Approved and Adopted, June, 1997

Guide to Reading the Plan

The members of the Strategic Planning Core Committee (SPCC) respectfully submit this plan with the underlying assumption that it is a "work in progress." Readers are asked to consider the fact that the final membership of the committee, the appointment of a chair, and the receipt of the charge from the Chancellor were finalized in August of 1996. The deadline for submission of this report was given as March 1, 1997. There has been much accomplished in involvement of students, faculty, community leaders, foundation board of directors, and regional school personnel. These facts are presented to assist the reader in understanding the term "work in progress," since the involvement of hundreds of constituents increases both the quality and complexity of the Strategic Planning process. It is fully intended that the SPCC shall continue to refine, modify and monitor the plan.

UW-SUPERIOR STRATEGIC PLANNING CORE COMMITTEE

Charge from Chancellor Julius Erlenbach:

Membership

• Chair: Paul Keeney, Educational Administration Department
  
• Gregory Trudeau, Chair of Faculty Senate
  
• Karen Bahnick, Vice Chair of Faculty Senate
  
• Del Kangas, Chair of Academic Staff Council
  
• Deb Filteau, President of Student Senate
  
• Hal Bertilson, Provost/Vice Chancellor
  
• Tuula Harris, Assistant Chancellor for Administration and Finance
  
• Jim Lund, Director of Student Life and Auxiliary Services/Dean of Students
  
• Bob Carmack, Director of Information & Instructional Technologies Center
  
• Gloria Toivola, Chair of Faculty Senate Planning, Budgeting & Review Council, Ex-officio
  
• Kenneth Redding, Elected faculty representative from Faculty Senate
  
• Jim Zastrow, President of M & I Bank, community representative
  Note: Jim Zastrow replaced Gary Maples as community representative midway in the year.
  
• Tom Wiberg, President WSEU Local 42

PLANNING METHOD

This Strategic Plan is the result of planning efforts which have been ongoing for a period of time in excess of the past five years. The Strategic Planning Core Committee (SPCC) which submits this plan has functioned as one unit since August 1, 1996, which coincided with the arrival of a new Chancellor to the campus and the concurrent appointment of a faculty member as chair of the SPCC.

The proposed VISION statement and MISSION statement were distributed to those in attendance at a University wide convocation called for the express purpose of reviewing the proposed VISION and MISSION statements. The VISION statement was favorably received. Comments, concerns and suggestions raised were considered by the SPCC and some adjustments were made to the MISSION statement in October 1996. The revised MISSION statement, along with the VISION statement were submitted to Chancellor Julius Erlenbach early in the month of November 1996. Dr. Erlenbach agreed to perform his review of the proposed documents, and submit them to the Faculty Senate for their consideration. Dr. Erlenbach suggested the VISION statement was satisfactory as presented. He indicated agreement with the three paragraph MISSION statement, however suggested the addition of the "bullets" from the current MISSION statement which is printed in the 1996-98 University catalog. The SPCC agreed to the modification and the two statements were to be presented to the Faculty Senate by Dr. Erlenbach.

BASIC ASSUMPTIONS AND GUIDELINES OF THE PLAN

The members of the SPCC provide the following enumerated assumptions regarding the implementation of the Strategic Planning document.

VISION FOR THE UNIVERSITY OF WISCONSIN-SUPERIOR

UW-Superior: Where quality and personal interaction are important--

success means a Superior education.

MISSION STATEMENT FOR UNIVERSITY OF WISCONSIN-SUPERIOR

• Provide students with a carefully articulated and comprehensive foundation in liberal studies as a base for all degree programs.
• Award baccalaureate degrees in selected fields in education, the arts and the humanities, in the sciences and social sciences, and in business.
• Offer graduate programs in areas associated with its undergraduate emphases and strengths.
• Extend its undergraduate and graduate resources beyond the boundaries of the campus through distance learning programs.
• Expect scholarly activity, including research, scholarship, and creative endeavor, that supports its programs at the associate and baccalaureate degree levels, its selected graduate programs, and its special mission.
• Engage in appropriate interinstitutional relationships to enhance educational and service opportunities.
• Foster, with University of Wisconsin-Extension, the development of cooperative and general outreach programming and the integration of the Extension function with that of this institution.

GOALS

The term GOAL in this planning initiative is used to signify the direction toward which the members of the university community should be moving. Goals are not necessarily measurable in and of themselves. All goals were derived directly from the Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis which was conducted during the first semester of the 1996-97 academic year. These goals are directly related to the VISION and MISSION statements.

Goal 1: To offer quality learning opportunities that prepare students for living in and contributing to a global environment.

Goal 2: To intensify recruitment and retention efforts.

Goal 3: To be effective stewards of existing resources while seeking new resources.

Goal 4: To accelerate moving UW-Superior toward information age teaching, learning and administrative services.

Goal 5: To foster an environment of trust and cooperation that centers on the worth of all individuals.

Goal 6: To enhance the University’s partnership with the community and region.

Goal 7: To develop a marketing plan that promotes the strengths of the University

OBJECTIVES

Objectives were defined for this planning effort as "An expression of the desired, measurable end results for the organization." The objectives were selected from hundreds of suggested objectives derived from faculty and staff input during the last weeks of the first semester and during planning activities during the orientation week at the beginning of the second semester of the 1996-97 academic year. Objectives were designed to relate directly to each of the seven goals identified earlier in the planning process. The specific objectives agreed upon by the members of the SPCC are listed in each of the specific goal areas in this portion of the Strategic Planning document. The entire list of objectives generated during the orientation week activities are listed in appendix B.

Goal 1: To offer quality learning opportunities that prepare students for living in and contributing to a global environment.

Objective A: The University will expand the offerings in the Language and Multi cultural Experiences areas, beginning Fall 1997.

Objective B: Beginning Fall 1997, the University will develop, promote, and expand local and worldwide opportunities for students, staff, and faculty that foster living and learning experiences.

Objective C: By May 1999, the University will prepare a post matriculation assessment vehicle that will measure preparedness for living in and contributing to a global environment.

Goal 2: To intensify recruitment and retention efforts.

Objective A: 3,000 students will be enrolled by Fall 2001.

Objective B: Develop a plan which involves faculty, alumni, and students assisting in recruitment for the University by January 1998.

Objective C: Increase retention by improving quality of instruction and advisement, student employment opportunities, infrastructure, and campus climate by September 1999.

Objective D: By Spring 2000, examine the issue of academic and admission standards as a means of recruiting and retaining students.

Objective E: Secure funds from UW Foundation or other external sources on a yearly basis to subsidize recruitment.

Goal 3: To be effective stewards of existing resources while seeking new resources.

Objective A: By January 1999, the University will develop a clearly communicated resource and allocation process which includes roles, responsibilities, and decision-making processes.

Objective B: By Spring of 1998, each department and program will identify potential partnerships, collaborative opportunities, and extramural resources that can be approached.

Objective C: Each department will examine its existing programs, review them for modification, elimination or consolidation, and consider new offerings, particularly cross-disciplinary/collaborative programs that best serve the campus and the region, by January 1999.

Objective D: The University will begin immediately to develop a plan which enhances and preserves the aesthetic appeal and natural integrity of the campus, while improving functionality.

GOAL 4: To accelerate moving UW-Superior toward information age teaching, learning and administrative services.

Objective A: The University will provide a networked computer that is capable of accessing the web in every campus office that supports classroom instruction and administrative services by Fall, 1999

Objective B: IITC will be asked to develop and implement a plan that will enable faculty, staff and students to become proficient in the use(s) of information-age technology in teaching, learning, advising, research, and administrative services by May, 1998.

Objective C: The University will ask each department to develop and implement a plan for integrating technology into their respective curricula for delivery of campus, off-campus, and electronic instruction by May, 1999.

Objective D: The University will develop and implement a plan for establishing and maintaining a technology infrastructure by May, 1998. This plan will specifically address issues of upgrading, hardware and software, maintenance, and network reliability.

Goal 5: To foster an environment of trust and cooperation that centers on the worth of all individuals.

Objective A: Departments will be asked to develop a plan for better communications between departments through the use of Web pages, intra departmental, interdepartmental and interdisciplinary courses, teaching, planning by January 1998.

Objective B: The University should encourage social opportunities for employees at least twice a year, effective Fall 1997. Activities could include, but not be limited to, picnics and outdoor celebrations in all seasons.

Objective C: The University should maintain a traditional suggestion box and an electronic suggestion box, effective Fall 1997. Suggestions would be signed and all suggestions would be answered by appropriate staff or faculty.

Objective D: The University will insure open discussion and sharing by all its members (administration, faculty, academic staff, classified staff, alumni, foundation members, and students) via shared databases, workshops, retreats, round tables, convocations, or task forces on campus-wide issues by Fall 1997.

Goal 6: To enhance the University’s partnership with the community and region.

Objective A: The University will solicit annual input from various segments of the community.

Objective B: The University will keep the community informed about activities, services, and accomplishments on an ongoing basis.

Objective C: Departments will be asked to increase internship opportunities for students beginning Fall of 1997.

Objective D: Faculty/staff will be encouraged to increase involvement in the external community, beginning Fall 1997.

Objective E: Enhance campus activities open to the general public, effective immediately.

Objective F: Establish and expand collaborative/cooperative activities with external constituencies by Fall 1998.

Objective G: Examine the role of Extension within the University and community by May 1999.

Goal 7: To develop a marketing plan that promotes the strengths of the University

Note: The SPCC will facilitate the development of the marketing plan by October 1997.

APPENDIX A WORKING GROUP VISION STATEMENTS

The faculty and staff at the University of Wisconsin-Superior were assigned to working groups and asked to provide suggestions for a VISION statement in addition to providing the SPCC with perceived strengths, weaknesses, opportunities or threats (SWOT) during orientation week activities at the beginning of the fall semester in the 1996-97 academic year. The same activities were requested of students, UW-Superior Foundation board members, local community elected officials, and area public school administrators and counselors. Fifty-three possible vision statements were submitted. Following are the unedited vision statement suggestions as grouped under the goal statement derived from the composite suggestions.

1. To offer quality learning opportunities that prepare students for living in and contributing to a global environment.

(11) Instill in our graduates the need for lifelong learning and offer learning opportunities that help them meet this need.

(35) Improve lifetime.

(24) To better prepare our students for careers/professions of the future.

(1) A job or graduate school for every graduate.

(16) Graduate educated individuals.

(33) Improve success.

(30) International focus throughout the curriculum and campus life.

(18) Internationalize the campus (200 by 2000)

(19) Establish a study abroad program.

(32) Improve quality.

(23) to enhance the liberal arts foundations of all students.

(28) Academic excellence.

(29) Strengthened liberal arts.

(36) Give high priority to maintenance of quality.

(46) Maintain flexibility in programmatic offerings.

2. To intensify recruitment and retention efforts.

(22) To increase enrollment, through increased recruitment and retention.

(3) Retention of most students.

(5) Attract top quality students.

(8) Increase enrollment to 3,000 ASAP (3,000 by 2000).

(27) Increased enrollment.

(37) Intensify recruitment efforts and reduce attrition.

3. To be effective stewards of existing resources while seeking new resources.

(38) Strive for most effective use of resources.

(40) Develop new sources of resources.

(43) Seek sources of alternative funding.

(45) Upgrade facilities/beautify campus (physical development plan).

4.To accelerate moving UW-Superior toward information age teaching, learning, and administrative services.

(9) Move UW-S from industrial age teaching and learning to information age teaching and learning.

(12) Invest in the development and maintenance of an information technology infrastructure that supports academic and administrative services.

(20) Utilize technology in all academic and administrative processes.

(31) Increased use of technology for local and distance education, staff development, and administrative functions.

(50) Strengthen distance education initiatives (or expand) into new markets.

(51) Improve quality and quantity of information.

5.To foster an environment of trust and cooperation that centers on the worth of all individuals.

(10) Develop an environment that centers on the individual learner.

(34) Improve (prove) caring/personal/small.

(25) To improve the working environment for all staff.

(14) Create an environment where the worth of all individuals on the campus is appreciated and used.

(47) Make campus a fun place to work and study.

(49) Develop trust and cooperation in all relationships.

6.To enhance the University’s partnership with the community and region.

(13) Improve the University’s presence in the community and region.

(17) Become a division I hockey power.

(21) Establish a community service element and/or a campus involvement element of the graduation requirements.

(26) To be a better citizen of the region.

(42) Attract regional support.

(44) Move toward reinstating football.

7. To develop a marketing plan that promotes the strengths of the University.

(39) Develop an effective marketing plan.

(2) A nationally known fresh water research center.

(4) Become the University of choice.

(6) Market some nationally known programs.

(7) Be the American Indian Educational center.

(15) Have several more nationally known programs.

(41) Give UW-S a compelling, unique identity.

(48) Identify and develop new niches.

(52) Identify and develop niche(s).

(53) Canadian studies.

APPENDIX B WORKING GROUP OBJECTIVES

The faculty and staff at the University of Wisconsin-Superior were assigned working groups and asked to provide suggestions for measurable objectives for each of the seven goal areas. Each working group was assigned a specific goal area as one project, and asked to select a second goal of their own choosing for which to submit suggested objectives. Following are the unedited objectives which were suggested for each goal.

Goal 1: To offer quality learning opportunities that prepare students for living in and contributing to a global environment.

• Group 3

  1. The US campus will offer at least 3 full years of 2 different languages by the year 2005

  2. By 2005, goal 3 will be operationalized by each major on the UW-S campus. The majors will have the discretion to design activities which are a fit for them

  3. By 2005, the UW-S campus will offer an annual 1 day seminar open to both university and regional communities, which will focus on a topic related to this goal. The UW-S Superior Chamber of Commerce will be asked to collaborate in assisting to sponsor this event

  4. By 2005, the UW-S will have a minimum of 10 institutional agreements modeled after the Yamashi (Holter’s spelling but we didn’t know either) program

  5. By 2005, the UW-S will develop an array of at least 10 annual opportunities for students, faculty and staff to engage in non-UW-S study and/or work. Many of these might be departmental initiatives, meeting requirements of a given department

  6. By 2005, the UW-S will develop 3 specific funding sources for students which will allow their participation in these program opportunities (see #5), e.g. the UW-S ?? Might develop a specific program

  7. By 2005, a 1.0 position will be developed on campus to coordinate and support these objectives (4,5,6). We strongly suggest that salary for this position be developed from already existing administrative arrangements and positions

• Group 10

  1. Foreign languages: major or minor encouraged and supported - point(?) Enrollments to grants needs

  a. International focus in some internships

  b. Promote exchange programs and foreign study

  c. Utilize international alumni

  d. Centralized center for travel and study opportunities

  e. More supervised travel for credit in interim

  f. Encourage mix of international students with USA students in dorms

  g. Perhaps food service could focus meals on occasion from other countries

  h. Explore use of outside generated courses in a foreign language to provide opportunities we generally could not offer

  I. Publish travel study opportunities available and ongoing

  j. Increase the number of international students on campus and the numbers of our students

  k. Employ student assist funds for international students

  l. No single office has extensive skills in study abroad opportunities, etc.

  m. Encourage course related travel throughout Midwest

• Group 14

  1. Identify skills and competencies that our students need to survive, build in and assess how we meet those competencies

  2. Have each student leave this institution with a portfolio for other evidence of attainment of skills and abilities

  3. Students leave this institution with high ethical standards

  4. Each student will have an internship, volunteering experience, or service learning experience with the external environment to bring together their learning experience, for the greater good

  5. All students have access to learning technology

  6. Expand professional development opportunities for faculty and staff

  7. Make more funds available for conference attendance

  8. Have an office of instructional development where faculty and staff can share, conduct workshops, etc. for the improvement of teaching skills

• Group 17

  1. Develop and promote university wide opportunities that increase students, faculty and staff awareness and abilities to live and to contribute to a global world:

  a. Internships: a real world work experience that is integrated with formal education

  b. Living and learning experiences especially during interim times that foster intercultural, cross-cultural and sub-cultural opportunities both in this country and other countries

  c. Sister relationships with universities in other countries

  d. Exchange programs for students, faculty and staff

  e. Independent learning experiences

  2. Increase career counseling activities combined with related work experiences

  a. To allow the testing and checking out of career possibilities

  b. To broaden student’s awareness of job opportunities outside the Twin Ports

  3. Integrate and make better use of existing resources on campus and in the community

  a. International students

  b. Komate program

  c. Global experiences and activities at UMD, CSS, and in the Twin Ports community

  d. Interprogrammatic array such as Women’s Studies minor and proposed Anthropology minor

  e. Innovative ways of instructional delivery, e.g. team teaching, distance learning, and independent learning

  4. Foster and promote on-going faculty development that is geared towards the global environments

  a. Exchanges

  b. Study/work in cross-cultural environment

  c. International conferences

  5. Aggressively pursue good students - be pro-active not reactive to recruitment and retention

• Individual faculty member response
  1. Establish procedures leading to interaction among students of different cultures, races, and belief

Goal 2: To intensify recruitment and retention efforts.

• Group 5

  1. Secure $30,000 funds from UW Foundation on a yearly basis to subsidize recruitment trips

  2. Recruit at least 30 new students with the Foundation funds each year

  3. Provide motivation (t-shirts, tuition break, etc) for students and graduates to recruit students from their work and communities

  4. Invite faculty/administrators to help students move into the dorms

  5. Have departmental meetings each fall and spring with new students in their major(s)

  6. Improve access to new technology (computer network)

  7. Enhance student employment opportunities on campus

  8. Designate student lounges for each major somewhat near faculty

  9. Survey all students who drop out to find reasons

  10. Have a student task force from names submitted by the Student Senate to recommend procedures to the faculty and staff that would improve retention (Note: students would have other and better ideas as to what would keep them here)

  11. Have a "fall festival" at Ole Haugsrud field during orientation to bring everyone together.

  12. Add computer labs in Fine Arts, Gates, and McCaskill.

  13. Add network connections in dorm rooms

• Group 8

  1. The campus should investigate what effect raising admission standards might have on improving retention rates

  2. A faculty committee should be appointed to review the admission applications of all students who do not meet published admission standards

  3. The budget for promotion and recruitment should be increased

  4. Every department should develop a plan for promoting its programs and coordinate this with the admissions office by December, 1997

  5. There should be more direct faculty involvement in recruitment

  6. We should focus our recruitment efforts on a wider area.

• Group 11

  1. Recruitment and retention left by themselves will not survive well without enhance relationships and resources. The four R’s: Recruitment, Retention, Resources, and Relationships are interrelated, success in any of these areas will depend on the development of the other areas

  a. Existing resources will be focused and prioritized toward efforts that will produce the greatest results in recruitment and retention. Personnel and technological resources will be specific priorities in this process. The UW-S foundation is to be applauded and encouraged to continue the funding in this area

  b. Departments will, by June, 1997, identify avenues of enhancing recruitment and retention in their specific areas

  c. Focus will be placed on the enhancement of the educational experiences of international students current on campus

• Group 12

  1. Conduct a baseline survey to appraise our current image among area high-school students, to repeat the survey on a regular basis to measure change

  2. Conduct a campus-wide student competition to communicate our image through billboards and other visuals to be disseminated to local schools

  3. To build a sense of community by emphasizing group activities such as ? Week-end outdoor activities and extended educational group trips for students and faculty

  4. Survey students to determine whether advisement is being adequately done and that they have the contact hours with advisors, to verify if we are living up to our reputation of a favorable faculty-student ratio. Increase student input in "outstanding advisor" awards, etc.

  5. Summer program to attract at-risk students - H.S. seniors e.g. canoe trip/aquatic biology experience - scholarship of $100 toward next semester offer 4-6 credits for the experience

  6. Target seniors with different aspirations/majors - on-campus experience helps to endear them to campus environment

  a. Consider between junior and senior years

  b. Lack of funds have limited visual impact of materials distributed to area high schools - ? whether we are represented at teacher conventions

  c. Video sent to high schools showing particular areas

  d. New slogans: "we’re not that bad... You’d be surprised how good we are."

  e. Many efforts are targeted only to the top 10% students - focus on students in the 50-90 percentile - on-campus experience

  f. Examine other qualities (not valedictorian, etc.) That predict success as basis for awarding scholarship $$

  7. Work opportunities on campus aid retention

  8. Improve advisement - some students are very cautious about coming in to see their advisor

  a. ? We state that we have a low faculty-student ration and therefore students receive more attention. Does this really happen?

  9. For retention - should students be contacted if they receive a D or F grade (mid-term reports?)

  10. "Smart-Start"

  11. Lunch with advisors at beginning of year has been helpful from standpoint of advisors

  12. Having students work in major department is a great way to get to know them

  13. Concern that recruitment of marginal students (academic, motivational, financial) can be a detriment to retention. # of marginal students seems to be increasing:

  a. Students who begin schools as "undecided" majors will have to spend 5 years instead of 4 to complete degree because of semester system

  14. Retention is affected by students who come here for basic requirements at a lower cost and then move on to another school

  15. Possibility of internships early in student’s career to give a taste of the profession

  16. Image of UW-S being an inferior school - and recurring rumor that Board of Regents might close down Superior have been very harmful

  17. Perception of a competent and outstanding faculty is very important

  18. Nothing to do at UW-S on week-ends

  19. Outdoor Program proposed - but nothing has been done about it. Helps to motivate students including at-risk students

  20. Signature program?

  21. What would be required to restructure the 1st year so that students can take a sampling of courses and meet general education requirements?

  22. Billboard advertising...

  a. A campus where small is a big idea...

  23. Look to current students to define the marketing - campus-wide competition

• Group 15 (NOTE: goals 5 and 7 combined)

  1. Marketing plans should include:

  a. More ways to bring prospective students on campus for academically-oriented activities

  b. Increased visibility in high schools

  1) a poster with tear off

  2) go to high school career days

  3) increased departmental visits to high schools coordinated by admissions office

  c. Repair image at Superior Senior High

  d. Complete process of certification as member of Council of Public Liberal Arts Colleges (COPLAC)

  2. Retention:

  a. Cohorts - house entering students by discipline and have them take classes together

  b. Resident advisor system

  c. More on-campus student jobs

  d. Survey commuter students to determine how to improve commuter student services

  e. Study rooms and lounges (meet needs of commuter students)

  f. Increase scholarship $$ to high achieving continuing and transfer students

• Group 16

  1. Raise expectations regarding student performance

  2. Restore honor’s funding to 1994 level and allow additional course offerings

• Notes from unidentified group on goal 2

  1. Recruitment

  a. To require cultural diversity training for all employees

  b. To require a response letter or telephone call to prospective students as soon as they have contacted UW-S and identified a program area

  c. To have a minimum of one faculty/teaching academic staff person from each department visit (guest lectures, IDE class, speech, etc) with any high school, community college or tribal college

  d. To develop programs to meet the needs of the changing tribal economy and political make-up

  2. Retention

  a. To require cultural diversity training for all employees

  b. To revise the method of midterm grade notification to include progress and suggestions for improvement for all students in all courses

  c. To develop and implement an electronic method of notifying advisors and other significant persons of potential student problems during the semester

  d. To monitor the student evaluations of the core courses to determine the best instructor for what are frequently the deciding factor in whether a student stays or leave.

• Individual faculty member response

  1. Allow released time for faculty/staff to become engaged in recruitment and retention of students

  2. Provide motivation for students and graduates to recruit students from their own communities

Goal 3: To be effective stewards of existing resources while seeking new resources.

• Group 3

  1. By the year 2005, no UW-S administrator will be paid more than 20% over the highest annualized faculty salary being paid. (This would also seem to enhance goal 2)

  2. By 2005, each administrative unit which reports directly to the Chancellor will provide an annual plan and a final report to the campus which details goals/objectives planned and accomplished and reports the use of resources (similar to the corporate report idea)

  3. By 2000, the position of A.C. for Financial Development/Marketing (not sure of actual title - using the one being readvertised right now) be operating efficiently and effectively (this seems to support objective 2) (cannot make measurable because of lack of information)

  4. By 2000, there be an openly understood resource identification and allocation process including roles and responsibilities and how decisions are made. This means that each year these processes will be clearly communicated in writing to the campus community.

  5. By 2000, all programs not identified as highlighted programs have Strategic Plans in place which identify possible partnerships and collaborative opportunities which provide support for the continuation of current programming and expansion. These opportunities may be both internal and regional in nature.

• Group 6

  1. Ensure that physical plant refurbishing/development be done in consultation with faculty using the facilities and that we preserve the good aspects of our existing architecture

  2. Improve the interior aesthetics of the campus

  3. Ensure that departments can liquidate old equipment to get the $ for purchase of new equipment

  4. By 1998, (?) $350K of unrestricted gifts to UW-S

  5. Develop exchange programs with 2 institutions in U.S. or abroad to exchange up to 40 students each semester

  6. Council of Public Liberal Arts Colleges (COPLAC): explore possibilities of external funding through affiliation with organizations such as the above

  7. Solicit Fulbright Scholars to come to campus

  8. Develop partnerships with local human services agencies for developing of contractual services (consulting, training)

  9. Double the amount of faculty development support by FY98

  10. Triple the # of resident students on campus by the year 1999

  1. Identify faculty who are having problems relating with students and provide counseling and help

  2. Take student complaints over time about academic misconduct and inappropriate teaching seriously and remediate or provide due process

  3. Develop at least one departmental teaching improvement seminar each semester

  4. Department chairs must be helped to establish with department trust levels

• Group 13

  1. Implement a computerized information system to increase the Foundation and Alumni Offices in seeking funds for scholarships and involvement in the University

  2. Implement a computerized information system for the Admissions office to save cost in duplicating mailings

  3. Find a better method of appropriating funds equally between all departments from the beginning of the year. This would allow departments to fund their own special events during the year

  4. Take more advantage of using the Student Long Distance revenue

  5. Bring up faculty and staff salaries to create awareness

  6. Do away with duplication within programs. For example, entry level research classes are offered through several different majors. Make research a core requirement

  7. Raise more alumni funds by more consistent and creative telemarketing/mailouts

  8. Explore making internships/graduate assistantships more available for all students

  9. Explore the probability of creating more health related areas of study to attract more students to UW-Superior

  10. New Chancellor needs to build bridges to those people who want to see the doors of UW-Superior open such as the business community and grant writing community

  11. Support the idea of interdepartmental grant writing so that it can affect the most student and the assistance of core committee in the planning of this program is imperative

• Individual faculty member response

  1. Motivate classified and unclassified staff to take ownership of the University buildings and grounds

  2. Establish and update a "bank" of available grants for each discipline

GOAL 4: To accelerate moving UW-Superior toward information age teaching, learning and administrative services

• Group 1

  1. Provide a networked computer in every campus office that supports classroom instruction, directly or indirectly, by fall, 1999

  2. Encourage the use of program specific computer software and technology in all subject areas by fall, 1999

  3. Encourage the creation of interactive home pages for all faculty and administrative services, with computers, by fall, 1998

  4. Create a required basic computer literacy workshop for new students by fall, 1997

  5. Evaluate student access to computers and look for ways to extend/expand access during high demand periods by December, 1997.

  6. Provide support and training to enhance effective teaching using technologies, ranging from basic computer use to teaching over the Internet, for university personnel by fall, 1997

• Group 7

  1. Ensuring faculty/staff members have access to, and knowledge of, computers and other technologies

  2. Ensuring the computer system operates most of the time

  3. Use new technology and more teaching methods only in the areas that are most appropriate. continue to emphasize teaching and learning, and use computers, only when appropriate. Computers are the means not the ends

• Group 8

  1. Entire catalog should be on-line and accessible via the Internet by June 1, 1997

  2. Develop a system for identifying potential students to be served by distance learning and information age technology by May, 1998

  3. Develop an assessment instrument to measure the quality and cost efficiency of courses using information age technology by May, 1998

  4. Each department should develop a plan that will enable its faculty to become proficient in the use of information age technology in teaching, advising, and research by May, 1997

  5. All students should have access to, and be able to use, information age technology in learning and research by 1999.

  6. All departments should have Web pages on-line by May, 1997

  7. The campus should explore the use of Lotus Notes software for exporting courses via the Internet in relation to current efforts by the UW-System

  8. The campus should explore collaborative teaching and learning with other campuses via the Internet. Someone should be appointed to coordinate this effort among the departments

• Group 13

  1. Fund monies to allocate toward infrastructure toward classroom and teaching

  2. Keep the technology up-to-date which includes making the faculty and staff knowledgeable in the use of this technology and providing desktops with capabilities to the world wide web

  3. Administration needs to provide faculty and staff with incentives for technology training through certification

  4. Incentives offered to the Information Technology Office to continue their expansion of technology. Currently they offer back door access to the Public Library and to high schools, which allows students to apply for admission over the Internet. Transfer students can view their degree audit before they arrive on campus to find out their academic progress

  5. Train faculty and staff to produce and update WEB sites for each major to benefit current and prospective students

  6. Provide access to all university computer resources through WEB access. The following are critical resources that need to be available for staff and students to do research for their home:

  a. Library resources

  b. Minitab

  c. SPSS

  d. ERIC

• Group 15

  1. Dangers to be avoided

  a. Do not sacrifice personal touch to technology, technology must be integrated into human interaction

  b. Avoid costly technology wars that we cannot afford to win with institutions that have technological economies of scale

  2. Develop a Strategic Plan for technology upgrades

  a. Software: no need to purchase every upgrade - focus on uniformity of upgrades - faculty must remain even or slightly ahead of students

  b. Prioritize reliability - especially network reliability - include hard-wiring - reliability must be higher priorities than upgrades

  c. Insure universal access to adequate equipment to faculty and staff

  3. Standardize administrative software and procedures - especially book-keeping

  4. Establish university maintenance fund - departments should not be charged computer maintenance fee.

  5. Distance Learning

  a. Increase use of interactive and compressed video

  b. Increase promotion and marketing

  c. Integration of extended degree and traditional program in accounting and marketing

  6. Classroom and Curricula Issues

  a. Encourage use of computer technology across curriculum

  b. Portable multi-media equipment available in each building

  c. Develop one (1) credit "software competency requirement" for all students to fulfilled by workshops, course work, or testing

  1) Develop regular for credit workshops on computer applications to students and community

  7. On-campus internships and independent studies in appropriate technology and related subjects, e.g. web development

  a. Development of multi-media teaching, outreach, and recruitment tools

• Individual faculty member response

  1. UW-S will be able to:

  a. Identify methods used by instructors in their courses that promote acquisition of the new technological skills by the students

  b. Demonstrate through ACT Comp Closure exams (or course specific pre and post test),

  1) a significant increase each year in the development of critical thinking and problem solving skills

  c. Justify the need for each administrative position in the University

Goal 5: To foster an environment of trust and cooperation that centers on the worth of all individuals

• Group ??

  1. To increase the images of diversity on the campus to foster the worth of all individuals, e.g. spirit pole.

  2. Develop an electronic catalog of actions, administrative actions, etc. This would be skeletal with reference to full document

  3. To develop cooperative agreements with tribal entities regarding program development to meet their needs

• Group 2

  1. Most importantly we emphasize a gathering (e.g. retreats) focused on communication, cooperation, and trust (highest priority in our objectives is the retreat idea)

  2. By fall, 1998, the University will begin to sponsor a series of 2-3 day retreats, off campus, of faculty, staff, and administration. The focus will be to group people who work together (by departments). An outside facilitator who can work on conflict resolutions and building community would be needed

  3. Moratorium on administrative structural change for next three (3) years. We feel stability is most important to building a community of trust

• Group 7

  1. "Establish multi-year planning" which will help planning, for example filling positions, allocation of resources, positioning the university

  2. Continue to strive for salary equity and workload

  3. Define the roles of administration and their relationship to faculty/teaching

  4. Encourage inter-disciplinary teaching and develop simple procedures for establishment of these types of courses

  5. Establish a standardized needs assessment before process of allocation of resources is specified

• Group 9

  1. Conduct workshops (internally or UW-Extension) to promote cooperation through consensus building. Should be at least one workshop per year being presented through year 2,000

  2. Promote interdepartmental cooperation and relationships through two interdepartmental meetings per year

  3. Develop methods to promote cooperation through improved communications such as developing web pages to provide information

  4. Develop an all university body or process to review, update, and develop formal university policy and relationships (Must include all areas of the university including administration, faculty, classified, and unclassified staff and students)

  5. In hiring university-wide replacement staff, emphasis should be placed on consensus building and cooperative skills. Measurable increase in positive comments from the University community by year 2005.

  6. Develop reward system for cooperative activities. Should be done throughout the University and be a significant priority. Rewards could be professional development activities or monetary award.

• Group 16

  1. Individuals value and acknowledge each person’s contributions to our campus

  a. Input: Stability in administration, a Chancellor for at least 4 years

  b. More open discussion and sharing of information through more representative committees, especially the Strategic Planning core committee

  c. Output: Greater sense of trust and cooperation as measured now and in 4 years

• Group 17

  1. Who are "all individuals," and how can we best foster trust and cooperation?

  a. We need to be concerned about relations within and between faculty, staff, students, and administrators

  b. Issues of trust and cooperation often involve our various perceptions of ourselves and each other, and the single most important factor in promoting good perceptions and relationships is good communication. It is the consensus of our group that significant attention must be paid to various aspects of communication within and between all the various groups and individuals

  2. Objectives related to better communication in support of Goal 2. (In no particular order regarding importance: if something is regarded as more important, a note to that effect is added.)

  a. Regular attention must be given to providing and evaluating formal means and procedures for communication

  b. More attention must be given to providing for informal communication

  c. Direct lines of communication should be provided and enumerated

  d. Communication with and support of our various ancillary staff seem inadequate and should be improved

  e. There are no suggestion boxes at UW-S. There should be several in various locations so that everyone knows where to find at least one

  f. Perhaps we could better utilize our secretarial staff as an important means of communication

  g. Some committees (which tend to be perhaps too permanent) might be better replaced with "task forces" or ad hoc committees that would exist only until the relevant issues have been addressed

  h. One or more "round tables" should be formed to address various general issues. The idea here is that anyone interested would be welcome to participate, as compared to committees were only the committee members have an active role. Committees are predominantly faculty committees, student committees, or staff committees, but round tables would make no such group distinctions.

  I. Effort should be made to improve informal communication to insure complete discussion of issues that are decided formally

  j. Means should be sought to foster regular (day-to-day) social interaction among all of us here at UW-S

  k. (This is considered important by the group). Something like an employee lounge should be established where faculty, staff, and administration can relax and share informal conversation

  l. Functional means should be sought to see to it that personal and personnel complaints and grievances are addressed at the earliest possible stage to promote genuine resolution of such problems. Perceptions that this is not the case contribute to poor morale

  m. (This is considered as very important by the group. It relates to l above, i.e. previous point). Establish an ombudsman to help initiate solutions to personal and personnel concerns and complaints (before they become formal "grievances"). This ombudsman would be the person whom anyone with such a problem should call (faculty, staff, student, or administrator). The ombudsman would then be expected to promote the communications appropriate to resolving the problem, informally if possible.

  n. Every effort should be made to encourage inclusive rather than exclusive thinking and communication here at UW-S.

  o. Disseminate lists of "whom to call about what" to everyone here at UW-S

  p. Make better use of our computer network to promote open communication and cooperative discussion, both formal and informal

• Individual faculty member response
  1. Introduce social activities, periodically, that will foster understanding and cooperation among faculty and staff (including classified)

Goal 6: To enhance the University’s partnership with the community and region.

• Group 4

  1. a. Input: Seek continual input regarding needs of the community and region

  b. Output: Annual performance report in newsletter format

  1). University relations > Board of Visitors > Academic/Graduate Councils

  2. a. Input: Actively promote the unique geographic uniqueness advantages > water, air quality > sailing, skiing

  b. Output: Recreation majors/minors should be explored; transportation major; 2nd/3rd languages:focus on Spanish/German

  3. a. Input: Examine and strengthen role of our extension and the greater university and turn to community

  b. Output: A more coordinated effort between extension and the university community, community, and region

  4. a. Input: Explore cooperation by offering course for college credits - promote post-secondary options

  b. Output: 3+2 courses; Promote post-secondary school options

  5. a. Input: Promote classes in use of world wide web. Saturday class run by extended degree/extension

  b. Output: Use a representative group from the old division structure, e.g. Fine Arts, Education, Liberal Arts, Sciences, Business, and Admissions Office

  NOTES: (numbering done for editing purposes)

  6. Tie Youth Summer with recruitment/admissions

  7. Summer Session courses list out tomorrow

  8. Wisconsin in Scotland: 1997-98 Exchange Professor

  Twenty-First Century Study

  9. Missions: continuously redesign

  10. Institutional autonomy (charter school)

  11. Reliance on private funding

  12. Innovation/incentive fund (½ of GPR?)

  14. Instructional and distance technologies

  15. Partnerships, cooperation and collaborations

  16. Credit managements (credit to degree)

  Career/job outlooks Business

  * Team work MIS

  *Internship experiences Accountancy

  *Second and third languages Human Resources Mgmt

  *Cross functional skills Hospitality

  Marketing

  Fund raising

• Group 9

  1. Recognize internships development and implementation as equivalent to classroom teaching . When appropriate each department designate a member to develop and teach internships with appropriate load assignment. Internship coordinators be in place by year 2000

  2. Develop internship working group to coordinate and develop intern opportunities by 2000

  3. Increase recognition of university personnel involved with community activities. Measurable will be increased involved with community organizations such as scouting, clubs, churches, schools, service and business groups

  4. Develop methodology for achieving community input on university decisions affecting the community (sch as parking). Publicize university pluses In advance of making decisions

  5. Conduct regional needs assessment for types of graduates, programs, and skills and research information needed by year 2000

  6. Increase faculty-student activities throughout the region such as

  a. Build vessel programming on Great Lakes

  b. Reinstitute summer theater by 1998

  c. Poetry and short story readings

  7. Seek additional UW-Extension support for positions to provide regional services. Build regional support for one new FTE by year 1998. Increase recognition of outreach education is equivalent to classroom education

  8. Promote UW-S objectives through Superior Days

• Group 11

  1. A partnership exists when two or more people or tow or more groups cooperate to meet some objective or goal. These exist formally and informally

  a. Identify current partnerships/articulation agreements with institutions and community groups. Complete list by June of 1997

  b. Seek community response, including future developments by September, 1997

  c. In response, identify future development and prioritize efforts. Responses due by departments and offices by December, 1997

  d. Publish the product of the study and plan to the broader community. Address the community but also the UW System and the Wisconsin Legislature. Deploy the data to groups and institutions via press contact, the University website

• Group 15

  1. Establish formal on-going lines of communication with community partners, e.g. public schools, Chamber of Commerce, Extension agents

  2. More community activities on campus - high profile events - arts and theater series

  3. Open house for neighbors

  4. Involve neighbors in physical planning

  5. Increased partnerships with public school teachers

  6. Internships - increased opportunities - internships arranged by departments put coordination in career center

• Group 18

  1. See attached e-mail

  2. By the year 2000 UW-S will promote a minimum of two collaborative activities (between the University and community) per specified multi cultural group

  3. By the spring of 1998, UW-S will establish a specific person to act as liaison between the university and each identified multi cultural group. Each liaison should be a member of the specified multi cultural community

  4. UW-S will require each discipline/department to develop an internship program and encourage participation by the year 2000

  NOTES: Group 18 would suggest to Strategic Planning that a positive marketing concept/strategy be developed that would promote the strengths of UW-S, e.g. membership in the Council of Public Liberal Arts Colleges by 2000. Advertising could then be put forth with this strategy in mind. A week long focus on UW-S by WIDO 10/13 on a news program would be a great kick-off to an advertisement campaign. In addition - expansion of PAC on cable to promote the marketing strategy.

• Individual faculty member response
  1. Describe detailed plans for activities that will introduce the University Community to the Community of Superior and the region

Goal 7: To develop a marketing plan that promotes the strengths of the University

• Group ??

  1. Input: Become certified by the Council of Public Liberal Arts Colleges within 2 years.

  a. This will be key to establishing a niche and basis for stability consistent with our strengths, the Chancellor’s vision, and President Lyall’s wishes for UW-S.

  2. Output: Institutional stability and increased enrollments

• Group 14

  1. Expand Internet website, list Internet address on all publications

  2. Expand cross references’ hire full-time website coordinator to work with interns, student assists, work study students to improve quality of all department, program, or activity web pages

  3. Develop a better data base for alumni in order to highlight their successes

  4. Promote smallness of institution - come to a small school in a small town and get a big town .... (entertainment, food, experiences, etc.)

  5. Get faculty and staff out into the classrooms and bring more student groups on campus (math fairs, music events, youth summer, sports clinics, theater groups, etc.)

  6. Admission office to create mailing lists of all students attending these special events and market the UW-S to them

  7. Each department offer a youth summer course or experience - connected to careers - aimed at 9th and 10th graders

  8. Get high school counselors more aware of our strengths by having annual event to bring them on campus. Wine and dine them or offer 1 credit for experience. Reestablish the local counselor organization. Offer free dorm room for high school councillors traveling through the area

  9. Blow our own whistle, advertise our strengths

  10. Develop a comparative cost marketing campaign, to demonstrate the value received from attending UW-S versus a private institution.

  a. Small college dynamics at a public price

  11. Have more professional groups and administrative meetings at UW-Superior - to breed familiarity with us

  12. Literature in county extension offices

• Individual faculty member response

  1. Identify positive features in the programs in each department and office of the University that can be highlighted in recruitment efforts

  2. Produce attractive brochures for each major and certification area that includes job possibilities and addresses and phone numbers for successful graduates of the programs who are willing to network with students