florida gulf coast university board of trustees special ... · 4/29/2016 · florida gulf coast...

Florida Gulf Coast University Board of Trustees Special Committee on FGCU Strategic Plan 2016-2021

April 29, 2016

Deans

Dr. Ivan Banks – Dean of the College of Education

Dr. Bob Beatty – Dean of the Lutgert College of Business

Dr. Rich Behr – Dean of the U. A. Whitaker College of Engineering

Dr. Mitch Cordova – Dean of the College of Health Professions and Social Work

Dr. Bob Gregerson – Dean of the College of Arts and Sciences

Dr. Sean Kelly – Dean of Undergraduate Studies

Dr. Kathy Miller – Dean of Library Services

Dr. T.C. Yih – Associate Vice President for Research and Dean of Graduate Studies

April 28, 2016

TO: Dr. Shawn Felton

FR: Dr. Ivan W. Banks, College of Education

RE: Some thoughts about potential COE Engagement

1. Creation of a School of Dental Medicine and School of Pharmacy

a. Dentist Program b. Pharmacy Program c. Integration with existing Colleges to foster Research and technological

innovation While this observation does not align directly with the ambition to establish dental and pharmacy programs, it does provide a mechanism for collaboration between the COE and College of Health Professions. More specifically, there is a need for nurse educators who are trained at the masters and doctoral level. Essential practitioner-focused content can be provided through the CHP while effective pedagogical strategies can be provided through the COE. In respect to technological innovation, COE faculty are involved in a few research and demonstration projects that employ state-of-the-art technology and tech applications. Clearly there is room for collaboration with other colleges around the effective use, evaluation, and return on investment related to the acquisition and promotion of a range of technological instruments and innovations.

2. College’s contributions to the metrics than define Emerging Preeminence Institutions

As preeminence applies to teachers and school leaders, FGCU can make its mark by producing

practitioners for the schools and other non-school settings who possess skills that other

programs cannot boast of providing. For example, financial mismanagement is a common cause

of concern in educational and other institutions. FGCU might, with collaboration between

College of Business and College of Education, provide focused concentration on fiscal

responsibility.

There is a shortage of STEM professionals because deliberate efforts have not been undertaken

to help teachers instruct effectively in these areas. As a result, teachers tend to cover science

“on the fly” as they focus on areas where they are most comfortable and best prepared. COE

can collaborate a bit more with CAS to ensure that elementary majors are more proficient in the

STEM disciplines. These teachers can become recognized as teachers who engender in students

a true appreciation for science and math.

3. Entrepreneurship M. Ed. programs can be fashioned to promote entrepreneurship in P-12 students.

4. Innovative Academic Programs/Excellence

The COE is currently doing the groundwork to offer Ed. D. in higher education administration and leadership. With coursework from the college of business that enhances financial acumen and work for CAS in systems and system approaches, FGCU can become known as the institution that produces “turn-around” leaders.

Entrepreneurship Program

Strategic Plan

Lutgert College of Business

April 29, 2016

Building Entrepreneurship Across the University: Accomplished through classrooms, programs,

competitions & community programs

Current Program(s), Classes & Competitions:

Program: Entrepreneurship Multi-Disciplinary Minor: 96 Minors as of Jan 2016 after 1 ½

years. Fastest growing minor in LCOB. 45% of the students are not businesses students.

Entrepreneurship Classes: 2015-2016 there were 755 students taking entrepreneurship classes

in which 440 students were Freshman and Sophomore, who were taking Intro to Entrepreneurship

class (GEN ED Elective) Started two years ago with one class of 60.

Competition: Eagle Biz Competition: Joint effort with Engineering & Entrepreneurship classes.

Total of 27 teams competed. Top five teams in different categories were given a small sum for

winning the competition. The top three teams were also given space in the new Fort Myers

Incubator (Rocket Lounge). Started five years ago. Small award funded by Donor

Competition: USF Most Innovative Health Care Product: Winning team from Eagle Biz

won second place for most innovative Health Care Product. To be beta tested at NCH.

Competition: Florida Venture Forum: Winning team from Eagle Biz (Engineering &

Entrepreneurship student) is part of the Florida Collegiate Competition in May. We won the

competition three years ago. Began 3 years ago. Funded by Advisory Board Donors

Competition: Business and Entrepreneurship Club: Average 50 students or more at every

meeting. We had a pitch night, and we sent 12 students to compete and to attend a student-run

Entrepreneurship Conference held at the University of Tampa. Half of the students in the club are

not LCOB majors. Many are freshman and sophomores that are interested in entrepreneurship.

Student Government Funds

Veterans Entrepreneurship Program: Received a $135,000 grant from Veterans Florida for a

statewide program to help veterans to start a business. 5 Universities were chosen. We also

developed the curriculum for all of the other Universities. We had 80+ veterans in the program.

Veterans Florida is planning to continue the program next year. Will be using the ETI for the

program this summer. Grant Funding & Donor funding to help with Veterans following the

end of the official program.

Business and Entrepreneurship Club: Speaker Series: Open to all students, we bring in

successful entrepreneurs to speak. Last year brought ten different speakers. We had an average of

50-80 people during our speaker series. Six years of the Club

Community: CEO Academy partnering with Junior Achievement- 36 high school students

from across the Lee and Collier County go through a week long program in which the student are

placed in teams, and each team comes up with a product and develops a business model for taking

the product to market. Students compete, and each student from the winning team awarded a

$1000 scholarship. We have been attracting 40-50% of these students to apply to FGCU. We

have been doing this for six years. This year should have funding for this from a donor

Community: Collier County High School Teachers- provided a week long program for the

teachers to train them to teach entrepreneurship in their classes. This year we are contracted to

help them work through some of the problems they have had in their first year with the new

entrepreneurship program. Paid by Collier County to Institute

Community: Lee County Schools- Met with the Director for Lee County curriculum. He is

interested in introducing entrepreneurship in the schools, and we have offered to help them once

he works through the process with his Principals.

Community: Pick Up the Ball’s Entrepreneur Network- Recently agreed to facilitate an

entrepreneurship program for young at-risk individuals to held them start businesses. No

Funding

Scholarships: We have $12,500 donated each year for Entrepreneurship Scholarships.

COMPETITIVE OPPORTUNITY IN FLORIDA: 224 Schools have Entrepreneurship Majors in

Undergraduate or Graduate. Number 3 choice for majors for Millennials. Entrepreneurship

majors are growing rapidly

o One school (FSU) that has an Entrepreneurship Major in undergraduate. Recently received a

donation of $100,000 million dollars to create the second School of Entrepreneurship in the

US (Close School of Entrepreneurship at Drexel was the first one last year).

o There are some schools (USF, UF, FSU) that have a graduate Major.

o Opportunity: Distinguish ourselves with Entrepreneurship Program

NEEDED:

Program/Initiative Name: B.S. in Entrepreneurship, Entrepreneurship Classes & Programs across

the University

The Undergraduate Major in Entrepreneurship will prepare students to become agents of positive change

in their world either by starting new companies or creating value in existing organizations.

Students are encouraged and supported to pursue their passions and start their businesses before

or after graduation. An extensive mentorship network consisting of community business experts

provides students the necessary resources and connections to achieve this objective.

The program center focuses on establishing partnerships with other departments

throughout LCOB & FGCU to promote campus-wide entrepreneurship.

o The Faculty Fellowship Program will be an integral part of building these

collaborations. The program will offer financial incentives for faculty to integrate

entrepreneurship coursework into their home discipline. Non-business faculty will work

alongside entrepreneurship faculty to develop this unique curriculum across the

campus. Interdisciplinary work will be showcased and celebrated on campus.

Benefits/Impact:

Being Identified as top Entrepreneurship program provides national recognition for FGCU (i.e.

Princeton Review)

Signature programs in Entrepreneurship nationwide show successful student startup numbers and

have received large donor funding through competitive awards.

Students that are prepared to identify opportunities, leverage resources, create innovative

products and services, assess their feasibility, and prepare professional pitches which will create

more startup companies and employees who will be creative problem solvers in their

organization.

Product and service prototypes designed through collaboration with other schools across the

campus.

Entrepreneurship programs are becoming the signature program for many Universities across the

country (i.e. Belmont University, University of Oklahoma, Northeastern University, Babson).

The entrepreneurship programs provide an excellent opportunity to put on display the business

acumen of our students.

The state and national economy are dependent upon entrepreneurs to assume the risks of business

ownership and provide jobs. Students will be trained to start and grow companies capable of

providing job opportunities for others.

Large corporations seek entrepreneurship students that have been prepared to take the initiative at

work. These students do not to accept their environments “as is” but rather what could be.

Therefore, students who complete the Entrepreneurship Major will be b prepared to make a

significant impact in their organizations if they choose not to create their own.

Financials:

o One time startup costs: Need Building/space

o Recurring expenses

207,000: Director/Chair of Entrepreneurship Program & Institute (180,000 + 27,000 (15%

Benefits)

$288,000: 2 additional entrepreneurship ranked faculty (240,000 + 48K: 20% benefits)

$205,000: Two instructors (160K + 45K)

$36,400: Secretary (28K + 8.4K)

$50,000: Annual operating budget

$10,000: Adjuncts

$40,000: *Stipends to non-business faculty

$– 836,400 Total Recurring Expenses

*Non-business faculty integrate entrepreneurship coursework into their home discipline.

Timeline:

Summer & Fall 2016

o Curriculum Proposal Complete with Proposal submitted (5 of the 9 courses are already in

existence)

o Strategic plan meeting with existing Institute’s advisory board—Has been conducted & will be

continued

o Faculty search

o Announcement and selection of Entrepreneurship Faculty Fellows

o Meet with Deans or Associate Deans from other colleges to determine joint opportunities

Spring 2017

o Complete course development

o Meet with advisory board & faculty to finalize curriculum map

Fall 2017

o Entrepreneurship Major started (5 of the 9 courses are already in existence)

Program/Initiative Name: Growing the Institute for Entrepreneurship

The Institute will increase its already established mentorship network and thereby further connect

the Southwest Florida community to FGCU.

An entrepreneur-in-residence will be established to provide students working on new ventures of

their own with ongoing support from a practicing entrepreneur that knows best the pulse of the

Southwest Florida economy.

The Institute will establish a speaker series of entrepreneurs to discuss the dilemmas and debates

surrounding entrepreneurial life which will be offered to both students and community members.

Initiative Benefits/Impact:

The mission of the Institute is to provide students the first-hand experience of being an

entrepreneur. Faculty and staff work together to carry out events such as pitch contests, business

plan competitions, and training seminars. We will expand these offerings in the future and

provide more opportunities for students to learn the process of entrepreneurship.

Develop students to provide

The speaker series will provide the exposure of new business opportunity or best practices in

starting or growing companies to a network of students, alumni and the small business

community.

Increased exposure to high school students through our programs encourages the highly

motivated students to attend FGCU.

Increase the promoting of the FGCU effect through our outreach programs (Veterans Program,

CEO Academy, Collier County High School Entrepreneurship Program, Certificate Program,

Study Abroad, Entrepreneur-in-Residence, three days Startup-Weekend)

Financials:

One time startup costs: Accelerator Lab which will have room for events, mentorship meetings,

idea labs; Phase 1 ETI can be used

Recurring Expense:

o Program Coordinator: $50K

o Secretary (28K + 8.4K)

o Intern Student Workers: $12K

o Entrepreneur in Residence Program: $30K

o Operating $60K

$188,400 – Total Recurring Expenses

Timeline:

Fall 2016

o Strategic plan meeting with existing Institute’s advisory board

o Program coordinator / staff search

o Design and add to database of mentors

o Develop plans for initiatives for IHUB, ETI & Accelerator Labs for Collier &

o Develop needs assessment of certificate programs

o Identify space needs for the Accelerator Lab

Spring 2017

o Approval of initiatives

o Design certification program

o Offer idea and pitch competitions across the University

Fall 2017

o Offer idea and pitch competitions across the University: Need Donor Money

o Move into Accelerator Lab with staff

o Offer the certificate program

Spring 2018

o All programs will be implemented

STRATEGIC FRAMEWORK

(Vision, Mission, and Objectives)


April 29, 2016

Background The Lutgert College of Business was operating under a strategic plan that was developed and

approved by the college and university in 2012.

The plan did not reflect changes in the focus and direction of the university and the college.

The plan did not clearly address specific accreditation review areas that would be evaluated

as part of the Association to Advance Collegiate Schools of Business (AACSB) Continuous

Improvement Review (CIR) scheduled for spring 2017.

It was hoped that the development of the LCOB strategic plan could coincide the FGCU

strategic planning effort.

College launched a Strategic Planning Initiative in 2015.

Planning Process The following table outlines the strategic development plan:

Task Projected

Start Date Status

Establish Strategic Planning Committee Fall 2014 Complete

Establish Strategic Planning Process Fall 2014 Complete

College-Wide SWOT Analysis Retreat Spring 2015 Complete

College-Wide Appreciative Inquiry Initiative Fall 2015 Complete

Develop Baseline Strategic Framework Fall 2015 Complete

Strategic Framework Review – Undergraduate Students Spring 2016 Complete

Strategic Framework Review – Graduate Students Spring 2016 Complete

Strategic Framework Review – College Alumni Spring 2016 Complete

Strategic Framework Review – Departmental Advisory Boards Spring 2016 In Process

Strategic Framework Review – Business Advisory Board Spring 2016 In Process

Finalize Strategic Framework Summer 2016 Planned

Establish College Strategic Planning Council Fall 2016 Planned

Identify Projects and Initiatives Fall 2016 Planned

Develop Draft Strategic Plan Spring 2017 Planned

Review of Strategic Plan by College Stakeholders Spring 2017 Planned

Final Stakeholder Approval of the Strategic Plan Spring 2017 Planned

University Review and Approval of the Strategic Plan Summer 2017 Planned

Publication of the Strategic Plan Fall 2017 Planned

STRATEGIC FRAMEWORK (Vision, Mission, Goals, and Objectives)

Vision The Lutgert College of Business will be known for excellence in applied business education.

Mission The Lutgert College of Business educates and engages students and businesses in a collaborative

community. We offer high quality educational programs that prepare our students to thrive in their

professional careers.

We accomplish our mission through:

Delivering student-focused undergraduate business programs with select graduate programs

Teaching by qualified faculty who share their diverse experience with students and the

community.

Preparing students for careers through a relevant education that includes opportunities for

active learning, internships, and community service.

Building and strengthening southwest Florida business and community partnerships through

internship opportunities, professional development, mentorship, and career recruitment

programs.

Fulfilling social responsibility through entrepreneurship, mentorship, internship, service

learning, and active learning programs to benefit the region and its communities.

Fostering personal and professional growth in an ethical and diverse environment.

Valuing the creation and distribution of applied, pedagogical, and basic scholarship.

Goals and Objectives

Goal: Student-Centered: The Lutgert College of Business will engage students in learning

activities that enhance their future careers.

Objectives:

Develop the skills, attributes and knowledge necessary for undergraduate students to achieve

satisfactory progression in graduate work or their profession.

Increase student involvement in research by 2020.

Achieve and maintain average undergraduate class sizes of 35-40.

Improve overall retention and graduation rates.

Develop systems and processes to track post-graduation student success.

Encourage underrepresented groups to explore business degrees.

Increase international educational programs and opportunities for students.

Goal: Academic Excellence: The Lutgert College of Business facilitates commitment to

research, service and professional development by providing an environment that nurtures

academic excellence and encourages continuous improvement.

Objectives:

Review, develop and improve curricula and programs on an ongoing basis to ensure market

relevance.

Increase scholarly research impact.

Attract, support and retain high-quality faculty.

Increase support for professional development.

Maintain accreditation for all programs in the Lutgert College of Business.

Attract high-quality students who are dedicated to academic excellence.

Goal: Community Engagement: The Lutgert College of Business will strengthen its community

engagement efforts.

Objectives:

Promote high levels of engagement among all stakeholders.

Enhance educational and engagement efforts with businesses and community.

Expand alumni connections.

Goal: Build Financial and Other Resource Strength: The Lutgert College of Business will

strengthen its resources and support systems.

Objectives:

Expand existing endowments and secure new gifts.

Manage resources judiciously.

Increase alumni support.

STRATEGIC PRIORITIES


April 29, 2016

Strategic Priorities Selection (Investment Opportunities)

The core Lutgert College of Business (LCOB) stakeholders were asked to provide a list of

projects and/or initiatives that would support both university and college vision statements,

mission statements, core values, and current strategic plans.

Five investment opportunities were identified for presentation to the Board of Trustees because

they supported one or more of the following criteria:

1. Help maximize Florida Gulf Coast University’s (FGCU) score on one or more of the

Florida State University System (SUS) ten performance criteria.

2. Allow a highly successful academic program, center, or institute the opportunity to

become a “center of excellence” at FGCU and within the State of Florida.

3. Support the development of new degree programs that are “in high demand” both

regionally and nationally.

4. Provide current students and alumni with the knowledge, skills, and abilities they need

to be successful throughout their professional careers.

5. Ensure faculty and staff have the necessary resources they need to both: enhance the

quality of instruction they provide their students; and complete high-impact research

activities that positively impact the scholarly reputation of the college.

First Investment Opportunity

Creation of the Center for Professional Business Success

Purpose

The purpose of this center is to provide current students and college alumni with the educational

programs, services, and opportunities that will support their development, growth, and success

throughout their professional career.

Investment Value

Direct alignment with the university and college strategic vision and mission.

Center success will directly impact all 4,000 college and over 5,000 alumni.

Supports SUS Metrics: 1, 2, 4, 5, 6, 8a, and 9.

Supports entrepreneurship and job growth regionally and across the state.

Programs and Initiatives

The center will partner with university offices and organizations in the business community to

oversee the development and operation of the following efforts:

Student Retention

Student Professional Development

Internship and Cooperative Learning Programs

College International and Global Programs

College Speaking and Writing Center

Student Leadership

Student Personal Finance

Professional Student Organizations

College Job and Employment Fairs

College Alumni Support

College Mentorship Programs

Investment Drivers

Virtually every business school in the SUS already have a center or programs that ensure their

students receive professional development and student success support.

The vast majority of business schools we identify as peer schools (based on our accreditation

with the Association to Advance Collegiate Schools of Business (AACSB)) have professional

development or student success initiatives.

Increasing the job search, networking, and writing skills of our students is the number

graduates the “Number 1” recommendation that both business professionals and employers.

A study completed by the National Association of Colleges and Employers (NACE) found that

the skills most desired by employers can be “fine-tuned” by professional development training.

Expected Benefits

Increase in the quality of students seeking degrees in all academic disciplines.

Increase in the timely graduation of all college students.

Increase the placement of students into high paying jobs.

Increase the number of students that complete one or more internship and cooperative learning

opportunities as part of their academic degree program.

Greatly improve all students business written and oral communications skills.

Improve all students understanding of personal finance.

Increase the number of students that either receive knowledge about global business topics or

complete an international educational experience.

Provide “life-long” career success support to all college alumni.

Increase connections with the extensive active and retired business community regarding

career mentorship opportunities.

Second Investment Opportunity

Full Support for the Institute for Entrepreneurship (IE)

Purpose

The mission purpose of this center is to:

Provide all university students with the knowledge and skills to launch their own business

enterprise or use their intrapreneurial knowledge and skills in their place of employment.

Partner with local organizations and area school districts to teach entrepreneurial skills and

knowledge to middle school and high school students.

Partner with the Small Business Development Center (SBDC) to teach small businesses

intraprenuerial knowledge and skills that will allow them to grow their business and/or create

new businesses.

Partner with county/city economic development directors, angel investors, and serial

entrepreneurs to support the creation of new businesses both regionally and globally.

Investment Value


Supports the development of new businesses or the growth of existing businesses.

Creates job for both students and area employees.

Current Accomplishments and Achievements

The creation of an interdisciplinary entrepreneurship minor program in fall 2014. The number

of students taking entrepreneurship classes has increased from 30 to over 200 in 1.5 years

The creation of the Eagle Biz Competition. This competition allows teams of university

students to present their ideas for a new product or service to a panel of judges comprised of

venture capitalists and entrepreneurs. The winning team presents their idea at the Florida

Venture Forum State Competition.

Educational partnerships with the Naples Incubator in Collier County and the Rocket Lounge

Incubator in Lee County.

Holds the Annual CEO Academy in partnership with Junior Achievement of Collier County.

This event teaches local high school students entrepreneurship skills.

The institute was recently selected by the State of Florida to receive an annual $135,000 state

grant to provide Florida veterans with entrepreneurship training.

Projected Benefits

The creation of a student Entrepreneurship Hatchery.

The creation of a new multi-disciplinary undergraduate degree program in entrepreneurship.

The establishment of a formal entrepreneurship mentoring and support network.

Increased student involvement in regional and national entrepreneurship competitions.

Expanded opportunities to assist local and regional entrepreneurs in the creation of new

business enterprises.

Third Investment Opportunity

The Creation of Academic Centers of Excellence

Background

While all college undergraduate and graduate degree programs do a remarkable job of

preparing our students for careers in their chosen field of study, there are degree programs that

are considered “high profile” programs because they successfully support core economic and

employment market segments in Southwest Florida.

These market segments are financial and banking services and hospitality. The four academic

disciplines that support these market segments are:

Accounting

Finance

Resort & Hospitality Management

PGA Golf Management

Investment Value



Supports the continued need for college graduates in “most needed” degree programs.

Supports SUS Metrics: 1, 2, 6, and 8a.

ACCOUNTING

Current Success

Graduates from the Accounting Department are routinely being hired by some of the most

respected international accounting firms: Price Waterhouse, Coopers, and Grant Thornton.

Graduates from the Accounting Department are being employed by countless local and

regional employers, including: Arthrex, NCH Healthcare Systems, Gartner, and Hertz.

A survey of the undergraduate accounting students that earned their bachelor’s degree in fall

2015 revealed:

86% of the graduates had already accepted a full-time accounting position or have been

admitted to graduate school.

the average annual starting salary for accounting graduates exceeded $45,000.

Investment Opportunity (Going from “Good” to “Great”)

Incorporate “big data” analytics and visualization into the undergraduate program.

Create a large virtual alternative to the existing on-campus Masters in Accounting Program.

Many of our best students are fully employed when they receive their bachelors and take

master’s classes at another SUS school because they are offered online.

FINANCE

Current Success

Graduates from the Finance Department are being employed by countless local and regional

employers, including: Arthrex, NCH Healthcare Systems, Gartner, and Hertz.

A survey of the undergraduate finance students revealed:

100% of the graduates had already accepted a full-time finance position or have been

admitted to graduate school.

the average annual starting salary for accounting graduates exceeded $50,000.


The Finance Department acquired a single Bloomberg terminal for the 2015-2016 academic

year. Bloomberg terminals are considered “must have” technologies because they are routinely

used by financial professional to complete fundamental data analysis.

Currently, only students in the graduate finance courses are allowed to access the terminal.

The college needs to acquire 11 more terminals in order to ensure all undergraduate and

graduate finance and economics students learn the necessary skills to earn the Bloomberg

Essentials Certification.

RESORT & HOSPITALITY MANAGEMENT

Current Success

A recent analysis of employment growth in the 5-county area comprising Southwest Florida

found that hospitality was one of the top two growth sectors from 1998-2013.

Hospitality continues to strive economic and jobs growth in Southwest Florida.

Thus, moving our hospitality management programs from good to great is critical to the local

economy.


The School of Resort & Hospitality Management – in partnership with either a local or national

lodging operator - would construct a resort hotel & conference center that would serve as a

“operating learning laboratory’ for all hospitality students.

This would be positioned as a boutique resort hotel and could be combined with the PGA Golf

Management’s proposal to develop or acquire a university golf facility.

The site development & operational costs would be covered by the lodging developer.

The school would agree to provide knowledgeable and skilled personnel to run all facets of the

hotel from front desk to catering manager.

This partnership would assist countless school students in their internship requirements.

It would be preferred to have the hotel close to university so it could be an institutional hotel.

This initiative would make FGCU one of the top hospitality schools in the nation.

PGA GOLF MANAGEMENT (PGM)

Current Success

The PGM program is the only golf management program in the State of Florida.

The PGM program is one of only eighteen golf management programs in the United States.

The PGM Program was recently accredited by the PGA of America with a very few

recommendations for improvement. Many practices and processes being implemented by the

PGM Program were deemed “best practices” that should be copied by other PGM schools.

The PGM program places 100% of its graduates into jobs in the golf industry.

Investment Opportunities (Going from “Good” to “Great”)

University Golf Facility

Many PGM programs own and operate their own golf course/golf facilities.

A golf facility owned and managed by the university would serve as a facility as “professional

laboratory” for all PGM students.

The program would like to partner with a golf course developer to assist in the construction of

the course. It would be preferred the course was a 10 minute drive from the university.

Once the course is constructed and operating – the goal would be to make the course operation

self-supporting lab. Student fees combined with memberships from members of the FGCU

administration, faculty, and staff would recapture annual operating costs.

Out-of-State Tuition Scholarships

The FGCU PGM program is very attractive to students from all over the globe – especially

from colder climates where students cannot golf year-round.

However, many top students interested in attending FGCU cannot afford the very expensive

State of Florida out of state tuition.

The program needs an estimated $100,000 a year in scholarships for out-of-state students.

Fourth Investment Opportunity

The Development of New Undergraduate Degree Programs

Background

The college and the university are exploring the creation of undergraduate degree programs in:

construction management

supply chain and logistics

business and healthcare informatics

Investment Value



Supports the continued need for college graduates in “most needed” degree programs.

Supports SUS Metrics: 1, 2, 6, and 8a.

Projected Benefits

These three degree programs were selected because they support established and growing

market segments in both Southwest Florida and the nation.

Possible Support

The college is encouraged to hear that the university has submitted a legislative budget request

asking for $3.7 million dollars to support the development of these degree programs.

If the university does not receive state funding, it may be necessary to seek university funding

for the development of these programs.

Fifth Investment Opportunity

The Development of a Faculty Scholarship Endowment

Background

An endowment would provide faculty with additional financial resources to complete high

quality and high impact research.

Currently, each faculty member is given $500 in research support from the college operating

budget. The college uses all of its endowment funding – an estimated $30,000 annually – to

support faculty scholarship.

On average, each faculty member receives about $800 from these two funding sources a year.

Investment Value

Faculty have the financial resources to serve as “teaching scholars”.

Faculty have the opportunity to present their research at academic conferences.

Faculty have the opportunity to complete research projects with students.

Projected Benefits

Providing our faculty with additional research support has become extremely important as the

college prepares for its Maintenance of Accreditation visit from the Associated to Advance

Collegiate Schools of Business (AACSB) in early 2018.

The new accreditation standards require member institutions require faculty members to

complete relevant and high impact research that supports the college’s scholarly mission.

In preparation for our upcoming visit, we asked AACSB accreditation experts to review our

“readiness” for our visit under the new standards. They recommended the college increase the

amount of scholarly resources provided to faculty so that we are in line with our peer schools.

Based on their recommendation, the college conducted a survey of peer schools nationwide to

determine how much research funding they provide to their faculty. The average funding level

of our peer schools was $1,800.

Based on this finding, we ask that a research endowment be established for the college that

would provide additional research funding to the college to offset the $1,000 per faculty

member funding deficient (roughly $1.5 million).

Conclusion

Investing in the opportunities presented by the Lutgert College of Business will be a strong

investment position because it is guaranteed to produce a high rate of return.

Countless studies and surveys clearly support the need to support business programs:

A recent study conducted by the National Association of Colleges and Employers

(NACE) found that seven out of the 10 “in demand” undergraduate degrees were in

business.

A study by the Bureau of Labor Statistics found that graduates that have business

degrees accounted for twelve of the top twenty occupations that are expected to

experience the greatest growth from 2014 to 2024.

1

U.A. Whitaker College of Engineering Input to FGCU Strategic Plan Draft

Richard A. Behr, Dean

March 2, 2016

(Revised April 25, 2016)

As outlined previously in Behr’s presentation of WCE Strategic Plans at the 1/12/16

BOT Meeting, the major 3-5 year strategic initiatives for the WCE involve three items:

(1) launching the newly constructed Emergent Technologies Institute (ETI); (2)

launching fully the Master’s degree in Engineering program (MS) using the ETI facilities;

and (3) launching the Bachelor’s degree program in Construction Management (CM).

Concurrent with the completion of construction of the $12 Million ETI facility in January

2016, a proposal to form and launch the university-wide institute was submitted for

institutional review and approval. The ETI proposal included a five year strategic plan

and a related baseline budget of approximately $800K annually, of which $450K

needs to be new recurring funds. Administrative approval to form the ETI was

granted in February 2016, but establishing the recurring ETI baseline budget is still a

work in progress.

The ETI presents a significant opportunity to take the already existing environmental

sustainability record at FGCU to much higher levels. This is quite relevant to Southwest

Florida and beyond.

A proposal to launch the MS in Engineering program is currently in the final review

process at FGCU. The MS program will commence in fall 2017 with initial

concentrations in Environmental Engineering and Renewable Energy Engineering. Two

new full time faculty positions will be required for fall 2017 at an approximate total

cost of $250K. In subsequent years, the plan is to expand the MS in Engineering

program to include concentrations in Civil Engineering, Bioengineering, and

Software Engineering at an approximate total cost of $250K per concentration

area, for a total of $750K. The MS program will enable a greater amount of faculty

driven, externally funded research activity related to renewable energy and

environmental sustainability, followed by research pursuits in civil engineering,

bioengineering and software engineering.

The FGCU Legislative Agenda for FY 16/17 included a recurring budget request to

launch a new Construction Management bachelor’s degree program in fall 2017. It

would be a School of Construction Management within the WCE, with strong

instructional collaboration from the Lutgert College of Business. Funds requested in

Spring 2016 to run the FGCU CM program were $1.4 Million annually and $0.55

Million one-time startup funds to remodel Holmes Hall to enable several CM

2

instructional laboratories. Environmentally sustainable land development will be an

underlying theme in the FGCU CM program.

Although the FY 16/17 Legislative Request to launch a new CM Program at FGCU was

not successful, the current plan is to mobilize additional support from the regional

construction industry and resubmit the CM program proposal in the FY 17/18 Legislative

Request. This would delay the formal launch of the FGCU CM program until fall 2018.

Annual CM cohorts will be around 30 students.

Additional WCE Input to “Bold Initiatives” from the 2016 – 2021 FGCU

Strategic Plan Draft

Bold Initiative #1: Water Quality and Resource Management

Reliable, safe, inexpensive water is a fundamental need for human and ecosystem

health, for sustainable agriculture, and for energy production. This is a key issue of the

21st century. Most of our water infrastructure is at the end of its design life (originally

spurred by recognition of environmental concerns and availability of federal funds in the

1970’s) and requires renewal. The interconnection of water, energy, food, climate and

security – a roadmap for a sustainable future – are inextricably intertwined1. It is time to

re-think and re-imagine this entire field.

The key issues / opportunities that we confront can be summarized in 4 main themes as

follows 2:

Increasing water availability through

o increased water system efficiency

o demand management

o expanded and improved wastewater re-use,

o greywater capture and re-use and

o rainwater and stormwater capture

1 Michael Bruce Beck and Villarroel Walker, “On water security, sustainability, and the water-food-energy-climate nexus”, Front. Environ. Sci. Eng. 2013, 7(5): 626–639 2 J. Hering, T. Waite, R. Luthy, J. Drewes and D. Sedlak, “A changing framework for Urban Water Systems,” Environmental Science and Technology, 2103, 47, 10721-10726Design Options for a More Sustainable Urban Water Environment,” Environmental Science and Technology, 2013, 47, 10719-10720.

3

Expansion of treatment options for water, wastewater and stormwater

treatment including

o Linking levels of treatment to appropriate end use (why use drinking water

to flush a toilet?)

o advanced technologies for desalination

reverse and forward osmosis with advanced pressure recovery

solar powered thermal desalination

specially tailored membranes to resist fouling

o incorporation of ‘engineered’ or ‘managed’ natural treatment systems like

wetlands into the urban water management system

o improvements in treatment reactors, sensors, data acquisition and control

systems

o Decentralization: Improvements in on-site treatment systems and

community scale treatment systems that avoid capital, O&M of large scale

sewer systems

Creating a true paradigm shift to consider wastewater as a resource

o Recovery, not disposal of treated wastewater for

Irrigation water, repair of urban streams

Indirect potable water re-use (using aquifer or lake storage)

Direct potable re-use

o Recovery of nitrogen and phosphorus

o Recovery and export of energy from the waste itself

Microbial Fuel Cells

Methane generation

As a component of other bio-energy systems like algal bio-fuels

Explicitly addressing management issues to

o capture externalities in evaluating different project alternatives including

Ecosystem services

Biodiversity

Social justice

4

Stakeholder concerns

Life-cycle costs

FGCU is positioned and qualified to pursue a “center of excellence approach” to these

kinds of water issues. WCE has done some research using undergraduate students

on (a) advanced treatment systems for wastewater (Komisar), (b) energy recovery from

wastewater (Komisar), (c) phosphorus recovery from wastewater (Kim), (d) microbial

fuel cell systems (Gadhamshetty and Komisar), (e) energy efficiency in water treatment

(Kim), (f) solar powered desalination (Kim and Komisar), (g) using natural systems for

water and wastewater treatment (Thomson and Komisar).

In addition, the College of Arts and Sciences (CAS) has investigated water policy and

management (Duke), urban planning (Banyan), wetland restoration and wetland

treatment systems (Mitsch) and aquaculture (Urukawa).

In order to make a difference in this field, resources are needed.

First Pillar: Personnel. Four new faculty hires to teach and conduct research in the

Environmental / Civil Engineering / Sustainability MS program with expertise in (1)

membrane technologies for water treatment and wastewater re-use, (2) nutrient capture

/ recovery from wastewater systems, and (3) energy production from wastewater

systems using fuel cells and (4) water system modelling and management. Along with

current faculty, these four new hires will create the critical mass needed to pursue

externally funded research and expand FGCU’s reputation as a leader in the field of

sustainable water systems. In addition, a research technician and an administrative

assistant/ financial manager will be required. Funds required (including fringe

benefits) are $500K for new faculty and $150K for new support staff.

Second Pillar: Equipment. To support these faculty and this thrust, research

infrastructure is needed to create a water and wastewater laboratory able to design and

fabricate new prototype systems and test them in both the lab and the field. This will

take an investment of at least $2 Million to acquire basic lab supplies and state of

the art instrumentation able to measure emerging contaminants in water at low levels

(equipment to include ICP-MS, LC-MS, GC-MS, and other separation systems, particle

size analysis, point of zero charge, total organic carbon analysis, flow injection analysis,

flow cytometry, capillary electrophoresis, XRF analysis, and elemental analysis.)

There are significant synergies here with our existing plans, including use of the ETI, the

Backe Chair and the roll-out of our MS program.

5

Bold Initiative #2: Entrepreneurship

Note: The Strategic Plan should state that the College of Business in close

partnership with the U.A. Whitaker College of Engineering will lead the

university-wide initiative in Entrepreneurship and Innovation. This

‘partnership’ is the manner in which entrepreneurship education has been

pursued at FGCU over the past several years. Moreover, WCE is the only

college around here (and beyond) that requires a 3 credit course in

engineering entrepreneurship to be completed by ALL engineering

students.

Justification – we cannot have entrepreneurship without innovation; not all students will

be entrepreneurs, but their ability to think entrepreneurially and innovatively will make

them value added employees in a wide variety of employment settings.

We need to develop a certificate program in entrepreneurship and innovation for all

FGCU students to include short courses (perhaps one weekend every semester in the

following subject areas: design thinking, prototyping, leading innovation, excellence

through innovation, creating demand through social and viral marketing, innovating

through value chains, strategy driven innovation, building business models, financing

innovation, the entrepreneurial mindset, negotiation) The Stanford model

http://scpd.stanford.edu/public/category/courseCategoryCertificateProfile.do?method=lo

ad&certificateId=14800052 is geared toward graduate students; we should be leading

the way with programming for undergraduates.

Montclair State University also has a model, only with for-credit courses

https://www.montclair.edu/entrepreneur/the-program/the-entrepreneurship-certificate/

We cannot offer these certificates as for-credit courses; the program would need to be a

low-fee certificate program.

The LCOB and WCE have strong partnerships with entrepreneurial course

offerings (team approach to Engineering Entrepreneurship (EGN 3641C) and the

Business Planning Course.

Dr. Joe Cuiffi has been instrumental in assisting with the Veteran’s grant that has

recently been awarded to FGCU to foster entrepreneurship amongst military

veterans.

The model used for teaching the entrepreneurship courses, for the programming

aspects of the Veteran’s grant, and for the Entrepreneur camps offered in the

summer at FGCU was developed by Dr. Zidek (WCE) and Dr. Kauanui (LCOB)

as a team effort.

http://scpd.stanford.edu/public/category/courseCategoryCertificateProfile.do?method=load&certificateId=14800052

http://scpd.stanford.edu/public/category/courseCategoryCertificateProfile.do?method=load&certificateId=14800052

https://www.montclair.edu/entrepreneur/the-program/the-entrepreneurship-certificate/

6

We need to use the community of entrepreneurs in SW FL to connect with our

students. This could be done with monthly networking events bringing the

community members together with students.

o Open session for students to discuss their ideas with entrepreneurs

o Invite local entrepreneurs to speak about their experiences

o Panel session with entrepreneurs addressing specific topics (e.g., how to

make a prototype, how to market effectively, how to obtain startup funds

while maintaining intellectual property rights; etc.)

o Encourage attendance from students with services such as free patent

help, mentorship opportunities, marketing help, etc.

These certificate initiatives need to be marketed well on campus. For example,

some entrepreneurship programs already exist (entrepreneurship club,

entrepreneurship minor), but most students do not know about them or think they

are meant only for business students.

We need to evaluate the need in the local community for entrepreneurial

assistance. The FGCU Institute of Entrepreneurship should be a hub of

entrepreneurial projects that give back to the community, which ties into our

university goal of civic engagement. Long-term entrepreneurial projects based in

the community could be managed by teams of students (e.g., the successful

‘EPICS’ model at Purdue https://engineering.purdue.edu/EPICS).

Resources required to accomplish the above are one “Executive in Residence”

faculty position at $160K, including fringe benefits.

Bold Initiative #3: Lifespan Healthy Aging

WCE could participate in this highly interdisciplinary challenge in several ways.

Bioengineering faculty and students could investigate the development of improved

devices and prostheses for improving the health and wellbeing of seniors. They could

also continue investigating gait research to improve prediction and treatment of age-

related disorders that could be indicated by changes in gait patterns.

Software Engineering faculty and students could investigate the development of

hardware, software and firmware to support health aging at home. This research could

include technology development in areas such as home safety monitoring, home health

https://engineering.purdue.edu/EPICS

7

care monitoring, virtual interactions with health care providers, social networks to

improve quality of life for seniors, etc.

Resources required to accomplish the above are one new faculty line in

Bioengineering ($120K including fringe benefits) and one new faculty line in

Software Engineering ($120K including fringe benefits), for a total of $240K.

Additional Possible Initiative in WCE:

New Concentrations on Cybersecurity and Big Data Analytics in the Software

Engineering Department

Concentration on Cybersecurity

There is a great demand for software engineers with cybersecurity background nation-

wide. According to the Bureau of Labor Statistics, the number of security analysts is

estimated to grow 18% in 2014-2024, which represents 14,800 new positions. Within

the SUS system, there has been much discussion on creating degree programs on

cybersecurity, such as at the Florida Cybersecurity Center at the University of South

Florida. As today, the University of West Florida, Florida State University, and Florida

Polytechnic University have created specialization, certificate, or baccalaureate degree

programs related to cybersecurity. The cybersecurity baccalaureate degree program at

Florida Polytechnic University may help it recruit students from Southwest Florida who

might have attended FGCU instead if there was such a program at FGCU.

There are two faculty members, Drs. Janusz Zalewski and Ingrid Buckley, who have

extensive experience in the area of cybersecurity. Their expertise will be useful in

creating a concentration on cybersecurity.

Concentration on Big Data Analytics

With today’s technology, the amount of electronically collected data is growing very

rapidly. This vast amount of data is often referred to as Big Data. The opportunities and

challenges that come along require non-traditional software solutions. According to

McKinsey & Company, the shortage of employees with big data analytical skills using

software tools will be 140,000 to 190,000 by 2018. Within the SUS system, no degree

program exists specifically to address Big Data, while some courses are offered at the

undergraduate level. In the current FGCU Software Engineering faculty, Drs. Koufakou

and Guo have done significant research in the field of Big Data and are enthusiastic to

work towards to adding a concentration on Big Data Analytics.

8

Benefits

Both new software engineering concentrations will help graduates find jobs more easily

in the software industry. Moreover, both Cybersecurity and Big Data are highly

publicized terms in today’s media. Having concentrations in these areas will enhance

recruiting efforts into the software engineering program.

Needed Resource and Explanation

The current Software Engineering curriculum requires students to take four electives,

“software architecture and design”, and a senior design course. Students that would

pursue either concentration will need to take the four electives specified by the

concentration. In addition, students will need to take “software architecture and design”

and the senior design course with the focus on either cybersecurity or big data

analytics. In other words, the size of either concentration is six courses.

To implement the above plan, the Software Engineering program will need to (1)

increase the number of elective offerings from two per year to four per year, (2) increase

the number of sections for “software architecture and design” from two per year to four

per year, and (3) increase the number of sections for “senior design” from two per year

to four per year. By adding one software engineering instructor ($90K, including

fringe benefits) who teaches eight course sections per year, the existing faculty can be

reassigned to develop and offer new courses for the two new concentrations.

1 | P a g e C H P S W 2 0 1 5 - 2 0 2 0 S t r a t e g i c P l a n

2015-2020 Strategic Plan

College of Health Professions and Social Work

I. EXECUTIVE SUMMARY

1-2 pages

A. Mission and Goals: Mission:

The College of Health Professions and Social Work provides students with health and human services professions education grounded in academic excellence, critical thinking, ethical

practice, and interdisciplinary collaboration. The College facilitates active learning, emphasizes evidence-based practice, uses multiple delivery systems, develops

interdisciplinary relationships, and cooperate with community partners to prepare competent

and caring health and human service professionals who recognize, and demonstrate an understanding of the importance of diversity.

College Goals: Prepare students to assume vital roles in the health professions and human services

delivering care in diverse and dynamic interdisciplinary and global environments.

Promote professional behaviors including ethical practice, competent, and

compassionate care, cultural competence, and effective communication skills.

Facilitate critical thinking, evidence-based practice, and a commitment to life-long

learning. Support faculty and student participation in scholarly activities.

Promote active involvement of faculty and students in providing service to local and

global communities.

Foster career advancement and engagement in lifelong learning among healthcare

personnel in the communities we serve.


B. Summary of process used to develop unit goals:

The College of Health Professions and Social Work (CHPSW) used in an iterative, public and inclusive process to develop and formulate our 2015 2020 Strategic Plan. This extensive collaborative process began on October 31, 2014 when the CHPSW Administrative Leadership Team began extensive dialogue on establishing the goals that would guide the new Strategic Plan. After this initial meeting, the CHPSW Administrative Leadership Team worked throughout the rest of the Fall 2014 term to begin to finalize the goals that would serve as the pillars of the plan. The CHPSW Dean’s advisory Board was first engaged in the process during the November 17, 2014 board meeting. At this meeting, the advisory board provided their perspective on what goals would be important for the college to define from their perspective. The information from the CHPSW Advisory Board was synthesized, and later shared with a CHPSW Administrative Leadership Team for consideration. Throughout the rest of the fall 2014 and during the early portion of the spring 2015 term, the college administrative leadership team continued to define the goals and objectives of the new Strategic Plan. During the Spring 2015 term, the department chairs and school director within the college began engaging their units in developing the objectives around the goals that were drafted. A draft of the goals and established objectives of the CHPSW 2015-2020 Strategic Plan was then shared with CHPSW Advisory Board for further discussion at the May 11, 2015 advisory board meeting. The college administrative leadership team held another strategic planning meeting on May 18, 2015 to further develop and define the goals based on the feedback provided by the College Advisory Board. Subsequent leadership meetings held during the Summer of 2015 (3 of them) lead to the establishment of four goals that would serve as the pillars of the 2015-2010 Strategic Plan moving forward. The four goals along with specific objectives for each of the departments and school within the college were established and finalized during the early portion of the Fall 2015. Each of the Departments and School have been developing their specific unit Strategic Plans where they have identified timelines, the resources, and the specific action plans by which they plan on achieving the objectives they've established within each of the four goals. This strategic planning process has paralleled the university’s strategic planning process where Board of Trustees approval was received in December 2015.

C. Summary of major goals in strategic plan:

The CHPSW 2015-20120 Strategic Plan is built upon four primary goals which serves as the pillars for guiding the College over the next 5 years. The 2015-2020 Strategic Plan is a natural extension of the College of Health Professions 2010-2015 Strategic Plan. The CHPSW 2015-2020 Strategic Plan aligns very closely with the University’s broader-based new 5-year strategic plan. Specifically, the four goals of the new CHPSW 2015-2020 Strategic Plan are: 1) Innovative Academic Programs, 2) Clinical Entrepreneurship, 3) Research & Scholarship, and 4) Inter-professional Education and Practice. Each of the goals identified have a number of objectives that are specific to each of the Departments and School with respect to how they plan on contributing to the overall goals of the College. The specific action plans for each of the four goals are specifically identified in each of the unit’s strategic plans (see attachments).

D. Summary of new resources required to achieve new goals:

New state, gift, and grant resources will be required to achieve our strategic goals which involves support for personnel (faculty & staff), operating, and building

renovation (Marieb Hall, Griffin Hall, Buckingham Campus).


II. ENVIRONMENTAL SCAN/ UPDATES SINCE LAST FIVE –YEAR STRATEGIC PLAN

1-2 pages

A. Assessment of cumulative progress in current strategic plan:

The first year of the new CHPSW Strategic Plan will begin Fall 2016

B. Environmental scan/updates of challenges, opportunities, and obstacles

since last strategic plan:

Challenges:

1. Faculty office space is beginning to become a concern in Marieb Hall – particularly as

the number of new faculty and some staff being hired to support continued program enrollment growth as well as the creation of new strategic programs (e.g. Physician Assistant, Public Health, etc…) continues to occur. The College has been very proactive in renovating space and planning to renovate space over the past two years to address this issue.

2. There continues to be additional demands placed on administrative support staff in the Dean’s Office to handle all aspects of managing many budgets, voluminous clinical affiliation agreements, program outcomes assessment and student learning objectives, as well as managing pre-award and post-award grants and contracts.

3. There continues to be increased competition from local and regional Colleges and Universities (i.e. public, private non-profit, private for-profit) for increased quality clinical placements for students in our clinically-oriented programs (e.g. Nursing, Social Work, Counseling, Occupational Therapy, Physical Therapy).

4. Externally funded research awards have decreased in the College- it is imperative that faculty increase submissions in order to support their scholarship and attract graduate students, particularly those at the doctoral level. New research support structures are being considered by the CHHS to improve the successful receipt of external grant awards. New strategies must be developed by faculty teams to increase competitiveness for federal funds.

5. The College continues to work very hard towards solidifying strong inter-professional education, research, and practice collaborations on campus and inter-institutionally, in an effort to continue to strategically position our curricula, degree offerings, and strengthen our research/scholarly profile.

6. We will continue to pursue need-based scholarships for undergraduate and graduate students, as well as for assistantships in order to offer competitive admission packages for our graduate students.

7. Other priorities and demands will continue to stretch units’ capacities without additional personnel resources - such as: expanding online enrollments in BSHS and BSCH programs, student retention and graduation rates, mentoring for junior and mid-career faculty in an effort to increase promotion and success rates, and the need to support quality program and student outcomes that which will exceed accreditation and University standards and guidelines.

Opportunities:

1. There is an increasing need and demand for a highly qualified health and human

services workforce (e.g. Nurses, PT’s, OTs, Mental Health Counselors, Social


Workers, etc…) in Southwest Florida, the State of Florida, and for the Southeast

United States.

2. The opportunities for community-based research and public engagement

partnerships in the Southwest Florida region are many; the College is

strengthening its position, viability and interest in the community as we continue to strengthen our relationships with our community partners such as: Lee

Memorial Health System, NCH Healthcare System, Physician’s Regional Healthcare System, and Moorings Park.

3. There are steady opportunities for developing alternative revenue streams for

each of the units within the College and the College as a whole through

professional-based tuition rates, and clinical entrepreneurship (e.g. faculty practice clinic) utilizing campus resources.

4. Developing a signature, collaborative community health center delivering high

quality primary healthcare in remote areas within our community utilizing a true

patient-centered medial home model, where FGCU students, faculty, and providers in our community are delivering this care.

5. Research areas in the health and human services have relatively robust funding

streams, although many of these have become increasingly competitive with

shifting application requirements (e.g., NIH, HRSA).

Obstacles:

1. The demand for entry into many of our programs (e.g. BSW - Social Work, BS –

Health Science, BS – Community Health, BSN – Nursing, DPT – Physical Therapy)

that prepare our students for jobs in the health and human services sector is

outpacing CHPSW’s capacity in these areas. The finite clinical / field placements

that are available to us continues to be a constraining factor despite acquiring

new clinical affiliations.

2. New opportunities are being explored in order expand program enrollments

without violating sacrificing program quality and the integrity of accreditation

standards.

3. All units need to work towards developing viable research infrastructures that

includes a critical mass of research faculty, appropriate laboratories and clinical

research sites, with adequate incentives for faculty.


RATEGIC GOALS, ACTION PLANS AND PERFORMANCE OUTCOMES FOR 2015-2020

III. NEW STRATEGIC GOALS, ACTION PLANS AND PERFORMANCE OUTCOMES FOR 2015-2020

3-4 pages

A. College Goal 1: Innovative Academic Programs

B. Objectives for Goal: School of Nursing i. Implement RN to MSN (Nurse Administrator - Fall ’15 & Nurse Educator - Fall ‘16) ii. Implement CRNA to DNP

Department of Rehabilitation Sciences

i. Convert MS in OT to OTD ii. Convert BSAT to MSAT iii. Create Teacher education tracks in Health & Physical Education for Exercise

Science major iv. PhD program in Biomedical / Rehabilitation Sciences

Department of Health Sciences

i. Implement PAS program ii. Convert BS in HS program to BS in Health Administration iii. Convert BS in Community Health to Public Health iv. Convert MS in Health Science to MHA in Health Services Administration

Department of Social Work

i. Create Child Welfare certificate program ii. Increase enrollment in MSW program by 25% iii. Develop certificate for child welfare certification (with DCF) iv. Recruit students and develop Title IV-e program for BSW/MSW child welfare

stipends v. As MSW/BSW programs grow, request additional faculty lines vi. Maintain accreditation of both the BSW and MSW programs with CSWE. vii. Continue to seek limited enrollment for BSW program in order to comply with

accreditation requirements

Department of Counseling i. Implement Dual degree for MA in Clinical Mental Health Counseling and School

Counseling ii. Implement School Counselor to Clinical Mental Health Counselor certificate iii. Plan for Post-Masters certificates in Marriage & Family and Play Therapy iv. Investigate BA to MA in Child & Family Studies to CMHC and SC v. Explore Post-Masters Certificate in Trauma vi. Explore Post-Masters Certificate in Autism vii. Explore the use of the EdS for all Post-Masters certificates in Trauma, Autism,

Play Therapy, and Marriage & Family viii. Explore PhD in Behavioral Health with tracks in Counseling and Social Work

Office of Academic Advising i. Interact with Lucas Center training to become experts in developing advising

rubrics ii. Review the Council for the Advancement of Standards (CAS) for Academic

Advising

i. Develop objectives and evaluation levels for rubric.


C. Relationship of

goal to next higher reporting unit goal:

The CHPSW goal and objectives from each unit are aligned with FGCU’s proposed goal of focusing on teaching and learning with the objectives of: 1) improving academic quality, 2)

increasing degree production and efficiency, and 3) fulfilling society needs.

D. Action plans to Achieve Objective:

See specific Department / School unit plans

E. Method to Assess Objective


F. Performance Outcomes for Objective:


G. Timeline to Achieve Objectives:


H. Person/group responsible:

1. College Administrative Leadership

2. College Faculty Leadership

3. Program Directors and Program Coordinators 4. Faculty and Staff

G. Resources Required:


A. College Goal 2: Clinical Entrepreneurship


B. Objectives for Goal: School of Nursing i. Provide field-based, practice driven educational, activities for students and faculty

by contributing to development of the CHPSW Inter-professional Faculty Practice Clinic


i. Primary Care / Community Health PA/NP/SW/COUN/PT/OT at Buckingham ii. Develop Clinical Faculty Positions iii. Establish clinical Faculty practice on campus iv. Cultivate Alumni Relationships

Department of Health Sciences i. Primary Care / Community Health PA program faculty and student rotations at

Buckingham ii. Explore establishing clinical PA faculty practice on campus


i. Contribute to Inter-professional Faculty/Student Practice Clinic: Participate in planning and implementation

Department of Counseling i. Explore establishing clinical Faculty practice using current counseling lab

ii. Develop Clinical Faculty positions in Mental Health

iii. Primary Care / Community Health PA/NP/SW/COUN at Buckingham

C. Relationship of


The CHPSW goal and objectives from each unit are aligned with FGCU’s proposed goal of

focusing on Community and Business Engagement with the objectives of: 1) strengthening the quality and recognition of commitment to community and business, 2) increasing levels

of community and business engagement, and 3) increase community and business workforce.











1. College Administrative Leadership 2. College Faculty Leadership




A. College Goal 3: Research & Scholarship

B. Objectives for Goal: School of Nursing i. Increase nursing scholarship of discovery, application, integration and teaching


i. Seek to broaden research agenda to include University initiatives (e.g. smoking

cessation)

ii. Establish faculty driven agendas in specific areas of distinction

Department of Health Sciences i. Develop Geospatial Analysis Research Agenda and Supporting Laboratory ii. Develop Environmental Health Research Agenda and Supporting Laboratory iii. Develop Epidemiology and Biostatistics Research Agenda and Supporting

Laboratory


i. Increase Child Welfare research focus in collaboration with FL Inst. of CW at FSU

ii. Investigate the integration of Trauma-Informed Care research and practice into Title IV-E Education Program

iii. Create collaborative team approach to integrating various scholarship/teaching interests of faculty for the purpose of designing new practice/research electives

Department of Counseling

i. Improve counseling practice and outcomes through technology (both impact and

the use of)

ii. Further develop sexual positivity scale with inter-professional partnerships

iii. Violence response and self-harm prevention

C. Relationship of


The CHPSW goal and objectives from each unit are aligned with FGCU’s proposed goal of

focusing on promoting and supporting research, scholarship and innovation with the

objectives of: 1) strengthening the infrastructure for success, 2) enhancing competitive position, and 3) integrating scholarship into the classroom.















A. College Goal 4: Inter-professional Education and Practice

B. Objectives for Goal:

School of Nursing i. Contribute to Inter-professional Education and Practice in CHPSW through

integration of didactic and clinical education with programs in Rehabilitation Sciences (e.g. Athletic Training and Physical Therapy) and Health Sciences (e.g. Physician Assistant)


i. Seek to broaden research agenda to include University initiatives (e.g. smoking cessation, Exercise is Medicine® on Campus)

ii. Establish faculty driven research agendas in specific areas of distinction (e.g. manual therapy, simulation)

Department of Health Sciences i. Develop Evidenced-based Practice with clinically-oriented programs


i. Explore feasibility of collaborative service program(s) with other health professions in CHPSW; specifically in the areas of child and family health.

Department of Counseling i. Develop the structure within CHPSW to foster Counseling Programs ii. Provide Resources to support integration of Counseling Programs iii. Integrate with Academic Excellence iv. Develop Research / Scholarship and Evidenced-based Practice synergies with

Social Work


C. Relationship of


The CHPSW goal and objectives from each unit are aligned with FGCU’s proposed goals of focusing on teaching and learning and promoting and supporting research, scholarship and

innovation.














College of Health Professions and Social Work 2015-2020 Strategic Plan Florida Gulf Coast University

Department / School: Department of Rehabilitation Sciences

Goal 1: Innovative Academic Programs

Objective

Action Plan to Achieve Objective Assessment

(Planned

Mechanism(s))

Resources Needed

(if any)

Timeline

1. Implement a Masters in

Athletic Training (Entry-

level AT program to

replace current

baccalaureate program)

1.a. Work with Office of Academic

and Curriculum Support (Cathy Duff)

Fall 2015

1.b. Pre-proposal document

submitted to Dean and Provost Fall

2015/Spring 2016 based on Office of

Academic and Curriculum Support

feedback

1.c. CAVP Approval granted at State

level

1.d. Request to Offer New Degree

Document submitted

1.e. CHPSW CAC approval granted

in Spring 2016

1.f. University Graduate Curriculum

Affairs Team approval

1.g. Board of Trustees approval

1.h. Revise program materials to

advise students of the degree change

1. a.- h. Gaining

official

notification of

approval at the

various levels

throughout the

process.

1.a.-d Potential Adjuncts

needed depending on finalized

approved curriculum.

1.a.-d. No new capital

equipment resources will be

needed at this time. Educational

competencies are under review.

1.e - No new resources required

1.f. No new resources required

1.g. No new resources required

1.h. No new resources required

1.a. Fall 2015 and Spring

2016

1.b.-d. First Incoming class

Fall 2018

1.c Spring 2016

1.d. Spring 2016

1.e Spring 2016

1.f. Fall 2016

1.g. Spring 2017

1.h. Spring 2017


2. Implement a teacher

education concentration

in Exercise Science that

has meets criteria for

the minor in education

to develop teachers

interested in Physical

Education, Partner with

College of Education to

create Educational

Concentration leading

to teacher certification

2.a. Meet with the College of

Education to incorporate the current

minor within the Exercise Science

degree.

2.b. Design ES curriculum with

minor.

2.c. Initiate curriculum approval for

new Concentration through CHPSW

CT and University UCT.

2.d. Complete curriculum revision

requests and submit to College

Committee.

2.e. Develop new internships

opportunities within Exercise Science

program which include emerging

education concentration

2.f. Revise program/website materials

to promote and advise students of the

minor option.

2.g First group of students enroll in

the concentration

2.a. & b. Designed

Curriculum.

2.c.-d. Gain

approvals at each

level to move

forward.

2.e. Work with the

College of

Education and

public/private

schools to ensure

adequate

internships sites.

2.f. Creation of

media and

marketing

materials

2.g Students

formally

registered for

courses in

concentration

2. a.-c. As students enroll in the

minor; more faculty resources

may become necessary for

instruction and/or supervision.

Faculty member to assist

current internship coordinator

to supervise additional

workload and advising

responsibilities.

2.d. No new resources required

2.e No new resources required

2.f. No new resources required

2.g No new resources required

2. a.-c. Fall 2016 submit

curriculum changes

2.d. Fall 2016 submit

curriculum changes

2.e. Completed by Spring

2017

2.f. Completed by Spring

2017

2.g. First group start in 2018

for the concentration in

teacher education.


3. Explore and plan for

advanced Doctorate in

Occupational Therapy

3.a. Complete curriculum review of

other advanced Doctorate programs

in Occupational Therapy.

3.b. Complete curriculum revision


Committee.

3.c. Follow up with committees to

create program.

3.d. Revise program materials to

promote and advise students of the

Doctoral option.

3.a.-d. Follow-up

at each stage with

committees.

3.a.-d. Follow-up at each

stage with committees. One

additional faculty member

will be necessary for

supervision and added

course sections.

3.a. Completed by end of Fall

2016.

3.b-c. Prepare and gain

approvals for curriculum for

Fall 2017.

3.d. Fall 2018

4. Explore PhD in

Rehabilitation Sciences

4.a. Develop research tracks with

faculty

4.b. Review similar programs in the

State of Florida.

4.c. Design an outline for a PhD in


4.d. Study market for program costs,

benefits for programs (teaching

assistants/course supervision).

4.e. Work with College faculty and

administration leadership in

4.a. Faculty

provided 2

research

concentrations.

4.b. A table of

research and

market assessment

synthesizing

characteristics of

similar programs

will be created

4.c. A White paper

will be established

describing the

program

4.e. Curriculum

proposal will be

4. a.-e. Need 2 additional

faculty in content areas and

build research capacity.

4.b. No new resources required

4.c. No new resources required

4.d. No new resources required

4.e. No new resources required

4.a Spring 2016 DPT research

projects assignments to fall

within faculty research

concentrations

4.b. Market research will be

completed by Spring 2018.

4.c. & d. Market research will

be completed by Spring 2018.

4.e. Proposal due and

completed by Fall 2019 for


submitting curriculum meeting

submitted approval and faculty

recruitment and hiring for Fall

2020. Target cycle of 2020 to

begin/implement Ph.D. in

Rehabilitation Sciences.

Goal 2: Clinical Entrepreneurship

Objective Action Plan to Achieve Objective Assessment

(Planned Mechanism(s))

Resources Needed

(if any) Timeline

1. Primary Care /

Community Health

PA/NP/SW/COUN/

PT/OT at

Buckingham

1.a. Development collaborative planning

for site based services / internships in PT

and OT

1.b. Explore faculty practice as a

mechanism for community practice and

supervision of interns in PT and OT

programs

1.c. Continuing Education as delivery

mechanism for rehabilitation education

initiatives.

1.d. Develop protocols for faculty and

intern participation with community

partners.

1.a. Completion of collaborative

plan.

1.b. Completion of plan to

develop mechanism for faculty

practice plan.

1.c. Outcomes measured in

terms of number of

patients/clients/providers

served.

1.d. Creation of formal clinical

affiliation agreements with

between faculty and clinical

partners

1.a. No new

resources required

for planning

1.b. New

Compensation

provided to faculty

based on billable

units generated.

1.c. No new

resources needed.

Revenues generated

from practice and

CE can cover new

initiatives

1.d. Clinical

manager (salary +

benefits) will be

needed

1.a-b. Initiate

planning with

College Admin

Leadership by Fall

2016 with

completion done by

Fall 2017.

1.c. CE plan is

created at the end

of Fall 2017.

1.d. Students placed

when Clinic is open

– Fall 2019.


2. Develop Clinical

Faculty Positions

2.a. Study clinical faculty status at other

SUS institutions including PERC

classifications, job descriptions, career

ladders, pay scales and classifications.

2.b. Work with Faculty Senate to identify

need for and differential tasks for clinical

faculty.

2.c. Identify impact of clinical faculty on

Core Faculty status for accreditation.

2.d. Participate in work with UFF to

identify adding classifications to the unit

and how it impacts all terms and

conditions of employment.

2.a Report completed with

complete analysis of clinical

faculty status at SUS institutions

2.b. Creation of report

describing specific tasks of

clinical faculty

2.c. Creation of report

summarizing the impact clinical

faculty may have on program

accreditation standards

2.d. Wording / documentation

added to latest version of FGCU

CBA

2.a.-d. No new

Resources Required

2. a. Completed by

end of Spring 2016.

2.b. Beginning Fall

2016 and ongoing.

2.c. Report

completed by

Spring 2017.

2.d. FGCU CBA

Ratified with new

changes Summer

2017

3. Establish clinical

Faculty practice on

campus

3.a. Investigate space options and

feasibility

3.b. Establish financial model for on-

campus faculty practice and incentives,

and/or management company

3.c. Establish Clinical Faculty/Clinic

manager to manage and supervise interns

or faculty who practice in practice suite.

3.d. Establish practice model with

appropriate HIPAA and other compliance

aspects including ensuring confidentiality

3.a. Start-up budget

for practice lab to

include personnel.

3.b. Develop

incentives for

existing faculty to

supervise or see

clients.

3.c. Establish

position, recruit and

hire lab clinic

manager.

3.d. Practice model

and compliance plan

for Clinic.

3.a. By end of

Spring 2017.

3.b-c. Fall 2017.

3.d. Fall 2018.


for on-campus students/faculty/staff who

use center.

3.e. Establish reimbursement model and

documentation for University and non-

University clients to use Clinic.

3.e. Begin seeing

clients by Spring

2019.

4. Cultivate Alumni

Relationships

4.a. Improve/increase social media for

alumni of current events announcements

4.b. initiate and develop department

newsletter

4.c. Develop and offer continuing

education courses at a low cost for

clinical instructors and alumni

4.a. Develop and improve

Facebook post and

announcements

4.b. Provide administrative

assistant time devoted to

building a newsletter.

4.c. Incentives for faculty to

develop and offer CE courses

4. a.-b. OPS funds to

assist in time needed

4.a-b. Spring 2016

4.c. Fall 2015 and

Spring 2016

Goal 3: Research & Scholarship

Objective



Resources Needed

(if any) Timeline

1. Seek to broaden

research agenda to

include University

initiatives (e.g.

smoking cessation)

1.a. Encourage faculty to be on specific

University-wide committees

1.b. Identify specific areas of research such

as smoking cessation and , Exercise is

Medicine

1.c. Conduct research to facilitate grant

opportunities.

1.a. Have faculty seek to be

appointed on University

Committees

1.b. Creation of specific

faculty-derived research

agendas within University

initiatives as evidenced on

faculty PDPs

1.c. Creation of scholarly

products aligned with

University-initiatives

1.a. No new resources

required

1.b. Support (time and

professional

development funds) for

continued training and

development for faculty.

1.c. New resources may

be needed and would be

pursued through internal

1.a. Ongoing

throughout 2015 -

2020.

1.b. Fall 2016

1.c. Ongoing

2016-2020


and external grant funds

2. Establish faculty

driven agendas in

specific areas of

distinction

2.a. Faculty outline 2 areas of

concentration for research.

2.b. Dissemination of research by faculty

and students in journals and at professional

conferences.

2.c. Utilize Tuition Waiver and Graduate

Assistant Resources to assist with research

and manuscript preparation as appropriate.

2. a. Accomplishments

identified on faculty PDP.

2.b. Evidence of peer-reviewed

published manuscripts and

abstracts.

2.c. Assignment of GAs to

faculty

2.a. No New Resources

Required

2.b. Funds to support

faculty and students to

disseminate research

2.c. Stipend funds to

support GAs to assist

faculty with research;

professional

development/travel

support.

2.a. On-going

beginning Fall

2016.

2.b. On-going

beginning Fall

2016.

2.c. On-going

beginning Fall

2016.

Goal 4: Inter-Professional Education (IPE) and Practice (IPP)

Objective



Resources Needed

(if any)

Timeline

1. Develop the structure

within CHPSW

1.a. Designation of inter-professional

faculty within Rehabilitation Sciences who

can consult for research, design, statistics,

and support publication review at College

level

1.b. Addition of adjunct or full-time faculty

to enhance IPE and IPP

1.a. Work with current faculty

on their areas that they can

support in.

1.b. Hire faculty/staff to consult

1.a. No New Resources

Required

1.b. Develop faculty or

staff lines

1.a. Ongoing, Fall

2016 – 2018


2. Provide Sufficient

Resources

2.a. Explore innovative

scheduling/assignments to provide time or

release time for research or mentoring

junior faculty in Rehabilitation Sciences.

(For example, allow faculty to teach all

assignments in Fall and Spring and leave

summer for research as department needs

allow.)

2.b. Create incentives (time, money,

promotion-linked criteria) for senior faculty

to mentor and support junior faculty to

develop IPE research and practice areas in


2.c. Establish College-based research

resources (consultation for research design,

qualitative/quantitative methods,

technology, manuscript preparation.

2.a. The creation of faculty

scheduling and assignments

emphasizing IPE and IPP

2.b. Development of formal

incentive program for faculty in

the College

2.c. Creation and

implementation of plan to fund

specific College IPE and IPP

resources

2.b. Additional funds for

adjunct instruction to

release time for full-time

faculty.

2.b. Utilization of

existing Foundation

funds, and addition of

new external funds

(Foundation / grants,

etc…)

2.c. New Funds needed

to support IPE and IPP

research resources

2.a. Spring 2017

to Spring 2018

2.b. Ongoing,

beginning Spring

2016.

2.c. Ongoing,

beginning Spring

2016

3. Research / Scholarship

and Evidenced-based

Practice

3.a. Develop demonstration

clinics/specialty clinics to establish

evidenced based research.

3.a. Work with faculty to

identify and create specialty

focused evidenced-based

research areas

3.a. New funds needed

to support special clinics

(e.g. Amputee clinic) to

develop EBP area.

3.a. Ongoing with

current amputee

clinic, beginning

Fall 2016 to

identify other

clinical areas.


Department / School: Department of Counseling


Objective


(Planned

Mechanism(s))

Resources Needed

(if any) Timeline

1. Implement Dual degree

for MA in Clinical

Mental Health

Counseling and School

Counseling

1.a. Review and confirm CACREP

policies and procedures to ensure

Dual degree meets accreditation

standards.



Committee.

1.c. Coordinate with OCI and

relevant Graduate Affairs/Studies

committees to create structure to

allow this.


advise students of the dual major

option.

1.a.-b. Follow-up

at each stage with

committees.

1.a.-d. As students enroll in

both programs; more faculty

resources may become

necessary for supervision and

added course sections.

1.a.-d. 2015-16 for Fall 2016.

2. Implement School

Counselor to Clinical

Mental Health Counselor

certificate

2.a. Complete curriculum revision


Committee.

2.b. Follow up with committees to

create certificate.

2.c. Revise program materials to


certificate option.

2.a. – c. Follow-up

at each stage with

committees.

2.a.-c. As students enroll

beyond course caps; more

faculty resources may become



2.a.-c. 2015-16 for Fall 2016.


3. Explore and plan for

Post-Masters certificates

in Marriage & Family

and Play Therapy

3.a. Complete curriculum review

against CACREP 2016 standards and

state license and certification

requirements.



Committee.

3.c. Follow up with committees to

create certificate.



certificate option.

3.a.-d. Follow-up

at each stage with

committees.

3.a.-d. Follow-up at each stage

with committees. As students

enroll beyond course caps;

more faculty resources may

become necessary for

supervision and added course

sections.

3.a. Completed by end of

Spring 2016.

3.b-d. Prepare and gain

approvals for curriculum

revisions with implementation

for Fall 2017.

4. Investigate BA to MA

in Child & Family

Studies to CMHC and

SC

4.a Meet with Child and Youth

Studies faculty; identify common

curriculum.

4.b. Needs to be coordinated with

OCI concerning 5 year transitional

degrees.

4.c. Develop curriculum pathway for

BA to MA pathway and create

curriculum proposals.

4.d. Complete curriculum revision


Committee.

4.a-f. Follow-up at

each stage with

committees.

4.a-f. As students enroll in both

programs; more faculty

resources may become




Spring 2016.

4.b.-f. Prepare and gain



for Fall 2017.


4.e. Coordinate with OCI and

relevant Graduate Affairs/Studies

committees to create structure to

allow this.

4.f. Revise program materials to

advise students of the degree path

appropriate application deadlines.

5. Explore Post-Masters

Certificate in Trauma

5.a Complete curriculum review

against CACREP 2016 standards.

5.b. Complete external review of

certificates and curriculum of

external agencies and institutions and

to identify potential markets.

5.c. Complete curriculum revision


Committee.

5.d. Follow up with committees to

create certificate.

5.e. Revise program materials to


certificate option

5.a.-e. Follow-up

at each stage with

committees.

5.a-c. As students enroll; more




5.a, Completed by end of

Spring 2016.

5.b. Completed by the end of

Spring 2017.

5.c.- e. Prepare and gain



for Fall 2018.

6. Explore Post-Masters

Certificate in Autism

6.a. Complete curriculum review

against CACREP 2016 standards.

6.b. Complete external review of

certificates and curriculum of

external agencies and institutions and

to identify potential markets.

6.a-e. Follow-up

at each stage with

committees.

6.a.-e. As students enroll; more





Spring 2016.

6.b. Completed by the end of

Spring 2017.


6.c. Complete curriculum revision


Committee.

6.d. Follow up with committees to

create certificate.

6.e. Revise program materials to


certificate option

6.c-e. Prepare and gain



for Fall 2018.

7. Explore the use of the

EdS for all Post-Masters

certificates in Trauma,

Autism, Play Therapy,

and Marriage & Family.

(NOTE: if advanced

certificates are not

introduced, the need for

the EdS will be reduced

and attention will shift

directly to the Ph.D. in

Behavioral Health,

below.)

7.a. Review CACREP standards for

advanced programs, if any.

7.b. Study market for programs,

potential employment, benefits for

programs (teaching assistants/course

supervision) versus costs.

7.c. Work with college administration

to determine support and feasibility

of re-introducing specialist degree at

FGCU.

7.d. Work with VPAA and other

relevant constituencies to develop

rationale and establish need to

reintroduce EdS.

7.a.-d. Need additional faculty

in Counseling content areas and


Targeted content areas will

emerge as extant faculty begin

to retire.

7.a.-d. Research and market

assessment completed by

Spring 2018.

8. Explore PhD in

Behavioral Health with

tracks in Counseling

and Social Work

8.a. Review CACREP standards for

Doctoral program in Counselor

Education and Supervision.

8.b. Review other relevant standards

for Behavioral Health Doctoral

Program tracks (Social Work, Family

Studies as examples.)

8.a.-e. Need additional faculty

in Counseling content areas and


Targeted content areas will

emerge as extant faculty begin

to retire.

8.a-e. Research and market

assessment completed by

Spring 2018.

8.a.-e. Proposal due and

completed by Fall 2018 for

approval and faculty

recruitment and hiring for Fall

2020.


8.c. Study market for programs,

potential employment, benefits for

programs (teaching assistants/course

supervision) versus costs.

8.d. Work with college administration

to determine support and feasibility

of doctoral study in behavioral health

8.e. Work with VPAA and other

relevant constituencies to determine

priority and need for Ph.D. in

Behavioral Health.

8.a.-e. Target next CACREP

review cycle of 2020 to

begin/implement Ph.D. in

Behavioral Health.



(Planned

Mechanism(s))

Resources Needed

(if any) Timeline

1. Primary Care /

Community Health

PA/NP/SW/COUN at

Buckingham

1.a. Participating in brainstorming

and collaborative planning for site

based counseling services/internships.


mechanism for community practice

and supervision of interns.

1.c. Explore grant opportunities and

contracts.

1.d. Explore Continuing Education as

delivery mechanism for short term

community health and community

education initiatives.

1.a-f. Completion

of each task.

1.a-f. Placement

outcomes

measured in terms

of patient / client /

consumer

outcomes;

comparison of

numbers served.

1.a-f. Improved placement and

clinical coordination dedicated

to partner site placements.

1.a.-f. Faculty/supervision

resources on site.

1.a.-b. Conduct brainstorming

and exploration by Fall 2017.

1.c. By End of Fall 2017.

1.d-f. Place students for Spring

2018.


1.e. Develop protocols for faculty and

intern participation with community

partners.

1.f. Place students in community

agencies for internships and post-

graduate fellowships that count for

Registered Intern status toward state

license.

1.a-f. Evaluation

of CBA to

accommodate

faculty practice

and second site

supervision.

2. Develop Clinical

Faculty positions in

Mental Health

2.a. Study clinical faculty status at

other SUS institutions including

PERC classifications, job

descriptions, career ladders, pay

scales and classifications.

2.b. Work with Faculty Senate to

identify need for and differential tasks

for clinical faculty.

2.c. Identify impact of clinical faculty

on Core Faculty status for CACREP

accreditation.

2.d. Participate in work with UFF to

identify adding classifications to the

unit and how it impacts all terms and

conditions of employment.

2.a.-d. Faculty Senate review

and direction/ UFF agreement

to include class of clinical

faculty.

2.a.-b. By End of Spring 2016.

2.a.-b. Bargaining and

specifications for Fall 2017

concurrent with searches and

hire of first clinical faculty by

December 2017.

3. Explore establishing

clinical Faculty

practice using current

Counseling lab.

3.a. Meet with classroom and CAPS

administration to define

evening/weekend or day times to use

existing interview suite in MH 203.


campus faculty practice and

incentives.

3.a. Administrative

endorsement of room use and

policies for Counseling Lab.

3.b. Start-up budget for practice

lab to include personnel.

3.a. By end of Spring 2017.

3.b-c. Fall 2017.


3.c. Establish Clinical Faculty/Clinic

manager to manage and supervise

interns or faculty who practice in

practice suite.

3.d. Establish practice model with

appropriate HIPAA and other

compliance aspects including

ensuring confidentiality for on-

campus faculty/staff who use center.

3.e. Establish conditions for

University and non-University clients

to use Clinic.

3.b. Tuition Waiver/GA

stipends for students who intern

in Counseling Lab.

3.b. Develop incentives for

existing faculty to supervise or

see clients.

3.c. Establish position, recruit

and hire lab clinic manager.

3.d. Practice model and

compliance plan for Clinic.

3.d. Fall 2018.

3.e. Begin seeing clients by

Spring 2019.


Objective



Resources Needed

(if any) Timeline

1. Improve counseling

practice and outcomes

through technology

(both impact and the

use of)

1.a. Complete curriculum review against

CACREP 2016 standards.

1.a.-b. Review Master syllabi

and course assignment

outcomes.

1.a.-b. Support for

continued training and

development for faculty.

1.a. Ongoing

starting with

revised curriculum

starting Fall 2017.


1.b. Infusion in courses in content,

assignments, and improvements in faculty

knowledge of technology in counseling

specialties.

1.c. Conduct primary research in

counseling and technology.

1.c. Establish research

protocols and conduct research

that yields disseminated

scholarship.

1.c. Provide faculty with

individual resources and

graduate research

assistants to conduct and

disseminate research

results.

1.b.-c. On-going

starting in Fall

2018.

2. Further develop sexual

positivity scale with

inter-professional

partnerships

2.a. Provide support and resources

necessary for Dr. Bachenberg to write and

earn grants, conduct research, develop

training protocols, and find research

partners among other Health disciplines.

2.b. Utilize Tuition Waiver and Graduate



2.c. Provide support for faculty and

graduate student presentations at

professional venues.

2.a. Accomplishments per PDP.

2.b.-c. Accomplishments per

PDP and per publication and

presentations accomplished.

2.a. PDP and GA

professional

development/travel

support.

2.a. On-going

beginning Fall

2016.

2.a.-c. On-going

beginning Fall

2017.

3. Develop Violence

Response and Self-

harm Prevention Focus

Area

3.a. Support research needs for

questionnaire distribution and data

analysis.

3.b. Utilize Tuition Waiver and Graduate



3.c. Provide support for faculty and

graduate student presentations at

professional venues.

3.a. Creation of questionnaire

and data analysis completed.

3.b.-c. Official University

notification of support for

graduate students and faculty

collaborating in this research

area.

3.a.-c. Support for

research protocols, GA’s

grant matching if

appropriate, release

assignments/faculty

buyouts.

3. a.-b. On-going

beginning Fall

2016.

3.b.-c. On-going

beginning Fall

2017.


Goal 4: Inter-Professional Education and Practice

Objective



Resources Needed

(if any)

Timeline

1. Develop the structure

within CHPSW to

support Counseling

Programs

1.a. Designation of Counseling research

faculty who can consult with others for

research, design, statistics, and support

publication review.

1.b. Develop more centers/grant supported

inter-professional faculty research

1.a. The identification of said

faculty member in role as

defined by PDP and assessed

through annual evaluation with

evidence demonstrating studies

implemented and supported

through to publication.

1.b. The number of centers

initiated and grant applications

applied for and funded; the

number of Counseling faculty

involved in center and/or grant

activity.

1.a. Release time per

term for identified

faculty and dedicated

graduate assistants

assigned to faculty

member(s)

1.a. Visiting faculty on

research contracts from

other Universities in key

areas to serve as

research consultants.

1.b. Incentive and start-

up funding for center

development, grant

application

development, and

mechanism to facilitate

matching research

interests/research niches

to potential funders.

Includes funding for

administrative support.

1.a. By Fall 2018

there will be a

mechanism and

resource allocation

structure to assign

faculty or

qualified research

consultants from

other universities

that will be

reviewed

annually.

1.b. Fall 2017 a

Task Force will be

formed to create a

protocol for

CHPSW Center

and Think Tank

Development and

Support.

1.b. By 2018 the

first applications

will be solicited

among faculty.

Grant/contract

applications will

be developed and

submitted.


1.b. By Fall 2019

the first Center

will be

operational.

2. Incentivize Faculty &

Staff

2.a. Explore innovative scheduling /

assignments to provide time or release time

for research or mentoring junior faculty.

(e.g. Allow faculty to teach all assignments

in Fall and Spring and leave summer for

research as department needs allow.)

2.b. Create incentives (time, money,

promotion-linked criteria) for senior faculty

to mentor and support junior faculty to

research productivity.

2.a. Identify Research Fellow

in Counseling who will be

assigned “release” each term

for collaborative research

activities established on PDP

2.b. Research Fellow will

receive time / financial support

linked to research deliverables

(e.g. at least two manuscripts

submitted for publication and

one acceptance at a “top tier”

journal) for the research faculty

and junior faculty being

mentored.

2.a. Create a Research

Fellow Fund that

provides course buy-

outs, research funding,

dissemination support

and research

consultation resources.

2.b. Each fund can be

worth up to $25,000 per

year with at least one

awarded in each

department or program

as appropriate.

2.a-b. Fall 2017.

first innovative /

alternate schedule

will be identified

and implemented.

2.a.-b. Fall 2018, a

research fellow

will be identified.

for an annual

period, renewable

for up to three

years.

3. Integrate with Areas of

Academic Excellence

3.a. Provide structure and timelines in PDP

and annual reporting that support the

exploration and implementation of research

that create incentives for teaching.

3.a. Number of faculty who

propose and the number of

faculty who implement the

incorporation of research into

teaching; create or revise

courses to include new areas of

research/exploration, and who

teach these courses or sections

of courses.

3.a. Incentives in annual

evaluation and

promotion standards are

developed and approved

by Academic Affairs

that include release time,

stipends, and recognition

toward promotion for

engaging in research that

leads to new courses

developed.

3.a. Fall 2017,

adapt University

PDP and ADPR

documents to

provide space to

propose and

implement

research that is

linked to teaching

and curriculum

focus areas.


4. Research / Scholarship

and Evidenced-based

Practice

4.a. Develop demonstration clinics /

specialty clinic to demonstrate inter-

professional research in practice.

4.a. Creation of specialty clinic

that demonstrates inter-

professional research in

practice. The number of

patients/clients seen in

specialty clinic and the number

of students and outside

professionals trained.

4.a. The development and use

of on-campus clinical

demonstration space or off-

campus collaborative

agreements to staff and operate

specialty clinic in the five

county area.

4.a. Space, support

staffing, student funding,

operational and HIPAA

compliant protocols, and

faculty recognition in

teaching or research

assignments.

4.a. Fall 2017, a

task force will be

formed to create

protocols for

establishing,

funding and

operating such

clinic.

4.a. Fall 2019, the

first on-campus or

satellite clinic will

be funded, staffed

and operational.

Department / School: Department of Social Work


Objective


Planned Mechanism(s)

Resources Needed

(if any)

Timeline

1. Launch Title IV-E

Stipend Program for

BSW/MSW programs

1.a. Recruit and enroll students in IV-E

Stipend Program each academic year

1.a. We are allocated ten

$6000 stipends per academic

year. This number will

increase with demonstrated

interest in the program.

Therefore, the first AY goal is

to have 15 applicants, after

that 25 applicants per year.

1.a. One 1/2-time

Instructor to be recruited

and hired. Money for

salary and benefits

provided in grant. Can

be increased to full-time

with demonstration of

numbers applying for

stipends.

1.a. 2015-2016 –

10 stipend

students and 1/2-

time instructor.

1.a. 2016-2017-

12 stipend

students

1.a. 2017-2018 –

15 stipend

students and

Instructor position

to 3/4-time.


2. Create branch of the

Campaign School in

collaboration with the

University of

Connecticut School of

Social Work

3. Return Field

Education Liaison to

full-time faculty for

BSW/MSW Program

2.a. Contact leaders to set up pilot program

at FGCU for Spring 2016 to negotiate costs

2.b. Establish funding for project

3.a. Create data re: faculty availability and

estimated additions.

3.b. Create and submit request for faculty

positions

3.c. Next steps depend on institutional

response to request for additional faculty

lines.

2.a. Over time measure

effectiveness of advocacy for

social and economic justice in

the State of Florida.

2.b. Measurements to be

created.

3.a. Once implemented, survey

field instructors, field liaisons,

and students as to improved

integration of coursework and

field education.

3.b. Appropriate

documentation submitted to

Academic Affairs

2.a Find funding source

for expenses. Either

grant or endowment.

2.b. Advertise pilot

workshop for AY 2015-

2016

3.a. Minimum of two

FTEs for MSW/BSW

programs

3.b. Office space and

increase in resources to

support new faculty

lines.

1.a. 2018-2020 –

18-20 stipend

students and full-

time Instructor

position

2.a-b. Create one-

day workshop for

75 participants

with goal of

increasing length

of workshop to

two days and

multiple dates to

accommodate

increasing number

of alumni and

local professionals

in attendance.

3.a. 2016-2017 –

assess faculty

position

availability and

needs

3.b. 2016-2017 –

prepare request for

additional faculty

lines if needed.

3.c. 2017-2020 –

implement if

resources

approved.

3.c. Assess

alternatives if


4. Improve BSW

faculty/student ratios

(1/25).

4.a. Review past three-year enrollment to

ascertain need for additional faculty.

4.b. Submit request for limited access to

BSW major.

4.c. Request additional faculty positions for

BSW program.

4.a. Yearly update to Council

on Social Work Accreditation

measure.

4.a. Limited access to

BSW major.

4.b. Additional assigned

faculty lines to BSW

program.

resources not

available.

4.a. 2016-2017 –

Request one

faculty line for

BSW program

4.b. 2017-2020 –

Request additional

faculty line if

enrollment

exceeds 75.

4.c. Pursue limited

access for BSW

major

5. Increase enrollment in

MSW program by

50% by 2020

5.a. Actively recruit MSW applicants from

BSW program into the Advanced Standing

Program

5.b. Create summer transition courses (2)

for entering Advanced Standing students

5.c. Create a team to develop a recruitment

plan for both the MSW two-year program

and the Advanced Standing Program.

5.a. Monitor applications and

acceptances

5.b. Determine where

recruitment needs to occur

5.a. Additional faculty

lines for BSW program

in order to have

adequate faculty for 60+

MSW students

5.a. 2016-2017 –

develop

recruitment plan

and actively

recruit BSW

graduates to the

Advanced

Standing Program

5.b. Increase

enrollment in

MSW program by

5-6 students per

academic year

from 2016-2020



Objective



Resources Needed

(if any)

Timeline

1. Inter-professional

Faculty/Student

Practice Clinic:

Participate in planning

and implementation

1.a. Designate faculty member to participate

in planning on-campus Faculty Practice

Clinic

1.b. Establish field education program for

student field placements in on-campus

clinic

1.a. Follow number of students

assigned to program for field

education and track post-

graduate employment.

1.a. None, other than

those needed by the

college for development

and implementation.

1.b. Field Coordinator

release time to develop

internships.

1.c. Part-time field

Coordinator to supervise

students, coordinate with

other disciplines, and

assess quality of student

experience.

1.a. 2016-2017 –

contribute to

development of

Primary

Care/Community

Health project.

1.b. 2017-2018 –

develop field

education program

that dovetails with

other disciplines

in the CHPSW.

1.c. 2018-2020 –

implementation


Goal 3: Research and Scholarship



Resources Needed

(if any)

Timeline

1. Increase Child

Welfare research focus

in collaboration with

FL Inst. of CW at FSU

2. Investigate the

integration of Trauma-

1.a. Continue as Faculty Affiliate with

FICW

1.b. Participate in creation and review of

curriculum for CPIs and CMs as well a

certification exam.

2.a. Develop White Paper (or scholarly

article, or both) addressing feasibility of

1.a. Measurement of success

conducted by FICW for the

Florida Legislature to

demonstrate success in

reducing caseloads and

subsequent reduction in child

abuse/neglect recidivism and

child death.

2.a. Complete White Paper.

1.a. 1/2 time Graduate

Assistant beginning fall

semester 2016. Funded

by grant from FICW

directly to Dept. of

Social Work.

1.b. Faculty hire who is

focused on Clinical

Child Welfare.

2.a. Allocated research

time to create White

1.a. 2015-2016 –

participate in start-

up of FCWI and

begin assessing

curriculum and

cert. exam.

1.b. Summer 2016

– select GA

1.b. Fall 2016 –

begin transition of

CW/Title IV-E to

new faculty

member from

dept. chair.

1.b. AY 2017-

2020 – continue

legislative

mandates as

passed into law;

maintain ethical

and intellectual

standards for CW

in the State of

Florida.

2.a. 2016-2017-

Collaborative


Informed Care

research and practice

into Title IV-E

Education Program.

3. Create collaborative

team approach to

integrating various

scholarship/teaching

interests of faculty for

the purpose of

designing new

practice/research

electives.

trauma-informed child welfare

investigations and case-planning

3.a. Define areas of interest and determine

where collaboration is realistic.

3.b. Move forward with course design and

curriculum update.

2.a. Assessment document

2.a. Response by DCF and

FICW to curriculum proposals.

3.a. Selection of one or two

areas of interest and

compatibility

3.b. two social work courses

meeting objective of

collaborative scholarship and

teaching.

3.b. Student interest and

evaluation of courses,

scholarly production of faculty

Paper.

2.a. Allocated research

time to create

assessment.

2.a. Allocated time to

integrate topics and

course in trauma/child

welfare with Title IV-E

and FCWI Curriculum.

3.a-b. 2016-2018 –

faculty release time to

develop curriculum

White Paper

2.a. 2017-2018 –

Assess need in

conjunction with

measurements

from Title IV-E,

FCWI, DCF, and

the Florida

legislature.

2.a. Create

curriculum in

2018-2020 –

Implement

curriculum if

indicated.

3.a. 2015-2016 –

define areas of

interest and

compatibility.

3.b. 2016-2018 –

design and pilot

two social work

electives.

3.b. 2018-2010 –

submit to

curriculum team at

college and

university levels

for inclusion in

catalogue.


Goal 4: Inter-Professional Education and Practice

Objective



Resources Needed

(if any)

Timeline

1. Explore feasibility of

collaborative service

program(s) with other

health professions in

CHPSW; specifically

in the areas of child

and family health.

1.a. Create a workgroup of faculty

interested in service, social justice, and

advocacy,

1.b. Develop an assessment of need and

location based on evidence.

1.a. Create field education

placements that include

students from various

disciplines in order to learn to

work collaboratively.

1.a. Faculty members

from various disciplines

allocated time to

develop and implement

field program that

includes various

disciplines in CHPSW.

1.a. 2016-2017 –

discussions of

feasibility within

and among the

departments in the

college.

1.b. 2017-2018 –

Develop work

group to conduct

needs assessment.

1.b. 2018-2019 –

work with various

agencies in five-

county area to

develop field

placements.

1.b. 2019-2010 –

implement

collaborative field

service programs

for specific

underserved

populations.


Department / School: Department of Health Sciences


Objective

Action Plan to Achieve Objective

Assessment


Resources Needed

(if any)

Timeline

1. Implement the

anticipated Master of

Physician Assistant

Studies (MPAS)

program

1.a. Have to develop/hire faculty

1.b. Develop a curriculum that meets the

guidelines of ARC-PA, the accrediting body

for MPAS Program.

1.c. Complete program proposal and

approval processes with the FL SUS.

1.d. Complete ARC-PA self-study, site

visit, and receive provisional accreditation.

1.e. Develop scholarly presence in MPAS

program.

1.a. Successfully recruit

minimum number of faculty to

meet ARC-PA standards.

1.b. Successfully recruit

minimum number of clinical

sites to meet ARC-PA

standards.

1.c. Achieving ARC-PA

provisional accreditation.

1.d. Enroll initial student

cohort successfully prior to

2019.

1.e. Set and meet submission

goals for publications and

national presentations.

1.a. At least three new

general faculty

(including one clinical

coordinator).

1.b. One new staff

member dedicated to PA

program.

1.c. Time commitment.

1.d. Funding to support

program.

1.e. Physical space

(teaching, lab, offices) –

at least five faculty

offices, a staff space,

plus teaching space for

labs and simulations.

1.a. Fall 2016,

faculty must be

on-staff prior to

ARC-PA site visit.

1.b. Fall 2016,

staff must be

onboard prior to

ARC-PA site visit

1.c. Continuing

from 2015-16

forward.

1.d. Fall 2016 to

Sum 2017,

significant

investment.

1.e. Renovation

and site selection

beginning in

2015-16.


2. Implement the

anticipated Bachelor

of Science in Public

Health (BSPH)

program.

2.a. Have to develop/hire faculty with

research expertise.

2.b. Develop a curriculum that meets the

guidelines of CEPH, the accrediting body

for Public Health Programs.



2.d. Teach out the current BS in Community

Health program.

2.e. Complete CEPH accreditation

processes and receive accreditation.



meet CEPH-accreditation

standards.

2.b. Successfully develop and

teach courses aligned with

CEPH accreditation standards.

2.c. Achieve program

approval.



2018.




2.a. At least two new

faculty (one in

epidemiology, one in

public health) – a third

hire in biostatistics or

environmental health is

recommended for

specialization.

2.b. One new staff

member.

2.c. Time commitment.


program.

2.e. Physical space


two to three additional

offices, staff space, a

computer lab, and an

environmental health

laboratory of 1000 to

1500sf

2.a. Fall 2016 –

Spring 2017.

2.b. Fall 2016 to

Spring 2018 years

2.c. Continuing

from 2015-16

forward.

2.d. Fall 2018 and

Fall 2019,

investment of 2-3

new lines, funding

for environmental

& epidemiology

labs.

2.e. Renovation

and site selection

beginning in

2015-16

3. Conduct a degree

program replacement

by phasing out the

current BSHS program

while initiating a new


research expertise.



meet AUPHA-certification

standards


faculty

3.a. 2 years


BS in Health Services

Administration under

a new CIP code.

3.b. Develop a curriculum that meets

AUPHA certification criteria.



3.d. Teach out the current BS in Health

Science program.

3.e. Complete AUPHA processes and

receive certification for the BS in Health

Services Administration.

3.b. Follow AUPHA

certification criteria in

curriculum redesign for new

program.

3.c. Achieve program

approval.



2018.




3.b. Time commitment

3.c. Funding to support

program.

3.d. Physical space

(teaching, computer lab,

offices).

3.e. Release time or

normal time

commitment.

3.b. From 2015-

2016 forward

3.c. From 2016-

2017 forward,

significant

investment.

3.d. Renovation

and site selection

beginning in

2016-17 extending

to Fall 2018.

3.e. Fall 2017.

4. Conduct a degree

program replacement

by phasing out the

current MSHS

program while

initiating a new

Master of Health

Administration

(MHA) under a new

CIP code.


research expertise.

4.b. Develop a curriculum that meets

CAHME accreditation criteria.



4.d. Teach out the current MS in Health

Science program.



meet CAHME accreditation

standards.

4.b. Follow CAHME

accreditation criteria in

curriculum redesign for new

program.

4.c. Achieve program approval

to enroll at the state and local

levels



2019.


faculty, in addition to

program director

replacement.



program as defined in

curriculum proposal.

4.d. Physical space

(teaching, computer lab,

offices) – additional

office spaces.

4.a. Fall 2017 to

Fall 2019.

4.b. From 2015-

2016 forward.

4.c. From 2016-

2017 forward,

significant

investment

4.d. 1-2 years,

renovation and site

selection

beginning in


4.e. Prepare self-study for CAHME

accreditation purposes.




4.e. Standard time

commitment or course

release.

2016-17.

4.e. Fall 2017-

Spring 2018


Objective


Assessment


Resources Needed

(if any)

Timeline

1. Primary Care /

Community Health PA

program faculty and

student rotations at

Buckingham

1.a. Participating in brainstorming and

collaborative planning for site based

rotations.


mechanism for community practice and

supervision of PA students.

1.c. Develop protocols for faculty and

student participation with community

partners.

1.a. Accomplishment of

planning.

1.b. Placement outcomes

measured in terms of

patient/client/consumer

outcomes; comparison of

numbers served.

1.c. Submit floor plan and

design.

1.a. Approximately 2000

square feet of space for

care clinic.

1.b. Faculty/supervision

resources on site.

1.a. Conduct

brainstorming and

exploration by Fall

2017 with

department chairs.

1.b. Facility stand-

up by beginning of

Fall 2018.

1.c. Place students

when open.

2. Explore establishing

clinical PA faculty

practice on campus.

2.a. Investigate space options and

feasibility.


campus faculty practice and incentives,

and/or management company

2.a. Meetings with College

leadership, Academic Affairs,

and Administrative Services.

2.b.-d. Creation of a business

plan specifically with PA

integrated into College practice

plan.

2.a. Develop start-up

budget for practice lab to

include personnel.

2.b. Develop structure

for PA faculty to

supervise or see patients.

2.a. By end of

Spring 2018.

2.b. By end of Fall

2018.


2.c. Establish practice model with

appropriate HIPAA and other compliance

aspects including ensuring confidentiality

for on-campus students/faculty/staff who

use center.

2.d. Establish reimbursement model and

documentation for University and non-

University clients to use Clinic.

2.c.-d. Practice model

and compliance plan for

Clinic.

2.c.-d. Develop by

the end of Fall

2018.


Objective


Assessment


Resources Needed

(if any)

Timeline

1. Develop Geospatial

Analysis Research

Agenda and

Supporting Laboratory

1.a. Develop research lab capability.

1.b. Offer GIS training to undergraduates.

1.c. Explore collaborative courses with

other colleges on campus.

1.d. Achieve full creation of lab.

1.e. Submission of research proposals and

national conference presentations based on

work conducted in the lab.

1.a. Facility has operational

capacity by 2018.

1.b. Courses integrating GIS

techniques are being taught on a

yearly (at a minimum) basis.

1.c. Discussions have taken

place with outside

departments/colleges

1.d. Students and faculty are

conducting research in the lab.




1.a. Technological

resources.

1.b. One new faculty

member with GIS

familiarity.

1.c. Time commitment


program.

1.e. Physical space


need a computer

1.a.Fall 2017

where networked

laser and B+W

printers are

established.

1.b. Fall 2017 to

Spring 2018.

1.c. Continuing

from 2015-16

forward

1.d. Lab

completed by

Fall 2018 or

Spring 2019.

1.e. Current

space build-out

for 2016-2017,


laboratory for teaching

and research with

primary attribution to

CHPSW.

additional space

needs include

computer lab and

expanded space

in 2018-2019.

2. Develop

Environmental Health

Research Agenda and


2.a. Develop research lab capability.

\

2.b. Recruit faculty with research expertise.

2.c. Achieve full completion of lab.

2.d. Submission of research proposals and


work conducted in the lab

2.a. Facility with operational

capacity by 2018.

2.b. Courses integrating

environmental health research



2.c. Students and faculty are

conducting research and

teaching in the lab.

2.d. Set and meet submission


national presentations

2a. Two new faculty

members with expertise

that can cross-over –

epidemiology and

environmental health are

two suggested

disciplinary foci.



program.

2.d. Physical space


a 1000 to 1500sf

environmental health lab

and basic equipment is

needed, as is a dedicated

computer lab for

epidemiology teaching

and research

2a. Fall 2018 to

Spring 2019.

2b. Continuing

from 2016-2017

forward.

2c. Continuing

from 2016-2017

forward, with

completion by

Fall 2018 to

Spring 2019.

2.d. Desperate

need for teaching

and lab space

prior to 2018 –

2019.


3. Develop Epidemiology

and Biostatistics

Research Agenda and


3.a. Develop research and teaching lab

capability.

3.b. Recruit faculty with research expertise.

3.c. Achieve full completion of lab.

3.d. Submission of research proposals and


work conducted in the lab.

3.a. Facility with operational

capacity by 2017.

3.b. Courses integrating

epidemiology research



3.c. Students and faculty are

conducting research and

teaching in the lab.

3.d. Set and meet submission



3.a. Two new faculty

members with expertise

that can cross-over.

3.b. Time commitment.


program.

3.d. Physical space


same as 2.d. above.

3.a. Fall 2016 and

Fall 2017

3.b. Continuing

from 2016-2017

forward.

3.c. Continuing

from 2015-16

forward

3.d. Desperate

need for teaching

and computer lab

space prior to

2018-2019.

Goal 4: Inter-professional Education and Practice

Objective


Assessment


Resources Needed

(if any)

Timeline

1. Develop Evidenced-

based Practice with

clinically oriented

programs

1.a. Develop demonstration

clinics/specialty clinics to demonstrate

research in practice.

1.a. Work with PA and CLS

faculty to identify practice

clinics

1.a. Clinic space –

detailed under Goal 2 –

Clinical

Entrepreneurship

1.a. Explore

opportunities

with CLS faculty

in Fall 2017

1.b. Explore

opportunities

with PA faculty

by end of Spring

2018


Department / School: School of Nursing


Objective


Assessment

(Planned Mechanism(s)

Resources Needed

(if any) Timeline

1. Implement DNP and

build enrollment in both

BSN-DNP and MSN-

DNP.

1.a. Recruit qualified, diverse students

1.b Hire qualified, diverse nurse

practitioner faculty.

1.c. Develop DNP didactic courses for

face-to-face and hybrid delivery; plan

clinical practice strategies.

1.d. Establish DNP Program Advisory

Groups with Nurse Practitioner focus.

1.a. Number of recruitment

sessions each year; Number of

prospective students advised;

number of students enrolled in

each major; number of students

from underrepresented groups.

1.b. Qualified faculty hired.

1.c. Courses developed; Canvas

sites developed; Clinical

practice sites contracted and

evaluated; quality indicators of

on-line/hybrid/distance

instruction developed.

1.d. Terms of reference written,

Advisory group membership

1.a. Support for travel

for recruitment

activities and for

marketing materials-

$5000.

1.b. Four New faculty

lines with base salary @

$100,000 to $125,000

depending on

qualifications and

experience.

1.c. Faculty

development in on-line

teaching and evaluation;

clinical preceptors;

student and faculty IT

support for on-line

courses.

1.d. Meeting space,


1.a. Recruitment

begins Fall 2015;

Initial enrollment

Fall 2016;

Recruitment

effort ongoing.

1.b. First hire AY

2017-2018;

second hire 2018-

2019; third hire

2019-2020;

fourth hire 2020-

2021.

1.c. Course

development

begins Fall 2015

through 2018;

Faculty

development

begins Fall 2015

and continues;

quality review of

on-line

hybrid/distance

education begins

Spring 2016 and

continues.

1.d. Bi-annual

meetings Fall &


2. Implement MSN

Majors: Nurse

Educator; Nurse

Administrator / Leader.

1.e. Obtain DNP program accreditation.

2.a. Capture market share of qualified and

diverse students through recruitment

materials and activities.

2.b. Develop MSN NE didactic courses for

face-to-face and hybrid delivery.

2.c. Develop curriculum for nurse

administrator/leader major.

established.

1.e. Notice of intent is

submitted; Self-study co-

ordinator and working groups

established; self-study is

written.

2.a. Number of recruitment

sessions each year; Number of

prospective students advised,

number of students enrolled in

each major; number of students

in RN-MSN Pathway.

2.b. Courses developed; Canvas

sites developed.

2.c. Curriculum approved by

relevant committees.

1.e. CCNE DNP

Accreditation New

Program Fee ~ $2500;

CCNE onsite Evaluation

Fee ~ $8750 (total is

dependent on number of

site visitors).

2.a. Support for travel

for recruitment

activities and for

marketing materials-

$1000.

2.b. Faculty


teaching and evaluation.

2.c. Faculty time

commitment.

Spring; First

meeting held Fall

2015.

1.e. Submit

notice of intent to

CCNE in Fall

2016 and

Schedule site

visit for Spring

2018; self-study

preparation

begins Fall 2016

and is ongoing

until submission.

2.a. Recruitment

begins Fall 2015,

Initial enrollment

Fall 2015,

Recruitment

effort ongoing.

2.b. Course

development

begins Fall 2015;

Faculty

development

ongoing.

2.c. Major

development

begins in Fall

2017; obtain

approvals AY

2018-2019;

Implement 2019-

2020.


3. Implement Nurse

Anesthesia concentration

in BSN-DNP Major.

3.a. Develop curriculum for nurse

anesthesia concentration.

3.b. Obtain COA accreditation.

3.c. Develop DNP didactic courses for

face-to-face and hybrid delivery; plan

clinical practice strategies.

3.d Establish DNP Program Advisory

Groups with Nurse Practitioner focus.

3.a. Curriculum developed and

approved.

3.b. COA notified of intent for

transition to DNP; accreditation

plan created; self-study begun.

3.c. Courses developed; Canvas

sites developed; Clinical

practice sites contracted and

evaluated.

3.d Terms of reference written,

Advisory group membership

established.

3.a. DNP Nurse

Anesthesia Consultant

$3500- $5000.

3.b. COA accreditation

fees for Nurse

Anesthesia Initial

application fee $10,200;

Onsite review expenses

$5610 (Prices current at

11-2015).

3.c. Faculty


teaching and evaluation;

clinical preceptors.

3.d Meeting space,


3.a. Begin

curriculum

development in

Fall 2016; obtain

approvals AY

2017-2018:

Implement 2018-

2019.

3.b. COA and

CCNE notified of

intent 2017.

3.c. Course

development

begins Spring

2016 through

2018; Faculty

development

begins Fall 2015

and continues.

3.d Bi-annual

meetings Fall &

Spring; First

meeting held Fall

2017.



Objective


Assessment

(Planned Mechanism(s)

Resources Needed

(if any) Timeline

1. Provide field-based,

practice driven

educational activities

for students and faculty

by contributing to

development of the

CHPSW Inter-

professional Faculty

Practice Clinic.

1.a. Establish Inter-professional Clinic

Taskforce.

1.b. Participate in efforts to secure funding.

1.c. Implement inter-professional faculty

practice clinic to promote clinical skills

development and clinical scholarship.

1.a. Inter-professional Clinic

Taskforce formed.

1.b. Number of fundraising

efforts

1.c. Hours of faculty practice;

hours of student practice

1.a Clinic site and

Infrastructure; clinical

partners.

1.b. Exact dollar amount

to be determined

1.a Inter-

professional

Clinic Taskforce

established AY

2016-2017.

1.b. Fall 2016-

Spring 2018.

1.c Clinic

opened in AY

2019-2020.



1. Increase nursing

scholarship of discovery,

application, integration

and teaching.

1.a. Establish research focal area related

to simulation and teaching.

2.b. Establish research focal area related

to population-based interventions and

health promotion.

3.c. Establish research focal area and

scholarly activity related to clinical

outcomes/quality/safety and evidence-

based practice.

1.a. Number of studies initiated

and completed; number of

grants; number of dissemination

activities (poster/podium);

number of publications; number

of students involved in

activities.

2.b. Number of studies initiated

and completed; number of

grants; number of dissemination

activities (poster/podium);

number of publications;

number of students involved in

activities.

3.c. Number of EBP projects

completed; number of

quality/safety projects

completed; number of students

involved in activities.

1.a. Funds for Faculty

development and

certification in

simulation- $7500;

Funds to maintain

simulation equipment-

$100,000 per AY.

2.b. Funds for projects

secured through grants.

3.c Engage industry

partners (such as LMHS

Dedicated Education

Unit (DEU)) to establish

priorities

1.a. Establish

work group in

Spring 2016;

Begin faculty

development

activities Spring

2016; Begin

scholarly

activities in Fall

2016.

2.b. Establish

work group in

Spring 2016;

Begin scholarly

activities in Fall

2016.

3.c Establish

work group in

Spring 2016;

Begin quality and

EBP activities in

Fall 2016.


Goal 4: Inter-professional Education and Practice

Objective

Action Plan to Achieve

Objective

Assessment

(Planned

Mechanism(s)

Resources Needed

(if any) Timeline

1. Contribute to Inter-

professional Education

and Practice in CHPSW.

1.a. Participate in

development of CHPSW

model of Inter-

professional Education

and Practice.

1.a. Model developed and

implemented; number of

courses where inter-

professional activity

takes place.

1.a. Minimum of two

nursing faculty

participating in taskforce.

1.a. CHPSW Inter-professional

Education and Practice Taskforce

established Spring 2016; Model

developed and implemented AY

2017-2018.

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1

College of Arts and Sciences (CAS)

Contribution to FGCU’s Strategic Plan and the “Four Pillars” Model

1. Creation of a School of Dental Medicine and a School of Pharmacy

a. Dental Program

Programs in CAS already prepare students for entry into dental school. (The two most common undergraduate majors for dental school matriculates are biology and chemistry.) The presence of an FGCU dental school would require no change to our current offerings for our undergraduate students to be competitive for regular admission. As with all public professional schools in the health sciences, it is likely that most applicants to an FGCU dental school would be from across the state of Florida and the nation, so we couldn’t consider our current programs to be direct feeders into the school. However, it would be strategic to create a “3+4” program that automatically admits FGCU students into the dental school upon completion of their undergraduate dental prerequisites with a prescribed level of achievement, and then awards the bachelor’s degree in route to earning the dental degree. This arrangement would place our students in an advantageous position, and decreases their time (and, likely, their debt load) to obtain the professional degree. Although the dental school would have its own cadre of faculty delivering the curriculum, CAS faculty could contribute to courses. We have expertise in dental forensics, for example that could be helpful, and medical ethics topics could be taught by our faculty.

b. Pharmacy Program Pharmacy schools are different from the other graduate-level health professions programs, in that a substantial number of students are accepted without an undergraduate degree. CAS could team with the pharmacy school to create a “0-6” program, in which high-achieving students would be admitted directly after high school, and complete their pharmacy prerequisites in CAS and their Pharm. D. degree within six years. In addition, and similar to the description above for a dental program, a “3+4” program could be constructed that allows for a regular FGCU undergraduate admit to complete the bachelor’s and doctoral degree seamlessly.

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2. Contribution to Metrics Defining Emerging Preeminent Institutions Of the 12 metrics included in the state legislature’s definition of a Preeminent State Research University, 6 must be met for an institution to qualify as an “Emerging Preeminent.” This would be a long term goal, but CAS has direct and indirect contributions to make to grow all the metrics toward meeting the defined levels of achievement. Chief among these, from an academic perspective, is to improve retention and graduation rates.

3. Entrepreneurship Many students who complete degrees in the College of Arts and Sciences have a goal of business ownership. Some even create businesses during their undergraduate tenure. Participation by CAS in an entrepreneurship program can be as minimal as advising students with identified interest in becoming entrepreneurs to complete the minor, or, more substantially, to develop specific courses or programs of study that join Arts and Sciences coursework with entrepreneurial instruction. This could be done at both the undergraduate and graduate levels. For example, students majoring in arts programs might desire to combine that expertise with a business background, or a graduate student in Environmental Science might seek to start a consulting business, and knowledge of entrepreneurial concepts could be critical for their success. Partnership between CAS and the Lutgert College of Business in this regard could provide very beneficial opportunities for FGCU students. Creation of a cross-college degree is a defined goal in this regard.

4. Innovative Academic Programs and Academic Excellence

a. Program Development School of Water Resources- see separate document Ph.D. program- see separate document

The College of Arts and Sciences proudly supports our programs in the arts, humanities, social sciences and natural sciences and the educational opportunities they provide to our students. As a cornerstone of academic excellent, we also emphasize the production of new knowledge and creative work through the scholarly endeavors of our faculty and students. This includes aggressively seeking funding from state, federal and private agencies to support research. In addition, we take very seriously our commitment to serve the communities beyond the university by leveraging the talents of our faculty, staff

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and students. Through advancement activities in partnership with the FGCU Foundation, we continually work to garner new resources to support our efforts. Programs across the college provide outstanding educational benefits for our students, who have excellent opportunities for careers and further education upon graduation. We seek to continually strengthen existing programs and to provide new educational prospects through the addition of select majors. Our overarching goal in the college is to improve graduation rates among students in our programs, and to decrease the average time to graduation. Crucially, we must accomplish this without compromising academic quality and rigor. We debuted a B.S. in Biochemistry in fall 2015, and will add a B.S. in Forensic Science in fall 2016. The next program we hope to add is a B.S. in Digital Media Design (DMD). All three of these are STEM majors designated as Programs of Strategic Emphasis by the Board of Governors. In addition, a M.S. degree in Biology is in development and could be added coincident with the creation of the new water-related school, or implemented separately. Planning for a Global Learning Initiative is underway in CAS. As currently envisioned, this will add two new majors, which will be categorized as programs of strategic emphasis, to the inventory of majors available to our students. Collaboration with the Lutgert College of Business (LCOB) will allow students in one of these two programs of study to combine international business expertise with knowledge of global politics and culture. The “global studies” majors will be multidisciplinary programs that draw upon existing strengths among our departments. In addition to academic program development, we should build upon international partnerships such as those that the LCOB has established. FGCU students are less likely than those at many of our peer and sister institutions to participate in study abroad opportunities. One aspect of the Global Learning Initiative must be to grow student participation in international learning programs by working with the Office of International Services, other colleges at FGCU, and partnering with other institutions. A long-term goal in this area would be to establish a campus abroad, or partner with another institution(s) to do so. This would create wonderful international learning opportunities for our students to have lengthy study abroad experiences. The Bower School of Music and the Arts is a recognized area of distinction for the college and the university. In addition to growing the DMD minor into a major, as mentioned above, we will likely seek to add a masters degree in music during the strategic planning period. The new bachelors in Music Therapy may also develop into a masters level program as that field and its accrediting body are moving toward the masters as the entry level degree. The recent approval of an Integrated Studies major will provide opportunities for more FGCU students to earn degrees. After implementation of that degree,

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we will likely seek to add an Interdisciplinary Science major, which provides a degree option for students with broad interests in the natural sciences. An important goal of the college is to develop additional programs of study (majors, concentrations, certificate programs) that incorporate multidisciplinary perspectives, both within the college and across colleges. b. Academic Excellence and Student Outcomes Faculty, staff and administration in the College of Arts and Sciences are dedicated to providing the best possible learning opportunities for our students. Working with the other colleges and the Office of Undergraduate Studies, we have implemented the FGCU Quality Enhancement Plan (QEP), which aims to enhance student learning outcomes across the university by elevating student scholarship. Our assessment processes, tied to the QEP, ensure that programs are scrutinized and are constantly working to improve students’ learning. In the past year, we have introduced new innovative student opportunities, made possible through a generous gift from the Seidler family. The first is the Student/Faculty Undergraduate Scholarly Collaborative Fellowships. This initiative supports faculty/student collaborative research or creative projects designed to create deep learning in the students’ chosen discipline. This type of scholarly work is a well-documented high impact educational practice that significantly enhances student learning, retention and career outcomes. An important goal of the college is to continue growing the number of undergraduate research/creative work options for our students. Another new opportunity for our students is the Humanities Initiative (i.e. PAGES: Professional Development and Networking, Academic Achievement, Global Sophistication, Engaged Living and Skills). Working with area business professionals, faculty and peer mentors, this program provides professional and academic development opportunities for students in the social sciences and text-based humanities disciplines, with a goal of enhancing career readiness among students studying in these areas. PAGES was launched during academic year 2015-16 as a pilot program. In its second year, participation will grow and programming will expand. The Seidler Fund provides continuing support for this initiative, but we also intend to seek additional support in the future, adapt what we learn, and expand student professional development opportunities beyond one group of students. Also made possible by the Seidler gift are annual special projects in the college that are designed to provide otherwise unattainable learning options to students. For example, this year’s special project supports 16 students who will be participating in a archeological field school in Belle Glade, Florida. They will be working on a newly discovered and potentially very important site that will

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add significantly to our knowledge of Florida’s prehistoric Native American residents. All programs in the college provide internships for students to engage in career training opportunities beyond the university, and each department has a faculty member responsible for their coordination. The recent addition of a Director of Internships and Co-operative Programs in the Office of Undergraduate Studies will provide us with new abilities to coordinate internships across the university. We will continue growing internship opportunities, partnering with a wider range of businesses, agencies and non-profits. We will consider organizing our separate departmental internship functions centrally in the college. In the initiatives described above, the common theme is enhancing student engagement and learning through high impact practices. More engaged students demonstrate deeper learning, feel more strongly connected to the university, and are more likely to be retained, persist to graduation and have excellent placement opportunities thereafter. Advising is a key to academic success, progression and graduation for our students. In CAS, all our advisors have professional development opportunities, and they work in collaboration across the university to improve performance. The college advising staff reports through a Director of Advising to an Associate Dean. This ensures that advising meets the needs of our students and the programs in the college. We seek to continually assess and enhance our advising processes as we incorporate better technology and move to a more intrusive advising model that will improve student progression and graduation outcomes. c. SUS Performance Metrics and CAS

The efforts of the college must contribute to improved outcomes as measured by the Board of Governors’ Performance Funding Model. Our impacts on these are as follows: Metric 1: Percent of Bachelor’s Graduates Employed and/or Continuing

their Education Further 1 Year after Graduation

Enhanced emphasis on internships, career coaching and high-impact practices will make our students increasingly competitive for graduate and professional school admissions, and for job placement. We will continue to monitor FETPIP and internally generated data to measure improvement in this area.

Metric 2: Median Average Wages of Undergraduates Employed in Florida 1

Year after Graduation

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The comments under Metric 1 apply here also. We would also like to incorporate longer-term employment and wage analysis to understand better how our students progress in their careers.

Metric 3: Average Cost per Undergraduate Degree to the Institution

From an academic perspective, the most important contributions to this metric will be reducing our students’ time to degree, decreasing excess hours, lowering transfer out rates, and the increasing the percent of our students who persist at FGCU and earn degrees. Quality advising, efficient delivery of high quality courses and expanding our inventory of majors all contribute to this, and we are working to improve each of these areas.

Metric 4: Six Year Graduation Rates (Full-time and Part-time FTIC)

Everything we do in the academic enterprise impacts this metric. Academic programming in the college is key, but so are student life and students’ financial issues. We strive to improve every aspect of academic quality, course scheduling, advising and policies to impact our students’ success.

Metric 5: Academic Progress Rate (2nd Year Retention with GPA above 2.0)

The comments under Metric 4 above are germane here as well, with the recognition that approaches to working with freshman must be tailored to their status. First Year Advising, Student Life and Undergraduate Studies play a large role in monitoring and mentoring this student population, but the college and the departments need to do a better job of helping students connect more meaningfully to their major at the earliest possible stage.

Metric 6: Bachelor’s Degrees Awarded in Areas of Strategic Emphasis

We have taken important steps to improve this metric. Our largest major, Communication, will graduate students with this designation starting this fall. Last year and in the coming year, we have added, or will add, new STEM programs that will improve this metric. Future additions of “global studies” and Digital Media Design majors will further enhance our number of graduates in Strategic Emphasis programs.

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Metric 7: University Access Rate (Percent of Undergraduates with a Pell Grant)

The college and its departments don’t really have a direct impact on this, but providing more attractive programs, and continually improving our academic reputation should enhance admissions in general, including students with high financial need.

Metric 8: Graduate Degrees Awarded in Areas of Strategic Emphasis (includes STEM)

Improvements in graduate recruiting processes will enhance this, but the biggest challenge to recruiting graduate students is our ability to provide financial support. The university has made some progress in this regard, but we need to continue improving. Adding new graduate programs in Biology and a Ph.D. in “marine/aquatic/environmental” science will yield more STEM graduates.

Metric 9: Undergraduate Degrees without Excess Hours

The comments under Metrics 3, 4, 5 all pertain here. This is especially challenging with transfer students, but again, quality advising is a key to meeting this benchmark.

Metric 10: Bachelor’s Degrees Awarded to Minorities

The comments under Metrics 3, 4, 5 are appropriate here. Creating learning environments in which all students are supported is crucial, and we are confident that this is the case, but improvement is always possible.

1

Florida Gulf Coast University

School of Water Resources

Teaching and Research Dedicated to Understanding Complex Ecosystems,

Improving Water Quality and Sustainable Resource Utilization in Southwest Florida

and Beyond

2

Background Florida Gulf Coast University (FGCU) has established strengths in research, teaching and outreach programs that focus on the Southwest Florida environment. In particular, expertise in water-related issues has been a hallmark of the university since its inception. In its current configuration, the College of Arts and Sciences entities listed below have environmental and ecological education and scholarship (which include water-related issues) as part of their mission. These are not included here because they would all necessarily be subsumed into the new school, but rather that they would have some level of contribution to make toward the school’s mission through affiliation or direct inclusion.

The Department of Marine and Ecological Sciences: This academic department includes 33 faculty and staff, two undergraduate programs- the B.S. in Marine Science and a B.A. in Environmental Studies, and two graduate programs- an M.A. in Environmental Studies and an M.S. in Environmental Science. Expertise in marine science, geology, freshwater and terrestrial ecology and environmental policy are found in the department. The Department of Biological Sciences: This department includes 30 faculty and staff and delivers bachelor’s degrees in Biology and Biotechnology. Expertise in physiology, cell biology, genetics and ecology are among the strengths of the department. The Coastal Watershed Institute (CWI): the faculty and staff affiliates of the CWI support education, monitoring and research in marine science and the coastal watershed and environment. The Everglades Wetland Research Park (ERWP): Located in Naples, this facility supports research, teaching and outreach services related to wetland and coastal science and restoration of wetlands. The Center for Environmental and Sustainability Education (CESE): The faculty and students affiliated with this center focus on research and education regarding the environment and sustainable practices. The Vester Marine and Environmental Science Field Station: This property provides water access to Estero Bay and the Gulf of Mexico. Marine, estuarine and watershed research projects and educational programming are based here. The Whitaker Center for STEM Education: This center provides extensive support for teaching, scholarship and outreach among all STEM disciplines, including those in the College of Arts and Sciences and the Whitaker College of Engineering.

3

Other programs that could potentially provide expertise and various types of support to the School include the Department of Political Science and Public Administration, and outside of the College of Arts and Sciences, the Department of Environmental and Civil Engineering and the Emergent Technologies Institute, and the Lutgert College of Business. The School Creating a new school that concentrates our existing expertise in freshwater, estaurine and marine environments will allow FGCU to be a state and national leader in research, education and planning in this critical area. The organization of the school would likely include two or more departments, the CWI, the EWRP and the Vester Field Station. Other components may well be included. The school will serve as a recruiting tool to attract talented faculty and students to FGCU, expanding our abilities to conduct highly impactful basic and applied research, gain new levels of financial support from federal, state and private sources, and to become a recognized leader in a field that is critical to the financial health and overall well being of Southwest Florida, the nation and the world. It will also position us well to work with other SUS institutions and non-university partners to create collaborative approaches to address questions of water quality, resource management and restoration. The Facility A new academic building (Academic Building 9) that combines classrooms, office space and teaching and research laboratories will create the innovative learning environments that foster program growth, student education and excellence in research. This will greatly expand our teaching and research space in the sciences, and will free up laboratory space in existing buildings to allow for more sections of much needed labs across all our STEM disciplines. A Doctoral Program The establishment of FGCU’s “School of Water Resources” presents an opportunity for program development. Of primary interest would be a Ph.D. program that focuses on research in aquatic, estuarine and marine environments. This would create FGCU’s first research-based doctoral program- a signature event and point of pride for the university. Such a degree program would build upon our extensive existing strengths in environmental research and education that has been built over the life of the university. The existence of the new school and a doctoral program will enable faculty and graduate students to leverage existing partnerships with other state and federal agencies, to the mutual advantage of all.

Undergraduate Studies

Contributions to Strategic Planning Process The Office of Undergraduate Studies is committed to offering innovative programs that support the educational objectives and strategic initiatives of FGCU. We manage student success centers, provide programming for special populations, and ensure that FGCU remains on the cutting edge when it comes to high-impact education. UGS is comprised of The Center for Academic Achievement, advising for special populations, The Student-Athlete Learning Center, The Writing Center, peer-mentoring programs, The Accelerated Collegiate Experience, The Honors Program, The Lucas Center, The Center for Service-Learning and Community Engagement, The Office of Internships and Co-operative Programs, The Office of Undergraduate Scholarship, and General Education. Moreover, we oversee three live-learn communities, coordinate the Q.E.P., manage several initiatives relating to the first-year experience, and collaborate with the Colleges to develop university-wide strategies for the advising community. The incoming Dean of UGS, Dr. Dawn Kirby, will inherit several initiatives that will either directly or indirectly address the pillars of excellence that we were asked to speak about in this document. These will include the transition of The Honors Program to an Honors College and continuing to advance our progress toward becoming the “Harvard” of high-impact education. UGS will also continue to implement programs and procedures that improve our standings on State performance metrics. Below I have highlighted two initiatives that should be key foci for the next five years. Following that is a list of how those and smaller initiatives might fortify the proposed pillars.

Highlighted Programs

The FGCU Honors College The faculty and administration have, over the past five years, built the curriculum and infrastructure to promote the Honors Program to an Honors College. The Honors Program will enroll 704 students in Fall of 2016. It has proven successful by all internal and external metrics that apply to Honors Programs and Colleges. It consistently sends top undergraduates to premier graduate programs, has a curriculum that is unique to the SUS system, and produces the vast majority of FGCU undergraduate research and major service projects. If FGCU is to attract more National Merit Finalists, increase scholarly production, and garner a reputation attractive to top students, Honors will need to forefront such efforts. More and more, Honors is acting as a pipeline to our graduate programs and well-paying jobs in the State. The Honors Program currently serves as a strategic mechanism used to incentivize scholarship recipients to enroll at FGCU, to engage and retain top current students, and to create student achievement “content” for FGCU marketing and recruitment. It does all of this by offering an outcomes-oriented curriculum that guarantees that students engage in advanced scholarship, service, global exploration, leadership development, and personal growth. However, it has reached a size where even this curriculum cannot support the unique needs of all top students. Moreover, its status as a “Program,”

rather than a “College” disadvantages FGCU. FIU, USF, UCF, NCF, and FAU, all major competitors in our recruiting area, have or, in the case of NCF, are Honors Colleges, leaving us the only “Program” in the SUS below the I-4 corridor. What this provides for us is both a challenge and an opportunity. We have accepted the challenge by building the infrastructure for a unique, destination college. We feel that the curriculum will be attractive to students the caliber of those attending NCF, yet we can offer the advantages of delivering it within the context of a comprehensive university. What remains is for us to capitalize on the opportunity to unveil the College in the correct manner and at the most strategic moment. We will be offering four separate programs through the Honors College. The current experience-based honors program, the Accelerated Collegiate Experience, and a new program to assist students to graduate in 3-years will make up the first three. The fourth will be a destination program built with the expressed intent of being unique in the nation. Yet unnamed, this program will be a small program built for only the highest achieving students in the country. It will focus on producing social entrepreneurs in both liberal arts and S.T.E.M. fields. Students will start research in their first semester of attendance. We have already piloted all aspects of this program. The liberal arts track produced a Rangel finalist (who recently completed her M.A. in political science at the University of Chicago) and a Fulbright scholar. The S.T.E.M. track has consistently produced undergraduate publications and has placed students in graduate and research programs at universities like Georgia Tech and M.I.T. It has also fortified relationships with H.H.M.I. and produced countless dollars in advertising content for FGCU. We believe the transition from a Program to a College will provide giving opportunities for University Advancement and attract significant attention from top achieving students. The cost for such a move is comparatively minimal. We estimate that, with current resources allocated accordingly, we can begin such a College for less than $340,000 in new E&G funds and $80,000 in additional scholarship allocations to Honors. Space will provide a challenge, however we do believe that there are spaces on campus that could be renovated to temporarily house the College. At peak enrollment, we would like the College to provide opportunities for 100 A.C.E. students, 850 honors students, 150 3-year students, and 200 elite honors scholars. The “Harvard” of High Impact In considering the role of UGS in relation to the standards for Emerging Preeminent Universities, we can candidly write that though UGS can provide programs that would move FGCU in that direction, such moves will be incremental and unlikely to make us a preeminent without significant dollars devoted to research space and faculty development. While FGCU is unlikely to meet the criteria for emerging preeminence soon, where FGCU holds a strategic advantage is that we still have a brand (environmental sustainability and community engagement within a 21st-Century liberal-arts setting) that differentiates us from both the regional universities and the emerging preeminents in the SUS. Moreover, we hold significant cost advantage over traditional privates. UGS will continue to provide the programming that allows us to fill what we perceive to be a competitive niche while bolstering areas that will make us more competitive with emerging preeminent universities. Much of the work of UGS has been to further our brand. In so doing we produce an environment for undergraduate engagement that will help us in achieving excellence in sections 2 a, c, and d of the Academic and Research Excellence Standards. Currently, UGS Directors are working on what we are calling Pathways to Opportunities, an initiative designed to strengthen our overall ability to deliver engaged education by creating programs that can

cultivate the best students for national recognition. This is a collaborative initiative meant to strengthen the Offices of Undergraduate Research, Internships and Co-operative Experiences, and Service Learning, along with our Honors and mentor programs. This initiative is designed to expose more undergraduates to high-impact educational practices known to improve retention, engagement, and graduation rates. More initiatives like this, our ever increasing number of live-learn communities, the Colloquium capstone, and our peer-mentor programs will be strengthened over the next five years, especially to help areas of strategic emphasis, and student participation in this academic programming will be tracked using the co-curricular transcript that Business Technology Services is currently developing for us. We will measure our success by benchmarking FGCU against “preeminent” liberal arts universities, public and private, in an attempt to attract and graduate more students who are looking for a liberal arts education, but who wish to do so 1) at a State institutions and 2) with the option of pursuing professional degree programs such as those provided by Colleges such as Engineering and Health Professions. We are confident that this will allow us to improve on current SUS performance metrics and make significant strides toward achieving preeminence in the future. UGS will also continue to advance discussions regarding innovative interdisciplinary programs and concentrations that could be attractive to undergraduates. Degrees such as “Medical Humanities” and concentrations such as “Philosophy, Politics, and Economics,” “Integrated Global Learning,” “Bi-lingual Professional Communication” or “Applied Problem Solving” are several of that we have been discussing. We will continue to work with the Colleges to facilitate supporting such degrees and concentrations, hoping that these will prove to be mechanisms for reducing our transfer-out rates and increasing local employment prospects for S.T.E.M. and non-S.T.E.M. students alike. Beyond degrees, UGS has been centrally involved in developing the P.A.G.E.S. Program and many peer-to-peer mentor programs that help with the retention and employability of FGCU students/graduates. Within five years, we aspire to advance the FGCU brand in such a way that we are a destination school for students seeking the engagement of a small liberal-arts college with all of the opportunities of a public comprehensive university.

Four Pillars Dental/Pharmacy College

Honors College will build a program for students seeking accelerated completion of degrees granted in the new Dental/Pharmacy College

Medical Humanities and cross-College degrees that better prepare undergraduates to both enroll in and support research within the proposed College

UGS would work with the new College to provide internship and research opportunities for all FGCU students

Emerging Preeminent

Develop the FGCU brand of high-impact education in this direction, offering engagement opportunities that advance us toward these metrics

Develop A.C.E. and Honors in such a way that we improve our academic reputation amongst top undergraduate recruits

Start Lucas Center programming for undergraduate research mentoring

Highlight the successes of our undergraduates

Develop programs that make our students finalists and recipients of nationally competitive awards

Entrepreneurship

Advance conversations that produce cross-college degrees and concentrations in this area

Incorporate social and sustainable entrepreneurship into Honors and live-learn programs Academic Excellence

Continue to implement best practices in advising and innovate in the areas of student success

Further strengthen programs like P.A.G.E.S., A.C.E., and Honors

Strengthen undergraduate research infrastructure at FGCU

Earn recognition for excellence in high-impact programming

Library Services

Vision

The Florida Gulf Coast University Library will be the university’s physical and virtual center of intellectual

activity and will achieve national prominence in library and information services.

Mission

The FGCU Library serves users at their point of need by collecting, conserving, and communicating

information that supports the current and future teaching, research, and service needs of students,

faculty, and staff, and supports the university’s role in regional development.

Goals

1. Skilled, knowledgeable library employees provide assistance and instruction that connects

students and faculty with the library services and resources they need for academic success.

2. Students and faculty have discovery tools and delivery options to access the information

resources they need.

3. Groups and individuals find attractive, easy to navigate, and well-equipped spaces in the library

that support teaching, learning, and research activities.

4. Information literacy instruction is infused into the university curriculum.

5. Assessment informs continuous improvement of library collections and services.

Selected Current Initiatives:

1. Analyze, report and use library user satisfaction data collected in April 2016 via the campus-wide

online survey (LibQUAL+® Lite) to improve library services.

Status: Survey completed and data analysis is underway.

2. Plan, train, test, implement, and assess a Mobile Librarian service.

Status: Tablet identified and acquired for testing phase. This service is a proactive reference

assistance project freeing librarians from the reference desk to work with students in the stacks

and throughout the facility.

3. Conduct an ethnographic study to inform the Library’s space redevelopment plans.

Status: A team of four librarians and five students collected and analyzed data using

ethnographic techniques to explore student study habits; how students locate print materials,

study rooms, and other items and services in the library; and how the current space layout

meets or doesn’t meet student needs. The techniques used included photo diaries, student

designed furniture and space layout charrettes, photographs of students studying, interviews

with students, and a student wayfinding exercise using a GoPro® camera.

Library Services

4. Continue the Collection Analysis Project to provide a user-focused, well-maintained collection of

circulating materials.

Status: A large collection assessment project began by obtaining year-end reports from the

statewide university consortium (FALSC) reflecting the nature and activity of the library’s

physical book and media collections. Library Services’ Collection Management staff used these

to create spreadsheets to identify unused materials, and the Assistant Director for Collection

Management met with librarians throughout the fall semester to instruct them in their use and

discuss criteria for deselection. This librarians have been working with these collection reports,

seeking faculty input, and reviewing the actual materials to assess the collection.

5. Develop plan for collecting, preserving, and providing access to FGCU faculty scholarly works.

Status: Library Services’ Archives & Special Collections Department is currently working with the

statewide university library consortium FALSC (formerly FLVC) to implement the Island Scholar

module of Islandora, an open-source software designed for consortia to manage the scholarship

of their institutions and digital assets. Full consortial implementation will be undertaken in

2016-17.

The feasibility of implementing ORCiD was investigated and Library Services has moved forward

with institutional membership for FGCU. ORCiD is the international system which provides a

unique identifier which distinguishes a researcher from every other researcher in the world. Its

widespread adoption and the critical linkages it provides between the researcher and

professional activities will be valuable to FGCU faculty. The Library Services’ Archives & Special

Collections Department and the Library Systems & Technology staffs are currently beginning the

process to implement ORCid which will automatically cross populate faculty scholarship citations

both at FGCU and the global registry.

6. Participate in the Quality Enhancement Program with particular focus on assessing and

developing student competencies in Information Literacy.

Status: Since this is the first year of a 5 year plan, this year is focused on building relationships,

knowledge, and structure. A Librarian serves as a Faculty Scholar and the Faculty Scholars have

been working with colleagues in the colleges to identify the courses that will be targeted by the

QEP, where writing, critical thinking, and information literacy are taught or engaged. Librarians

presented Lucas Center workshops for faculty to get people talking and sharing ideas about how

to teach and incorporated QEP elements in their course.

FGCU BOT Strategic Plan 2016-2021: Sponsored Research (04-29-2016) T.C. YIH, Ph.D., Associate Vice President for Research & Dean of Graduate Studies

A. SUS Research Grant $

Institution Students Faculty Staff Budget $ (billion) Research $ (million) FGCU 15,000 512 741 0.219 10.2 UCF 60,810 1,961 9,113 1.5 145.6 FIU 55,000 3,303 4,883 1.1 163 USF 42,000 2,479 4,483 1.6 440 UF 49,785 2,421 NA 1.3 708

B. Primary Functions of the Office of Sponsored Research ● Pre-award Process – Assists faculty Principal Investigators (PI) in budgetary planning

and submitting proposals ● Post-award Management – Assists faculty PI in financial/accounting management ● Research Compliance – Ensures sponsored research activities at FGCU are in full compliance

with the rules and regulations set by sponsoring agencies ● The 2015 Florida Statutes, 1004.22 a–Divisions of sponsored research at state universities (5):

“Any surplus moneys shall be used to support other research or sponsored training programs in any area of the university.”

C. Goal

FY 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 Current Funding $13,528,770(1) $14,501,623(2) $12,824,325(2) $13,402,509(2) $10,582,320 $10,004,022

Expenditures $14,595,492 $18,043,855 $15,218,444 $15,389,679 $9,926,669 $8,656,311

F&A (Indirect) $850,268 $959,774 $903,506 $1,116,572 $662,860 $554,630

Effective F&A Rate 5.8% 5.3% 5.9% 7.3% 6.7% 6.4% Submissions 76 (3) 75 (3) 63 (3) 94(3) 86 108

Proposals Funded 75 74 57 63 41 30

Success Rate NA NA NA NA 48% 28% (to date) (1) ARRA funding: FY 2008-09 = $4,514,279.68; FY 2009-10 = $4,031,679.62. (2) DOD/MyCAA funding: FY 2010-11 = $2,150,906; FY 2011-12 = $4,715,998; FY 2012-13 = $4,729,206. (3) Missing files for unfunded submissions.

ASSUMPTION) Current sponsored research funding at FGCU ~ $10 million, with ~100 active grants and ~80 (=512x15%) faculty PIs. The average research funding = $100,000/grant or $125,000/PI. Example) To increase the research funding by 1.5 times (to $15 million) in five years: Need ~120 (=80x1.5) faculty, or ~40 more faculty, active in securing externally funded research grants D. Resources Needed FGCU excels itself as a regional, master’s-degree granting teaching university. FGCU faculty, adjunctions and lecturers carry heavy teaching loads. To enhance FGCU’s research portfolio, we need: 1) To approach the “Critical Mass” (~30%) of in-unit faculty active in research

– Increase the number of current in-unit faculty to conduct research (e.g. course release, lab space, graduate student RA/TA support)

– Hire new in-unit faculty to conduct research (e.g. start-up funds, course release, research labs) – Increase the number of doctoral degree programs

2) To establish a financial system in support of research

The 2015 Florida Statutes, 1004.22 a–Divisions of sponsored research at state universities (4): “A division of sponsored research shall be financed from the moneys of a university which are on deposit or received for use in the research or related programs of that particular university. Such moneys shall be deposited by the university in a permanent sponsored research development fund.” We need to establish the sponsored research financial system at FGCU with a combination of: – RFF (Research Foundation Fund) ⇒ appropriated from the E&G fund (New) – SRTF (Sponsored Research Trust Fund) ⇒ received from the F&A/Indirect costs fund (✔)

3) To provide support for staff of sponsored research

Position Status Current Funding Source

Recommended Funding Source

AVPR/DGS Filled SRTF RFF Director, Sponsored Research Filled SRTF RFF

Coordinator, Sponsored Research Filled SRTF RFF Coordinator, Research Compliance Filled SRTF RFF Senior Grants Specialist: Pre-award Vacant SRTF SRTF

Senior Grants Specialist: Post-award Filled SRTF SRTF Coordinator, Tech Transfer & Export Controls New RFF

Administrative Assistant New SRTF Program Assistant (Data management) New SRTF

4) To provide funding for patent applications and maintenance

Patents (~50,000/patent/year) ⇒ Products ⇒ Commercialization ⇒ Applied research ✻ F&A Rates of Research Grants

F&A rate # % of # % of $ 52% 4 3.8% 1.02%

47.7% 5 4.8% 4.07% 25% 4 3.8% 2.56% 23% 1 1% 0.64%

18.8% 1 1% 4.52% 17.5% 1 1% 0.84% 15% 1 1% 0.17%

12.5% 2 1.9% 1.37% 10% 26 25% 39.37% 8.3% 1 1% 0.14% 8% 2 1.9% 3.35% 5% 12 11.5% 23% 0% 44 42.3% 18.97%

TOTAL 104 100% 100%

On-campus F&A rate

Off-campus F&A rate

Local Government

Federal DoEd FL DoEd

Foundations/scholarships

Tier 3 ⇑

Tier 4

Top 200

Top 100 Rate

of Growth

in Research

Critical Mass (% of active research faculty) 0% 20% 40% 60% 80% 100%

<15% @ FGCU

Turning points

FGCU BOT Strategic Plan 2016-2021: Graduate Studies (04-29-2016) T.C. YIH, Ph.D., Associate Vice President for Research & Dean of Graduate Studies

A. BOG Performance Funding Model Metrics (Common to all Institutions, December 2015)

– 8. Graduate Degrees Awarded in Areas of Strategic Emphasis – 10. Board of Trustees Choice

B. National Trends in Research & Graduate Studies

S T E M Health Care/Sciences

Inter-/Multi-Disciplinary Where we can find research $! Where we can find students!

Where students can find jobs!

• New normal ⇔ New reality ⇔ New paradigms – Part-time Master’s degree students – Individualized/personalized degree curriculum

• 21st Century workforce – Degree programs accommodate a greater range of career anticipated for students – Need to better prepare graduate students for career other than academia – Concerns of PhD degree programs focus on academic career

• Transformation of graduate education – From the Humanities to STEM, inter-disciplinary, etc.

C. Strategic Plans

Goals – To enhance both quantity and quality of graduate students and graduate education (international students, out-of-state students, women, underrepresented minorities) – To continuously strengthen and develop new programs in strategic areas

– To collaborate with the Provost and Deans to develop/implement new programs

Strategic Areas Short Term (Strengthen/identify programs)

Medium Term (Expand/develop programs)

Long Term (Identify new/niche areas)

S T E M Center for STEM Education

Environmental Sciences Marine Biology, etc.

M.S. Engineering (2017) M.A. Environmental Studies (2016)

M.S. Biology (2020)

M.S. Psychology M.S. Computer Sciences Ph.D. Biological Sciences

Health Care/Sciences

Therapeutic Sciences Nursing (training) programs

M.S Physician Assistant (2017) Doc. Nursing Practice (2016)

Doc. Occupational Therapy (2020)

Gerontology/Geriatric Study Injury Prevention

Inter-/Multi- Disciplinary

Construction Management (LCOB+WCOE)

M.S. Healthcare Admin (2020) M.Ed. Edu. Technology (2019)

Individualized/personalized degree curriculum

MOOC(massive open online courses): Develop online/mobile graduate degree courses/programs (COE) D. Resources Needed ● New cohorts/programs ⇒ Graduate faculty ⇒ office/classroom/lab spaces ● Graduate Studies Staff – Graduate Admissions Officer, Coordinator of Graduate Enrollment

Management, Graduate Technical Assistant (developing/maintaining electronic systems)

Field of Degree # % Science & Engineering 3,802,670 73.53%

Computers, Math, Statistics 964,090 18.64%

Engineering 1,652,305 31.95%

Physics & Related Sciences 341,275 6.60%

Life Sciences (Agri/Bio/Env) 404,570 7.83%

Psychology 188,990 3.65%

Social Sciences 228,995 4.43%

Multidisciplinary Studies 22,445 0.43%

S&E Related 235,985 4.56%

Business 591,560 11.44% Education 81,330 1.57%

Arts, Humanities & Other 459,870 8.90% Literature & Languages 84,170 1.64%

Liberal Arts & History 104,840 2.03%

Visual & Performing Arts 88,170 1.70%

Communications 91,380 1.77% Other

(e.g. criminal justice, social work) 91,310 1.76%

§TOTAL 5,171,415 100%

The Economist, December 12, 2015 (pp.23-24)

Fig. 3 UN Population Division

Biomedical Engineers

Medical Scientists

System Software

Developers

Computer System

Analysts Math All

Occupations

Fig. 2 U.S. DoEd

①

Fig. 1 NSF National Science Board Science & Engineering Indicators report (2014):

“What does the S&E job market look like for U.S. graduates?”

All S&E Occupations All S&E

Life Scientists (Agri/Bio/Environ) Physical Scientists

Computer/Math Scientists Engineers

Social Scientists/Psychologists

Selected Other Occupations S&E Managers

Health Care Practitioners & Techs Postsecondary Teachers

Lawyers Computer/Programmers

②

③

④

⑤

Table 1. ~22% of the STEM jobs were held by people with degrees outside traditional S&E majors

(U.S. Bureau of the Census)

Mechanical Engineering, American Society of Mechanical Engineers December 2015 (pp.28-29) § The total # surveyed was 41,640,670, including people holding jobs identified as STEM (Table 1), STEM-related, and non-STEM * 0.1 < Margin of Error (MOE) < 0.3 (max MOE = 0.8)

➵STEM jobs represent ~12.4% of the entire workforce aged 25 to 64 who held at least a bachelor’s degree.

FGCU Graduate Studies Data 1) Fall Semester Student Headcounts 2009 2010 2011 2012 2013 2014 2015 Undergraduate students (U1) 9,486 10,303 11,134 12,064 12,775 13,226 13,604 Undergraduate non-degree students (U2) 232 266 145 68 66 46 80

Total Undergraduate Students (U=U1+U2) 9,718 10,569 11,279 12,132 12,841 13,272 13,684 Master's degree students (G1) 987 1,043 981 900 863 838 834 Doctoral degree students (G2) 60 110 108 148 124 159 146

Graduate Degree-Seeking Students (G3=G1+G2) 1,047 1,153 1,089 1,048 987 997 980 Graduate students - Post-bac (G4) 340 316 287 262 246 194 160

Total Graduate Students (G=G3+G4) 1,387 1,469 1,376 1,310 1,233 1,191 1,140 Total degree-seeking UG+G students (T1=U1+G3) 10,533 11,456 12,223 13,112 13,762 14,223 14,584

Total non-degree-seeking UG+G students (T2=U2+G4) 572 582 432 330 312 240 240 Total FGCU Students (T=U+G=T1+T2) 11,105 12,038 12,655 13,442 14,074 14,463 14,824

% of Degree-Seeking Graduate Students (G3/T1) 9.9% 10.06% 8.91% 7.99% 7.17% 7.01% 6.72% % of Graduate Students (G/T) 9.43% 9.58% 8.61% 7.80% 7.01% 6.89% 6.61%

2) Fall Semester Headcount per Graduate Degree Program 2009 2010 2011 2012 2013 2014 2015 Master's degree students (G1) 987 1,043 981 900 863 838 834 Master's degree programs (B1) 30 31 30 28 27 25 24

Headcount per Master's Degree Program (G1/B1) 32.9 33.65 32.7 32.14 31.96 33.52 34.75 Doctoral degree students (G2) 60 110 108 148 124 159 146 Doctoral degree programs (B2) 2 2 3 3 3 3 3

Headcount per Doctoral Degree Program (G2/B2) 30 55 36 49.33 41.33 53 48.67 Graduate degree students (G=G1+G2) 1,047 1,153 1,089 1,048 987 997 980 Graduate degree programs* (B=B1+B2) 32 33 33 31 30 28 27

Headcount per Graduate Degree Program (G/B) 32.72 34.94 33 33.81 32.9 35.61 36.3 * from Academic Catalog ASSUMPTION) The total # of degree-seeking UG+G students = 15,000; the current total # of degree-seeking graduate students = 1,000 To reach 12% degree-seeking graduate students = 15,000 x 12% = 1,800 Within the time span (e.g. 5 years) defined in the Strategic/Work Plan, Need ~ 800 (=1,800–1,000) additional degree-seeking graduate students Need ~ 22 (=800/36) additional degree-seeking graduate cohorts/programs (To expand current cohorts and/or create new programs) Example) To reach the goal in 5 years ⇒ We need 160 (=800/5) students each year (i.e. Fall semester)

With 5 additional cohorts/programs ⇒ Each cohort/program must enroll 32 (=160/5) students each year (i.e. Fall semester)

Benchmark #1 for enrollment in Fall

3) Productivity of Graduate Degree Programs

2009 - 2010 2010 - 2011 2011 - 2012 2012 - 2013 2013 - 2014 2014 - 2015 2015 - 2016 Master's degrees awarded (A1) 360 385 371 334 334 302 Doctoral degree awarded (A2) 0 19 19 32 34 36 Specialist (e.g., Ed.S.) (A3) 0 5 7 19 0 1

Total Graduate Degrees Awarded (A=A1+A2+A3) 360 409 397 385 368 339 Master's degree programs (B1) 30 31 30 28 27 25 24 Doctoral degree programs (B2) 2 2 3 3 3 3 3

Total Graduate Degree Programs* (B=B1+B2) 32 33 33 31 30 28 27 Productivity of Master's degree program (=A1/B1) 12.00 12.42 12.37 11.93 12.37 12.08 Productivity of Doctoral degree program (=A2/B2) 0.00 9.50 6.33 10.67 11.33 12.00

Overall Graduate Program Productivity (=A/B) 11.25 12.39 12.03 12.42 12.27 12.11 * from Academic Catalog 4) Process of Graduate AAE (Applications/Admissions/Enrollment)

Responsible Body Responsibilities

Applications ORGS ● Recruitment and marketing for all graduate degree programs ● Process all applications in a timely manner (<48 hours) ● After admitted by individual programs, inform students and track incomplete applications

§Admissions Individual Graduate Degree Programs ● The Graduate Program Coordinator, Associate Dean, or designated faculty or committee reviews applications and admits students ● May also inform admitted students separately

Enrollment (Registration) Student Applicants

§ The Undergraduate Admissions Office admits all undergraduate students.

Benchmark #2 for graduation/year

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