GOAL - University of Alaska Anchorage Web viewplay a critical role to spread the word about faculty and student expertise ... participation in curriculum and course materials and

RETENTION:GOAL: By 2020 75% of students who are new to UAA will successfully complete their first semester.

Success is defined as completing the admissions requirements, attaining a minimum GPA of 2.0, and fulfilling financial obligations to the University.

No additional narrative provided.

GOAL: Increase student retention by 10% by reducing institutional barriers through the clarification of academic pathways, program requirements, course sequencing, and availability and scheduling of degree critical courses.


GOAL: Increase student retention by 10% by improving the entry point experience to UAA with: Clearer communication about required steps and how to navigate UAA's processes, enforced deadlines, and improved processing times.


GOAL: UAA will increase by 60% its retention of second year students by 2020.

Strategies could include: (1) curricular and scheduling reforms, (2) improve advising to be more tailored to different needs of first-year, second-year, and upper division students, (3) expansion of tutoring and other academic supports for difficult “gateway” courses such as lab sciences, certain mathematics and engineering courses, and (4) implementation of learning communities for specific sub-populations.

ADDITIONAL NARRATIVE:UAA will increase by 60% its retention of second year students by 2020.UAA currently has an approximately 64% overall undergraduate retention rate; data also suggests that we lose many of our students when they have completed approximately 50% of their program. Faculty and staff of the CTC believe focusing new efforts on the retention of students beyond their second “year” (however defined) is crucial to helping the university achieve its mission. Strategies could include: (1) curricular and scheduling reforms, (2) improve advising to be more tailored to different needs of first-year, second-year, and upper division students, (3) expansion of tutoring and other academic supports for difficult “gateway” courses such as lab sciences, certain mathematics and engineering courses, and (4) implementation of learning communities for specific sub-populations.

GOAL: Increase second to third year retention by 10% through clearer student-centered communication and the implementation of systematic, coordinated, timely, and proactive student outreach and advising.


GRADUATION:GOAL: Increase IPEDS graduation rate by 10% through clearer student-centered communication and

the implementation of systematic, coordinated, and proactive student outreach and advising.


GOAL: UAA will meet or exceed the national average for degree completions3 by 2020.

The details of this goal will need to be agreed-upon by the institution—since we offer both the 2-year and 4-year degrees, which nationally have different rates for completion. The key is that this goal will help UAA “move the needle” on completion. Specific strategies could include: (1) financial and other supports to allow more students to attend full time, (2) use of automated degree audits, (3) required first-year seminar that builds on required orientation, and/or (4) summer bridge and similar supports for targeted sub-populations.

ADDITIONAL NARRATIVE:

UAA will meet or exceed the national average for degree completions3 by 2020.The details of this goal will need to be agreed-upon by the institution—since we offer both the 2-year and 4-year degrees, which nationally have different rates for completion. The key is that this goal will help UAA “move the needle” on completion. Specific strategies could include: (1) financial and other supports to allow more students to attend full time, (2) use of automated degree audits, (3) required first-year seminar that builds on required orientation, and/or (4) summer bridge and similar supports for targeted sub-populations.

GRADUATION/2:GOAL: By 2020, produce more, highly qualified graduates to fill Alaska's High Demand Job Area

(HDJA) positions by increasing enrollments in professional degree programs (e.g. nursing, engineering, education, and technology) by 5% and improving the 6-year cohort graduation rate.

This goal would drive focused strategies in recruitment (local/state/national/international outreach, scholarships), retention (advising, scholarships, teaching, research), completion (advising, scholarships, job placement), excellence (programs offered, teaching quality, research emphasis, community/industry engagement), student-centric customer service processes, and tailored course delivery modalities (in-class, distance, partnerships with UAF, UAS, partner institutions, etc.).


"By 2020, produce more, highly qualified graduates to fill Alaska's High Demand Job Area (HDJA) positions by increasing enrollments in professional degree programs (e.g. nursing, engineering, education, and technology) by 5% and improving the 6-year cohort graduation rate."

This goal would drive focused strategies in recruitment (local/state/national/international outreach, scholarships), retention (advising, scholarships, teaching, research), completion (advising, scholarships, job placement), excellence (programs offered, teaching quality, research emphasis, community/industry engagement), student-centric customer service processes, and tailored course delivery modalities (in-class, distance, partnerships with UAF, UAS, partner institutions, etc.).

In order to meet the SMART goal test, it needs to be:

Specific (who what when where why): Yes. Graduates are highly qualified to fill AK Department of Labor and Workforce Development (DOLWFD) High Demand Job Area (HDJA) positions.

Measurable (how much, how often, how many): Yes. More by 2020 = 5% enrollment increase, improved 6-year cohort graduation rate. "Highly qualified" is the quality standard that we can define more clearly for employers, graduate programs, and research activities.

Achievable: Yes. Seems realistic given current size, growth, available market, etc.

Relevant: Consistent with UAA 2020 Values Statements (Student Success, Access, Affordable, Excellence). Yes. And, CoEng Priorities (Growth, Excellence, Collaboration, etc.). Yes.

Timely: Achievable by 2020. Yes, if we define, focus on, and execute strategies.

GRADUATION/3:GOAL: Increase the graduation rate by 6% in each major in CAS by 2020 by simplifying the curriculum

and enhancing advising.

The goal will be to increase completion rates 2% per year for 3 years for a 6% improvement by 2020. It is anticipated that by extending the efforts at the point of recruitment and admissions, that the University will be able to continue improving the completion rate over an additional 3 years, for a 6-year improvement of 12% by 2013. This will place us at the top of our peer group assuming they don’t undergo similar transformation.


Goal 1: Pathways to Success: Increasing student success in degree and certificate completion rate

Intent: Increase the graduation rate by 6% in each major in CAS by 2020 by simplifying the curriculum and enhancing advising.

Specifics:

This will need to involve the dean, faculty, professional advisors, Student Affairs –admissions, advising, and the Registrar, and Administration to create Pathways to Success.

The Dean will need to be a strong and visible advocate for the initiative and commit resources necessary to support faculty participation in curriculum and course redesign and increased involvement with advising. The professional advisors will need to work with faculty in coordinating messages to students and work out a better coordination and handoff process for advising continuity. Student Affairs will play an important role in admissions, advising, and getting redesigned curriculum and courses implemented. Administration will lead an effort to ensure that the institution always works towards “getting to yes”.

The initiative needs to begin with students we already have at the University as well as the newly recruited and admitted students. Mandatory advising must be implemented immediately across the board. All advising needs to be located on campus, where the students are. Curriculum changes to decrease degree complexity need to be initiated immediately in each program.

We need to make these changes because our current system allows students to wander through a degree, wasting student resources (time and money) and diverting University resources away from programs proven to increase student success.

The goal will be to increase completion rates 2% per year for 3 years for a 6% improvement by 2020. It is anticipated that by extending the efforts at the point of recruitment and admissions, that the University will be able to continue improving the completion rate over an additional 3 years, for a 6-year improvement of 12% by 2013. This will place us at the top of our peer group assuming they don’t undergo similar transformation.

This is an achievable goal if the University is willing to commit the time and funding, as well as to changing our culture to promote “getting to yes” as a guiding principle.

This goal is relevant to all four Core Values of Student Success, Excellence, Access, and Affordability.

The goal of 2% per year is achievable and the overall goal of 6% by 2020 also is achievable if we get started immediately.

WORKFORCE:GOAL: UAA will supply 40% of all workforce in Alaska by 2020 in preparing and maintaining a

workforce to meet the needs of Alaska.


A SMART Goal for UAA 2020 project: Prepare and maintain a workforce to meet the needs of Alaska.

Specific: UAA will supply 40% of all workforce in Alaska by 2020.

Measureable: UA, UAA and DOLWD have data to determine if this goal is being achieved.

Achievable: Yes contingent on current % and the Alaska economy.

Relevant: Directly related to mission.

Time bound: Goal can be modified going forward contingent on external factors.

Institutional level relevance: Yes directly related to mission. Value informed: Yes Supported directly or indirectly by an existing unit-level priority: Yes supported by COH

academic and professional development programs

GOAL: 80% of all graduates will obtain employment in their chosen field within 6 months of graduation.


A SMART Goal for UAA 2020 project: Student Success

Specific: 80 % of all graduates will obtain employment in their chosen field within 6 months of graduation.

Measureable: This goal is measureable by using UA, UAA and DOLWD data and statistics.

Achievable: It is achievable contingent on the State of Alaska economy.

Relevant: The goal is directly related to the University’s mission in producing a workforce for Alaska.

Time bound: Is achievable within the 2020 time frame.

Institutional level relevance: Directly related to mission Value informed: Yes Supported directly or indirectly by an existing unit-level priority: Directly supported by COH

programs and initiatives.

PARTNERSHIPS:

GOAL: UAA will develop 50 new partnerships with communities, businesses, schools and people.


A SMART Goal for UAA 2020 project: Form and enhance community partnerships

Specific: UAA will develop 50 new partnerships with communities, businesses, schools and people.

Measureable: Yes through UA and UAA data.

Achievable: Yes

Relevant: Directly related to the mission.

Time bound: Number can be modified.

Institutional level relevance: Yes, directly related to mission. Value informed: Yes Supported directly or indirectly by an existing unit-level priority: COH programs could not exist

with a myriad of community partnerships.

GOAL: Increase collaborative projects between the City and the University by 10% to address community and regional issues such as educational attainment, health care access, housing, cultural richness, and/or economic diversification.

The goal is to increase the collaborative projects between City and UAA by 3.3% each year for 3 years to increase such projects by 10% for UAA 2020. This will need to involve the dean, faculty, students, CCEL, Advancement, Administration, and City Officials and organizations such as AEDC.


Community-University Resource Enterprise: Increasing the collaboration between the City of Anchorage and University to better address community and regional challenges

Intent: Increase collaborative projects between the City and the University by 10% to address community and regional issues such as educational attainment, health care access, housing, cultural richness, and/or economic diversification.

Specifics:

This will need to involve the dean, faculty, students, CCEL, Advancement, Administration, and City Officials and organizations such as AEDC.

The Dean will need to be a strong and visible advocate for the initiative, promote student and faculty opportunities to engage City departments in charge of the various areas of that might benefit from University expertise and people power. Faculty and students will need to be responsive to challenges faced by the City and willing to engage. The involvement of CCEL is important because of the significant ties that it already has in the community and its ability to make new connections. Advancement can play a critical role to spread the word about faculty and student expertise and desire to collaborate with

community and region groups. Administration (from deans through to the Chancellor) will be instrumental in establishing and sustaining strong relationships and channels of communication with the City Administration (AEDC) and helping City (AEDC) Officials understand the important resource UAA can be for the community and region.

The City and region have many challenges and they are likely to increase. The University has expertise and people power that can be put to good use. There is a real opportunity for a win-win relationship between the City and the University, where by the City gains expertise and doing power, students gain valuable experience applying knowledge to real world challenges, and faculty can create a better understand of what they do (and thus create a favorable impression among voters…you get the picture).

Planning and reaching out to the City could begin immediately and potential collaboration developed to be initiated Fall 2017. The University participants must be proactive and go to the City.

The goal is to increase the collaborative projects between City and UAA by 3.3% each year for 3 years to increase such projects by 10% for UAA 2020.

This goal is achievable and UAA has many resources that could be redirected to support the Community-University Resource Enterprise. This supports the Core Values of Student Success and Excellence.

ACCESS & ENROLLMENT:GOAL: Increase the number of eLearning (online) student credit hours UAA-wide by 20% by 2020,

while experiencing no decrease in face-to-face or overall SCH.

Through coordinated campus efforts, increase number of “new” students taking eLearning while maintaining status quo enrollment in F2F classes.

o Goal addresses the SWOT Threats: declining budgets; declining enrollment; and increased competition from Outside universities.

ADDITIONAL NARRATIVE:GOALIncrease the number of eLearning (online) SCH UAA-wide by 20% by 2020, while experiencing no decrease in F2F SCH or overall SCH.

Goal addresses the following UAA 2020 Values Statementso STUDENT SUCCESS: ensuring learning opportunities occur throughout the institutiono ACCESS: reducing barriers and providing multiple pathways to instruction throughout our

service area;o AFFORDABILITY: innovation in the dissemination of information and the creative use of

resources; Goal addresses the following SWOT Threats:o Declining budgetso Declining enrollmento Increased competition from Outside universities

Goal addresses President Johnsen’s goal for UA to produce 65% of workforce by 2025; 65% ofAlaskans will have a degree in higher education in 2025 by increasing number of UA graduates by 7.6% annually through 2025.

ASSUMPTIONS

Information below is from the Dec. 2015 Report by the UAA TASK FORCE: Moving UAA Degree Programs Online & Creating Blended/Hybrid/Low Res Programs:

UAA is by far the largest of UA’s three universities with almost twice as many students as UAF and five times as many as UAS, and generates twice as many credit hours as UAF and seven times as many as UAS. Yet awards earned by UAA students taking distance and hybrid programs is 48% less than UAF and 62% less than UAS.

On Dec. 10, 2015, Dan White, Statewide VP for Academic Affairs and Research presented an e-Learning Report to the Board of Regents. Slide 4 shows the UAA proportion of awards earned via distance and hybrid is the lowest of the three universities at 33%, versus UAF at 63% and UAS at 86%.

UAA’s in-state competitiono Only 10% (20) of UAA programs are available totally via eLearning while another 20% are

available via hybrid. Only four UAA associate degrees and no baccalaureate degrees are available 100% via eLearning.

o In FY15, UAF offered 45 programs available totally via eLearning and UAS offered 26 programs, while UAA offered 21. See Appendix 2 of Dec. 2015 Report by the UAA TASK FORCE: Moving UAA Degree Programs Online & Creating Blended/Hybrid/Low Res Programs.

TACTICS/HOW TO ACHIEVE Through coordinated campus efforts, increase number of “new” students taking eLearning

while maintaining status quo enrollment in F2F classes.o Increased marketing and public outreach. Use UAA Foundation Funds to more heavily

market/advertise in print and TV to counter the many ads by Outside universities. Show Alaskans that UA also offers online programs.

Defer out-of-state tuition surcharge for all online courses. UAF does not charge non-resident tuition for online courses.

UAA web site improvementso UAA is presently doing little on its website or with other marketing tools to promote online

program/course offerings. Unlike UAF and UAS, the UAA website does not have one page that is dedicated to eLearning courses available from UAA. A search using the term “online” and a search using the term “elearning” yielded a link to Academic Innovations & eLearning with more links to UAOnline and UA Distance Gateway, but nothing specific pointing to UAA online courses.

An eLearning page should be linked from the UAA home page to a listing of UAA’s online programs with each linked to the college or campus web site that explains the program(s), andprovides contact info for a faculty member or staff advisor.

There should be a direct link to the UAA eLearning courses. UAF and UAS have links on their home pages titled “eLearning” and “Online Explore,” that takes a person to eLearning opportunities. This is the UAF eLearning & Distance Education website:ht t ps: / /el e a r n i ng.uaf. e d u/ Their listing of eLearning courses is one click away at:ht t ps: / /el e a r n i ng.uaf. e d u/ c o u r s es/

The UAOnline Class Schedule dropdown menu for “Campus” shows a UAF choice of “UAF- eLearning & Distance Ed.” Students can easily find UAF eLearning courses with one click. UAA should have a similar choice for students that could result in increased online enrollment.

Departments will determine what their unique online programs and market them. See p. 3, Recommendations to bring more programs online of the Dec. 2015 Report by the UAA TASK FORCE: Moving UAA Degree Programs Online & Creating Blended/Hybrid/Low Res Programs.

Bring more programs completely online or hybrid; see Dec. 2015 report reference in preceding bullet. This will increase both eLearning and overall SCH. More hybrid programs will increase eLearning, F2F and overall SCH.o Collaborate across campuses to create more eLearning courses in programs that are not

yet available completely online or hybrid. Programs’ specific course requirement offerings and related course rotations,

including upper division courses, would be carefully coordinated across the campuses.

MEASURESUAA IR to annually pull SCH data for eLearning, F2F and overall, and show if UAA is meeting this goal.

IR would also pull data to determine how many programs have been converted to being totally available online and those that have become hybrid programs.

https://elearning.uaf.edu/courses/

https://elearning.uaf.edu/

ACCESS & ENROLLMENT/2:GOAL: Increase options for Alaska students to earn degrees and certificates through a competency-

based education (CBE) option. Increase options for earning a degree and keep costs of earning a degree down, and potentially help those with some higher education to complete.

The goal would be to have 1 disciplinary degree available in the social sciences and 1 in the humanities divisions ready to admit students AY 2020-2021. This will need to involve the dean, faculty, professional advisors, Academic Affairs – accreditation, pricing, and instructional design, Student Affairs –admissions, advising, the Registrar and Financial Aid, and Administration to create CBE degree and certificate programs.


Develop a Competency-Based Education Option

Intent: Increase options for Alaska students to earn degrees and certificates, keep costs of earning a degree down, and potentially help those with some higher education to complete.

Specifics:

Although this is not a current CAS initiative, the college has begun to consider the possibility of implementing CBE to increase options for students to earn a degree, recognizing the different ways students learn and can progress through a degree program at very different rates due to a variety of reasons. Competency-based programs do not depend on seat time but rather on mastery of knowledge and skills associated with a given professional/vocational certification or disciplinary degree and can be designed to allow flexibility and customization in learning at a reasonable cost (often lower than a credit hour based degree program).

This will need to involve the dean, faculty, professional advisors, Academic Affairs – accreditation, pricing, and instructional design, Student Affairs –admissions, advising, the Registrar and Financial Aid, and Administration to create CBE degree and certificate programs.

The Dean will need to be a strong and visible advocate for the initiative and commit resources necessary to support faculty and instructional designers to collaborate on participation in curriculum and course materials and assessments. Faculty associated with the CBE will likely need to be involved with advising. The professional advisors will need to work with faculty in coordinating messages to students and keeping students on track. Student Affairs will play an important role in admissions, advising, and getting course materials to students through an on-demand basis. Student Affairs also will be critical in negotiating an exception to current financial aid regulations. Academic Affairs will be critical in helping assure CBE meets accreditation standards and that programs adhere to best practices in course delivery and assessment of competency mastery. Administration will lead an effort to ensure that the institution always works towards “getting to yes” because there will be some rough spots along the way.

The goal would be to have 1 disciplinary degree available in the social sciences and 1 in the humanities divisions ready to admit students AY 2020-2021.

This is achievable but would be a long shot because it is not something that the college had considered until recently, so there are many, many questions.

This is related to all four Core Values, especially relating to Access and Affordability.

RESEARCH & CREATIVE ACTIVITY:GOAL: Progressively increase student and faculty creative activity and research productivity 2%, 3%,

and 5% over the next 3 years by improving underlying processes and support systems.

This will be measured by monitoring number of students participating in creative activities and research and an increase in student credit hours generated as a result. There will be an increase in the number of on and off campus performances and exhibits, peer-reviewed publications and books, edited book chapters, and extramural funding by students and faculty. There will be a 67% decrease in the amount of time needed to review and grant permissions, order supplies, and receive reimbursements. This will be sustained or exceeded over the 3-year period.


Community-University Resource Enterprise: Increasing the collaboration between the City of Anchorage and University to better address community and regional challenges

Intent: Increase collaborative projects between the City and the University by 10% to address community and regional issues such as educational attainment, health care access, housing, cultural richness, and/or economic diversification.

Specifics:

This will need to involve the dean, faculty, students, CCEL, Advancement, Administration, and City Officials and organizations such as AEDC.

The Dean will need to be a strong and visible advocate for the initiative, promote student and faculty opportunities to engage City departments in charge of the various areas of that might benefit from University expertise and people power. Faculty and students will need to be responsive to challenges faced by the City and willing to engage. The involvement of CCEL is important because of the significant ties that it already has in the community and its ability to make new connections. Advancement can play a critical role to spread the word about faculty and student expertise and desire to collaborate with community and region groups. Administration (from deans through to the Chancellor) will be instrumental in establishing and sustaining strong relationships and channels of communication with the City Administration (AEDC) and helping City (AEDC) Officials understand the important resource UAA can be for the community and region.

The City and region have many challenges and they are likely to increase. The University has expertise and people power that can be put to good use. There is a real opportunity for a win-win relationship between the City and the University, where by the City gains expertise and doing power, students gain valuable experience applying knowledge to real world challenges, and faculty can create a better understand of what they do (and thus create a favorable impression among voters…you get the picture).

Planning and reaching out to the City could begin immediately and potential collaboration developed to be initiated Fall 2017. The University participants must be proactive and go to the City.

The goal is to increase the collaborative projects between City and UAA by 3.3% each year for 3 years to increase such projects by 10% for UAA 2020.

This goal is achievable and UAA has many resources that could be redirected to support the Community-University Resource Enterprise. This supports the Core Values of Student Success and Excellence.

RESEARCH & CREATIVE ACTIVITY:GOAL: Enhance and continue the growth of: research that is aligned with sustainable research and

technology trends to provide impact solutions to complex problems within the state and globally; creative works of excellence in the arts and humanities; commercialization of research that will benefit society and gain recognition nationally through a quality patent portfolio and startup companies.


Section I - Specific Who: Office of Research and Graduate Studies (ORGS). What: UAA Plan for Research, Creative Works and Commercialization. Created together with the Vice

Provost Research Council (VPRC), with input from administration, and the faculty senate. Where: OAA – the academic enterprise. When: Created in 2013, have been implementing and achieving its goals since 2013. Why: To become a premier research and innovation university known for discovery, creativity and

invention. This will be achieved by:o Executing a synergistic model of research, invention and education to solve significant problems

of a complex world of our areas of strength. o Capitalizing on UAA’s unique geographic environment and the flora, fauna and minerals

indigenous to Alaska to uncover solutions to complex problems. o Fostering creativity in the arts and research in humanities.o Building on our current strengths and looking beyond them to build new capabilities.o Contributing to community needs by transitioning solutions to important problems from

inventions based on commercializing research from faculty and students.o Provide students with access to programs made rich by research and hands on entrepreneurial

experiences.

Section II - Measurable 1. Growth of research and creative activities metrics:

a) Year-to-year research funding growth. Annual target values: 5% increase in 2018 from 2017. 7% increase in 2018, and 2020 from previous years.

b) Proposal success rate. Annual target values: 41% in 2018. 50% in 2019 and 2020.

c) Number of peer reviewed publications, books, book chapters, conferences – attendance and presentations, symposia, performances, and congresses. Target value: 90 per year.

d) Number of internationally recognized creative activities (performing arts, literature, journalism) – exhibitions, performances. Target value of 10 per year.

2. Commercialization of research and creative activities metrics: a) Number of new patent application filings (Provisional and non-provisional), will include

student co-inventors. Target range: 8 to 10 annually. b) Conversion rate from provisional to non-provisional. Target of 70%.c) Number of UAA IP-based startup companies. Target value: 1 per year.

Section III - Achievable

1. Feasible within current UAA environment: Yes. a. External research funding has been increasing. Up 23% from 2013, and 7% to 8% annually,

(Ref Graph 1). Success rate of over 50% - 403 proposals were submitted, and 203 were awarded.

FY13 FY14 FY15 FY16 Projected$30.0

$35.0

$40.0

$45.0

$33.1 $34.9$38.0

$40.9

External UAA Research Fund-ing Trend

In M

illio

ns

a. The Innovate Awards have contributed by bringing a financial return on research investment of six to one from external funding, mostly federal agencies, and have a success rate of 49% which is more than twice above above the national average.

b. Patent portfolio has increased. Currently 52 patent application filings, up from 2 in FY 11. Conversion rate from provisional to non provisional is 75%.

c. Formed first 4 UAA startup companies. First one formed in 2013. d. Achieved national recognition for startup company Rhizoform – awarded “Best University

Startup” among 200 submissions. Participated in Demo Day at Congress in DC.e. Arctic Domain Awareness Center (ADAC) – a DHS Center of Excellence – awarded in 2014,

$17M expected. First time DHS awarded an institution in Alaska to lead a DHS COE. f. UAA was awarded $20M in funding, over 5 years, from Institutional Development Award,

Program Infrastructure for Clinical and Translational Research for the “American Indian-Alaska Native Clinical and Translational Research Center.”

g. International recognition - a professor of theater and dance received the distinction of being one of the first few Americans to have her fieldwork data archived at the Fundación Fernando Ortiz - the leading anthropological institution in Cuba!

2. Capacity to achieve at UAA and ORGS specifically: Yes – but continuing an increase in research activities will require a staff increase, and a higher participation rate from faculty.

Graph 1

Section IV - Relevant 1. Consistent with UAA and ORGS Core values –Ref. Chart 1.

It is also consistent with components of the statewide plan – To Build a Fire. For example, the UAA research plan addresses research initiatives found in Arena 6: Human Health, of the statewide plan that includes basic, translational and clinical research in biomedical and population health fields.

2. Does this address UAA’s areas of greatest need and value: Yes. Achieving this goal will: a) Enhance UAA’s reputation.b) Improve the educational experience, expand, and enrich the educational offerings and overall

student experience. c) Enable UAA to attract and retain high quality faculty.d) Empower faculty to achieve higher levels of excellence.e) Provide new sources for revenue for the University.f) Enhance and transform the University and contribute to economic development in the

community and state.

Section V - Timely Can be achieved by 2020. Already achieving growth as indicated in Section 111.

Innovate Cycle of Success

Chart 1

INSTRUCTION:GOAL: To improve student success by increasing the use of high impact practices by 10% per year

(such as undergraduate research and other practices as best fit programs or courses) across the curriculum.

We focus on the GER's because they are common to all students and provide the greatest opportunity to impact student retention, completion, satisfaction, and success. We believe that students who become more engaged through HIP's in their first year or two of courses will be more likely to pursue activities in community engagement, undergraduate research, scholarship and creative activity, and pursue internships, practica, and study abroad opportunities.


To improve student success by increasing the use of high impact practices (such as undergraduate research and other practices as best fit programs or courses) across the curriculum.

To accomplish this goal, UAA must:

1. articulate the HIP's that it wishes to implement, 2. document the current use of HIP's across the curriculum, particularly in the GER’s, 3. lock in current practices through curriculum changes or some other mode, 4. set goals for increasing HIP's relative to baseline established in 3 (10% increase per year, maybe

more) 5. provide faculty development opportunities on HIP's, 6. provide the infrastructure for students to pursue activities linked to HIP's (UGR and CEL, among

others), 7. provide workload and PTR credit to faculty who develop and implement curriculum with HIP's, 8. provide increased opportunities to showcase the work resulting from HIP's.

We focus on the GER's because they are common to all students and provide the greatest opportunity to impact student retention, completion, satisfaction, and success. We believe that students who become more engaged through HIP's in their first year or two of courses will be more likely to pursue activities in community engagement, undergraduate research, scholarship and creative activity, and pursue internships, practica, and study abroad opportunities.

In order to achieve this goal, UAA will need to accomplish the following activities:

2017-18: Inventory HIP's, develop or utilize mechanism for locking these in to courses, set goals for increases in subsequent years, provide faculty development opportunities, uniformly provide faculty workload credit and PTR recognition for involvement in expanding HIP's at UAA, and identify appropriate courses, faculty, and departments for expanding HIP's at UAA.

2018-19: Work with departments to build HIP's into CCG's of GER courses. Work with departments and AI&E to ensure that HIP's are also built into courses delivered via e-Learning.

2019-2020: Implementation of curricular changes from 2018-19 and continued process of 2018-19-- working to expand HIP's into courses regardless of delivery method.

SUSTAINABILITY:GOAL: Build community support for & investment in UAA.

Conduct a broad alumni outreach campaign to reach 30% of UAA alumni by 2020. Will be influential in helping to influence public opinion of and support for the UA, thus ensuring a bright and productive future.


Goal: Build community support for & investment in UAA

Key Strategy - Conduct a broad alumni outreach campaign to reach 30% of UAA alumni by 2020

I would add that while there was consensus in our unit around this single most important institutional goal for its value in helping to influence public opinion of and support for the UA, thus ensuring a bright and productive future, there was also significant conversation about and support for Goals around student support and advising (in part because a positive, productive student experience yields more engaged alumni who are our closest "public" stakeholders) because it is what UAA should absolutely be doing. The reason it is not the goal that Advancement is forwarding is that it is so likely to come forward from many other units and our allocation of a single goal, causes us to push the one stated above forward.

GOAL: Each Administrative Services unit will conduct at least one LEAN process improvement project annually which will measurably reduce complexity of an administrative service leading to:

Reduction in time between request and completion of task by 20% or more, and/or Reduction in the cost to provide the service by 10% or more, per unit of service, or Elimination of an unused service,

Such that excellence in service delivery is maintained or improved as affordability is supported by avoidance of cost increases.


NON-MEASURABLE GOALS SUBMITTED:GOAL: To strengthen, enhance and improve the learning environment at UAA to support student

success and academic achievement.

UAA departments and units can identify specific measurable objectives that will enhance the learning environment over the next three years. For example in the Library, enhancing the learning environment will include increasing access to more resources, expanding hours for study, improving the building and campus security, and involving more students in the library’s information literacy instruction and in research assistance activities.


UAA inspires learning and will enhance the learning environment.

The goal is to strengthen, enhance and improve the learning environment at UAA to support student success and academic achievement.

This goal is supported directly and indirectly by existing unit level priorities across numerous UAA departments that can enhance the learning environment. The goal is directed primarily at students but could include the learning environment for researchers and instructors.

UAA departments and units can identify specific measurable objectives that will enhance the learning environment over the next three years. For example in the Library, enhancing the learning environment will include increasing access to more resources, expanding hours for study, improving the building and campus security, and involving more students in the library’s information literacy instruction and in research assistance activities. The library’s success in supporting this goal can be assessed with the LibQUAL survey and with specific Journey Mapping scenarios. Beyond the library, specific objectives can be developed for student success, for the scholarship of teaching, student outcomes, student advising, tutoring, financial aid consultation, use of information technologies, and for distance learning, just to name a few examples.

UAA has the capacity to enhance its learning environment and departments and units can contribute to this goal. The goal is consistent with UAA Core Values and Core themes and with departmental and unit priorities. Enhancing the learning environment supports student success, which is one of UAA’s areas of greatest need and value.

This goal is certainly achievable within the 2020 timeline as departments and units can report on how they met their specific objectives in supporting the goal of enhancing the learning environment.

GOAL: Make the university more interactive and more important to the local communities where it has a presence.


GOAL: Enhancing multiple points of access to university offerings regardless of where the student may physically reside.


GOAL: Creating a universal marketing campaign for all campuses, not competing recruitments.


Documents

GOAL - University of Alaska Anchorage Web viewplay a critical role to spread the word about faculty and student expertise ... participation in curriculum and course materials and