Standard One — Institutional Mission and Goals, Planning

Standard One — Institutional Mission and Goals, Planning and Effectiveness

Standard One —Institutional Mission andGoals, Planning andEffectiveness

I. Purpose/Description

Mission Statement (1.A.1, 1.A.2, 1.A.6)

The mission of Weber State University (WSU),as well as all other colleges and universitieswithin the Utah System of Higher Education(USHE), is determined by Board of Regentspolicy; (www.utahsbr.edu/policy/r312.htm).This policy indicates that, as a masterÕs uni-versity, we transmit knowledge and skillsthrough associate and baccalaureate degreesand selected graduate programs in highdemand areas. Additionally, we provide devel-opmental programs and services that are fre-quently found in comprehensive communitycolleges. Our emphasis is on teaching, scholar-ly/creative efforts, and community service, andour scholarly/creative efforts are complementa-ry to our teaching role.

Our mission statement is publicly available toall faculty, staff, students, and visitors. It canbe found in the Weber State UniversityCatalog and on our website (weber.edu/gener-alinfo/WSUprofile.htm). It was adopted in1988 and was last revised in 1993. The presi-dent, vice presidents, Board of Trustees, andBoard of Regents each approved the revision.Our mission statement includes four broadareas of focus:

¥ High-Quality Instructional Programs:Our primary emphasis is on teaching;therefore, our mission statement puts theneeds of our widely diverse student popula-tion in the forefront. We provide studentswith high-quality comprehensive programsin professional and liberal arts areas aswell as studies in advanced professionalfields. We have added interdisciplinary pro-grams to complement and enhance our tra-ditional disciplines. Our curricular and co-curricular programs provide extensive con-tact among faculty, staff, and students toprovide the maximum benefits of a univer-sity experience; our faculty and staff trulycare about our students. We support ourfaculty in scholarship, research, artisticexpression, and other professional pursuitsthat will broaden and improve theirinstructional skills and their ability to

42

“Make no little plans; theyhave no magic to stir theblood.”

—Daniel Hudson Burnham

http://www.utahsbr.edu/policy/r312.htm

http://weber.edu/generalinfo/WSUprofile.htm

Standard One — Institutional Mission and Goals, Planning and Effectiveness43

understand the wide-ranging needs of ourstudents.

¥ Public Service: We feel a responsibility tohelp our primary service area respond tothe changes in the global environment. Weserve as a cultural center for our communi-ty and lead the way in improving publiceducation in our area and in other commu-nities surrounding us. We enter into learn-ing-oriented partnerships with businessesto stimulate economic development. Wesupport our faculty and staff in theirefforts to bring the products of their schol-arship, research, and artistic expression toour community.

¥ Assessment and Accountability: Ourfocus remains on the continual improve-ment of instruction and services for ourstudents. As our students use our servicesand complete our degree programs, we usea system of outcomes assessment thatmeasures each studentÕs academic knowl-edge, character, and lifelong learning skills.

We continue the cycle by planning improve-ments based on these outcomes.

¥ Commitment to an InclusiveCommunity: Pivotal to our mission is theneed to embrace and value the diversity ofcommunity members. Acknowledging theuniqueness of each individual, we seek tocultivate an environment that encouragesfreedom of expression. Because we are acommunity where inquiry is nurtured andtheories are tested, every individual hasthe right to feel safe to express ideas thatdiffer from those held by others. However,all persons who aspire to be part of ourcampus community must accept theresponsibility to demonstrate civility andrespect for the dignity of others.Recognizing that the proper balancebetween freedom of expression and respectfor others is not always apparent or easy toachieve, we must continually challengeourselves and each other in an atmosphereof mutual concern, good will, and respect.Therefore, expressions or actions that dis-

Weber State University provides learning opportunities appropriate to a comprehensive institution of higher edu-cation, welcoming participants from all regions, nations, and cultures. The mission of the university is to meet theeducational needs of Utah through roles assigned by the State Board of Regents in the liberal arts and sciencesand a variety of vocations and professions. Primarily committed to quality undergraduate education, the univer-sity offers degree programs which include advanced professional preparation.

Students are admitted on the basis of demonstrated competence in skills that assure a reasonable chance of suc-cess in both college and career. Curricular and co-curricular programs emphasize further development of suchskills, together with the acquisition of knowledge and development of character. Eligibility for degrees requiresmeeting established standards of competence through outcomes assessment.

Instructional programs are designed to prepare students for immediate employment or further study, at the sametime equipping them through liberal education for lifelong learning in a changing world. The process of learningis emphasized, as well as accumulation of knowledge. Organized around traditional disciplines, the universityalso cultivates opportunities for faculty and students to transcend disciplinary boundaries. Extensive personal con-tact and support among students, faculty, and staff create an enriched learning environment both in and out ofthe classroom.

Weber State University responds to the changing global environment through innovative and conventional instruc-tion, public service activities, and continuous improvement of its programs. To ensure vitality for effective teach-ing and service, the university engages in scholarship, research, artistic expression, and other professional pur-suits. The university serves as a cultural center for its region and seeks to be a leader in addressing the particu-lar needs of its diverse students, improving public education, and stimulating economic development throughappropriate, learning-oriented partnerships with the community.

Weber State University Mission Statement

Standard One — Institutional Mission and Goals, Planning and Effectiveness 44

parage an individual's or group's ethnicity,gender, religion, sexual orientation, maritalstatus, age or disability are contrary to ourmission.

Planning and Goals (1.A.4, 1.A.5,1.B.1, 1.B.2, 1.B.3)

Paul H. Thompson, WSU President from 1990to 2002, along with a strategic planning groupcomposed of faculty and staff leaders, estab-lished the conceptual framework for many ofour planning and goal-setting processes overthe past decade. In the1994 NorthwestCommission on Collegesand Universities report,one commendation read,"The team commends theUniversity for its extensiveplanning which is ready forimplementation." Thisstrategic planning effortresulted in the identification of four prioritiesand resulting goals and activities for WSU.These priorities and goals are directly relatedto our mission statement and include:

¥ Enhance the quality of the learningprocess through faculty use of activelearning strategies, appropriate technology,applied learning experiences, and enhancedlibrary resources

¥ Manage enrollment on and off campusby way of focused recruiting, improvedretention, and systematic assessment ofstudents

¥ Build image and identity through com-munication strategies which identify us asthe undergraduate university of choice inour region

¥ Increase and improve the use ofresources by generating new revenuesources and using existing resources moreefficiently

These four priorities guided several focusedplanning and implementation processes whichoccurred between 1994 and 2002 during

President ThompsonÕs tenure. The planningfor and implementation of these processesinvolved broad segments of the campus com-munity and many important off-campus con-stituents. The processes and the groupsinvolved with these processes include:

¥ 1996-98 conversion to a semester calendar(WSU president and vice presidents, allWSU faculty, staff, and students)

¥ 1998-2003 capital campaign (WSU presi-dent and vice presidents, deans and direc-tors, faculty, and staff)

¥ 1999 diversity task force planning (WSUpresident and vice presidents, faculty, staff,and students)

¥ 2000 Board of Regents master plan for theUtah System of Higher Education (Regents,CommissionerÕs staff, USHE presidents,campus vice presidents, and legislators)

¥ 2001 planning for the construction of WSUDavis campus (WSU president and vicepresidents, academic deans, faculty andstaff, facilities directors, WSU Davis staff,representatives from the State of UtahDivision of Facilities Construction andManagement and Hill Air Force Base, andlegislators)

¥ 2001 master planning for WSU Ogden(WSU president and vice presidents, select-ed faculty and staff, and students)

¥ 2002-05 conversion to new administrativecomputing and course management sys-tems (WSU president and vice presidents,broad representation from WSU staff andfaculty)

“The very spring and root of honesty and virtue lie in good education."

¾ Plutarch


¥ 2003-04 degree program planning for WSUDavis (WSU President, Academic Deans,WSU Davis Director)

Details on how the focused planning processesfrom 1996 through 2002 contributed to thefour priorities listed earlier can be found inAppendix 1ÑPlanning Processes.

President F. Ann Millner, appointed in the fallof 2002, designed a five-year, ongoing institu-tional planning process. In the spring of 2003,she created a 27-member University PlanningCouncil with faculty, staff, student, communi-ty, and alumni representation. This Councilfirst met in the summer of 2003 and, based ona philosophical approach that advocates build-ing on our strengths, planning council mem-bers identified the following three- to five-yearinstitutional planning initiatives:

¥ Branding the institution by communicatingthe identity, quality, and value of theWeber experience to internal and externalaudiences

¥ Enhancing the institutional culture thatsupports the recruitment, retention, andrecognition of excellent faculty and staffthrough inclusiveness, collaboration, and afocus on student success

¥ Improving student preparation, develop-ment, and retention by focusing on a com-prehensive experience during their firstyear

¥ Fostering student engagement opportuni-ties available for all students through col-laborative scholarly activities between fac-ulty and students; learning- and service-oriented opportunities with the community;a focus upon lifelong inquiry and learning;and support for a community of facultyscholars.

In 2003-04, divisions, colleges, and task forcesdeveloped implementation plans and specificmeasurement tools for these goals. ThePlanning Council will meet annually each fallto review progress reports from the divisionsand to modify our overall strategic directions

and goals as needed (see Appendix 2 for thefive-year institutional planning document).

Assessment/ Effectiveness (1.B.1,1.B.2, 1.B.3, 1.B.4, 1.B.5, 1.B.6, 1.B.7,1.B.8)

As noted in the October 1994 NWCCU evalua-tion report, assessment at WSU had beenoccurring in a sporadic and often anecdotalmanner. Because of this finding, assessmentwas subsequently embedded within all four ofthe strategic priorities and goals identified inthe December 1994 Strategic Future report.Between 1994 and 1998, limited progress onoutcomes assessment was made, largelybecause of our conversion from a quarter to asemester calendar. Starting in the fall of 1998,however, outcomes assessment procedureswere systematically designed and implement-ed, first within the Division of AcademicAffairs, and subsequently in the other fourdivisions.

Although the president and vice presidentsmade outcomes assessment a priority for theUniversity, the faculty and staff who workwithin each division make the determinationof what and how to assess. There has beenbroad and deep participation with assessmentand planning within each of the five divisions.To assist faculty and staff in designing andimplementing outcomes assessment proce-dures, the PresidentÕs Office made fundingavailable for those who wished to attendnational assessment conferences sponsored bythe American Association of Higher Education,Indiana University-Purdue University,Indianapolis, Association of American Collegesand Universities, and Alverno College.Approximately 100 faculty and staff haveattended national assessment conferencessince 1998.

Assessment activities from all five divisionsare described in detail atprograms.weber.edu/assessment/table_of_con-tents.htm; additional assessment informationon academic programs is contained inStandard 2, on student support programs inStandard 3, and on our library and informa-

http://programs.weber.edu/assessment/table_of_contents.htm


GraduatingStudentOutcomesSurvey

An internally designed survey whichmeasured student self-perceptions ofcompetence on five mission outcomes;student responses are on a 1 to 5 (lowto high) scale; survey administered tostudents when they applied for gradua-tion in 2001-02 and 2002-03

2002 2003KNOWLEDGE 3.99 4.00LIFELONG 3.89 3.91RESPECT 3.74 3.75CONNECTIONS 3.73 3.75THINKING 3.72 3.75

Survey Methodology Results

Impact of Results: Aggregate data by college and by depart-ment provided to academic deans and used within college assess-ment processes to improve teaching and learning

2000 2002Level of Academic Challenge 49.1 52.3Student-Faculty Interactions 30.5 34.5Enriching Educational Experiences 40.5 44.8Supportive Campus Environment 52.0 53.4Active and Collaborative Learning 43.9 42.7

Impact of Results: Data shared with the Teaching & LearningForum in 2002-03 and used as basis for campus-wide discussionsto increase WSU student engagement and improve teaching andlearning

1997 2000 2003Academic Advising 4.67 4.78 4.94Campus Climate 4.74 4.87 5.02Campus Life 4.50 4.56 4.75Campus Support 4.69 5.10 5.13Concern for Individual 4.61 4.72 4.85Instructional Effectiveness 5.07 5.11 5.26Recruitment/Financial Aid 4.51 4.57 4.63Registration Effectiveness 4.75 4.81 4.88Safety and Security 4.15 4.31 4.43Service Excellence 4.59 4.76 4.81Student Centeredness 4.72 4.84 4.98

Impact of Results: Data shared with academic deans, EnrollmentServices directors, the library, and Student Affairs offices and usedto generate strategies to improve student recruitment and retention

NationalSurvey ofStudentEngagement(NSSE)

A nationally normed survey whichmeasures five factors that correspondto the CONNECTIONS and THINK-ING outcomes; student responsesreported on a 100 point scale for fivefactors; survey administered to a ran-dom sample of first-year and senior stu-dents in 2000, 2001, 2002, andevery third year thereafter

1999 2001Overall competence in all 14 areas for Associate Degree Students 3.23 3.25Overall competence in all 14 areas for BachelorDegree Students 3.31 3.39

Impact of Results: Data shared with general education assess-ment task force members and used as part of its assessmentprocesses to improve teaching and learning

GeneralEducationKnowledge/SkillsPerceptionSurvey

An internally designed survey whichmeasured student self-reported compe-tence on a 1 to 4 (low to high) scalein 14 general education knowledgeand skill areas that correspond to theKNOWLEDGE, LIFELONG, THINK-ING, and RESPECT outcomes; admin-istered to students when they appliedfor graduation in 1999, 2000, and2001

Noel-LevitzStudentSatisfactionSurvey

A nationally normed survey whichmeasures 11 factors that correspond tothe CONNECTIONS outcome; studentresponses are on a 1 to 7 (low tohigh) satisfaction scale; administeredto a random, stratified sample of WSUstudents annually from 1996 through2000, and every third year thereafter

1999 2000Writing competency (1 to 5, low to high) 2.98 3.18Numeracy competency (1 to 3, low to high) 2.43 2.70

Impact of Results: Data shared with general education assess-ment task force members and used as part of assessment processesto improve teaching and learning

GeneralEducationWriting andNumeracyPortfolioProject

Interdisciplinary faculty teams ratedanonymous student work on a low-to-high competency scale using writingand numeracy rubrics; administered inthe spring of 1999 and 2000

Standard 1: Table I. Student Learning Outcomes Assessment.


tion technology efforts in Standard 5. Theimpact of recent assessment activities on eachof our 1994 four strategic priorities is summa-rized below.

Enhance Learning

The assessment of enhance learning hasbeen a focus of our:

¥ Office of Institutional Research¥ Academic Departments and Programs¥ Library¥ Student Affairs¥ Division of Information Technology

A University Committee on Assessment, creat-ed in 1999 and chaired by the associateprovost, identified five institution-wide out-comes that focus on student learning:

Weber State University faculty and staffwill graduate students who are effectivelyprepared for immediate employment, addi-tional education, and/or life in general.Specifically, graduating students will beable to demonstrate competence in the fol-lowing areas:

- A broad knowledge base, both within andacross disciplines (KNOWLEDGE);

- Lifelong learning skills (LIFELONG);

- Personal connections with faculty, staff,other students, and the broader commu-nity (CONNECTIONS);

- Problem solving, independent, and criti-cal thinking skills (THINKING);

- Respect for differing views (RESPECT)

On a university level, these five student learn-ing outcomes are assessed through campus-wide surveys which are periodically adminis-tered by the Office of Institutional Research(see Table I on page 5).

In addition to these campus-wide assessmentstrategies, the priority to enhance learninghas been systematically assessed by our aca-

demic departments since 1998. To date,approximately three-fourths of the depart-ments have completed one or more assessmentcycles which include gathering and using datato make changes (see details by academicdepartment, in Standard 2 of this documentand at programs.weber.edu/assessment/wsu-academic-departments.htm). Through a combi-nation of direct and indirect assessment tech-niques, departments have measured a widearray of graduating student cognitive, psy-chomotor, and affective outcomes, includingour studentsÕ understanding of discipline-spe-cific theory, their ability to use relevant equip-ment and techniques, and appreciation fortheir chosen discipline. Many learning-basedchanges have occurred as a result of assess-ment, including:

¥ Reordered curriculum sequences andchanged textbooks

¥ Increased student exposure to diverse pop-ulations

¥ Increased writing, math, and communica-tion instruction in non-English, non-mathe-matics and non-communication majors

¥ Added capstone courses within majors¥ Increased skill-based exercises in laborato-

ries

Data have been gathered on the impact of ourlibrary on student learning (see Standard 5for more detail). The Stewart Library facultyand staff regularly use the results of studentand faculty feedback to improve resources andservices. From 1997 through 2003, we sawincreased levels of student satisfaction withlibrary resources/services and personnel,including:

¥ Student satisfaction with libraryresources/services increased from 4.49 to5.32, and from 4.97 to 5.34 for library per-sonnel (1 to 7, low to high, Noel-Levitzscale)

¥ Student satisfaction with library servicesincreased from 3.71 to 4.08, and from 4.34to 4.54 for library personnel (1 to 5, low tohigh, in-house survey scale)

¥ Eighty-two percent of faculty were satisfiedwith library resources, and 97% were satis-fied with library staff (biennial in-housesurvey)

http://programs.weber.edu/assessment/wsu-academic-departments.htm


Co-curricular student learning is assessedthrough the Student Affairs offices; details onspecific assessment strategies and data fromstudent support offices can be found inStandard 3. Noel-Levitz data between 1997and 2003 indicate that student satisfactionwith Student Affairs academic support servicesincreased from 4.56 to 4.84. Academic supportservices have been strengthened since the1994 accreditation visit and greater emphasisis now given to tutoring and supplementalinstruction support for students.

A key component of the strategic goalenhance learning has been an improvedtechnology infrastructure to support teachingand learning (see Standard 5 for more infor-mation). Noel-Levitz data on student satisfac-tion with campus computer labs increased sub-stantially between 1997 and 2003, from 4.32 to5.28. This is largely the result of the increasedresources weÕve put into computer labs andother technology support since 1994.

Manage Enrollment

Although all faculty and staff have an impacton enrollment, the offices within EnrollmentServices and Student Affairs have made man-aging enrollment a focus of assessment. Wehave intentionally focused on the needs andexpectations of our entering students, as evi-denced by the First Year Experience Programthat we initiated in 1995, the creation of a OneStop Shop for enrollment services in 1999, andthe revisions made in our recruitment andadmissions processes since 1994 (see Standard3 for more information). Examples of outcomesdata include:

¥ Higher retention rates for first-time, full-time freshmen from fall 1995 cohort to fall2001 cohort (59% versus 71%)

¥ Higher IPEDS (Integrated Post-SecondaryEducation Data Systems) graduation ratesfrom 1995 to 2003 (33% versus 45%)

¥ Higher first-year retention rates for enter-ing students who complete the First YearExperience Program (3% to 9% increase forcohorts back to 1995)

¥ Higher levels of Noel-Levitz-measured stu-dent satisfaction, versus our national coun-terparts, with our admissions process (4.81WSU, 4.73 national) and registrationprocesses (4.88 WSU, 4.82 national)

Build Image and Identity

Image and identity are important concernsfor both our on-campus and off-campus con-stituents. Survey data include:

¥ WSUÕs reputation within our communityand our studentsÕ sense of pride about ourcampus (4.95 on the Noel-Levitz scale)

¥ Our studentsÕ willingness to attend WSUall over again (increased satisfaction levelsas measured by NSSE from 80% to 89%between 2000 and 2002)

¥ A 1999 survey of WSU alumni where themajority of the 750 respondents replied"good or excellent" when asked to rate thequality of the:

- Course work they completed (93%)- Faculty who taught them (92%)- Overall experience at WSU (95%)

¥ Recent (1999, 2000) surveys of both thegeneral public and admitted students ledto focused public messages that includeinformation on our affordability, academicstandards, location, strong programs, sup-port for adult learners, and the quality offaculty

¥ A 140% increase in alumni giving, a meas-ure of how our former students perceiveour image and identity, during the 1998-2003 Capital Campaign

Increase and Improve Use ofResources

Obtaining increased resources is a priorityof our Division of University Relations. As aresult of a successful Capital Campaign from1998 to 2003, we have been able to:

¥ Raise more than $90 million (our goal was$75 million), including an increase in schol-arship funds from $4.9 million to $17.9 mil-lion

¥ Name three of seven academic colleges(Goddard School of Business & Economics,Dumke College of Health Professions,Moyes College of Education)

¥ Construct a new visual arts facility(Kimball Visual Arts Center) and renovatean existing building to create a center forteaching, learning, and technology(Lampros Hall)

We have also been successful in increasingresources, beyond state-appropriated tax,tuition, and enrollment-growth funds, through:

¥ Differential tuition for our graduate pro-grams which is directly allocated to thoseprograms

¥ Two-tier tuition which allows us to financeprogram-specific needs, including partiallyfunding employee salary increases duringtimes of no or minimal state-allocatedsalary increases.

¥ Course fees which cover both short-termand long-term course needs (e.g., special-ized equipment, software, lab assistance,and supplies.)

¥ Redirected revenue from our general stu-dent fees to finance online course develop-ment (see Standard 7 for details)

As a result of these financial strategies, we areat the 75th percentile on monies spent for aca-demic instructional expenditures and at the78th percentile for monies spent for academic

support activities when compared with ourpeer institutions across the nation (Master'sColleges & Universities I, Public 4-year,2000-01).

The Division of Administrative Services focus-es on improving processes and the corre-sponding level of service provided to itscustomers and division employees. Annualemployee satisfaction surveys indicateincreased satisfaction with WSU employmentbetween 1998 and 2003 (2.09 vs. 1.89; 1 beingvery satisfied and 5 being very dissatisfied).

PublicDocumentation ofProgress (1.A.3,1.B.9)

The results of our planningand assessment processeshave been made public ina variety of ways. Forexample:

¥ Written progress reports on implementinggoals and activities identified in our 1994Strategic Plan were provided to facultyand staff in 1994, 1995, and 1996

¥ Summaries of semester conversion deci-sions were published in monthly newslet-ters from the provost to the campus, inarticles in the campus newspaper (TheSignpost), and were discussed at collegeand opening of school meetings

¥ Updates on planning for and progress onour Capital Campaign were provided onthe internet (programs.weber.edu/giving),as well as in several WSU publications,including Vista Magazine which is mailedto 75,000 alumni, friends, and organiza-tions twice a year; and U-News, an internalcampus newsletter which has eight to 12issues a year

¥ Recommendations from our diversityplanning were included in a writtenreport shared with university administra-tors and standing committees

"A mind once stretched by a newidea never regains its originaldimension."

¾ Oliver Wendell Holmes



¥ Results of master planning processes wecompleted (Board of Regents, WSU Davis,WSU Ogden) have all been shared with fac-ulty, staff, and students through annualspeeches by the president and vice-presi-dents, including "town meetings" with thepresident and provost in the seven collegesand the library; in addition, we haveshared these results with our trustees,Weber State University AlumniAssociation, and external advisory boards

¥ Division plan and goal reports areshared with faculty and staff in each of thedivisions

¥ Milestones of the administrative com-puting change are shared both electroni-cally (weber.edu/iasp) and with printedmaterials which go to all faculty and staff

¥ The impact of our outcomes assessmentprocesses are made public via the internet(programs.weber.edu/assessment/table_of_contents.htm) through department andoffice meetings, in annual college and divi-sion reports, and in biennial reports provid-ed to the Office of the Commissioner for theUtah System of Higher Education, theBoard of Regents, and the UtahLegislature

¥ Documents on our 2002-03 university-wide planning process and on our 2002-03 WSU Davis academic program planningprocess were shared with the faculty, staff,and students

II. Significant Changes Since1994

Although our mission has not changed since1994, we have made several significantchanges while working toward the goals asso-ciated with the four strategic priorities identi-fied in December of 1994.

Enhance Learning

¥ We have implemented a systematic processof assessing student learning outcomes

across academic programs and student sup-port programs; the results of assessmentare used to improve teaching and learning(see Standards 2 and 3 for more informa-tion); we have implemented a process ofreview and approval of the courses.

¥ Financial support for the library hasincreased since 1994 which has increasedboth print and electronic access to the col-lection; the collection has increased, includ-ing bound volumes (from 360,000 to nearly500,000) and electronic resources (fromapproximately 400 to nearly 200,000);staffing has been reorganized to improvethe delivery of services; increased studentand faculty use of and satisfaction withlibrary resources and services. Additionaldetail on the Stewart Library can be foundin Standard 5.

¥ Our focus on technology has increased; wenow have an information technology divi-sion with a chief information officer and 48employees; extensive online course anddegree offerings which now comprise 12%of our student credit hours; several hun-dred courses which include a web-enhancedcomponent; WSU Online received a nation-al award for excellence; growth in the num-ber of collaborative technology projectsbetween the IT staff and our faculty (450projects in FY02 with an expected growthof 10%/yr); a graduation requirement ofComputer and Information Literacy;expanded e-access for students, faculty, andstaff to WSU services and informationincluding more than 4,000 computers forfaculty, staff, and students; 9 open comput-er labs and 20 departmental computer labs;more than 80 multi-media technology-enhanced classrooms on both the Ogdenand Davis campuses; and a newly renovat-ed building to provide a state-of-the-art,24/7 technology support lab for faculty,staff and students (see Standard 5 for moreinformation).

¥ We offer accessible, flexible, and relevantcourse, degree, and co-curricular offeringsand services that have variety in formatsand locations (online, WSU Ogden, WSUDavis, off-campus locations, day andevening); WSU named as one of "100 Best

http://weber.edu/iasp

http://programs.weber.edu/assessment/table_of_contents.htm


Buys" for comprehensive colleges and uni-versities.

¥ We doubled (from two to four) the numberof graduate programs we offer by addingMaster of Business Administration andMaster of Science in Criminal Justicedegree programs in the fall of 2000 andspring of 2001, respectively. The MBA pro-gram, offered in a hybrid format (40%online and 60% face-to-face), is offeredexclusively at WSU Davis. In 1994, we hadno graduate certificate programs and nowwe offer 5 certificates that require from 9to 21 credits: Information Systems &Technologies (9 cr), International Business& Economics (12 cr; 18-21 cr w/languageemphasis), Entrepreneurship (12 cr), andHealth Services Administration (15 cr).

¥ In addition to building new residence hallsat WSU Ogden, we constructed a visualarts building (Kimball Visual Arts Center)and Student Services Center, significantlyrenovated our performing arts building(Browning Center) and our ShepherdUnion Building, and created a 24/7 technol-ogy support center for faculty and studentswithin a former classroom building(Lampros Hall). We also built a new teach-ing facility, WSU Davis, in Davis County.

Manage Enrollment

¥ In 1994, we transferred the offices ofAcademic Advising, Admissions, FinancialAid, and Registrar from Student Affairs toAcademic Affairs; these became theEnrollment Services Offices, and theyreport to the Associate Provost forEnrollment Services; we expanded andrefined our recruitment strategies, includ-ing more sophisticated web-basedapproaches.

¥ In 1995, we implemented a First YearExperience program, which consists of athree-credit hour Introduction to theUniversity course. This course enrollsapproximately 700 first-year studentsannually and has a demonstrated positiveimpact on student learning and retention

(see Standard 3 anddepartments.weber.edu/fye/ for details).

¥ In 1996, we modified our admissions crite-ria to provide two tracks: College Tier forstudents who require developmental coursework and University Tier for students whoare more academically prepared for college.

¥ We have an expanded presence in our pri-mary service area of Davis, Weber, BoxElder, and Morgan Counties. In 2003, wecompleted a new instructional facility inDavis County, WSU Davis, that supports3,000 students in 31 classrooms and labs.Four degree programs are offered in DavisCounty, including the MBA program. Ouroutreach efforts, exclusive of WSU Davis,include providing on-site instruction tonearly 4,000 college students at WSUUniversity Centers, applied technology col-leges, and high schools in Davis, Weber,Box Elder, and Morgan Counties.

¥ We have expanded our efforts to provideearly college access for high school studentsthrough our concurrent enrollment pro-gram (which in FY03 served nearly 4,000students from 43 high schools who com-plete high school courses which articulatewith our courses) and our early college pro-gram that enrolls nearly 200 students inon-campus courses.

¥ We implemented integrated enrollmentmanagement strategies for recruiting andorienting new and transfer students withthe result of enrolling 30% more studentsfrom 1998 to 2003 (an increase of approxi-mately 4,000 students)

¥ In FY03, we implemented a new automatedscholarship management system wherestudents who are awarded a scholarshipmust return an acceptance letter.Subsequent to this, the scholarship officeinputs the award into the student informa-tion system as a source of revenue for thestudent to pay tuition and fees. Throughoutthe awarding period, the scholarship officemonitors the scholarships for applicablerequirements of the award (i.e., minimumgrade point average, and minimum credit

http://departments.weber.edu/fye/


hours.). The award requirements are alsoposted online for review by a supervisingdepartment, the Scholarship Office, andthe Development Office to ensure compli-ance with donor criteria.

Build Image and Identity

¥ As a result of an image and identity studyin 1996, we designed three new marks ofidentity for WSU. Our University Markwas included in American CorporateIdentity, The 13th Annual Showing of theBest New Work in the USA, David E.Carter, 1997. Also in 1997, we produced theGuide to Weber State University GraphicStandards and Printing Services, whichmay be found atdocuments.weber.edu/styleguide/01.asp.

¥ In 1998, we significantly improved andexpanded our integrated communicationstrategy when we launched a new universi-ty tag line, "Changing Minds," for use withprospective students, alumni, donors, andthe community. The "Changing Minds"theme was used to increase awareness ofWSU's mission through billboards and busboards. "Changing Minds" was the frame-work for redesigning existing and creatingnew publications, including Vista, ouralumni/friends magazine; CyberCats, an e-newsletter sent to more than 40,000 alum-ni and friends; Arts@Weber; a publicationthat integrates our cultural events; andintegrated promotional materials for threecolleges. Student recruitment materialswere designed to reflect "Changing Minds,"and the 1998-2003 WSU Capital Campaignused "Changing Minds Together" to extendthe identity strategy.

¥ In 1998, CE/CS staff developed a distancelearning catalog to bring together previous-ly scattered information on courses andprograms available through bothIndependent Study and WSU Online. Thisannual publication was recognized in 2002with a distance learning catalog awardfrom the University Continuing EducationAssociation. In 2002, CE/CS produced itsfirst professional development catalog to

inform employers of customized trainingopportunities we can provide.

¥ In fall 2002, we unveiled a redesigned web-site with new architecture and navigationto provide better access for external audi-ences, particularly prospective students. In2003, we launched web portals for alumni,faculty, staff, and students that allow theseaudiences to personalize how they interactwith WSU and how they use the informa-tion we provide. Because portals allow two-way communication, we can monitor howour constituencies are using the informa-tion so we can continue to improve service.

¥ Since 1994, we have expanded our outreachefforts, including hosting several FamiliesAlive Conferences; an annual StorytellingFestival; actively participating in the 2002Winter Olympic Games by hosting the curl-ing event at the ice sheet on our campus,housing Olympic security personnel in ourresidence halls, and allowing hundreds ofour faculty and staff to volunteer for theGames.

¥ In the past decade, we have strengthenedour cooperative ventures with local entitiesincluding partnerships with public schools(Moyes College of Education); studentplacement in clinical education sites(Dumke College of Health Professions); cen-ters which provide assistance to local busi-nesses and community members (College ofApplied Science & Technology, GoddardSchool of Business & Economics, College ofScience, College of Arts & Humanities);performing arts and cultural events bothon campus and at the Egyptian Theaterand Eccles Conference Center in Ogden(College of Arts & Humanities); intercolle-giate athletics programs

Increase and Improve Use ofResources

¥ In June of 2003, we successfully concludeda Capital Campaign that raised more than$90 million in gifts and pledges, includingapproximately $19 million for collegeendowments, $28 million for enhanced

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facilities, and $18 million for student schol-arships and fellowships. These funds, alongwith tuition and course fee increases, havehelped offset relatively flat or reduced stateallocations during times of enrollmentincreases.

¥ We have obtained additional supplementalfinancial resources for our academic pro-grams such as differential graduate pro-gram tuition, two-tier tuition for program-specific needs, course fees, and redirectedrevenue from our general student fees.

¥ In 2002 we began the process to upgradeseveral crucial computing systems: an inte-grated administrative computing systemwhich supports our human resources,financial, alumni/development, and studentinformation processes (estimated comple-tion for this migration is 2005); a central-ized room-scheduling system which hasincreased our physical resource utilizationefficiency for classes and other scheduledevents (completed in 2002); and a newonline course management system whichwill be complete in 2005.

¥ Since 1994, we have made many significantchanges to our administrative business sys-tems, including, in1997, the use of a pur-chasing credit card fortransactions of less than$1,000, and a redesignof our health benefitsprogram which hasresulted in our havingthe lowest averageincrease in health carecosts of any USHE institution (4.0%increase/yr since FY95 for WSU, comparedto a 7.2% average increase/yr for otherUSHE institutions).

¥ Additional support is now being providedfor our employees through an extensive for-mal training program that began in 1999and which covers a variety of customerservice topics(departments.weber.edu/qsupport&train-ing/default.htm); in 2000, we implementedan Employee Wellness Program (an esti-mated 500 faculty and staff have partici-pated to date).

¥ Although we started a free shuttle busservice in 1991 between the Ogden campusand the Dee Center parking lot, it wasgreatly expanded in 1997 and now has 10buses (versus 3 in 1994) with an estimatedridership of 7,200 people per day; this serv-ice has helped us manage our enrollmentgrowth without increasing our on-campusparking facilities.

¥ To coordinate information and providemore effective services, we have createdliaison roles between the academic collegesand the library faculty, and staff in theAcademic Advisement Center, CareerCenter, Development Office, and CE/CS.

¥ We have implemented efficiencies withinour library, including an electronic reservesystem that makes materials available tostudents anytime and anywhere they haveaccess to a computer; the EZProxy remoteaccess system which greatly improves 24/7off-campus access to the library's electronicdatabases; a Self-Check system enablinglibrary users to check-out materials bythemselves; an interlibrary loans requesttemplate on our website which enables stu-dents and faculty to make interlibrary loan

requests online; and a document deliveryservice to deliver library-owned and interli-brary loan materials to faculty and staff atWSU Ogden and WSU Davis.

Substantive Changes Reported toCommission (1.A.7)

The only substantive change requests forwhich we have sought approval since 1994have focused on offering online degree pro-grams via WSU Online. We submitted our firstrequest in 1997 and, since then, we have

“The one real object of education isto have a man in the condition ofcontinually asking questions.”

¾ Bishop Mandell Creighton

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received approval to offer 10 online degree pro-grams including: A.S. in General Studies,A.A.S. in Medical Records Technology,Certificate in Licensed Practical Nursing, A.S.and A.A.S. in Nursing, B.S. in Nursing, B.S. inHealth Administrative Services, A.A.S. inClinical Laboratory Science, B.S. in ClinicalLaboratory Science, B.S. in ComputerEngineering Technology, and B.S. in ElectronicEngineering Technology.

III. Strengths and Challenges

Strengths include:

¥ Strong focus on undergraduate teachingand student success

¥ Expanded technology infrastructure,including delivering online courses anddegrees, and providing students withincreased e-access to WSU services

¥ Excellent library resources and services

¥ Long-term strategy to strengthen ourexternal image and relationships

Challenges include:

¥ Coping with static or reduced state budg-ets, while our enrollment has grown andweÕve become more technology-reliant

¥ Fully implementing our 2003-04 institu-tion-wide planning efforts by connectingthese efforts with university and divisionassessment processes, with institutionalresearch efforts, and with resource alloca-tion

¥ Improving student learning and success foracademically at-risk students; this is agrowing concern for our entering first yearstudents, 70% of whom need developmentalcourse work

¥ Renovating aging and maximally scheduledfacilities on the 50-year old Ogden campus;an estimated $56.5 million is needed to

improve and expand buildings, systems,infrastructure, and grounds

IV. Next Steps/Action Items

Based on our planning and assessmentprocesses, we hope to accomplish the following:

¥ Expand funding resources for operations,salaries, faculty and staff development.

¥ Implement institution-wide planningprocess and link with institutional researchand resource allocation

¥ Improve first-year student learning andsuccess

¥ Improve or replace aging and maximallyscheduled facilities

¥ Continue to support and find funding forcomputer upgrades

¥ Support our staff in integrating the newsystems


Enhance the quality of thelearning process

PlanningProcess Manage enrollment on and

off campusBuild image and

identityIncrease and improve use

of resources

1993-94StrategicPlanning

Encourage more active studentinvolvement in the learningprocess through integration ofnew technologies, collaborativelearning strategies, and appliedlearning experiences

Expand library resources andenhance access

Enhance the information technol-ogy infrastructure to enablelearners to access instruction andother learning resources and useinformation technology in theirdisciplines

Help all students define andachieve their educational goalsthrough more focused recruiting,systematic assessment, improvedretention strategies, andarticulated programs

Expand instruction and otherservices to our Davis Countyclientele

Develop a proactive communica-tion strategy that enhances WSUas the undergraduate universityof choice in our region

Generate new resources fromgovernment and private sources

Make better use of existingresources while improvingservices

1996-98SemesterConversion

Review and revise all courses,degree programs, and co-curric-ular programs for a semester cal-endar

Coordinate with other Utah insti-tutions to enhance articulationand transfer of courses

Improve room utilization throughMWF, TTH schedule

1998-2003CapitalCampaign

Acquire $20 million forimproved teaching-learning facili-ties

Acquire $13 million for studentscholarships

Acquire $21 million for collegeendowments

Achieve overall goal of $75 mil-lion in pledges and donations

1999 DiversityTask Force

Infuse diversity throughout cur-riculum; educate students on val-ues of diversity

Provide advocacy for studentvictims of discrimination

Increase campus awareness ofand communication about diver-sity; recruit a diverse workforce

Increase resources for theAssistant to the President forDiversity

2000 Board ofRegentsMaster Planfor UtahSystem

Reaffirm WSU’s mission to offerone-, two-, and four-year pro-grams and selected master’sdegrees

Further develop our presence inDavis County

Increase coordination of adminis-trative processes at USHE level(building construction, informa-tion technology conversion, fund-ing formula, etc.

2001 WSUDavis FacilitiesMaster Plan

Purchase land in Davis Countyto create "high-tech" and "high-touch" campus

Address the needs of our DavisCounty students through a state-of-the-art campus

Create strong connectionsbetween Ogden campus andWSU-Davis

Create resource-efficient methodsfor construction and landscaping

2001-02WSU-OgdenFacilitiesMaster PlanRevision

Modify aging facilities toimprove learning environment

Create a "heart" for the Ogdencampus; integrate new residen-tial housing; improve pedestrianand auto access

Create consistent signage andcampus gateways

2002-2005Conversion ofAdministrativeComputingSystems

Convert in-house WSU Onlinesystem to commercial coursemanagement system which willsupport both online and hybrid(face-to-face plus online) courses

Create fully integrated web-sup-ported processes for admissions,financial aid, and scholarships

Create computer support systemwhich links human resources,financial, and student informationsystems more effectively

2003-04 WSUDavis CampusAcademicProgramPlanning

Identify degree programs forWSU Davis

Target WSU Davis programs tomeet needs of Davis and SaltLake County residents

Create greater presence in DavisCounty

Priorities and Goals Established in 1994

APPENDIX 1 – Planning Process

APPENDIX 2 – Weber State University Five-Year Planning Cycle

Academic Year Fall Semester Spring/Summer

Semester Summer Semester

2003-2004

University Planning Council Development of:

• Strategic Directions

• Goals • Suggested

Indicators • Responsible

Areas

Division, Colleges, and Task Forces Development of:

• Annual/biannual objectives

• Implementation plans

• Measures for assessment of results and outcomes

Assessment Efforts Development of:

• Annual report installments by divisions, colleges, and task forces

• Comprehensive annual report

2004-2005

2005-2006

2006-2007

Review of Annual Report by Planning Council Progress assessment by Planning Council Refinement of directions, goals, indicators, and responsibilities as necessary by Planning Council

Revision of objectives and measures as necessary by divisions, colleges, and task forces Continued implementation by divisions, colleges, and task forces

Development of annual report installments by divisions, colleges, and task forces Development of comprehensive annual report

2007-2008

University Planning Council Redevelopment of:

• Strategic Directions

• Goals • Suggested

Indicators • Responsible

Areas

Divisions, Colleges, and Task Forces Redevelopment of:

• Annual/biannual objectives

• Implementation plans

• Measures for assessment of results and outcomes

Assessment Efforts Development of:

• Annual report installments by divisions, colleges, and task forces

• Comprehensive annual report

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