credit for prior learning. This objective could be eliminated. If the goal of this outcome was to expand access, do we need to think about better advertising the ways that credit for prior experience can be awarded? Is there a goal of increasing access to returning students through this? Is it time to set a goal for CBE or other prior learning credits or remove it entirely?

Objective 4.2 Provide, in consultation with faculty and students, quality facilities, technology, and support staff to positively impact formal and informal teaching and learning

4.2 A and C - Establish comprehensive plan that ensures all permanent faculty members have individual offices and appropriate facilities in which to work with students, pursue scholarship, and carry out faculty duties.

In Progress – Mid Point. A Facilities Master Plan has been developed and has been presented across the campus community (and continues to be communicated across the campus). A number of pieces to the plan are either nearly completed (renovations to Mitchell), new buildings to come online in late 2016 (BPAC), new renovations and plans for Sykes Student Services building, and plans for the Commons, Library, and Sturzebecker will help move the concept to reality. It is reassuring to see the Master Plan now public and concrete plans moving forward. However, progress on this objective will need to be closely monitored and carefully assessed in the remaining years of the strategic plan. There are still significant needs in terms of space – labs, classrooms, research, and student studying space. The ability of the Facilities Master Plan to keep pace with enrollment growth remains a significant challenge. It would be helpful to get an update on what we are doing with our current classroom space to assure that it supports innovative teaching, and to hear more about the ways the new spaces are being developed to do the same. Perhaps summarize some of the key data from the Comprehensive Facilities update to make clear where we are in terms of our needs, and how far away the solutions are. A few examples of completed projects would be great, as would an update that includes the amount of academic space that the Wayne Hall renovation will provide.

4.2B and D - Increase the ease and effectiveness of the university's workflow practices for students, faculty and staff by implementing a document management system and workflow practices.

In Progress, Midpoint and Early Stages. Good progress and significant work, led by the Registrar’s Office, has gone into the initial stages of the developing and implementing a documentation management system (areas of implementation already include TEP, Financial Aid for 2017 and Admissions for Spring 2016). This system is very much needed, given the aging

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system we currently use. Strategic Planning initiative dollars have been invested to purchase Hyland’s OnBase Document Management Software. The leadership and commitment to this system is noteworthy and to be commended. Additional support will likely be needed moving forward with the actual campus implementation of modules. This remains a high priority. What is the strategic, university-wide, plan for how we are rolling this out and how we are going to assess whether this is going to work? Is there a plan that more of our technology is integrated so that we go through the web-portal for everything? How might we better communicate with the community about these changes? Where is the university going in terms of business intelligence and workflow processes?

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Diversity Theme Assessment

Data were required for five Objectives and thirteen outcome actions on the Diversity Theme in year Three, 2015-1016. Several Objectives and outcomes were either not completed or no data (or confusing information) was reported.

Overall Assessment and Recommendations

Who is overseeing/leading/coordinating diversity, equity, and inclusion efforts on campus?

The diversity area includes a multitude of offices, units, and organizations (that include faculty, staff, and students) that address issues of diversity, equity, and inclusion on campus. Having someone overseeing and coordinating diversity efforts (including brining strategic initiatives under one roof) would enhance the diversity initiatives that are taking place on campus.

Having someone overseeing diversity efforts on campus would lead to better oversight, support, and monitoring of diversity initiatives. Also, the person could coordinate initiatives that span different units (such as academic affairs and student affairs). A stronger communication plan to the campus should be developed that highlights diversity issues, action steps, and issues.

Review the representation of the Council for Diversity, Inclusion, and Academic Excellence

Representation on the Council for Diversity, Inclusion, and Academic Excellent should be reviewed to ensure all the salient diversity organizations on campus are included. Having all the major organizations included will assist with the coordination and implementation of diversity initiatives.

Objective 1.1 – Continuation of Council for Diversity, Inclusion, and Academic Excellence

There were no mid-year updates submitted, but end-of-year reports were received for the following outcome actions:

1.1 A: Ensure that the Council convenes and meets specific targets during the semester and define the following: Mission, bylaws, infrastructure, and reporting links for the council. Review and make recommendations for institutional diversity training and facilitate forums for the campus community post Climate Survey.

Reported as completed in terms of almost meeting targets for meetings per semester and that the Council is in the process of reviewing and approving by-laws and repopulating the Council.

1.1 B Council will review diversity models and develop a plan to advance diversity, equity, and inclusion to improve campus climate.

Reported as completed and that by-laws will be presented to the full Council in the fall of 2016. Campus

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climate data will inform and shape plans to implement this goal. Given the ongoing issues with campus inclusion and diversity, it is imperative that further initiative is taken in this area.

1.1 C Campus Climate Survey – Nearing completion with data analysis underway. Data will be shared in the Fall 2016 semester. This is an important project and should proceed with focus and clarity to help lead the dialogue on campus related to Diversity issues.

Objective 1.2-Strengthen offices and committees that support diverse and historically marginalized populations.

1.2 A Review, inventory, and publicize a summary of University wide efforts that support diversity.

Nothing reported.

1:2B Identify gaps in diversity programming (University Forum)2015-2016 Target: Identify gaps and recommend institutionalization of 3 programs that have positively impacted campus climate issues.

In-progress, nearing completion. The Latin@ conference has positively impacted the University community and the campus climate for several years and is now institutionalized. Two additional programs will be identified to be institutionalized in spring of 2016. No additional funding was requested at the mid-year report, and this outcome action seems on target for completion by the final reporting period in April 2016.

Completed for Spring 2016: FDI Lunch (En)Counters. These campus forums provided discussions for students/faculty/staff on topics related to race and civil rights.  Below summarizes the activities from the Spring 2016. Each program drew well over 200 students and faculty who were actively engaged in spirited discussions.   2/3/16: The DNA Project. Dr. Anita Foeman (Communication Studies).

3/1/16: Discussion of the award-winning book Between the World and Me – a nonfiction work that grapples with what it means to be black in America. Dr. Michael Burns (English) and Dr. York Williams (Special Education)

4/13/16: In the News: A discussion of topical issues related to race and civil rights. Dr. Travis Ingersoll (Undergraduate Social Work) and Prof. Chad Lassiter (Undergraduate Social Work).     

Objective 1.3-Promote trans- cultural literacy, cultural competency, and international education and exchange on campus throughout our community, including our alumni.

1:3B Continue to support and implement cultural awareness programs for faculty, staff and students which incorporate the needs and experiences of the diverse groups that make up the WCU community.

Completed. Approximately 50 people attended the first Veterans Cultural Awareness Training on November 10, 2015. Another session of VCAT will be presented in the spring 2016 semester. The Women's Center hosted 8 programs during the Fall 2015 semester. We visited 22 classrooms and 9 clubs, organizations and/or Residence Halls. We reached a total of 1500 students through our programming

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efforts. Programs focused on the intersections of race, sexuality, and gender in body image, sexual scripts, and feminism, re-defining masculinity, violence prevention, and women's leadership.

Completed in Spring 2016 by FDI:

The 15th Annual Patricia Grasty Gaines Multicultural leadership Awards Dinner. Distinguished leaders and student award winners were recognized for their contributions in multiculturalism and diversity.

  FDI annual educational trips: the Historical Home of Frederick Douglass (Cedar Hill, DC) and the

Smithsonian; Schomburg museum and other sites (Harlem, NY). These educational trips included students from diverse backgrounds and majors who conversed about influential and transformative icons from African American life and history.

  FDI Educational Outreach: Education through the study of The Narrative of the Life of Frederick

Douglass and Escape to Freedom. Workshops were completed for the following schools: the Young Scholars Frederick Douglass Charter School, Stetson Middle School, the Girard School, and the Eastern University Academy Charter School

Wells Fargo Frederick Douglass Institute Academy: a literacy program for students at Coatesville Area School District (CASD) will begin in the Fall 2016. The goal is to create a pipeline for academic success from elementary to high school to West Chester University.

Objective 2.1 Recruit, retain, and promote inclusive excellence among a diverse community of students, staff, faculty, and administrators.

There is some confusion in terms of which outcome actions are to be reported upon for this Objective. Outcome actions 2.1 A through 2.1 D were to be reported upon. Only 2.1 B reported (Review current diversity recruitment and retention best practices and develop a list of suggested effective recruitment and retention practices…) and no action was reported taken.

SPAAC is questioning why this Objective is not clearly applied and implemented in 2015-16. It would appear to be a critical piece of the Diversity goals for the University.

Objective 2.2 Recruit and retain diverse cohorts of students.

2.2 B Increase the number of students who are veterans by 5% per year through 2015-16 and establish support services to promote success and integrate them into the university community.

Completed with a 20% increase (over 2014-15) in the Veteran student population. Additional programs and services were also reported that will assist Veterans on campus.

2.2 E Implement new and proven strategies to retain students from historically marginalized groups, such as LGBQTA, students with disabilities and other marginalized groups.

Not started as data must be analyzed prior to implementation of this outcome.

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Outcome Action 2.2 D was conveyed for the end of year report, but it was not initially included on the list of outcome actions that needed implementation for 2015-16.

Engagement Theme Assessment

Data were required for twelve Objectives and nineteen outcome actions on the Diversity Theme in year Three, 2015-1016. Several outcome actions were not reported.

Assessment and Recommendations

Objective 1.1-Strengthen campus understanding of the meaning and value of external engagement and its impact on student learning and academic excellence

General Recommendation: Engagement actions, initiatives, and programs are a centerpiece of West Chester University. Is there a point person or office that can more effectively communicate the overarching strategic initiative and its meaning, as well as highlight the multiple engagement success stories, for example, the Center for Community Solutions and the work of the OSLVP (among others)?

1.1A: By the end of the 2015-2016 academic year, launch the inaugural community project ofthe Center for Community Solutions.

The mid- year update reported “Completed” and that the Center had been launched with the first Advisory Board meeting held at the GBC, but the outcome calls for an updated inaugural community project. This outcome was not clearly updated for the end of the year review as requested in the mid-year review. Could the Center provide some additional communication about its efforts to date?

Objective 1.3-Encourage and provide support for expanded field-based and service learning opportunities.

1.3A The Office of Service Learning & Volunteer Programs will work with Academic Affairs (Service Learning Faculty Associate and work group) to increase the number of course sections offering service-learning by: Target 2015- 2016: 12% (4% each year) by June 2016.

In-progress, nearing completion. The update reported that the Office is working on the task. No additional information was given. Data was not reported – the OSLVP indicates that data is still being gathered based on final academic year numbers.

Objective 1.4-Provide a single point of contact for external stakeholders seeking University expertise and promotion of University services to external stakeholders.

1.4A Provide a single point of contact for external stakeholders seeking University expertise and promotion of University services to external stakeholders.

Completed. The point of contact was identified at the beginning of the year.

Objective 1.5 - Use technology to centralize information so students, faculty and staff can readily

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access engagement opportunities.

1.5A Completed training and implementation of 25Live to centralize University calendars and identify and implement a new system that is compatible with 25Live to provide ticketing service for all campus events (2014-15).

Completed. The calendar is live and continues to be refined.

1.5BIdentify and implement a new ticketing/box office system, providing a fully centralized ticketing system for campus events linked with the campus calendaring system (25Live).

In-progress, nearing completion The Centralized Ticketing System will be completed by August, 2016.

Objective 1.7 Prepare students to be global citizens.

1.7A By 2015-16, the Center for International Programs (CIP) will add five new agreements between WCU and other universities and institutions around the world in which faculty and students are engaged in cultural and educational exchanges. It is recommended that criteria be established for determining the long-term viability of the partnership before agreements are signed.

In-progress, nearing completion. Four new partnerships have been signed (Example: with EM Normandie, a business school in France, and other partnerships are in final development). This remains an ongoing objective.

1.7B Annual participation in study and research abroad will increase to 500 students by 2016-17.

In-progress, nearing completion. The Center for International Programs reports 454 students studied abroad in 2014-2015, a 28% increase over the previous year. CIP will report study abroad participation at the final reporting deadline.

Nearing Completion: Final Reported data will be reported at the end of summer of 2016, but current expectations is that CIP will meet its 2016-17 target of 500 students.

1.7 C Create a new major in International Business

In Progress, nearing completion. Update: BoG approved at May 2016 meeting and will launch for Fall 2016. A tremendous success to be noted.

Objective 2.1 – Strengthen WCU’s regional, national and international visibility and reputation.

2.1.A. - Completed: Marketing plan was developed and implemented which resulted in a 14% increase in traffic to wcupa.edu homepage including a 72% increase in traffic from Washington, DC area and a 7% increase in traffic from NY (18% increase from NYC). The Undergraduate Admissions homepage received a 33% increase in traffic including a 191% increase of traffic from Washington, DC area and 93% increase of traffic from NY (124% increase from NYC).

2.1.B. – Nearing completion. Cumulative difference between AY2011-12 and AY2015-16 is 46.33%. Goal would have been completed and slightly surpassed but for a staff member’s medical leave of several months in 2013. On average, media coverage increased by just over 11% each year. New media outlets were continuously added including local community websites and calendar sites such as Patch, eventsnearhere.com, lancasterpa.com, phillyevent-source, philly.com and others. When appropriate,

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contacts for local church bulletins were sent summaries of events (Criterions, holiday events and choral program, volunteer activities).

2.2.B. – Completed. In addition to including events on the homepage as part of the “events slider,” select programs were highlighted with articles on the Communications Office web page and promoted on WCU’s social media. Events have been promoted on the digital signage, through WCU Weekly and with articles in the Quad. Brief content was also drafted for all-users emails for special events including Research Day; emails were sent by offices of President and Provost.

Objective 3.1-Pursue partnerships with West Chester Borough, surrounding Townships, and the region promoting shared goals and visions.

3.1A Enhance the partnership between the Borough and WCU by sponsoring a minimum of 8 meetings each year with the Campus Community Coalition.

In-progress, nearing completion. Four meetings were held in the fall semester. Three of the 4 scheduled spring meetings were held. A 4th meeting was projected for May 5 – there was no update whether it occurred.

3.1B By June 30, 2016 conduct focus groups to identify community values particularly related to alcohol use and misuse and community safety, develop and implement a social media marketing campaign that informs students about those community values, and hold a minimum of two social events per semester to advance “West Chester Together” messages.

Completed. The focus groups were completed, survey data was collected from town visitors in the borough, and results were analyzed. Social events occurred promoting “West Chester Together” but there was no data presented regarding the proposed social media campaign in the spring semester.

Objective 3.2-Improve community involvement in WCU programs, and events.

3.2A The University will annually involve neighbors and community groups from the Borough/Townships in at least four (4) high profile community service, athletic, educational/cultural/social events and will develop and implement live streaming of larger campus events to the community.

Completed. Several activities were completed including Walk the Block, Pack it up/Pass it on!, Military Appreciation Day, and MLK Day. Also, live streaming of university events is now occurring with 6,895 total views and 3,787 unique views reported.

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.

Completed. The attendance for 2015-2016 exceeded this goal at 105,000+.

Objective 4.1-Expand alumni communication, programming and outreach efforts to connect WCU students with new opportunities for engagement and build relationships between alumni and their alma mater.

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4.1.A . – 4.1A: Increase the number of alumni events held regionally and across the nation to engage the diverse membership of the WCU alumni body.

2014-2015 Target: from 30 held in 2011-12 to 752015-2016 Target: from 30 held in 2011-12 to 100Strategic plan funding approved '14-15: $31,000.

Completed. Held 112 events in 2015/16 on target of 100.

4.1B The Twardowski Career Development Center will increase the services and support offered to alumni clients by 6% (2% per year) by the end of 2014-15.

Completed. At the time of reporting 314 individual sessions had been held; a 61.8% increase over last year’s 125 sessions. Real positive work and effort to be noted.

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Sustainability Theme Assessment

Data were required for nine Objectives and twenty-three outcome actions on the Sustainability Theme in year Three, 2015-1016. Several outcome actions were not reported.

Objective 1.3-Develop institutional partnerships with business, government and nonprofits that address critical sustainability issues.

1.3A: Increase the number of formal partnerships with the local community, including school districts, government agencies, non-profit organizations, higher education institutions and other entities to advance environmental sustainability within the community. Specific tasks include: Specific tasks: (1) create an e-mail mailing list populated with sustainability contacts at relevant community entities; (2) explore interest among sustainability contacts in establishing a listserv, Facebook group, or other electronic community forum in which to share local sustainability events and resources; and (3) identify potential sources of funding and interest in creating an annual or semi-annual WCU-Community Coalition meeting at WCU.

November Update:In-progress, midpoint. Several activities relating to sustainability work were reported for this outcome. Hundreds of sustainability contacts have been counted, though it’s unclear if a central list of contacts has been established. It is unclear whether or not the email mailing has been created and how many contacts are on it. Likewise, no information was reported on the activities related to establishing the listserv. No information was reported on activities related to the WCU-Community Coalition meeting at WCU.

SPAAC appreciates the interesting information that was reported, including the launching of a website and bike sharing programs. For the final reporting deadline, please report information related to the specific tasks in the outcome action so progress toward them may be assessed.

April Update: In Progress- Nearing Completion (Reported). SPAAC acknowledges the quantifying of partnerships, finalization of three bike sharing stations, delivered training and website updates. However, requested in the midyear report, and absent from the year-end report was the status of establishment of central list of contacts, whether or not the email mailing was created and how many contacts are on it, updates on the activities related to establishing the listserv and the WCU-Community Coalition. This information is critical to assessing the overall progress and measurable results; without it, it is hard to assess if the objective is “nearing completion.”

Objective 1.5-Use the Sustainability Climate Action Plan to set short- and long-term environmental goals. WCU’s Climate Action Plan (CAP) seeks to make the University climate neutral by 2025 and addresses the following: energy and buildings; transportation; purchasing; solid waste and recycling; dining services; curriculum; co-curricular education; research; and public engagement.

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1.5A: Create and approve interim targets for goals and actions that will lead to climate neutrality as defined by the Plan.

November Update: In-progress, early stages. A number of activities related to sustainability, including geothermal wells, an organic garden, installation of “refill” water drinking stations, and the shuttle to the Exton SEPTA station were all noted. SPAAC appreciates that these activities were reported on time, but at the next reporting deadline we request an update on the status on creating and approving the interim targets of goals and actions. Have interim targets been discussed, created, or approved?

April Update:(No update provided). SPAAC could not assess the progress since no update was provided on 1.5A. In November, SPAAC requested year-end information on progress made in “creating and approving targets of goals and actions.” Since it was not provided in the year-end date, SPAAC must assume that no progress was made and it is still in the “early stages.”

Objective 2.1-Encourage stewardship by adopting continuous improvement practices that result in effective operations and improved services.

2.1A: Have in place a performance based budget allocation model that supports and reinforces the University’s mission and academic goals. Budget Review Committee will be constituted, with the charge to review the draft budget as presented by the President and the Cabinet and to provide recommendations to the President regarding that budget.

November Update:In-progress, early stages. The committee has been charged and has met to decide how to decide, and begin the training process for all members.

April Update:Completed. SPAAC acknowledges the hard work that resulted in the formation of the Budget Review Committee, the necessary education of its members, and ultimate submission of the draft budget and recommendations to the President and the Cabinet by spring 2016.

2.1B: Institute 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. Specifically work with the labor unions in a cooperative framework to identify opportunities to improve University-wide processes and increase efficiency. Market the success of the University’s online suggestion program to the campus to recognize employees’ contributions and to encourage future participation.

November Update:In-progress, midpoint. The first two components of this outcome action, to institute programs and work with labor unions, were reported on thoroughly. Several programs and areas of increased efficiencies were presented. The last component of this outcome action, to market success of the University’s online suggestion program, was not addressed. Please include this in the year-end report.

April Update:In progress-nearing completion. In addition to additional progress being made to institute programs and work with labor unions, arrangements have been made to showcase the online suggestion program

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progress in a fall 2016 President’s newsletter; this was not addressed in the mid-year update.

2.1C: Review existing organizational structures to ensure they are strategically aligned to facilitate excellence in all areas of University operations and to support the University mission. Provide specific resources needed to align organizational structures.

November Update:In-progress, midpoint. A report was given on this outcome action. However, WCU has had or is going through numerous restructuring initiatives not included. It is recommended going forward that Human Resources take a more active role in identifying and reporting on these changes since significant changes require Labor Relations and/or Org Management involvement and tracking. Selected examples of noteworthy reorganizations include: Budget now reporting under Finance and Business Services; Grounds reporting into Custodial Services; IT Training reporting to Web Services; and Institutional Research adding Associate Directors and changing reporting structures to help facilitate excellence. Additional significant organizations enhancements were made in Public Safety, Strategic Enrollment Management, Facilities, Graduate Studies, and Facilities Planning and Construction. Finally, the first major Academic Affairs reorganization in years to the various colleges is being finalized for 2016-17 implementation.

In addition to the omissions, SPAAC finds difficulty in assessing progress toward completion as the outcome action is not operationalized. No specific needed resources were reported. However, the reported activities, alignments, and improved efficiencies are noteworthy.

April Update:In progress-nearing completion. Throughout the year, many reorganizations were discussed and/or implemented to increase efficiencies and effectiveness across WCU. SPAAC acknowledges that improved data collection and the benefits of organizational changes still needs to be documented to demonstrate the return on investment (ROI).

Objective 2.2-Increase and diversify the University's financial resource base through fundraising, grants and contracts, and entrepreneurial activities.

2.2A: Raise at least 80% of the Becoming More Campaign goal by the end of 2015-2016.

November Update:In-progress, midpoint. Fundraising is on track for completion at the end of the year.

April Update:Completed. As of March 31, 2016, the Becoming More Campaign achieved 83 percent of its goal exceeding the June 30, 2016 target by three percent. It is expected that that Campaign will reach 85 percent of its goal by June 30, 2016.

2.2B: Increase total annual gift income to $7 million by the end of 2016-2017.

November Update:In-progress, early stages. This outcome action is on track for completion with $1.2 million in cash and in-kind gifts received, and $850,000 of future gifts committed.

April Update:Completed. SPAAC acknowledges that this goal was achieved one year ahead of schedule. As of March 31, 2016 total annual gift income for 2015-16 was $4.808 million and new planned gifts totaled $3.2

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million for a total of $8.008 million. By June 30, 2016 it is anticipated that total annual gift income will exceed $5.2 million and new planned gifts will exceed $3.5 million for a total of $8.7 million.

2.2C: Complete Phase III 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.) Report on: specific advertising tactics and timelines; establish tracking methodologies for testing responses to the Campaign. Focus on building brand identity in selected areas of the Mid-Atlantic region.

November Update:In-progress, early stages. This outcome action has excellent reporting and is on target for June completion. The advertising tactics focused on out-of-state student enrollment and increasing the visibility of the institution in the Mid-Atlantic region. Please update us on how the rest of year progressed at the year-end deadline.

April Update:Completed.  Both Phase III of the WCU Marketing Plan (use of print and outdoor advertising, television, radio, and web-based/social media tactics) and Phase IV (similar tactics as Phase III focusing on graduate and out-of-state enrollment, distance education programs, and the Philadelphia site as well as general branding to enhance the University's visibility) were successfully implemented. However, SPAAC would like to see more tracking methods and recommendations in the future.

2.2D: 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.

November Update:In-progress, early stages. The reporting on this outcome action was excellent. A number of activities were developed in support of increasing contracts and grants at WCU. Planning and best practices was addressed, from the development of a research strategic plan to discussions with hundreds of faculty. Grant applications and awards were reported. Applications and awards are increasing at an impressive rate. Proposals for research and sponsored program external funding increased 41% over fiscal year 2013 – 2015. An increase of 61% over the same time was seen in awarded funding. In fiscal year 2015, 65 proposals totaled over $10 million were submitted, up from 66 proposals for $7 million in fiscal year 2014.

April Update:In-progress, early stages. SPAAC concurs with the recommendation to roll over funding into next year since it was not depleted during 2015-16. As of March 2016, faculty submitted 54 proposals for external funding, totaling $3.9M. To date, received 27 grants totaling $2M. Last fiscal year's expenditures (internal and external) totaled $5M.

Objective 2.5-Renew the University's long-term commitment to human capital management through employee recruitment and development and through performance and retention programs.

2.5B: Improve organizational, stability, reduce, replacement costs and increase capacity for success through the piloting of succession planning software.

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2015-2016 Strategic Plan Funding Provided: Develop functionality in Halogen software where WCU can best collect, track, and report on employees' career goals, potential for promotion, risk of leaving, and talent gaps.

November Update:In-progress, early stages. The initial functionality has been created and 187 management employees have begun the goal setting process, including tying goals to Strategic Themes. Also, system planning, development, and testing currently is underway to improve performance management, identify and track talent, and facilitate conversations and track the likelihood of employees leaving WCU.

April Update:In-progress, nearing completion. SPAAC acknowledges the progress made in this initiative and the impact it is already having. During 2015-16 the Halogen portal was configured to meet WCU’s needs. Goal setting was rolled out in fall 2015 and prior to the appraisal phase, 205 managers (including 10 mid cycle hires) had loaded 985 actionable goals into the system, most tied to one of the strategic themes. The appraisal process was configured to improve productivity, efficiency and effectiveness of the form, process and workflow. As of the reporting date (7/13) 99% of employees had completed their self appraisals in the portal. In addition 13 job aids were created to help users during each step of the process and 17 training sessions were conducted. With 32% of WCU employees being eligible for retirement by 2021 (36% of managers), the succession planning process and questionnaire and talent pools were configured and are being piloted during summer 2016. This succession planning resource is to help facilitate conversations and create career development plans so we can open more opportunities for employees to advance and be engaged in their careers at the university. In addition, the Managers’ Internal Recruitment and Promotion Policy was updated to further support the university’s retention and succession efforts.

2.5E: Continue to provide and promote a wide variety of in-house employee development programs, with the planned outcome to increase program participation by an additional 4% over the previous year.

November Update:In-progress, midpoint. Impressively, the 4% participation increase was realized in the fall semester. Several additional programs are planned for the spring semester. Final increases in participation rates will be reported at the end of the year.

April Update:Completed. Over 135 virtual and facilitator programs had almost 1100 WCU employee and nearly 600 PASSHE employee registrations. WCU registration was up 4.14% from the previous year. This helped to keep the registration levels high after a year with an almost 80% registration increase over the previous year. However, the $5000 has yet to be expensed and SPAAC supports the funds being rolled forward to 2016-17.

2.5F: Continue to adopt technology to build robust and sustainable infrastructure that is responsive to current University needs and agile to support future ones.

November Update:In-progress, early stages. Plans have been created for fiber optic cable to be installed to create a sustainable infrastructure. Campus buildings are being connected to both data centers for redundancy. Quotes for installation will be obtained in the spring semester.

April Update:

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In-progress, nearing completion. 95% of the buildings on campus are connected to both data centers at 10Gbps in order to provide adequate and redundant network access (as of 4/8/2016).

Objective 3.1-Develop and implement a comprehensive enrollment management plan.

3.1A: Reach a headcount enrollment of 17,000 by Fall 2017, with the majority of the increase above the current enrollment level resulting from distance education and/or off-site locations and create a strategic enrollment management plan that integrates undergraduate, graduate, transfer, international, and under-represented minorities.

November Update:In-progress, midpoint. A headcount of 16,611 as of the Fall 2015 freeze was reported. Additional administrative appointments were filled to provide support for the implementation and execution of a strategic enrollment management plan. Increases from distance education and off-site locations were not reported. These should be reported at the year-end reporting period.

April Update:In-progress, nearing completion. WCU has made significant progress in distance education, exceeding the targets in areas of distance education student seats over the past several years. Also, in fall 2015, 1,723 distinct students enrolled in 80-100% online courses. Among these students, 558 students enrolled 100% online taking no face-to-face courses on campus, exceeding the 510 student target.

3.1B: 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. Develop funding models and identify and recommend potential resources to accommodate enrollment

November Update:In-progress, early stages. The “right-sizing” budget process in FY 2016 included the President’s block grant allocation of $2.8M for the division’s most critical needs. SPAAC requests the year-end report should provide an update as to whether the budget adequately funded the program mission and support functions.

April Update:In progress, midpoint. Enrollment targets for spring 2016 were not met. Undergraduate newtransfers (n=519) were 61 students below goal; and graduate new Master’s and Doctoral students (n=262) were 58 below goal. In addition, the undergraduate returning population and new re-admits did not perform as trended. To offset that we were 188 students and 2,139 credit hours below projections, the target for the fall 2016 incoming first-year class was increased to make up part of the deficit caused by that shortfall.

Objective 4.1-Become known as a healthy university through promotion of quality of life and healthy development, choices, and environments.

4.1 A: Implement recommendations from the Campus Climate Survey as evidence by the Council for Diversity meeting in Oct. of 2014 to initiate the dialogue. The sub-group will work with a vendor in spring of 2015 to develop a plan for implementation of the recommendations in the plan; projected implementation will begin in fall of 2015.

November Update:In-progress, early stages. The reported update included a plan for survey completion and distribution of

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survey results. Though this is important work, the outcome action call for working with a vendor to develop a plan for implementation of recommendations of the plan. The year-end report should provide an update on the work with the vendor, and if the plan for implementation of recommendations have been completed. Any plans should include responsible funding needs.

April Update:In-progress, midpoint. The results of the campus climate survey have not been released to thecampus community as of April 2016, and no funding requests have been identified to SPAAC.

Objective 4.2-Become known as a university that provides an environment where all students and employees feel secure and are able to perform their best work.

4.2A: Each year, increase the number of students, faculty and staff engaged in activities to enhance their positive social, physical, and mental well-being (as measured by the student NSSE Survey and employee Healthy U program).

November Update:In-progress, midpoint. The Healthy U program saw 1,088 employee completions, up from 1,048 from last year. More important, we are seeing valuable information about the changing habits from last year, including reductions in alcohol use and stress, and improvements in physical activity, diet and nutrition, and emotional health.

The NSSE was reported in one instance as no longer being administered at WCU, while another report stated it is administered every other year. Clarification on whether it is being implanted is appreciated for the year-end reporting period.

April Update:In progress, nearing completion or completed. No additional information is available regarding Healthy U at this time. Public safety listed several initiatives that were implemented or continued that support student and employee safety on campus, and Student Affairs highlighted students engaged activities intended to enhance their positive social, physical, and mental well-being. Lastly, as requested in the November update, it was clarified that the NSSE was administered in spring 2016 and will ready for review in August 2016. SPAAC would like to see future reporting on how all these initiatives directly impact safety perceptions.

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Enrichment Theme Assessment

Data were reported for six Objectives with thirty-three outcome actions in support of the Enrichment Theme in this year-end report, 2015-2016.

Objective 1.1- Promote the arts, athletics, and other co-curricular experiences by enhancing out-of- classroom experiences, including but not limited to internships and practicums, and bolstering student leadership training, service-learning opportunities and other “capstone experiences” to provide all students with a holistic foundation that broadens academic excellence and prepares them for active citizenship.

1.1 B Inventory and consider expansion of current internship and practicum offerings across majors and departments.

In 2014-15, all five Academic Colleges inventoried the current offering of internship and practicum experiences available for Majors within their academic departments. The new 2015-2016 outcome action asked that each College consider expansion of offerings and the funding that would be necessary to increase internships and practicums for Majors, with the goal of having this information available by November 2015.

Mid Year report: In-progress, early stages. Only the College of Health reported for this outcome action by November 2015, and reported excellent and relevant information.

End of Year Update: Received detailed updates only from two of the “new” Colleges. The status of the other colleges is unknown and was not reported. The reporting confusion could be the result of the reorganization of the Colleges. SPAAC asks that this outcome action be folded into the task of general strategic and academic planning for the five new Colleges in the 2016-17 year.

1.1C: Now that the Undergraduate minor in Leadership Studies has been approved through CAPC, the Leadership Project team will partner with the Honors College to promote the new minor to interested students and assist in establishing enrollment goals.

End of Year Update: In-progress, early stages. A GA is being awarded to HON in AY-’16-’17, partially, for recruitment and monitoring enrollment. Kevin Dean and Jeff Osgood have discussed projected staffing, roughing doubling the articulation agreements across a variety of departments. No formal personnel budget has been finalized.

SPACC: Would relocating this outcome to the Academic Theme streamline reporting/communication and resources?

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1.1D: The Athletic Department will increase communication and social media presence in order to improve University and local awareness of student- athletes academic, civic and athletics success.

2015-2016 Target: Expand web streaming to include12 games to broaden the reach of WCU and its athletics department beyond those that can attend events in person. Partner with the Office of Public Affairs and Communications Studies Department to grow both Facebook and Twitter followers by 15% compared to 2014- 2015

Completed. West Chester University athletics web streamed eight football games, one field hockey game and nine men's/women's basketball doubleheaders, while streaming one other men's basketball game, for a total of 19 web streaming dates. As for the social media, there was an increase in all three main social media platforms. Twitter saw its numbers jump from 4,241 to 5,188 for a 22% increase while Facebook saw its numbers rise from 1,923 to 2,373 for a 23% increase. Instagram, which was basically dormant for two years, saw the largest increase due in large part to the new attention the site received from the graduate assistant position that the Strategic Plan money funded. Instagram grew nearly 200% from just under 200 followers to 462 followers – and those numbers are just second semester numbers (Jan. - April). For year IV, $13,000 has been allocated to cover the cost increase of broadcasting events.

1.1E: Student Affairs Units and Student Services Incorporated (SSI) will increase opportunities for students to enhance their leadership and personal development skills by becoming involved in co-curricular and developmental activities.

Target: Increase the percentage of first year students by 6% over three years (2% per year) who report on NSSE that they participated in a club or student organization at the University.

Mid-Year Report: In progress, nearing completion.End of Year Update: Incomplete. SPAAC: As there has been confusion around whether NSSE is still administered and when, SPAAC suggests the evaluation of the overall intent of the outcome and how best to move forward.

1.1F: The Office of Student Leadership and Involvement will increase the number of individual students who participated and are trained through formal leadership development programs by:

Target 2015 2016: expanding by 5% over 2014 -2015

Completed. The Office of Leadership Involvement reported a 6% increase in participation for 2015-2016. $8,000 has been allocated for year IV.

1.1G Student Leadership and Involvement will partner with the Department of Athletics to organize specialized leadership development efforts for student athletes. (Captains Leadership Advancement Series, a component of the Michael Horrocks Leadership Academy for Varsity Athletes)2015-2016 Target: Enroll 20 student athletes. Formal assessment of student learning outcome measures will be incorporated into the program.

Completed. Sixty-five student athletes participated in these programs. Strategic Planning funds ($1,500) for FY ’17 were allocated to continue this program for another year.

1.1H The Office of Student Leadership and Involvement in collaboration with the Center for International Programs will lead a group of 25 WCU students on a cultural immersion trip to Spain during Spring

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Break 2016.

Completed. Twenty-two students enrolled to participate in the cultural immersion trip.

1.1I Student Leadership and Involvement will offer high profile leadership experiences such as Women Leading Up, Leadership Challenge, Executive Board Retreat, Executive Leadership Series, etc. with the target:

Target 2015- 2016: goal of having 1,500 students participate in these leadership programs in the fall, and an expected increase of 8% over 2014 -2015.

Completed. Over 1,853 students participated in these leadership programs in the Fall, and an increase of 8% over the previous year was met. $19,000 has been allocated for year IV costs.

1.1J The Office of Student Leadership and Involvement, New Student Programs, and the Office of Service-Learning & Volunteer Programs will organize the SOAR New Student Leadership Retreat in fall of 2015 with the goal of attracting 100 first year students. Leadership and enrichment topics to be covered include connection to campus, learning about self and others, defining leadership and service-learning. Formal assessment of student learning outcome measures will be incorporated into the program.

Complete. 108 students signed up for the retreat, and 88 attended. Though the goal of attracting 100 students was not met, it was nearly met, and reflects strong outreach and marking efforts on the part of the program coordinators. A learning assessment was conducted as well. $4,540 has been allocated for year IV.

Objective 1.2 - Promote student acquisition of the knowledge and skills required to effectively manage their lives and careers, e.g. personal finance, career planning, and conflict management.

1.2A: The Career Development Center will engage with first-year and sophomore students through RamTracks events (such as, RamTracks Ice Cream Social and New Student Success Series-see Outcome Statement 1.2A) to begin identifying majors and exploring career options. The Career Center will collaborate with the Pre-Major Academic Advising Center, the Academic Development Program, and key partners to distribute the “RamTracks Career Guides” (produced in ’14-’15) to academic advisors and departments.

Completed. All aspects of this outcome action have been completed. $3,000 has been allocated in year IV to reprint guides.

1.2B: The WCU Women’s Center, in collaboration with Student Leadership and Involvement and the Women’s and Gender Studies Program, will hold a Women’s Leadership Conference in Fall of 2015, with the goal of reaching 150 student participants, to increase student’s knowledge of issues that disproportionally impact women. Discussion topics include gender roles, expectations of women as leaders, the role of identity in shaping leaders, financial literacy, wage negotiation, and many others. This program includes a follow-up session in the Spring to measure the impact of the Women’s Leadership conference.

2015-2016 Strategic Plan Funding Provided: $2,000 for outreach, promotional efforts, and materials

Completed. The Conference was held and 102 students participated. $5,000 has been allocated in year IV.

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1.2C: The Women’s Center, in collaboration with the Office of Wellness Promotion and Residence Live, will recruit Transfer Students residing in The Village and East Village Apartments for the Women’s Transfer Student Transition Program. The goal of these efforts is to assist the historically disconnected South Campus transfer student population in developing skills related to community building, self- identification of personal strengths, conflict management, and self-advocacy. Students participate in a 3-4 week program during the fall semester of ’15 -’16.

2015-2016 Strategic Plan Funding provided: $2,500 for outreach, promotional efforts, and materials.

Completed. The sessions were held, but attendance was low. This program will be discontinued in the future.

1.2D: The #WCUlifeskills Student Ambassadors meet with students to talk about budgeting, managing credit card debt, and keeping track and understanding student loan debt. In an effort to increase the financial literacy of WCU students by the Schock Financial Aid office, the #WCUlifeskills Student Ambassadors will provide 10 programs (5 per semester) during ’15-’16.

2015-2016 Strategic Plan Funding Provided: Supplies, training materials, promotional efforts.Amount: $2200

Completed. Eleven programs were held in 2015-2016, and the program was deemed a success. Strategic Plan funds ($2200) have already been allocated for 2016-2017 to continue this program.

1.2E: The Career Development Center will work with Residence Life and Housing to enhance the readiness of prospective Resident Assistants (RAs) in their application process:

Target 2015- 2016: increase participation by 20% over 2014-2015 levels in the Fall “Resume Writing Workshops for RAs”. In addition, Career Ambassadors will partner with RAs to deliver programs on key topics such as resume and cover letter writing, interview skills, career fair prep, etc. to over 100 residents during the academic year.

Completed. The “Resume Writing Workshops for RAs” program doubled the attendance over last year, far exceeding the goal of a 20% increase. However, the Career Ambassador and RA programs were only attended by 28 students.

Objective 1.3- Deliver services that complement academic offerings and foster student personal, professional and civic development.

1.3A: The Department of Athletics, in partnership with faculty, Student Affairs and Administrative Departments, will expand the Student Athlete Support Services (SASS) Program developed in ’14-’15, an effort designed to promote learning and improve services to the approximately 600 varsity student-athletes on campus. Areas include: Twardowski Career Development Center, Counseling Center, LGBTQA Services, Wellness Promotions, Financial Aid, Student Leadership and Involvement, and the Women’s Center. Additionally, Faculty in the Departments of Nutrition and Kinesiology, as well as LARC, will offer student-athlete specific workshops. A calendar of programs will be created and marketed through WCU Coaches, Staff, and SAAC.

In-progress, nearing completion. A graduate student was hired to implement the services, and additional services and programs were offered in the spring semester. Strategic Planning funds ($22,000) for  FY ’17 were allocated to hire a Graduate Assistant, plus provide support for marketing, supplies, and catering needs for the continuation of this program.

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1.3B: University departments involved in organizing enrichment experiences will collaborate with the Office of New Student Programs in implementing the New Student Success Series (NSSS). Topical workshops (time management, career exploration, note taking, core technology skills, writing term papers, study skills, stress reduction, scheduling for spring etc.) will be conducted throughout the year in order to assist new students with their transitional needs. Participation rates will be expected to grow by 20% (Spring 2016), with appropriate assessment efforts conducted to measure student learning outcomes.

In-progress, nearing completion.. For the Fall 2015 to Spring 2016 New Student Success Series, the total attendance of unique new students attending 1 or more sessions was 79 (74 in fall, 5 in spring), which is a 45% decrease from 2014-15 academic term. Strategic Planning funds ($2,500) have been allocated for year IV.

1.3C: WCU Athletics will partner with Academic Affairs and the Athletics Advisory Board to implement a two year pilot program which will create an Academic Coordinator position for varsity athletes. This pilot program will focus primarily on those at risk student-athletes in Academic Mentoring Program resulting in: Target 2014-2015: 5% decrease of student athletes going on academic probation over 2013-2014 – 24 students, as well as a 9% increase in faculty completing and submitting mid-semester grade reports (most recent 41% participation). Target 2015-2016: reduce by 5% student athletes going on academic probation (first year and upper class), as well as increasing by 2% the number of faculty completing and submitting mid semester grade reports. Program will also establish baseline data for first year student-athletes.

Mid Year Report: In Progress, Midpoint.End of Year Update: Not submitted.SPAAC suggests that reporting for the end of ’15-’16 be completed and establish new targets for ’16-’17. Strategic Planning funds ($47,000) have been allocated for year IV.

1.3D: The Film for Thought series is a slate of films focused on today’s social issues designed to enhance classroom discussions in a variety of coursed. SSI and SAC will market the program to increase the number of students attending these films by 25% over the ’14 -’15 numbers.

End of Year Update: Series showed 12 films for 102 participants in ’15-’16. This series, and outcome, have been discontinued due to low attendance.

1.3E: The Speakout program, hosted by LGBTQA, provides students the opportunity to feel supported in their identities as well as a chance to share their stories to enhance the WCU climate.

Target 2015-2016: A total of 50 Speakouts will occur; reaching 1,150 students.

End of Year Update: Complete. LGBTQA Services held 48 Speakouts for 930 participants in’15-’16. While this falls short of the target, this program shows impressive results. SPAAC recommends setting a new target for ’16-’17. Strategic Planning funds ($5,000) have been allocated for year IV.

1.3F: During the academic year, the Career Development Center will deliver 55-70 classroom presentations that foster personal and professional development related to job search and career readiness skills (resume building, interviewing preparation, networking and job search strategies).

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Completed. Visits to 80 classrooms (1,979 students) have been completed.

1.3G: The Office of Multicultural Affairs (OMA) will increase the number of first-year and transfer multicultural students enrolled in the OMA Mentoring Program: Target 2015-2016: increase by 5% over 2014 - 2015 levels. All participants will be assigned a Peer Mentor and offered a Faculty/Staff Mentor, who will guide, offer information, and support the student during his/her initial year of enrollment at WCU. In support of academic success and the personal development of OMA Mentees, four major program sessions and activities will be planned for Mentees during the year, in addition to regular mentoring meetings with Peers and Faculty/Staff.

End of Year Update: Complete. As a result of hosting a new welcome/orientation for new spring transfer students, the Mentoring Program was able to enroll 26 new spring transfer students. The ’15-’15 Multicultural Metering Program cohort included 83 new transfer multicultural students including fall and spring new transfers, 288 total multicultural students that enrolled in the mentoring program, and 23 mentors. Strategic Planning funds ($7,500) have been allocated for year IV.

SPAAC: Investigate how this compares to ’14-’15 numbers. Was the target reached?

1.3H: The Office of Student Leadership and Involvement will organize a five-part Global Leadership series that explores leadership from a global perspective. This series will examine global ethics/resources, sustainability/environmental issues, social justice, and diversity/multiculturalism, and is intended to reach 30 students each year. Formal assessment of student learning outcome measures will be incorporated into the program.

Status: Unknown. Reporting for November and April incomplete. SPAAC suggests outcome leader provides updates before moving forward with ’16-’17 goals.

Objective 2.1- Encourage the incorporation of enrichment activities into academic programs.

2.1A: The Office of Student Leadership and selected Student Affairs units will partner with Academic Departments to increase the number of students participating in academic/professional clubs (currently at 51) and academic based arts organizations:

Target 2015-2016: increase by 5% - A pilot program will be introduced with a sampling of students to assess the learning taking place as a result of participation (n=ten random academic-based student organizations and their members). 2015-2016 Strategic Plan Funding provided: $3,000 for promotion.

In-progress, nearing completion Based on comparative rosters from the Fall rosters of the Academic and Professional organizations, there has been an overall membership increase from 3,317 members to 3,775 members, an overall increase of close to 9%. The random clubs to be assessed have been identified and questions have been constructed the questions. The survey is scheduled to the week of April 25, 2016 to all declared members of those clubs already randomly chosen. SPAAC questions was this survey administered and what were the results?

2.1D: Based on a spring 2015 needs assessment of International students, the Career Development Center and the Center for International Programs will offer a pilot International Student Career Development Seminar in October 2015. The one-day seminar will introduce undergraduate and graduate students to CDC services, provide resume and interview preparation training, and review cultural differences in the U.S. job search.

Completed. The program was held in the fall semester and received 100% satisfaction rates from participants. Strategic Planning funds ($1,500) have been allocated for year IV.

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2.1E: The Office of Service Learning and Volunteer Programs will support ten Community Engagement Scholars for ’15 -’16, which are trained student leaders who assist faculty teaching academic service- learning courses or departments with growing community partnerships, community-based research projects, or other community-engagement efforts.

Completed. Ten Community Engagement Scholars assisted 10 faculty with service-learning courses. Several of the Community Engagement Scholars assisted with 15 courses and sections. Strategic Planning funds ($2,500) have been allocated for year IV.

2.1F: The Office of Research and Sponsored Programs will Coordinate the expansion of Research Day into two events during ’15-’16, with the goal of attracting 200 participants each semester. This event showcases the research of WCU faculty, along with collaborative efforts between faculty and students.

Completed. All outcomes achieved. Strategic Planning funds ($25,000) for  FY ’17 were allocated to continue this outcome for another year.

Objective 2.2- Continue to build relationships with the community and region to sustainand strengthen WCU's enrichment activities.

2.2B: WCU recognizes the importance of quality, state of the art facilities as a means to increasing community involvement on campus, while also generating income to support athletic scholarships. Athletics will aspire to be the “center” of sports facilities in Chester County in order to attract local, regional and national events. Collaborate with Chester County Visitors Bureau to attract new business, as well as build community partnerships by Target 2014-2015: increase by 10% (’13-’14 – $1.2M in camps, 24 clinics, 55 facility rentals to community organizations).

Target 2015-2016: increase participation/ revenue by 5% over 2014-2015.

In-progress, nearing completion. As of April 19, 2016 - Summer Camp 2015 generated $1.49 million in gross revenue. Facility Rentals revenue received $208,374 with $30,000 in invoices due by May 19. Based on contracted events and requests, anticipated facility revenue to be at $350,000 by June 30. Although this will not reach the 5% increase over 2014-2015, the increase from 13-14 to 14-15 was over 100%. Strategic Planning funds ($18,500) have been allocated for year IV.

The full-time graduate assistant position was The GA has been hired and has updated our athletics facility pages on our webpage and is currently working on marketing materials to attract new business. The GA has also been assisting with Department wide marketing efforts to increase the awareness of the good things happening on the field as well as off. The position has been a valuable. SPAAC questions what are some of the marketing initiatives the GA has completed or plans to do? What type of outreach is planned it help increase rental revenue?

2.2C: WCU Athletics will work to actively engage student-athletes in meaningful community service to the Greater West Chester Community with the overall goal:Target 2015-2016: increase service hours by 15% over 2014-2015

In-progress, nearing completion. All athletes have participated in 2950 reported hours of service and raised $10,743.54 to date for several different charities. A review of the 2014-2015 report

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indicates that 5500 hours were completed that year, thus yielding a 53% decrease. SPAAC questions why the decrease and what actions can be taken to increase and reach target? Strategic Planning funds ($9,250) have been allocated for year IV.

2.2D: The Office of Service Learning and Volunteer Programs, in collaborations with the Office of Student Leadership and Involvement, and Fraternity and Sorority Life, will host a Fall 2015 training for 25 service chairs of WCU organizations; the focus of which will be on improving the ability to identify the needs of the community, learning how to make a positive impact locally and globally, and to promote civic engagement and active citizenship. Students will participate in pre and post-assessments, which will measure learning outcomes. Additionally, as part of the post-assessment, students will choose three new community partners with which to coordinate service projects.

Completed. The fall training was implement and impressive assessment data were collected and analyzed. The program appears to be a great success. Strategic Planning funds ($1,500) have been allocated for year IV.

SPAAC: How many students participated?

2.2E: The Office of Service-Learning and Volunteer Programs will host two Volunteer Fairs for students and/or student organizations to interact with community agencies interested in hosting WCU student volunteers. One Fair will occur in Fall ’15 and one in Spring ’16 with the goal of increasing student participation by 10% from ’14-’15 levels.

End of Year Update: Completed. The Fall Volunteer Fair exceeded the 10% increase with 650 students in attendance. The spring Fair, with 380 participants and 42 non-profit agencies, did not meet the 10% increase. Strategic Planning funds ($2,300) have been allocated for year IV.

SPAAC: While the second Volunteer Fair did not meet the target goal, the participations levels are strong considering the program is in its infancy. New targets should be set for ’16-’17.

2.2F: The Division of Student Affairs and the College of Visual and Performing Arts will partner with Campus Philly to involve WCU students in five cultural, career oriented, or service oriented events in Philadelphia during the ’15-’16 academic year.

Completed. Four LGBTQA Peer Educators attended and presented at Campus Philly’s Inclusive Leadership Conference at Temple University on Saturday, February 13, 2016. There are now 140 students from West Chester University with accounts on campusphilly.org/careers. Ten (10) WCU students registered for the fall finance career event, and one attended the fall healthcare career event at Thomas Jefferson University. Strategic Planning funds for FY ’17 ($5,000) were allocated to support this program for 2016-2017.

Objective 2.3 - Continue to improve the visibility and reputation of all WCU enrichment activities on campus and in the surrounding community.

2.3C: The Division of Student Affairs, Student Services, Inc. and the College of Visual and Performing Arts will collaborate on expanding digital delivery of enrichment programs in response to the cultural trends for the viewing of social and academic- related content, allowing WCU to reach a national and international audience. The goal in ’15 -’16 would be to livestream 25 performances from the CVPA, Student Affairs, and SSI areas.

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Completed. During the 2015-2016 academic year, completed 49 live streamed performances of CVPA events were completed. A total of 8,348 live stream views by 4,562 unique viewers for a total of 109,445 minutes watched online. Strategic Planning funds for FY ’17 ($3,000) were allocated to cover the Premium plan of Livestream.com to continue this initiative.

2.3D: Campus units involved in developing enrichment activities will identify four programs (one educational, one cultural, one athletic, one community service) in 2015-2016 that will be promoted to University support staff, faculty, and community leaders in order to showcase the talent, skills, and abilities of WCU students.

Completed. Two events were held in the fall and two were held in the spring. Strategic Planning funds ($4,800; $1,200 per event) was allocated to continue supporting these activities.

2.3F: The Twardowski Career Development Center and the Office of Student Leadership and Involvement will collaborate to organize a Student Organization and Employer Reception after the 2015 Involvement Fair. The goal will be to attract 17 WCU student organizations and 20 employers to the reception in order to develop networking opportunities and future program planning.

Completed. Reported data indicate 13 student organizations and 34 employers were involved at the fair. Strategic Planning funds ($1,200) have been allocated for year IV.

2.3G: The College of Visual and Performing Arts will develop a 13-15 minute documentary film in collaboration with students from across West Chester University's academic programs who actively participate in the WCU Golden Rams Marching Band as they prepare for the Macy’s Thanksgiving Day Parade 2015 (Fall 2015). The final product will promote the leadership and team work dedicated to the success of the program by a multicultural student body featuring multidisciplinary backgrounds (70% Non-Music Majors). The project will culminate with a movie premier presentation (Spring 2016) to members of the campus community (students, faculty and staff), families of those students involved, University alumni, and off-campus community members and government officials. Following its premier, the film will be posted on social media outlets to increase awareness of student involvement and dedication to the Arts at WCU.

Completed. A 28-minute documentary that was debuted in front of 500+ attendees in Asplundh Concert Hall on March 3rd.

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