Achieving Academic Distinction: The Plan for Student Success

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1 Achieving Academic Distinction: The Plan for Student Success Strategic Plan

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3 WINSTON-SALEM STATE UNIVERSITY STRATEGIC PLAN ACHIEVING ACADEMIC DISTINCTION: THE PLAN FOR STUDENT SUCCESS EXECUTIVE SUMMARY The legacy of Historically Black Colleges and Universities (HBCUs) is unquestionably one of success. Institutions such as Winston-Salem State University have contributed significantly to the growth and persistence of the Black middle and professional classes. Nevertheless, as have many institutions in this country, HBCUs have been affected by the tremendous social, cultural, economic and political changes that have taken place over the past fifty years. Two changes in particular have affected HBCUs. The civil rights victories that gave Black people greater access to higher education have steered some of the more academically prepared students away from many of our institutions. Rapid changes in science and technology have added workplace requirements entailing study beyond high school for most everyone. Today s HBCUs must prepare more students with a wider range of academic readiness for a more heavily knowledge-based economy. The Winston-Salem State University Strategic Plan is designed to address these challenges. The Plan s five goals address the curricular, infrastructure and resource factors that we consider most relevant to successful academic outcomes. Academic Excellence At the core of the Plan are objectives designed to better align the curriculum with 21st century challenges. By infusing the curriculum with opportunities to build the knowledge and skills they will need to compete in a rapidly changing global economy, we intend to produce graduates who are ready for that challenge. A similar focus on enhancing academic excellence is proposed for graduate programs. Investing in the development of faculty is critical to the success of an academic institution. The Plan therefore provides for recruiting and retaining an outstanding faculty and for investing further in academic support. Student Success With higher admission standards and with the right support, we intend to see that every student accepted at WSSU can succeed after graduation. The Plan, therefore, includes objectives to successfully recruit, retain and graduate our students. Investing in the campus and ensuring student access to the latest technology is a high priority within WSSU s Strategic Plan. WINSTON-SALEM STATE UNIVERSITY STRATEGIC PLAN p.1

4 Community Engagement WSSU will work to foster greater collaboration with the community and to develop new services and programs to address community needs while enriching the learning experiences of our students. There will be a focus on leveraging the resources of the University to support local businesses and improve surrounding neighborhoods. There will also be an increased effort toward creating strong partnerships with local school districts to enhance student readiness for college and teacher preparation for our own students. Efficiency, Effectiveness and Resources Infrastructure factors that affect success come in all forms. Highquality administrative support is needed to reach our goals; accordingly, the Plan calls for development of an administrative infrastructure capable of delivering that level of support, by ensuring that staff not only have the appropriate skills and training but also are at levels sufficient to perform the quantity of work to be done. In addition, the University s facilities must be conducive to the level of teaching and learning needed to reach our goals; accordingly, investing in the core of our campus and making sure that the latest technology is available in our classrooms has to be a high priority. Finally, to enable us to conduct business efficiently and effectively, the Plan calls for investment in our major business enterprise systems. University Culture and Pride Acknowledging that we cannot reach our goals unless we have broad support from our stakeholders, the University will seek to create and sustain an intellectual, collegial and diverse community that treasures its history, provides a supportive and safe environment, encourages the free exchange of ideas, and instills pride in the University. The Plan recognizes that in order to provide a transformative student experience, key programs such as athletics and student life must be provided. The Plan proposes objectives designed to facilitate communication around these and other issues, including shared governance and improved alumni engagement. In the end, however, the priorities of the Plan must inform and guide the decisions about the allocation of resources, broadly defined. Everything we do must support the success of our students. While the strategies outlined in the pages that follow are designed specifically for WSSU, the issues that are addressed can be found on other HBCU campuses. Mindful of the significant role that HBCUs play in producing Black college graduates, the U.S. Secretary of Education, Arne Duncan, and the Director of the White House Initiative on HBCUs, John Wilson, are challenging HBCUs to achieve better results in spite of their common set of problems aging facilities, low endowments, insufficient financial aid, under-prepared students, and underpaid and overworked faculty and staff. Duncan and Wilson are suggesting that to remain relevant in a global economy, HBCUs must focus less on surviving and providing educational opportunity and become more strategic in order to thrive and produce better outcomes for graduates and the larger community. HBCUs can no longer claim a monopoly on Black talent. As does every other university in this nation, they must compete for it, and if they are to offer viable educational options to our students, they must compete successfully against the other institutions that provide African American students with reasonable alternatives. This Strategic Plan calls for a major investment in the University to accomplish this objective, and defines for us the strategies to follow. p.2 ACHIEVING ACADEMIC DISTINCTION: THE PLAN FOR STUDENT SUCCESS

5 HISTORY Winston-Salem State University was founded on September 28, 1892 as the Slater Industrial Academy in a one-room frame structure with 25 pupils and one teacher. In 1895, the school was recognized by the State of North Carolina and, in 1899, it was chartered by the state as Slater Industrial and State Normal School. In 1925, the General Assembly of North Carolina recognized the school s curriculum above high school, changed its name to Winston-Salem Teachers College, and empowered it under authority of the State Board of Education to confer appropriate degrees. Winston- Salem Teachers College thus became the first Black institution in the nation to grant degrees for teaching in the elementary grades. The School of Nursing was established in 1953, awarding the degree of Bachelor of Science. The North Carolina General Assembly in 1963 authorized changing the name from Winston-Salem Teachers College to Winston-Salem State College. A statute designating Winston-Salem State College as Winston-Salem State University received legislative approval in In 1971, the General Assembly reorganized higher education in North Carolina and on July 1, 1972, Winston- Salem State University became part of the University of North Carolina, subject to the authority of a Board of Governors. Since its founding, Winston-Salem State University has grown to include the School of Education and Human Performance, the School of Health Sciences, the School of Business and Economics, and the College of Arts and Sciences. Comprised of over 300 faculty members and over 6,400 students, the University offers more than 40 bachelor s degree programs, 10 master s degree programs and five certificate programs. Supporting these programs are the University College and the School of Graduate Studies and Research. Simon Green Atkins, WSSU s founder, is honored with a statue on the campus. His values are reflected throughout the Strategic Plan. WINSTON-SALEM STATE UNIVERSITY STRATEGIC PLAN p.3

6 THE PLANNING PROCESS This strategic planning process was initiated in January 2009 with a presentation to the faculty and staff outlining the goals, process and timetable for completing the Plan. Chancellor Donald J. Reaves subsequently as well as the development of both the WSSU goals and the means for measuring success in achieving them. Careful consideration was given to all accreditation and UNC Tomorrow compliance requirements. There was unanimous agreement among those involved that Student Success is the highest and most crucial University priority and that maintaining University Culture and Pride is critical to the University s drive towards achieving its goals. To achieve the WSSU vision and mission, the University must focus on identifying, targeting, attracting, developing and retaining high-quality faculty, administrators, and staff, all of whom share our core values of scholarship and excellence. appointed a group of approximately 40 faculty, staff and students to the Strategic Planning Council and charged them with working with the Robinson Consulting Group and the Executive Steering Committee to complete the Plan in about 120 days. The members of the Strategic Planning Council and the Executive Steering Committee are identified in Appendix A. The strategic planning process involved a variety of techniques and focused dialogue to solicit insight from a broad range of WSSU stakeholders. The data-gathering and validation stages included electronic surveys, focus groups, interviews, and review of articles and reference documents (see Appendix B). Through a series of intense and comprehensive discussions about the economic challenges and strategic issues facing the University, previously documented WSSU vision and mission statements, and strategic plans of our peer institutions, the Strategic Planning Council developed an inspiring and achievable planning framework as depicted in the diagram above. THE PLANNING CONTEXT Globalization This Strategic Plan was developed in the context of a rapidly changing external environment represented by a politically and economically connected world. America is losing ground as other countries invest heavily in higher education and produce more college graduates to support the demands of a knowledge-based economy. As the content areas associated with traditional academic disciplines and professional programs evolve and will do so at an accelerated pace, baccalaureate education is increasingly the means by which students develop the knowledge, skills, discipline and habits of mind that will serve as the foundation for their lifelong learning and professional development. U.S. colleges and universities must produce graduates with the skills needed to compete successfully on a global level. This planning framework served as the basis for confirming the WSSU vision, mission and core values, p.4 ACHIEVING ACADEMIC DISTINCTION: THE PLAN FOR STUDENT SUCCESS

7 Increasing student graduation rates will be a critical priority. Accountability for Outcomes Because a knowledge-based economy requires a highly educated workforce, increasing enrollment in U.S. colleges and universities is projected to continue, despite a projected decline in the number of high school graduates in many parts of the country (according to the U.S. Department of Education). This strong demand for higher education has enabled colleges and universities to maintain their enrollment levels despite low retention and graduation rates. William Bowen, et. al. in Crossing the Finish Line refer to American colleges and universities as failure factories which, while they do a great job of providing access to higher education by enrolling large numbers of students, nevertheless fail to graduate 50 percent of those enrolled. This failure of American higher education is a special problem for HBCUs because of their role in producing Black college graduates. While HBCUs represent only 3 percent of all colleges and universities in the U. S., they enroll 12 percent of African-American students and grant more than 30 percent of all baccalaureate degrees, 40 percent of STEM (Science, Technology, Engineering, and Mathematics) degrees and 60 percent of engineering degrees. HBCUs produce about half of all African American teachers, 40 percent of all Black health professionals and 24 percent of Ph.D.s awarded to African Americans (U.S. Department of Education, NCES, 2005). The pressure on colleges and universities to become more accountable for results providing a high-quality educational experience leading to a degree in four to six years is increasing. This pressure comes from federal and state elected officials, regional accrediting bodies, government agencies, parents and the public at large. Market forces also drive colleges and universities to demonstrate the value of their degrees over the other options available to students, including many more for-profit and on-line universities. HBCUs are not immune from this pressure and many, including Winston-Salem State, are realizing that the focus on access to higher education without a corresponding focus on excellence undermines the HBCUs legacy and continuing mission of effectively preparing WINSTON-SALEM STATE UNIVERSITY STRATEGIC PLAN p.5

8 African American leaders to serve in their professions and in the larger community. The Black Achievement Gap The relatively large and persistent gap in both the attendance rates and achievement of African American students versus White students require that HBCUs take action to achieve better outcomes. The fact that Blacks attend college at a lower rate and graduate at a much lower rate than Whites means that African Americans will be increasingly marginalized in a global to higher education for the citizens of North Carolina. WSSU has been one of the fastest-growing public four-year universities in North Carolina. Enrollment growth was the largest in the UNC system for the years 2003 to Total enrollment more than doubled from 2,992 in Fall 2001 to 6,442 in Fall During this period the mean combined math and verbal SAT score for first-time, full-time freshmen fluctuated between 865 and 900. The average high school Grade Point Average similarly fluctuated between 2.8 and The data shows that despite increases in WSSU s stated admissions standards, the quality profile of We are committed to closing the achievement gap. society. Not only do African American youth compete with other American youth for jobs, they also compete with young people from around the world as jobs depend less on physical location and more on knowledge and skills. These factors and other external driving forces such as the worldwide economic downturn, changing student and faculty demographics, sustainability issues and rapid advances in technology, along with increased and costly compliance requirements, continued poor performance of public schools in preparing students for college, and the escalating expectations of all stakeholders require that Winston-Salem State make significant adjustments in order to remain competitive. Growth and Quality Winston-Salem State University was designated a focused growth institution by the University of North Carolina system as part of its plan to increase access Key administrators, like Dr. Peggy Valentine, Dean of the School of Health Sciences, take a keen interest in the success of our students. enrolled students remained relatively unchanged between 2001 and With the incoming class of Fall 2009, WSSU decided to reduce the number of incoming freshmen, to increase the number of transfer and distance learning students, and to improve the academ- p.6 ACHIEVING ACADEMIC DISTINCTION: THE PLAN FOR STUDENT SUCCESS

9 ic profile of first-time, full-time students. The freshmen class size was reduced from a record high in Fall 2008 of 1,357 students to 795 students in Fall The average SAT of this reduced cohort was 20 points higher than the Fall 2008 incoming class and the average high school GPA went from 2.92 to Despite the small freshman class, total enrollment at 6,427 remained essentially flat for Fall 2009 due to increased transfer, distance and continuing education enrollment. The Campus Culture Surveys completed in Spring 2009 reflect a campus culture wherein faculty and staff do not believe that the University is living up to its espoused values and that the University has not delivered on its promises. As part of this strategic planning process, faculty and staff affirmed the following institutional values and behaviors as necessary to create a campus culture that will support our vision, mission and goals. Student Outcomes Outcomes for WSSU students during this period of focused growth declined, as the first- to second-year retention rate dropped from 77.7 percent in 2003 to 68.0 percent in Similarly, the four-year graduation rate decreased from 20.2 percent for the cohort entering WSSU in 2001 to 13.1 percent for the cohort entering in The six-year graduation rate declined from 47.9 percent for the 1999 entering cohort to 39.3 percent for the 2002 entering cohort. An examination of the underlying causes for these deteriorating student outcomes suggests there are several contributing factors, including poor preparation and the failure of the institutional infrastructure to keep pace with the rapid student growth. Student satisfaction declined and large numbers of students were eventually dismissed for academic reasons, often with a large debt burden. The percentage of students borrowing to cover educational costs at WSSU went from 80 percent in 2003 to 88 percent in 2007 with an average per-borrower total undergraduate debt of $10,500. Systems, processes and staffing designed to handle 3,000 students did not adapt quickly enough to handle more than twice that number. Moreover, there had been only limited progress on many of the organizational challenges that were identified in the 2002 strategic plan such as poor customer service, poor business processes, inadequate student and administrative information systems, poor communication, negative perceptions in the community about the quality of graduates and concerns about safety on the campus. This confluence of events and issues made the need for change paramount among competing priorities. We believe in developing our students to reach their full potential and take their rightful place as leaders in the global community. Shown above is WSSU SGA President Whitney McCoy 10. VALUES Education is the foundation of a prosperous and enlightened society. We are committed to lifelong learning. Leadership is demonstrated through the relentless pursuit of excellence. We provide distinctive service to all stakeholders. Respect for all; integrity always. WINSTON-SALEM STATE UNIVERSITY STRATEGIC PLAN p.7

10 BEHAVIORS THAT SUPPORT OUR VALUES We develop innovative solutions that create value for all of our stakeholders. We link our programs to the needs of the region and of the State of North Carolina. We listen carefully to our stakeholders issues. We set mutual goals and objectives with stakeholders that stretch our collective capabilities. We learn from every opportunity. We believe that an enriching and supportive learning environment is the foundation for student success, retention and graduation. We believe high-quality learning leads to success for all stakeholders. We strive for excellence at all times. We solve problems rather than complaining about them. We are committed to data-driven decision making. We deliver what we promise, and strive to do more. We use problems and mistakes as opportunities to improve. We are viewed by others as an organization to learn from or to emulate. We are role models for each other and for those outside the University. We treat all stakeholders with fairness, dignity and respect. VISION Winston-Salem State University develops graduates of distinction known for leadership and service in their professions and communities. WSSU graduates compete successfully in the global economy. The faculty excels in teaching and creative and scholarly activities that enhance both student learning and the communities served by the University. Faculty, staff and administrators provide excellent service that supports both a positive student experience and a high-quality work environment. MISSION Preparing diverse students for success in the 21st Century, Winston-Salem State University offers quality educational programs at the baccalaureate and graduate levels. Students are engaged in active and experiential learning and have access to education through flexible delivery modes. The University is dedicated to the development of students through excellence in teaching, scholarship and service. As a comprehensive, historically Black constituent institution of the University of North Carolina, Winston-Salem State University contributes to the social, cultural, intellectual and economic growth of the region, North Carolina and beyond. An enriching and supportive learning environment is the foundation for student success, measured in terms of improved retention and graduation rates, and improved post-graduation outcomes. p.8 ACHIEVING ACADEMIC DISTINCTION: THE PLAN FOR STUDENT SUCCESS

11 Through academic excellence and a campus equipped with advanced technologies, graduates will learn 21st Century skills needed for careers in fast-growing fields. Vision and Mission Development As an HBCU, Winston-Salem State University s current mission is inextricably tied to its historical mission of educating the children of newly freed slaves and subsequently educating the sons and daughters of the Black middle and professional classes. As opportunities for African American students expanded within predominantly White institutions (PWIs), the enrollment patterns of Black students changed, with a significantly smaller percentage of Blacks enrolled in higher education attending HBCUs. In 1964, 75 percent of all Blacks enrolled in higher education in the U.S. attended an HBCU, with only 25 percent enrolled in PWIs. By 2006, the pattern had reversed, with only 12 percent of Blacks in the U.S. enrolled at an HBCU and 88 percent of Blacks attending predominantly White institutions (U.S. Census, NCES). In North Carolina, a similar pattern unfolded. According to data provided by UNC s General Administration, 83 percent of Black students enrolled in the UNC system in 1972 attended one of the five HBCUs. By 2009 that percentage had dropped a full 27 points, to 56 percent. At the same time, the academic profile of Black students enrolled at HBCUs in North Carolina also declined reflected, for example, by mean SAT scores that ranged from 117 to 155 points lower than Black students enrolled at PWIs during the period 1997 to 2007 (UNC Enrollment Data). Black enrollment at predominantly White institutions in the U.S. is overwhelmingly concentrated in lower- and middle-tier four-year institutions and in community colleges (Journal of Blacks in Higher Education, 2009). The relatively poor performance of these institutions in graduating Black students, coupled with the poor student outcomes at many HBCUs, contribute to the persistent Black Achievement Gap. This crisis in Black higher education has created a mandate for HBCUs to step up and reclaim their legacy of producing graduates who can compete with the best and the brightest. As competition for the best-prepared African American students increased, many but not all, HBCUs focused their attention on the access component of their mission and paid relatively less attention to student outcomes. Winston-Salem State University identified as its models for success the most selective HBCUs and top-tier, predominantly White institutions. This Strategic Plan envisions that Winston-Salem State University will make the investments to transform itself in ways that will allow it to achieve outcomes that are on a par with those institutions that have demonstrated a sustained track record of retaining, graduating and preparing African American students who are competitive in the global workplace. To achieve our vision of developing graduates of distinction known for leadership and service, we have clarified our mission to reflect an educational approach anchored in active and experiential learning. Our curriculum will reflect high-impact practices that support student learning and success. Our mission was also updated to acknowledge the importance of diversity in educating students prepared for success in the 21st century; to reflect our commitment to a curriculum delivered in flexible and creative modes to meet the diverse needs of students; and to allow for a limited number of doctoral degree programs. WINSTON-SALEM STATE UNIVERSITY STRATEGIC PLAN p.9

12 Academic excellence is a core value that we expect our students to demonstrate not only in the classroom but also in their professions and the communities they serve. STRATEGIC GOALS AND OBJECTIVES GOAL 1: ACADEMIC EXCELLENCE The institution will provide high-quality, challenging programs that prepare graduates to lead and serve in their professions and communities. Excellence in Undergraduate Education Winston-Salem State University will enhance the undergraduate learning experience by providing coherent academic programs that integrate experiences across curricular and co-curricular activities and by providing learning support that facilitates student success. Over the years, U.S. News & World Report has ranked Winston-Salem State University in the top three among Public Comprehensive Colleges in the South Bachelor s category. The programs at WSSU are known for being demanding and rigorous, and many of our graduates have gone on to become leaders in their professions and communities. The challenge before us today is ensuring that we keep pace with the everchanging demands of the world of work. Two major factors complicating the job market are an expanding global economy and rapid advances in technology and science. Together these forces increase the number of players and perspectives in the workplace, and stimulate rapid changes in the skills needed to conduct business. Employers seek college graduates with skills and abilities that are flexible and transferable within any job situation. A survey conducted for the Association of American Colleges and Universities (AAC&U) in 2007 revealed that both employers and recent graduates believe that the main objective of education should be to provide a balance of broad knowledge and specific skills. More simply stated, education should expose students to the liberal arts as an accompaniment to the major. These employers and graduates also believed that this educational approach should offer ample opportunity to build intellectual and practical abilities, such as communication and analytical skills and problem-solving abilities. Indeed, data shows that the highest-paid positions expect intensive use of such intellectual and practical skills. The Strategic Plan outlines three areas to address this challenge: (1) curriculum, (2) pedagogy including co-curricular integration and learning support, and (3) benchmarks. p.10 ACHIEVING ACADEMIC DISTINCTION: THE PLAN FOR STUDENT SUCCESS

13 1. Curriculum: Winston-Salem State University envisions development of graduates of distinction who are known for leadership and service in their professions and communities. The General Education Core is viewed as integral to this development. The Core provides students with a broad knowledge base that helps to develop a sense of citizenship armed with the intellectual and practical skills needed to negotiate an ever-changing world. WSSU has traditionally approached the Core by focusing on a set of outcomes which are achieved through prescribed areas of study. These outcomes include the ability to communicate, analyze and synthesize information, as well as to show respect for others and an appreciation of the arts. This approach to the Core has served us well, but over time has lost pace with trends in higher education. In particular, the Core as currently prescribed confounds outcomes with areas of study; as a result, courses developed to support the Core tend to focus on subject matter as the exclusive path to learning outcomes. Trends in liberal education long ago moved away from this approach, seeking to offer students more diversity in the options available for achieving the Core. Greater choice is urged to increase interest and persistence among students. We will address this concern by: Engaging in a review of the curriculum, with an eye towards better alignment with 21st Century liberal learning outcomes Creating and implementing a systematic approach to writing in the major Increasing opportunities for undergraduates to participate in research Broadening student exposure to diverse areas of study through the creation of new courses and enhanced offerings in more traditional fields Expanding opportunities to integrate global issues throughout the curriculum Expanding opportunities for students to incorporate STEM fields in their studies, through new courses and co-curricular activities Designing new programs targeted to high-need areas and under-represented populations; for example, women in science and men in education Better connecting existing centers and institutes to the work of academic departments and programs Improving facilities for teaching and research Better aligning co-curricular activities with academic goals Reviewing and revising as necessary all academic programs to ensure that student learning outcomes include expectations of leadership and service Implementing a system of external program reviews for all programs and centers 2. Pedagogy including Co-Curricular Integration and Learning Support WSSU Physical Therapy student demonstrates state-of-the-art equipment in new motion lab facility. The most recent results from the National Survey on Student Engagement show that the majority of students at WSSU say that they discuss class topics outside the classroom; that they apply their classroom learning to real-life situations through internships; and that they work collaboratively with other students on class projects. Only about one-third of the students report that community-based projects are a part of their WINSTON-SALEM STATE UNIVERSITY STRATEGIC PLAN p.11

14 small groups of students together with a faculty member to discuss the major questions confronting contemporary society. The courses commonly focus on honing written and oral communication skills, as well as critical thinking and problem solving abilities. Another of these practices has taken the age-old idea of offering a common experience through a prescribed general education core and recasting it in more contemporary forms. These include a set of courses with broad themes such as globalization, that reappear in a variety of courses and co-curricular activities. Writing-intensive courses are also among the high-impact practices outlined by the AAC&U. Just as these students gather data from their research, educational data suggests that the most at-risk students gain most from high-impact practices that afford them the opportunity to apply what they have learned. classroom assignments and even fewer report experiencing peer-to-peer teaching opportunities. These forms of pedagogy, among others, have been identified by the AAC&U as high impact practices; that is, forms of instruction that show a positive relationship with liberal arts learning outcomes. Data also suggests that students who are most at risk for failure tend to benefit even more from the use of these pedagogies, even though these students are the least exposed to these opportunities. High-impact practices are typically active learning strategies that afford students the opportunity to apply what they are learning. First Year Seminars, for example, have emerged as best practices in this domain. These courses usually bring We will integrate more high-impact practices into the curriculum at WSSU by: Establishing a First Year Seminar Program Establishing an Intensive STEM Program Increasing student participation in research Increasing internship opportunities Expanding the use of new approaches to pedagogy and new learning technologies to best engage students in developmentally appropriate strategies for successful learning Expanding online and distance learning offerings (E-Learning) and other flexible instructional delivery modes to best meet the diverse needs of different learners Integrating more service learning into the curriculum Establishing writing across the curriculum Establishing new approaches to capstone activities 3. Benchmarks for Success All of the data from national reports on the new demands for liberal learning assume that the competitive edge for today s graduates depends on how well they master a core set of skills. Also important is that college graduates leave school with a clear sense of themselves in relation to the problems, concerns and trends affecting a global community. As we implement a new paradigm for the core curriculum in response to this call, we must continuously assess our progress. This will require us to constantly ensure that our academic p.12 ACHIEVING ACADEMIC DISTINCTION: THE PLAN FOR STUDENT SUCCESS

15 programs remain competitive with the best around the country. It also necessitates that we assess student learning outcomes towards these larger goals. The Plan, therefore, establishes a set of assessment objectives. These include: Identify benchmarks for student performance and program outcomes from an aspirational peer group Implement a system of external program reviews for all programs and centers Better integrate and align student leadership opportunities and activities with academic program student learning outcomes Strengthen and improve teaching and student learning through the use of assessment tools and strategies Establish benchmarks and standards to ensure that students are better prepared for selective graduate and professional schools Excellence in Graduate Education Winston-Salem State University will enhance the reputation and distinctiveness of graduate education and expand graduate programs in areas of curricular strength, where there is evidence of demand. Graduate education is relatively new to WSSU but has shown steady growth over the last few years. Currently our graduate programs are mostly career-oriented and address the employment needs of the local and regional economy. While we continue to grow programs that meet the needs of North Carolina, our goal also includes establishing courses of study that build on new trends in the advancement of knowledge. This will include multidisciplinary programs such as biostatistics, biotechnology and health care management. Maintaining excellence in graduate education requires that we enhance our reputation and distinctiveness. To accomplish this goal, we must continue to attract capable and prepared students to our programs. Providing attractive and competitive financial support for students pursuing graduate degrees will help in the recruitment and retention of highly able graduate students. The Dean for Graduate Studies has had some success with securing funds to support graduate education, but we must continue to build this resource. In all, we will enhance the excellence in graduate education by: Attracting capable and well-prepared students to our graduate programs Increasing financial support for graduate students Creating new and innovative graduate programs that reflect institutional strength and the needs of the region Expanding online and distance learning course offerings and programs and other flexible instructional delivery modes Continuing to strengthen the reputation and visibility of graduate programs LEFT: Active learning environments bring students together to achieve mutual goals. RIGHT: A 2010 MBA candidate is taking advantage of WSSU s flexible graduate programs. WINSTON-SALEM STATE UNIVERSITY STRATEGIC PLAN p.13

16 Outstanding and Committed Faculty The institution will recruit, retain, reward and continually develop faculty who are committed to excellence and to the vision, mission and values of the University. The goals of the Strategic Plan cannot be achieved unless we are recruiting and retaining stellar teachers and scholars. To do so, we must be committed to providing the support faculty members need for their teaching and research. We have therefore placed great importance on making new investments in the development of the faculty at WSSU. To accomplish these goals, we will: Recruit and retain highly qualified faculty Provide increased support for teaching Provide increased support for research Create and implement a comprehensive program of faculty development Improve the infrastructure for teaching, studying and research We will invest more in teaching so that our faculty can bring new and innovative techniques to the classroom. Moreover, as WSSU increases it expectation for research productivity, we will support the faculty s effort to balance teaching with the new demands of scholarship. In addition to investments in faculty development, there are many infrastructure investments needed to support teaching, learning and research at WSSU. Most importantly, we need adequate classrooms that feature the latest pedagogical technology, innovative study spaces and adequate research facilities for faculty. TOP: A committed faculty is the foundation upon which student success is built. BOTTOM: The strength of our faculty is its diversity and its willingness to embrace new ideas. p.14 ACHIEVING ACADEMIC DISTINCTION: THE PLAN FOR STUDENT SUCCESS

17 GOAL 2: STUDENT SUCCESS The institution will provide an affordable, quality education as well as an enriching environment that attracts, retains and supports a diverse group of students in achieving success. Successful Recruitment, Retention and Graduation Winston-Salem State University will attract, retain and graduate diverse students prepared to compete in a global economy. As we work to ensure that the educational programs at Winston-Salem State University keep pace with new demands in the workplace, we must also ensure that our students are prepared to fully engage the curriculum. WSSU admits students who show a range of preparedness. Our student profile ranges from individuals who enter from the top of their high school classes to those whose performance was about average. Moreover, whether students are at the top or in the middle of their high school class, the majority come from under-resourced high schools where the rigors of academic programs vary widely. As a result, many students enter WSSU under-prepared for the challenges of a college curriculum. The lack of exposure to good secondary education is often exacerbated by the fact that many of our students are the first in their families to attend college. First-generation college students often face challenges because they do not enter school with a broad range of knowledge about how to be a good consumer of the education offered. These students require more guidance in choosing among academic options as well as more ongoing advice on how to manage their work. Rather than focus on under-preparedness as an impediment to academic excellence, our Plan defines this as an area for strategic intervention. Several factors have been shown to increase the likelihood of success for students who enter college less optimally prepared. Chief among them is ensuring that these students have the financial support needed to keep them focused on their schoolwork. Research shows that for every $1,000 in financial aid awarded to a student, the possibility of graduating increases about 20 percent. Advising is another factor found to relate positively to retention and graduation rates. At-risk students need more contact with individuals who are committed to helping them stay on track and access academic support resources. Academic support centers, such as writing labs, quantitative skills centers and supplemental instruction, also have positive effects. Academic support centers are most successful when the services are fully integrated with academic programs. The Strategic Plan has objectives designed to bring coherence to WSSU s approach to academic support by: Establishing a summer boot camp program designed to build the entering skill levels of students who do not meet admission requirements Increasing resources for financial aid and scholarship support Enhancing retention support for at-risk students Developing and implementing a comprehensive pre-major advising program Improving advising programs in the majors Consolidating academic support centers Enhancing tutoring and other supplemental instructional support Expanding and enhancing learning communities Attracting and recruiting diverse students with the motivation and ability to succeed Better coordinating student leadership opportunities and programs Our promise to our students is to provide them with an educational experience that prepares them to compete successfully in the global economy. WINSTON-SALEM STATE UNIVERSITY STRATEGIC PLAN p.15

18 GOAL 3: COMMUNITY ENGAGEMENT The institution will be recognized as a leading educational, economic and cultural partner that contributes to the human and social capital needs of the region, the State of North Carolina and beyond. Collaborative Community Engagement Winston-Salem State University will strengthen its community outreach and engagement efforts by providing opportunities for lifelong learning, fostering collaborations, expanding partnerships and developing new service and outreach programs that engage students, faculty and staff in addressing the needs of the region and beyond. The University of North Carolina system in its strategic plan, UNC Tomorrow, encouraged campuses to be more actively engaged in enhancing the economic transformation and community development of North Carolina s regions and the State. This direction is consistent with WSSU s strategic goals as it supports our efforts to integrate in-classroom and out-of-classroom learning by linking teaching, research, and service with economic and community development. Strong partnerships with business, educational, community and cultural institutions provide opportunities for WSSU faculty, staff and students to learn, conduct research and provide service to the community. Community engagement also includes the global community as we seek to develop strong institutional links with foreign universities to support study abroad and other international experiences. LEFT: One of the values we instill in our students is giving back to their communities. RIGHT: The learning experience is often enhanced by speakers like Dr. Cornel West who spoke to an assembly of WSSU students, faculty and staff. To achieve the goal of strengthening its community outreach and engagement, WSSU must: Foster collaboration among the University, its neighbors and others in the Winston-Salem community and develop new services and outreach programs that address community needs and enrich the learning experience Better support existing collaboration between University-related Centers and area community/ government agencies Better align institutional structure and rewards to enhance, coordinate and integrate public service, applied research and experiential learning Expand continuing education and workforce development programming that contribute to the economic sustainability of the region Leverage the resources of the University to support local businesses and improve surrounding neighborhoods Increase collaboration with local school districts to create strong partnerships that enhance teacher preparation and student readiness for college-level curricula p.16 ACHIEVING ACADEMIC DISTINCTION: THE PLAN FOR STUDENT SUCCESS

19 FAR LEFT: Clear guidance is a key factor in student success. LEFT: Computer Science Department Chair, Dr. Elva Jones, one of the top IT professionals in the nation, provides critical instruction to students who must keep pace in a technology-based society. GOAL 4: EFFICIENCY, EFFECTIVENESS AND RESOURCES The institution will provide efficient and effective systems, serve as good stewards of its physical, financial and human resources, and continuously improve its processes, procedures, and organizational structure to meet its goals. High Quality Administrative Support Winston-Salem State University will develop and maintain an administrative infrastructure that consistently reflects the best strategies in higher education administration. In assessing the University s current position, it became clear that notwithstanding the institution s many strengths talented faculty, dedicated staff, committed leadership, strong programs in high-demand areas, excellent centers and institutes engaged in research, community and economic development, new and recently renovated facilities, as well as Diggs Gallery and other cultural organizations that enrich campus and community life some operational and management challenges remain obstacles to institutional success. Significantly, staffing challenges, weak administrative systems, inadequate policies and procedures and a poor technology infrastructure are in need of improvement. The technology infrastructure is of particular concern because of its importance to WSSU s strategic goals. Winston-Salem State purchased and installed BANNER SunGuard as its enterprise system for both students and administration. The system was implemented, however, with many of the modules not fully functional. Moreover, the system is not fully integrated across the campus. Many units within the University were allowed to continue using homegrown systems and other software programs instead, which has resulted in large gaps in information in critical areas. As WSSU moves to implement a new payroll system and the direct lending program for student financial aid, it will be critical that its information systems be fully integrated and functional. With an effort to increase distance and online learning that will push the envelope on instructional modalities, it is even more important that the technology infrastructure keep pace. To address these challenges, the University will: Provide adequate staffing and other resources to support the work of faculty and students Improve processes, policies and procedures that impact administrative tasks Develop and implement a technology plan that supports strategic priorities Enhance technology infrastructure, support and training Improve the performance management system to enhance constructive feedback, growth and accountability Supportive Facilities and Infrastructure Winston-Salem State University will design, build and manage the facilities and infrastructure that support innovative teaching and learning practices, expanded basic and applied research, and the University s commitment to community engagement. WINSTON-SALEM STATE UNIVERSITY STRATEGIC PLAN p.17

20 Maintaining the physical plant of the university enhances the educational experience that students receive. There are several new academic buildings and residence halls which, coupled with the well-maintained grounds, create an attractive campus. This appearance, however, is somewhat deceiving because many buildings in the campus core are old, deteriorating and in need of major renovation. The former science building, Hill Hall, which was abandoned in May 2005, sits boarded up in the center of campus. The campus master plan will need to be updated to reflect academic priorities and to address the needs associated with the campus core and an active learning approach to the curriculum. Similarly, space utilization is less than optimal and will receive attention as part of this Plan. To this end, WSSU will: Update the Campus Facilities Master Plan Develop funding to support routine repair, renovation and deferred maintenance Develop a schedule for classroom improvement and technology enhancement Better schedule classes and activities to optimize the use of available space and facilities Enhanced Revenue and Integrated Planning and Budgeting Winston-Salem State University will increase financial support from private sources and create systems to ensure that resources are aligned with strategic priorities. While the University s financial position is sound, significant cuts in the state s appropriation for fiscal years and required the University to eliminate programs and to restructure functions to improve efficiency. These cuts included the elimination of filled positions and vacancies, as well as reductions in travel, professional development and other operating expenses. Although the reduction in state funding was painful, it did provide an opportunity to take a closer look at how resources were being spent and to take steps to align spending with institutional priorities. The federal Title III grant was identified as a significant opportunity for better alignment of resources with strategic priorities. These federal funds are granted to HBCUs to strengthen and support the delivery of their missions. By using these funds more strategically, WSSU will be able to invest in ways that support its strategic goals. Similarly, the Strategic Plan provides an opportunity to focus our fundraising and philanthropic support on initiatives arising from our priorities. The current relatively low level of alumni giving is also an issue, and will be addressed by providing additional opportunities for alumni to become meaningfully engaged in the life of the University. To align resources with institutional priorities, the University will: Develop and implement additional revenue generating and savings initiatives Increase revenue from fundraising and philanthropic support Create and implement a participatory and inclusive strategic budgeting process that incorporates funds from all sources (for example state, foundation, sponsored programs, auxiliaries, tuition) to support the institution s goals and priorities Outstanding and Committed Staff The institution will recruit, retain, reward and continually develop staff members who are committed to the vision, mission and values of the University. WSSU has dedicated and hard-working staff committed to students and the mission of the University. However, there is evidence that staffing in many administra- p.18 ACHIEVING ACADEMIC DISTINCTION: THE PLAN FOR STUDENT SUCCESS

21 tive offices did not keep pace with the rapid growth in student enrollment and must be augmented. In addition, the skill levels of employees in some critical functions are inconsistent with the current requirements of their positions, often resulting in employee frustration and poor customer service. To ensure accountability for results and to help manage the change associated with implementing the Strategic Plan, the University must invest in professional development and training, performance management and leadership development. To achieve this goal, WSSU will: Develop and implement a staffing plan to support strategic goals Create and implement a comprehensive program of staff training and development Design and implement a comprehensive reward and recognition program for staff The creation of a new Strategic Plan provides an opportunity to refresh the institutional brand to ensure that images and marketing campaigns are consistent with the vision, mission and goals articulated in this Plan. To this end, the University will: Develop and implement a comprehensive internal and external identity campaign for the campus Develop and implement Marketing and Communication Plans to support the Strategic Plan Outstanding Campus Safety and Security Winston-Salem State University will maintain an accessible campus that is safe and secure for students, faculty, staff, alumni and visitors. In 2007 WSSU established a Campus Safety Task Force and conducted a comprehensive campus safety audit following a high-profile off-campus incident. This report has served as a framework for implementing a set of recommendations designed to improve campus safety and security. While Winston-Salem State University is relatively safe, as an urban campus it is imperative that it continue to give safety and security high priority in this Strategic Plan. The University, therefore, will: Keep current its comprehensive campus safety plan Expand the campus shuttle system and parking programs to facilitate access by all stakeholders to campus programs and activities Distinctive Institutional Brand Winston-Salem State University will update its institutional brand to better reflect the distinctive elements of its vision (leadership and service) and create pride of association. A top priority of the University is to provide a safe environment for students, faculty, staff and visitors. WINSTON-SALEM STATE UNIVERSITY STRATEGIC PLAN p.19

22 GOAL 5: UNIVERSITY CULTURE AND PRIDE The institution will create and sustain an intellectual, collegial, and diverse community that treasures its history, provides a supportive and safe environment, encourages the free exchange of ideas, and instills pride in the University. Transformative Student Experience Winston-Salem State University will engage students in learning experiences, both in and out of the classroom, that expand their intellectual horizons, heighten their aspirations and transform their lives. There is a great sense of culture and pride at Winston- Salem State University. Many alumni talk passionately about how their experiences at this institution transformed their lives. People speak with great honor about faculty and staff members who opened doors of opportunity or pushed them towards excellence. Classmates often reminisce about prominent students from their era who challenged ideas and moved the institution to new heights. These types of intellectual exchanges continue to occur on our campus, as confirmed by recent data from the National Survey on Student Engagement, but many believe that the long tradition of pride and action driven by academic excellence is fading among our students. This concern is not unique to WSSU. Institutions across this country are engaged in activities designed to stimulate the intellectual life of their campuses. Stimulating greater intellectual discourse on our campus will require that we extend the classroom to the student center and the residence halls. We must invest more resources in student activities that create opportunities for the exchange of ideas in the places where students meet and that bring our students together to discuss the important questions facing our society. These investments must also move some of the work of the faculty from the classrooms and laboratories to the breezeway and dormitories. To accomplish this goal, we must: Invest in new and renovated facilities designed to build a greater sense of community among students, faculty and staff Create opportunities to bridge the activities of student organizations and Student Affairs with the academic lives of students Enhance the student residential experience and update residence halls to support a living/learning environment Improve the amount and quality of evening and weekend programming to promote greater intellectual and social life on the campus Increase the engagement of non-residential students Improve services for disabled students Provide opportunities for the development of leadership skills Provide opportunities for service that impact the quality of life for those served and contribute to student learning Create the environment for greater intellectual diversity and discourse both in and out of the classroom Provide opportunities for students to engage the world both on and off the campus Expand opportunities for faculty/staff and student interaction and engagement outside the classroom Inclusive Governance, Leadership and Engagement Winston-Salem State University will empower leadership at all levels, promote representative and inclusive governance, and encourage active participation of all stakeholders in the work of the University. Intellectual discourse should be extended beyond the classroom to where students meet. p.20 ACHIEVING ACADEMIC DISTINCTION: THE PLAN FOR STUDENT SUCCESS

23 In this environment, all University stakeholders have an opportunity to express their views on key issues affecting the University. The long-term health of the academic program at any institution rests upon fully engaging all interested stakeholders. The process of entertaining diverse perspectives often culminates in better and more creative solutions. Institutions of higher education have long recognized that collective input yields better decisions and thus adopted the process of shared governance as the vehicle for opening up the channels for decision making. On campuses where shared governance works well, there are opportunities for mutual participation by faculty, students, staff and alumni on matters of importance to the institution. Although many groups have been involved in decision making at WSSU, the process of shared governance is relatively new to us. There are long traditions of faculty governance, student government, Board of Trustee involvement and alumni input, but the integration of these efforts towards one goal has been sporadic at best. In recent years, the faculty has taken a more active role in staking its claim to shared governance. The faculty wrote a Constitution and standing committees of the faculty have become active in making decisions about issues concerning them, as well as issues concerning the academic programs. The staff is also showing increasing involvement in the University through its Staff Senate. The task before us is to insure that these and other bodies are working more cohesively. It is an inherent goal of this Plan that faculty, students and staff have input on a body of issues that face the entire University and that alumni input and involvement be sought on a regular basis as well. Towards this goal, we will: Review governance and committee structures to enhance stakeholder engagement and to ensure efforts are aligned with strategic priorities Continuously seek to improve transparency and communication in the decision making process Design and implement a comprehensive program of management and leadership development, to include department chairs Create more opportunities for alumni groups to engage the work of the institution WINSTON-SALEM STATE UNIVERSITY STRATEGIC PLAN p.21

24 Athletics and Student Life The University will support athletic and other co-curricular activities that engage students, faculty, staff, alumni and other stakeholders in the life of the University and generate pride of association and support for the University. Athletics is an important co-curricular activity that contributes to student development and generates pride of association, alumni engagement and community support. Investments in Athletics should be consistent with its role in support of the academic mission of the University. The analysis associated with the strategic planning process made it clear that the transition to Division I Athletics reversed our priorities, as resources from academic units went to coaches salaries and more scholarship aid went to student-athletes than to merit scholars. This analysis also revealed that the program a vibrant university culture and generates pride of association. The University will also work to enhance other cocurricular activities and expand cultural events to better connect the campus and the community. To achieve this goal, WSSU will: Provide greater balance in the investment between revenue and non-revenue sports Seek to improve the academic achievement, retention and graduation rates of student-athletes Seek to increase alumni giving and other philanthropic support for Athletics and Student Life Improve recreational and cultural opportunities for students, faculty, staff and alumni The university s alumni continue to give back as these alumni did during their 50th class reunion. was disproportionately reliant on student fee revenue and that deficits would continue to accumulate. Given that the projected deficits in Athletics would continue to drain limited resources away from academic priorities and undermine efforts to enhance the institution s academic reputation, the University decided to terminate the transition to a NCAA Division I institution and instead to remain in Division II. Having made this decision, WSSU is committed to developing a competitive Division II program that contributes to Alumni Engagement WSSU will develop initiatives and activities to ensure that alumni are well-informed about the affairs of the University and have ample opportunities to be engaged and to support the University. Successful and supporting alumni represent the best measure of institutional effectiveness and are the best equipped to help the institution tell its story. All colleges and universities, but especially HBCUs, must p.22 ACHIEVING ACADEMIC DISTINCTION: THE PLAN FOR STUDENT SUCCESS

25 find effective ways to continue to engage alumni in the affairs of the University. Alumni represent powerful role models and can serve as the link between current students and the world of work or graduate school. While WSSU has a strong and proud alumni network, there are continuing opportunities to increase the level of alumni engagement and support for the new vision for the University. To increase alumni engagement and giving, WSSU will: Improve and increase the capacity to engage alumni Create more opportunities for alumni groups to engage in the work of the institution Improve communication with alumni to ensure that they remain informed of University initiatives and plans Collect information from alumni about their educational experiences to improve educational practices Construction of the new Bowman Gray Fieldhouse was the result of a successful collaboration between the University and the City of Winston-Salem to upgrade athletic facilities. WINSTON-SALEM STATE UNIVERSITY STRATEGIC PLAN p.23

26 CONCLUSION The University has set aggressive goals designed to improve student outcomes by better preparing graduates to compete in a global economy. The success of the Plan is predicated on improvements to the curriculum, teaching and academic support offered. New investments in the development of the faculty will help ensure our success. Moreover, working to improve the efficiency and effectiveness of our infrastructure will help us to reach our goals. Along the way, we will involve all interested stakeholders in the implementation and monitoring of progress towards our goals. Achieving the goals set forth in this Plan will require financial resources. To that end, the University will rely upon incremental funding from the State of North Carolina and from enhanced fundraising, as well as on the reallocation of existing resources. Two underlying assumptions of the Plan are that bigger is not necessarily better and that goals can be achieved by using resources, almost exclusively, to support the highest priorities. The latter point is steeped in the belief that what you do with what you have is the primary determinant of success. It is critically important that we are successful in our efforts to improve performance across the measures identified in the Plan. Winston-Salem State University has a successful track record of providing African American students with a quality education, and that legacy needs to be sustained. As is the case with most all of the HBCUs, Winston-Salem State has certainly made its contribution to the nation s talent pool, and has distinguished itself in doing so. From its early days as Slater Academy, through the Teachers College era, to the more recent past, this University has been able to use its limited resources to accomplish remarkable feats. Going forward we will need to redouble our efforts in recognition that now, perhaps more than any time in history, the challenge of educating today s students is more difficult. The social, cultural and political changes that have taken place over the last five decades have affected everything, including higher education. As a result, the mission of this University, its vision, its curriculum, and everything that it does, must be in alignment with contemporary thinking and practices in higher education. This Plan is about meeting the challenges of today so that future generations of Winston-Salem State students can be assured that they are receiving a quality education. Finally, the success of the effort will be determined in part by the support we receive from faculty, students, staff, alumni, the community, UNC General Administration and many others who have a stake in the future of Winston-Salem State University and its graduates. We look forward to your support. Donald J. Reaves, Ph.D. Chancellor p.24 ACHIEVING ACADEMIC DISTINCTION: THE PLAN FOR STUDENT SUCCESS

27 APPENDIX A - Strategic Planning Participants Executive Steering Committee Donald J. Reaves Brenda Allen Jessica Bailey Carolynn Berry Dorcas Colvin Michelle Cook Gerald Hunter Merdis McCarter Randy Mills Melody Pierce Nancy Young Chancellor Provost & Vice Chancellor for Academic Affairs Interim Provost & Vice Chancellor for Academic Affairs; Dean, School of Business and Economics Assistant Provost, Institutional Planning, Assessment & Research Executive Vice Chancellor for Management & Strategic Initiatives Vice Chancellor for University Advancement Vice Chancellor for Finance and Administration Senior Associate Provost Associate Vice Chancellor for Financial Planning and Budget Vice Chancellor for Student Affairs Interim Director of Public Relations Strategic Planning Council Terry Denard Andrews Judi Bailey Edwin Bell Cynthia Williams Brown Irene Chief Morris Clarke Teresa Conner-Kerr Owen J. Cooks President of NASO (Student) Interim Associate Vice Chancellor for University Advancement Professor, School of Education and Human Performance Chair, Associate Professor Human Performance & Sport Sciences Interim Associate Vice Chancellor of Lifelong Learning Associate Professor, Life Sciences Chair, Physical Therapy Associate Vice Chancellor for Facilities WINSTON-SALEM STATE UNIVERSITY STRATEGIC PLAN p.25

28 Strategic Planning Council continued Robert J. Cowie Carol Davis Nyoka S. Dunbar Donna Durham-Pierre Charles W. Ford Ivan V. Foster Himanshu Gopalan Sigrid Hall-Pittsley Cecil Holland Glen A. Holmes Fidelis M. Ikem Madu Ireh Cynthia Jackson-Hammond John Johnson Thomas Jones Tomikia LeGrande Whitney N. McCoy London Mickle Ronald F. Patterson Michelle Releford Harold T. Respass Karl Rodabaugh Professor, Physical Therapy Director, SG Atkins Community Development Corporation Nursing (Graduate Student) Department Chair, Life Sciences Dean, College of Arts and Sciences Associate Vice Chancellor for Human Resources Chair, Faculty Senate Interim Chief Marketing Officer Director of Special Projects, Division of Nursing Associate Provost for Information Resources & CIO Dean, School of Graduate Studies and Chief Research Officer Director of Technology/Assistant Professor Dean, School of Education and Human Performance Associate Dean, School of Health Sciences Chair, Department of Management and Marketing Assistant Vice Chancellor for Enrollment Services Vice President of Internal Affairs, SGA; Current SGA President Administrative Assistant, President Elect of Staff Senate Professor Mathematics & Chair of Academic Standards & Curriculum Dean, University College Immediate Past President of SGA (Student) Director Evening-Weekend College p.26 ACHIEVING ACADEMIC DISTINCTION: THE PLAN FOR STUDENT SUCCESS

29 Strategic Planning Council continued Dianna S. Sanders Subash Shah LaMonica S. Singleton David Stewart Doria K. Stitts Carol Strohecker Thomas Tucker Delores Turner Peggy Valentine Tonia Walker Kevin M. Wilson Leslie O. Winbush SBE (Student) Professor Social Sciences; Immediate Past Chair, Faculty Senate Interim Director Career Services and President Staff Senate Chair, Assistant Professor Finance Interim Dean, School of Business and Economics Director, Center for Design Innovation Assistant Professor, Fine Arts Special Assistant to the Chancellor Dean, School of Health Sciences Interim Athletic Director SEHP (Student) Academic Advisor, University College WINSTON-SALEM STATE UNIVERSITY STRATEGIC PLAN p.27

30 APPENDIX B - Environmental Scan Documents The following documents were reviewed as part of the environmental scan: WSSU Strategic Plan 2005 WSSU Strategic Plan Evolution WSSU Brand Messaging Architecture 2005 WSSU Response to UNC Tomorrow May 2008 WSSU Proposed Targets Phase I Action Plan Dec 2008 WSSU Phase I Staff Observations WSSU Phase II Faculty and Staff WSSU Phase II Tenure and Rewards WSSU Phase II Program Review WSSU Phase II Response re: Mission WSSU UNC Accountability Plan SACS Compliance Certification form WSSU History WSSU Retention and Graduation Plan WSSU Enrollment Process Mission Review Survey Report WSSU Graduating Seniors Survey 2008 WSSU Banner HR/Payroll Implementation Tasks UNC WSSU Budget Reduction Option for FY WSSU IT Strategic Plan WSSU Student Demographics January 2009 Insights from WSSU Finance and Administration organization (workshops and interviews completed by RCG) A variety of WSSU department budgets and finance processes The Ernst & Young Business Process Review regarding the Banner Implementation at WSSU The WSSU Project Management Office action plan Piedmont Triad Regional Vision Piedmont Triad Profile North Carolina Commission on Workforce Development State of the North Carolina Workforce Other Higher Education Strategic Plans, articles, planning processes and industry best practices Five thousand copies of this public document were printed at a cost of $7, or $1.44 per copy. p.28 ACHIEVING ACADEMIC DISTINCTION: THE PLAN FOR STUDENT SUCCESS

31

32 The Graduate by Ernie Barnes Ernie Barnes Family Trust The Graduate is a timeless work by artist Ernie Barnes. Over his career, North Carolina native Barnes transitioned from professional football player to the foremost contemporary African American artist. His distinctive, expressive style has captured the energy and power of sports (he was the official artist for the 1984 Olympic Games in Los Angeles) and of black culture, including the 1971 Sugar Shack dance scene that appeared on the Good Times television show.