The School of Education & Human Services The College at Brockport State University of New York. Strategic Plan

Transcription

1 The School of Education & Human Services The College at Brockport State University of New York Strategic Plan The School of Education & Human Services (EHS) was created by the July 2009 restructuring of the Division of Academic Affairs. The School is comprised of Departments of Counselor Education (EDC), Criminal Justice (CRJ), Educational Administration (EDA), Education and Human Development (EHD), Public Administration (PAD) and Social Work (SWO). Of these departments, five hold national accreditations (i.e., EDC, EDA, EHD, PAD, SWO). The same five have graduate programs, three of which have only graduate programs and no undergraduate programs (EDA, EDC, PAD). Two departments have both undergraduate and graduate programs (EHD, SWO). One department is undergraduate only (CRJ). A total of three departments have undergraduate programs (CRJ, EHD, SWO). The school also offers a significant number of courses and programs at MetroCenter (EDA, EDC, PAD & MSW/SWO) and off-campus (EDA). In January 2010, the Dean of the School took office and began a process of developing a shared mission with the department chairs. In Summer 2010, the Provost charged the deans of each school with the task of strategic planning, based in statements of mission, vision and values. These plans were founded on the SUNY Strategic Plan (The Power of SUNY), The College Mission Statement, College-wide strategic planning based on the four quadrants, college and divisional priorities, and the goal of becoming a nationally recognized masters institution with a focus on student success. In this School, the Dean and department chairs continued the process of developing a school mission. In September, the entire faculty and staff of the School met for a working luncheon. In small groups, attendees discussed the question, What are your beliefs about what the School of Education and Human Services does? The discussions were summarized by notes taken by a department chair in each group. All of these notes were transcribed for analysis by the department chairs for integration into the earlier drafted mission statement. In this way, the strategic planning process began and included ideas from across the School. As these ideas were integrated into the statements, an iterative process began in which drafts of the text moved between the dean s office, the department chairs, and department faculty and back again. Through this collaborative and iterative process, the School developed a statement of mission, vision and values. Based on these ideas, a set of goals were delineated. Next, benchmark measures were identified. For each measure, current data points were identified. Next, ideal levels were specified as year 5 (2016) objectives and year 1 & 3 (2012 & 2014, respectively) were interpolated between current levels and ideal, year 5 objectives. Finally, school and

2 department strategies to move these data points were specified. Linkages with other collegewide departments and commendations to change college policy and procedure were suggested.

3 The School of Education & Human Services The College at Brockport State University of New York Vision The School of Education and Human Services strives to improve the human experience. Our faculty are leaders in their chosen fields whose scholarship contributes to both theory building and practice and whose teaching prepares a new generation of competent professionals in counselor education, criminal justice, educational administration, education and human development, public administration and social work to serve individuals, families, communities, and the general public. Mission Toward that goal, the School has a focus on student and alumni success via preparation of undergraduate and graduate students for further study and employment. This preparation is built upon personal growth; discipline specific theory, research and practice; and professional skills, ethics and attitudes. Values The School of Education and Human Services rests on a cornerstone of interpersonal engagement, upon which is built a high quality academic experience, professionalism and social justice, global and cultural competence and community impact.

4 Goals & Strategies The School of Education and Human Services holds as a goal to be nationally recognized for high quality programs in its disciplines represented by the following elements. Interpersonal engagement is promoted through Supporting student success through advisement and mentoring Providing opportunities for student/faculty research collaboration Adapting strategies for graduate, non-traditional, commuter and transfer students Maintaining relationships with alumni High quality academic experience is promoted through Promoting self-awareness Preparation for further study and employment Utilizing independent, directed and seminar study, service learning, internship, practica, field experience, student teaching and capstone experiences Providing accessible courses in order to insure timely completion (e.g., MetroCenter, on and off campus, and in hybrid and online formats) Achieving and maintaining external accreditation and certification of academic programs to guide the content and continuous improvement of the curricula Recruiting and developing a highly competent faculty and strategic appointment of part-time associate faculty Integrating discipline-relevant campus events as part of learning outside of the classroom Professionalism and social justice are promoted through Providing instruction, standards, policies, procedures, remediation and sanctions regarding professional and ethical decision-making and behavior Requiring courses with critical exploration of social equity Global and cultural competence are promoted through Requiring courses and fieldwork with explicit examination of diversity issues and global understanding Impact on the community is promoted through Coordinating service learning partnerships Creating externally funded events, services and research projects Publishing and presenting peer-reviewed, scholarly works to advance the discipline

5 Nurturing faculty and student service to their profession and the community

6 6 School of Education & Human Services -- Academic Quality and Engagement UNIT PRIORITY Scholarship & Creative Activity DIVISIONAL PRIORITY TIMELINE Strengthen faculty scholarship GOAL STRATEGIES BASELINE ASSESSMENT PLAN Increase average number of publication (s) per full-time FTE faculty member to 1.0 through 2016 Maintain average number of presentations per full-time FTE faculty member at 1.0 through ) Maintain at least 1 pres. per FT-TT faculty-member 2) Goal: Average1 pub per FT-TT faculty-member # of publications # of presentations Increase number of grant submissions for external funding 54% by 2016 Increase number of grant dollars awarded from external sources five-fold by ) Link with Grants Development. 2) Encourage mentee assignment to successful grant writer. 3) Searches: Preferred qualification: Grant writing experience. 4) Examine Dept. APT documents for scholarship credit for significant external grant submissions (at rank) & awards (e.g., = max 1 pub) Grants Development: # of submissions Increase number of grant awards through ,347 $1 M $1.4 M $1.8 M Dollar amounts (current year of multi-year awards) provided by Office of Grants Development Grants Development: # of awards

7 7 UNIT PRIORITY Curriculum Development DIVISIONAL PRIORITY TIMELINE Offer high quality, rigorous academic programs GOAL STRATEGIES BASELINE ASSESSMENT PLAN Promoting self-awareness Maintain current activities % 90% 90% 90% UG: NSSE 11k: Understanding yourself (Mean, % > some) Preparation for further study and employment 1) Link with Career Services (revise reporting to include UG EHD). 2) Maintain current activities % (68.1 %) 90% 90% 90% UG: Career Services Alumni Survey Total placement rate (response rate) 96.4 % (78.9 %) 90% 90% 90% Grad: Career Services Alumni Survey Total placement rate (response rate) Achieving and maintaining external accreditation and certification of academic programs to guide the content and continuous improvement of the curricula CRJ to attain ACJS certification % 83.3% 83.3% 100% % of departments holding national accreditation Recruiting and developing a highly competent faculty and strategic appointment of part-time associate faculty 1) Successful searches 2) Mentoring of ABD faculty. 85.7% (48/56) 85% 87.5% 90% % FT faculty with terminal degrees 1) Increase EHD to 70% through searches for F12. 2) Increase PAD to 70% through scheduling of electives & future searches. 69.1% range: 51.5% % 33% of 70% 50% of depts. 70% 66.7% of depts. 70% in each dept. 100% of depts. % of sections taught by FT faculty % of departments > 70% FT

8 8 depts. Providing instruction, standards, policies, procedures, remediation and sanctions regarding professional and ethical decisionmaking and behavior Maintain current activities % 100 % 100% % of programs with ethics in required course: list courses: CRJ extensive infusion; EDA extensive infusion; EDC extensive infusion; EHD EDI 455: Practicum in Childhood Inclusive Education with Seminar, EDI 475/575: Practicum in Adolescence Inclusive Education with Seminar; PAD PAD 682 Organizational Behavior; SWO extensive infusion % 85% 87% 90% UG: NSSE 11n: Developing a personal code of values and ethics (Mean, % > some) Requiring courses with critical exploration of social equity Identify CRJ courses 83.3% 100% 100% 100% % of programs with social equity in required course: list courses: CRJ none; EDA extensive infusion; EDC extensive infusion; EDI EDI 430/530: Education and Society, EDI 601: Diversity in Education; PAD Emphasis in General Public Administration> PAD 680

9 9 Coordinating clinical training partnerships Public Policy Emphasis in Health Care Management> PAD 613 Health Care in America Emphasis in Non-Profit Management> PAD 646 Foundations of the Nonprofit Sector; SWO SWO 322, 311, 411 & SWK 520, 620 & 621. Maintain current activities. 81.8% 80% 80% 80% UG: NSSE 7a or 7b: % of students participating in 7a) practicum, internship, field experience, co-op experience, or clinical placement or 7b) community service or volunteer work (% done) 100% 100% 100% 100% Grad: % of programs requiring any form of clinical training

10 10 UNIT PRIORITY Graduate Education DIVISIONAL PRIORITY TIMELINE Strengthen graduate education Manage enrollments at the programmatic level GOAL STRATEGIES BASELINE ASSESSMENT PLAN Adapting strategies for graduate students Develop varied delivery of courses hybrid, online, summer institutes, weekend classes, Metro center Grad: Analysis of Graduate Education & Scholarship Survey benchmarks by age (>25), parttime status Focus group study Providing accessible courses in order to insure timely completion (e.g., MetroCenter, on and off campus, and in hybrid and online) 1) Obtain Data from Institutional Effectiveness 2) Improve Advisement 3) Develop varied delivery of courses hybrid, online, summer institutes, weekend classes, Metro center Grad: 5/7 year graduation rate Focus group study Maintain/improve quality and diversity of graduate student body Operate programs at capacity Collaborate with OGS to recruit more diverse students Review seat capacity in graduate classes, identify ideal number of seats Student demographics TBD 90% Percentage of seats in graduate classes filled New program development Review areas of potential growth (based on faculty resources, academic trends and market demands) -- 4 (EDC) TBD TBD Number of new programs Number of new certificates

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12 12 School of Education & Human Services -- Co-Curricular Programs & Support UNIT PRIORITY Student Engagement DIVISIONAL PRIORITY TIMELINE Encourage active faculty/staff-student engagement in student learning Improve the student experience Maintain a vibrant and engaged community GOAL STRATEGIES BASELINE ASSESSMENT PLAN ADVISEMENT Supporting student success through advisement and mentoring* 1) Unit & departmental review of advisement policies & practices (Sp11). 2) Orientation for graduate directors & advisors Grad Ed & Scholarship % 85% 90% 95% UG: NSSE 1o: Talked about career plans with a faculty member or advisor (Mean, % > sometimes) % 83% 86% 90% UG: NSSE 8b: Quality of relationships with faculty members (Mean, % > 5) % 60% 70% 80% UG: NSSE 12: Quality of academic advising you have received (Mean, % > good) Providing accessible courses in order to insure timely completion (e.g., MetroCenter, on and Obtain Data from Institutional Effectiveness UG: 6 year graduation rate

13 13 off campus, and in hybrid and online) Grad: 5/7 year graduation rate FACULTY/STUDENT INTERACTION Providing opportunities for student/faculty research collaboration Adapting strategies for graduate, nontraditional, commuter and transfer students Utilizing independent, directed and seminar study, service learning, internship, practica, field experience, student teaching and capstone experiences* 1) Request that Activity Insight annual reports code for # of students collaborating for each published or presented work. 2) Request that Activity Insight annual reports aggregate # of student collaborations and report this under teaching. 3) Examine Departmental APT documents for Teaching credit for student collaborations. 1) Develop varied delivery of courses hybrid, online, summer institutes, weekend classes, Metro center 2) Focus group study. 1) Build CRJ capstone to ACJS standard % 15.1% 18% 21% 25% UG: NSSE 7d: Work on a research project with a faculty member outside of course or program requirements (% done) 6* difs 4* difs 2*difs 0*difs UG: Analysis of NSSE benchmarks by age (>25), parttime, transfer & commuter status (i.e., items 15, 20, 22, 26) 90% 90% 95'% UG: NSSE EEE (composite, % done at least one item excluding foreign language coursework) 83.3% 83.3% 100% 100% % programs requiring intern or capstone Integrating discipline-relevant campus events as part of learning outside of the classroom* UG: Course credit for attending discipline relevant campus events Grad: 1) Focus group study. 2) Class time exchange for required events. 3) Schedule relevant events (e.g., speakers, alumni networking, professional development) % 90% 92.5% 95.5% UG: NSSE 10f: Attending campus events and activities (special speakers, cultural performances, athletic events, etc.) (Mean, % > some) Grad: Graduate Education & Scholarship Survey (perhaps no change in goal from baseline)

14 14 School of Education & Human Services -- Learning Environment & Quality of Place UNIT PRIORITY Diversity DIVISIONAL PRIORITY TIMELINE Improve diversity and inclusion throughout the division GOAL Develop and implement activities and programs designed to increase and enhance student diversity throughout the College. Develop and implement activities and programs designed to enhance the College climate for students, faculty and staff which are aligned with the College s mission and goals. STRATEGIES 1) Requiring courses and fieldwork with explicit examination of diversity issues and global understanding* BASELIN E ASSESSMENT PLAN 83.3% 100% 100% 100% % of programs with diversity in required course: list courses: CRJ none; EDA extensive infusion; EDC: extensive infusion; EHD extensive infusion; PAD PAD 685 Human Resource Management; SWO SWO 321 Human Diversity & SWK 524 Cultural Diversity. 2) Maintain current activities % 95% 95% 95% UG: NSSE 1e: Included diverse perspectives (different races, religions, genders, political beliefs, etc.) in class discussions or writing assignments (Mean, % > 2 sometimes) Develop and implement strategies and programs designed to increase and enhance faculty and staff diversity throughout the College, with particular focus on underrepresented groups within each department/division. Enhance underrepresented faculty/staff recruitment and retention efforts % 88% 89% 90% UG: NSSE 11L: Understanding people of other racial and ethnic backgrounds (Mean, % > some) Grad: Graduate Education & Scholarship Survey TBD TBD # or % of faculty from underrepresented groups

15 15 School of Education & Human Services -- Alumni Connectedness and a Culture of Philanthropy UNIT PRIORITY Philanthropy DIVISIONAL PRIORITY TIMELINE Enhance alumni engagement Enhance friend and fundraising GOAL STRATEGIES BASELINE ASSESSMENT PLAN Increase total $$ donated for school-based funds 100% by 2016 Increase % of school alumni who give to the college 100% by 2016 Increase friendraising and stewardship 1) Dean s Challenge to current student groups. 2) Link with Advancement 3) LITS: Allow alumni to keep Brockport address with forwarding capability. 4) Maintain connections with 80% of each graduating class. 5) Sponsor alumni social & professional events at MetroCenter & Brockport Campus 6) Develop Dept. Scholarships. Board of Ambassadors Increase Dean-alumni contacts/activities $106,403 $138k $180k $230k Advancement: Total $ of gifts from school alumni % % % % Advancement: #/% of alumni donors 13,977 14,308 14,639 14,970 Advancement: # of alumni addresses Dean-alumni contacts/activities