SVSU's University Portfolio





		Mission : Next Steps 2000-2005 Academic Improvement Program Qualitative Distinctiveness Enrollment Management Technology Campus Culture Public Service

Academic Improvement

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Goal:

The University will develop and deliver academic programs that provide the highest quality intellectual preparation for its students and which both motivate and enable those students to reach their full personal and professional potential.

Indicators:

Accreditation reports from external evaluators
Student retention data and alumni surveys
Class size data
Faculty-student research data
General education program assessment data
Undergraduate and graduate student surveys

CRITICAL SUCCESS FACTORS	DIRECTION TOWARD GOAL	KEY ACTIONS	PROGRESS
1. Exemplary Teaching	A. Promote and recognize excellence in classroom instruction and teacher-scholar research	A1. Develop means of recognition and support for classroom teaching and teacher-scholar research, establishing criteria and benchmarks by 12/2001 (Academic Affairs, Colleges)	A1. SET faculty in general have more teacher/scholar research activities than their counterparts in other academic units. Recently, as a direct result of a U.S. Department of Education Title II grant, COE faculty have had a significant increase in the number of research activities with student participation. Support for faculty development in the form of awards made in FY 2002, for work to be conducted primarily in FY 2003, included 28 external grants totaling $3.9 million; 53 faculty improvement pool awards totaling $21,979 to support conference paper presentations; 8 sabbaticals granted for AY 2002-03 for a total of 72 hours of release time plus $18,390 compensation for summer 2002 sabbatical time; 5 Foundation Resource Grants for a total of $22,865 (primarily for activities during AY 2001-02) and 32 Unit Committee Awards for a total of 92 hours of release time and $64,988. In addition, 28 faculty development awards (stipends and/or release time) to carry out the work of the Title II and PT3 grants were awarded primarily for AY 2001-02. The total dollar amount of these awards was $193,500 and 62 hours of release time. Thirty-three additional awards of $308,500 and 90 hours of release time were made for AY 2002-03.
		A2. Utilize retention data, student and alumni surveys, or focus groups to improve classroom instruction (Academic Affairs, Colleges)	A2. In fall 2002, alumni outcomes surveys were sent to 1,717 SVSU alumni. A total of 615 (35.82%) responded. More than 86% of the respondents indicated that they were “very satisfied” or “somewhat satisfied” in all categories (course content, faculty/student interaction, variety of instructional approaches, etc.). No specific action based on alumni outcomes surveys has yet been taken. In order to improve first-year student success, the University is developing a pilot program for faculty who teach basic skills writing courses or select general education courses so that a “college skills” module could be incorporated into the first-year classroom experience. In addition, the University was recently awarded a major three-year grant ($116,580.13/yr) from the State of Michigan: Select Student Support Services is funded through the King.Chavez.Parks Initiative. The grant, titled College Transitions, will address a broad range of student transition issues in order to facilitate a successful academic transition from high school to university. It will focus on the achievement and retention of academically and economically disadvantaged students, with special emphasis on minority students.
	B. Maintain small class sizes and commitment of full-time faculty to teaching	B1. Continue to expand workforce of full-time faculty in proportion to enrollment growth (Academic Affairs, Colleges)	B1. The number of authorized full-time faculty positions increased from 228 in FY 2000-01, to 235 in 2001-2002, to 242 in 2002-2003, and to 246 in 2003-04. In October 2003, four additional full-time faculty positions were authorized for FY 2004-05.
		B2. Maintain small class sizes appropriate to course material and goals with overall institutional average of not more than 26 students per section (Academic Affairs, Colleges)	B2. The average class size at SVSU during FY 2003-04 was under 24 and reflects a nearly constant average class size over a ten-year period. However, class size appropriate to course material and goals differs according to discipline.
	C. Expand opportunities for collaborative faculty-student research	C1. Establish appropriate benchmark and increase number of faculty-student research projects by 5% per year (Academic Affairs, Colleges)	C1. Recommend deleting benchmarks since the number of faculty-student research projects is difficult to measure.
2. Continuous Development of Faculty and Staff	Assure the continuous academic and professional growth of faculty and staff	A1. Allocate 5% additional support each year for faculty development in discipline-based programs (President, Academic Affairs, Colleges)	A1. In addition to annual faculty sabbaticals and $750 per full-time faculty for professional development activities, FY 2002 saw increases in support of faculty conferences from $17,956 to $21,978 (+22%) and of faculty development projects from $67,688 to $86,966 (+28%). In FY 2002, 28 external grants were awarded to faculty and academic staff, an increase from 21 in FY 2001. The total of external grant awards was $3,909,606, an increase of 6.5%.
		A2. Provide additional incentives/rewards for professional development and growth (Academic Affairs, Colleges)	A2. See above.
		A3. Provide a strong orientation for new faculty and staff (Academic Affairs, Colleges)	A3. The 7^th Annual Faculty Summer Institute was held in August 2003. Participants have met three times during the academic year for continued dialogue. The Colleges of Education, Arts & Behavioral Sciences and Nursing & Health Sciences have established new faculty mentoring programs.
		A4. Improve systems for sustained support of adjunct faculty by 12/2001 (Academic Affairs, Colleges)	A4. Full-time faculty in the Department of English continue to conduct workshops for adjuncts and began to develop common frameworks for teaching English 080, English 212, and English 300 in addition to the framework already in place for English 111. The College of Education has established a strong linkage between full-time faculty and adjuncts in all Teacher Education courses. In addition, each college schedules its own adjunct support activities.
3. Exemplary Curriculum	A. Develop and implement an exemplary general education program which provides a strong foundation in the liberal arts and the development of academic and technological skills, and which is informed and supported by outcomes assessment processes and measures	A1. Develop and implement a strong general education program with outcomes assessment and benchmarks by 4/2002 (Academic Affairs, Colleges of ABS and SET)	A1. Task completed. In fall 2001, the new General Education Program was introduced with three goals for students: critical thinking, logical reasoning, and effective communication. In fall 2001, a standardized test (CAAP) was given to over 200 first-time-in-college (FTIC) students to assess the effectiveness of the program. The test has been used in subsequent years, with more than 800 students sitting for the CAAP text in fall 2003. SVSU students, when compared with other freshmen from four-year colleges, tended to perform slightly above the national mean in Writing Skills and Essay Writing tests and below the national mean in the Critical Skills test.
		A2. Implement a revised institutional definition and delivery of basic skills instruction and assessment by 12/2002 (Academic Affairs, Colleges of ABS and SET)	A2. Reading and writing instruction has been standardized. Reading assessment has been based on widely accepted tests such as Daniel Reading Scores. Writing placement has been based on ACT verbal scores and SAT writing scores. Programmatic writing assessment has been developed, implemented, and used for course improvement each semester. A major revision of the Math Basic Skills program was ratified by the faculty in December 2002. In line with other state universities in Michigan, the requirement of proficiency in intermediate algebra will now be decided by individual academic units.
	B. Maintain rigorous and effective review processes to ensure well-conceived, coherent, and effectively delivered academic and professional programs	B1. Achieve program-specific accreditation for the College of Business & Management by 6/2002 and maintain such accreditation for other appropriate academic or professional programs. (Academic Affairs, Colleges)	B1. The College of Education received an exemplary report from the NCATE Board of Examiners, following the February 18-20, 2002 accreditation visit. The College of Business was given a one-year deferral by AACSB, following the accreditation visit on October 22-24, 2001. A second accreditation visit took place on February 3-4, 2003, resulting in a positive recommendation by the team. Accreditation was approved by the AACSB Board in April 2003.
		B2. Review existing processes for curricular change by establishing a task force in 9/2000 and 4/2001 (President, Academic Affairs, Faculty Association)	B2. Failed to obtain this in collective bargaining.
		B3. Develop linkages in which key employers provide program feedback by 8/2002 (Academic Affairs, Colleges)	B3. The system of employer linkages varies by college and program. ABS houses three internship programs (Criminal Justice, Social Work, and Technical Writing) in which field representatives from employer-agencies provide to the professor regular feedback on student performance. In addition, the College’s MLPA program operates with a community advisory board. The College of Business has established a family business advisory board and has surveyed members of the business community when revising the MBA program and the goals and mission statements. Education has formal partnerships with three public school districts and strong informal relationships with numerous school districts through its placement office. Moreover, Education has established two External Advisory Committees (in Macomb and in the Tri-City area) which meet twice a year. SET makes use of an assessment manual for continuous improvement in engineering and draws on employer surveys and direct meetings with supervisors of engineering graduates. Less formal arrangements exist for other science departments such as anecdotal feedback from the SET Corporate Education Advisory Council, comprised of some 25 community leaders. Nursing has established an Advisory Committee of nursing executives from regional health care facilities. It meets twice a year.
		B4. Develop additional needs-based graduate, post-graduate, international, cross-disciplinary, and certification programs (Continuing Education, Academic Affairs, Colleges)	B4. Academic deans are a de facto advisory committee providing input for curriculum development. A task force for graduate programs has been established to develop sustainable benchmarks.
	C. Assure a campus environment that promotes racial, ethnic, inter-disciplinary, and international integration of curriculum and co-curricular activities	C1. Continually integrate racial, ethnic, interdisciplinary and international diversity within curricular and co-curricular activities (President, Academic Affairs, Colleges, Student Affairs, Enrollment Management, Minority Student Services, Equal Opportunity/Special Programs)	C1. The Diversity Programs Office held numerous activities during 2003, including four diversity training workshops and eight visits by outside speakers. Average attendance at the training workshops was 50 participants; average attendance for the public lectures was 160. The Diversity Programs Office also established a Diversity Focus Chat Group, a Community Diversity Advisory Board, and a Cultural Diversity Initiative Committee. Classroom presentations were made in four of the five colleges and new information materials, including a Web Page, were developed. A survey on diversity was distributed in fall 2003 with results currently being tabulated.
4. Sufficient Financial Support to Accomplish Goal	A. Continue efforts to establish more equitable, enrollment-driven basis for State appropriations	A1. Achieve annual State appropriations increases at inflationary rate multiplied by rates of enrollment increases (President, Governmental Relations, Board of Control)	A1. As a result of executive orders issued in December 2002 and in February 2003, the FY 2003 appropriation decreased 3.5% from the prior fiscal year. The FY 2004 appropriation increased by 0.9% over the reduced FY 2003 appropriation.

Program Qualitative Distinctiveness

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Goal:

The University will enhance the value of all its programs by developing several qualitatively distinctive programs that achieve and deserve recognition as among the finest such programs offered by teaching universities [Comprehensive I] in the United States.

Indicators:

External evaluation of DOE Partnership grant reports
Credentials of endowed chair holders
Annual evaluation of charter schools
Fund-raising results
Number of faculty external grants
Number of faculty Fulbright Scholars
Accreditation reports

CRITICAL SUCCESS FACTORS	DIRECTION TOWARD GOAL	KEY ACTIONS	PROGRESS
1. Development of Distinctive Programs	A. Establish criteria for program distinctiveness, including program reputation, student admissions, management of resources, student career outcomes, and cross-cultural components	A1. Utilize the DOE Partnership Grant to achieve key institutional goals and to establish the University as a regional resource and a national teacher preparation model by 2001-2004 (President, Academic Affairs, Colleges, Sponsored Programs)	A1. All institutional goals relative to the U.S. Department of Education Title II Grant have been met. SVSU has become a regional center for K-12 teachers and administrators. The Fourth Annual Regional Educational Conference took place in March 2003.
1. Development of Distinctive Programs		A2. Recruit outstanding endowed chair holders in Education, Global Business (by 12/2000), Engineering (by 12/2001) and Ethics (by 12/2002) (President, Academic Affairs, Colleges)	A2. With the hiring of the Finkbeiner Chair in Ethics in summer 2002, the task was completed and all six endowed chairs are currently filled. A Wickes Chair in International Business was also hired for fall 2003, filling an existing position which had been vacant.
	B. Designate, support and promote programs identified as distinctive or potentially distinctive	B1. Establish a process to identify emerging, qualitatively distinctive programs (President and Vice Presidents)	B1. A Center for Business and Economic Development (CBED) was established as a new distinctive program in the College of Business. James VanTiflin was hired as the Center’s director and assumed duties in March 2003. CBED has established partnerships with CMU and economic development agencies in Midland, Saginaw, and Mt. Pleasant to examine opportunities for fuel cell research. CBED has also obtained funding to assist corn fuel research of two endowed chairs.
		B2. Designate resources and facilities and develop Macomb as a distinctive extension of the University (President)	B2. The Macomb Area Educational Center was completed as scheduled. A Director of Off-Campus Graduate Education was hired and the building was officially dedicated in February 2003. The Macomb Center has initiated a new marketing campaign for southeastern Michigan, has implemented an accessible on-line application process, and has engaged in distance learning opportunities with the main campus. In fall 2004, a new MAT program in Reading will be offered at the Center.
		B3. Develop and support a system of strong and creative charter schools (Board of Control, President, School-University Partnerships)	B3. During school year 2002-03, the Office of School/University Partnerships emphasized curriculum alignment and implementation. Enrollment continues to grow. In September 2003, there were 18 charters and close to 6,000 students–an increase of over 700 students from the previous school year. The College of Education continues a partnership with Cesar Chavez Academy to become a model charter school. MEAP test scores at Cesar Chavez Academy improved dramatically due to collaboration in curriculum alignment and classroom management. The same collaboration program is currently being implemented in Pontiac Academy for Excellence and Mosaica Academy.
2. Sufficient Funding to Accomplish Goal	A. Obtain and allocate resources to recognize and support key academic, extracurricular, and service programs	A1. Designate General Fund support for programs identified as distinctive by 7/2001 (President, Academic Affairs)	A1. Allocation of $170,000 was made in 2001-02, 2002-03 and 2003-04.
		A2. Develop and achieve targeted private fund-raising efforts for distinctive programs by 6/2002 (President, SVSU Foundation, Sponsored Programs, Alumni Relations)	A2. The University is participating with Saginaw Community Foundation in Kresge II Partnership for Creating Community Capital. The goal is to raise $1,000,000 for a Musical Artist-in-Residence Endowment to be matched with $333,333 from the Kresge Foundation. Fund-raising initiatives are underway to finance construction of a new main entrance to the University. The SVSU Brick Campaign to increase unrestricted funds is also underway.
		A3. Expand endowments to $40,000,000 by 6/2005 (President, SVSU Foundation)	A3. The endowment market value as of 6/30/03 was $21,851,345. From 2000 through 2002, the stock market experienced three consecutive years of negative return for the first time since 1939 through 1941. Poor investment returns and a fall-off of new contributions contributed to the stagnation of SVSU’s endowment expected growth. While new cash/stock gifts and pledges of $16,149,000 were received during the period 2000-2003, $9,583,000 was designated for the successful “Creating the Future” campaign. Approximately $3,040,000 was designated for endowment funds. It is not probable that the market can provide the level of returns that would be necessary over the next several years to enable achievement of the goal.
		A4. Revised action plan, per President (February 2003): Raise pledges and new gifts of $2,000,000 for endowments by June 2005	A4. A potential $1,333,333 in new endowment funding can be raised through a Kresge II/Saginaw Community Foundation initiative (Musical Artist-in-Residence). In addition, new planned estate gifts for endowments totaled approximately $591,000 in 2003.

Enrollment Management

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Goal:

The University will increasingly become an institution of choice for students while remaining an institution of opportunity.

Indicators:

Annual enrollment data
GPA and ACT data for entering freshmen
Demographic data for student body
Student retention data
Alumni survey/focus group data
Assessment of career planning and placement initiatives
Assessment of effectiveness of Student Support Service programs

CRITICAL SUCCESS FACTORS	DIRECTION TOWARD GOAL	KEY ACTIONS	PROGRESS
1. Maintain Moderately Paced Enrollment Growth, Consistent with University’s Mission	A. Expand markets for student recruitment	A1. Increase total University enrollment 3% each year, reaching total enrollment of 10,000 by 9/2005 (Enrollment Management)	A1. The total enrollment for fall 2003 was 9,168 students, 21 fewer or down 0.23% from fall 2002 enrollment of 9,189. Despite an undergraduate enrollment increase of 175 students, or +2.63%, a decline occurred in the graduate, teacher certificate, and non-degree cohorts.
		A2. Graduate enrollment goal revised from 2,000 students by fall 2005 to 1,865 by fall 2005. (Enrollment Management, Academic Affairs, Colleges)	A2. The total graduate enrollment of 1,588 students for fall 2003 declined by 95 students from fall 2002 enrollment of 1,683, due primarily to fewer returning graduate students in all graduate programs.
		A3. Establish appropriate benchmarks for maintaining low tuition and fee rates (Board of Control, President, Enrollment Management)	A3. Current Michigan Council of Presidents data indicates that SVSU has the lowest tuition rate of the 15 publicly-supported State universities in Michigan.
	B. Expand and improve campus facilities to accommodate enrollment growth	B1. Increase to 1,500 the number of students living on-campus, consistent with the availability of campus housing by 9/2004 (Student Affairs)	B1. Due to student demand, the goal for on-campus housing was increased. Construction of the Living Center II project was completed in August 2003, allowing for maximum possible physical capacity of 1,770 residential students.
2. Recruitment of Well-Prepared Students	A. Increase recruitment and retention of high-achieving students	A1. Increase recruitment and enrollment of honors students, (i.e., with 3.5 GPA and above) to comprise 35% of FTIC class by 9/2005 (Enrollment Management, Admissions)	A1. For fall semester 2003, 37% of the first-time-in-college class had HSGPA’s of 3.50 or higher, compared to 36% of the previous year’s class. The freshman class of fall 2003 had 102 valedictorians and salutatorians, compared to 76 for fall semester 2002.
		A2. Increase average ACT score for entering FTIC class to exceed national average for public teaching universities by 9/2005 (Enrollment Management)	A2. The ACT Composite score for entering freshmen for fall 2003 was 21.28, compared to 21.01 for the freshman class of fall 2002. The national average composite score for fall semester 2003 was 20.8.
		A3. Provide additional enhanced learning opportunities for high achieving students—e.g., Roberts Fellowship Program, re-developed Honors Program (President, Academic Affairs)	A3. The University Foundation Scholarship Program enrolled 80 students in fall 2003, compared to 81 students in fall 2002.
	B. Increase recruitment and support for international and minority students	B1. Increase enrollment of qualified students from under-represented racial, ethnic, and cultural backgrounds to reflect population of East-Central Michigan region by 9/2005 (Enrollment Management, Admissions)	B1. From 1997 through 2001, 13.62% of high school graduates from Bay, Midland, Saginaw, and Tuscola counties were African American, Hispanic, and Native American students. For the same four-year period, 13.16% of SVSU’s undergraduate enrollment from these counties was comprised of a comparable minority student grouping. This ratio has narrowed from the previously reported four-year period when the high school cohort was 13.82% and our enrollment was 13.09%.
		B2. Increase number of international students to comprise 6% of the total enrollment by 9/2005 (International Programs, Enrollment Management)	B2. Fall semester 2002, 354 students, or 3.85% of the total enrollment, was comprised of international students. This represents a decrease of 29 students (-0.44%) from fall semester 2001 and is attributable to changed international circumstances, new INS visa processing requirements, and the phasing out of the Taiwan M.B.A. program. A Task Force on International Student Enrollment was convened and developed recommendations for adjusting international student enrollment goals. For fall semester 2003, 353 or 3.85% of the total enrollment was comprised of international students, a decrease of one student, or -0.28% from fall 2002.
3. Success of Students and Graduates	A. Improve opportunities, programs, personnel, and efforts to increase rates of student success, intellectual and personal growth	A1. Increase rates of student baccalaureate degree program completion 10% by 4/2005 (Enrollment Management, Academic Affairs)	A1. The retention rates for first-time-in-college freshmen who entered in fall 2002 and returned in fall 2003 increased over the fall 2001 first-time-in-college entering class. The long-term retention rate continues to increase and the graduation rate of students in their fourth to fifth year and in their fifth to sixth year continues to improve: 21.21% and 29.36%.
		A2. Establish a comprehensive career center that consolidates career research, development, advising, internships, and job placements by 7/2000 (Enrollment Management)	A2. Students served by the Office of Career Planning & Placement increased from 4,436 personal contacts in AY 2001-02 to 4,621 in AY 2002-03. Campus employment fairs have increased in student participation from 715 in 2001-02 to 976 in 2002-03. The number of jobs posted has increased from 3,378 in 2001-02 to 5,228 in 2002-03. The number of students who accessed SVSU’s on-line system for employment opportunities or for placement information and assistance increased from 17,405 in 2001-02 to 18,062 in 2002-03. Internships and cooperative education placements decreased from 237 in 2001-02 to 214 in 2002-03; this was due to downsizing at the Dow corporations and at Delphi where the practice it is to limit cooperative education placements when layoffs or hiring freezes occur.
		A3. Complete research on retention rates and assess effectiveness of Student Service’s programs by 12/2001 (Enrollment Management)	A3. Retention studies for the College Success Course Program continue to demonstrate that freshmen enrolled in such courses persist at higher rates than freshmen not enrolled in such courses: For freshmen who entered in fall semester 2002, CSC students persisted at a rate 9% higher than non-CSC students (71% to 62%). For students who entered in fall semester 1997, the persistence rate of CSC students was 19% higher than for non-CSC students (56% to 37%). The effectiveness of Student Service’s programs was evaluated in the Student Satisfaction Survey in fall 2001, which reported satisfaction rates from 72-85%. When responses by “somewhat satisfied”students are included , those rates range from 91-95%. Only 0.42% to 6.27% of the responses were from “very dissatisfied” students.
		A4. Develop alumni surveys/focus groups by 6/2001 to improve program effectiveness (Colleges, Alumni Relations)	A4. A questionnaire was sent to 1,717 SVSU alumni; out of this group, a total of 615 (35.82%) responded. The survey demonstrated a high level of satisfaction with SVSU programs and services. Upwards of 86% of respondents indicated that they were “somewhat satisfied” or “very satisfied” in all categories (course content, quality of programs, variety of courses, etc.).
		A5. Ensure a rich and vibrant extracurricular campus culture, including an infrastructure to support diversity of students served (Enrollment Management, Student Affairs)	A5. Student Center construction began in May 2002 and was completed in August 2003. Based on recommendations from a report on extracurricular activities, diversity initiatives such as guest speakers and classroom presentations on diversity were scheduled throughout the academic year. Outreach to minority students resulted in participation of 824 minority students in extracurricular activities in FY 2002-03.
4. Sufficient Facilities and Resources to Accomplish Goal	A. Continue efforts to obtain enrollment-based appropriations support and necessary facilities from State	A1. Achieve annual State appropriations increases at inflationary rates times rate of enrollment increase (President, Government Relations)	A1. As a result of executive orders issued in December 2002 and in February 2003, the FY 2003 appropriation decreased 3.5% from the prior fiscal year. The FY 2004 appropriation increased 0.9% over the reduced FY appropriation.
		A2. Obtain funding for IF-4 College of Education building by 6/2001 and complete construction by 9/2003 (President, Government Relations, Administration and Business Affairs, Engineering Services)	A2. Funding sources for the University project match of $10 million were obtained. The project was completed on schedule and the building was dedicated September 19, 2003.
		A3. Expand private and general fund support for merit and talent-based scholarships by 20% for a total of $3,000,000 by 9/2005 (Development, SVSU Foundation)	A3. Fiscal support for merit and talent-based scholarships continues to increase each year. For 2002-03, the General Fund-based scholarship was increased by 13.5% ($478,148). For 2003-04, the scholarship budget increase was 16% ($644,925). These funding increases are driven by freshman student enrollment increases of high ability students including Presidential and University scholars. Due to lower investment-based earnings, it is anticipated that private scholarship dollars will continue to be limited for 2004-05.

Technology

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Goal:

The University will make a qualitative step forward in employing technology to enhance teaching and learning, improve institutional efficiency and expand access to educational opportunities, achieving a "state-of-the-art" level of technological capability among teaching universities [Comprehensive I] in the United States.

Indicators:

Technology Infrastructure five-year plan
Successful implementation of R-16 administrative system
Assessment of classroom technology improvement and usage
Number of academic programs that require extensive technology fluency
Successful ongoing course delivery through alternative technology means

CRITICAL SUCCESS FACTORS	DIRECTION TOWARD GOAL	KEY ACTIONS	PROGRESS
1. Integration of Technology in Teaching, Services, and Operations	A. Achieve and sustain access to and use of "state-of-the-art" learning resources	A1. Develop and implement a comprehensive technology infrastructure and instructional support system for faculty, staff, and students by 9/2001 (Information Technology)	A1. Completed upgrading of campus network to Internet-2 Standards by July 2001. This enables the network to support higher bandwidth needs for video conferencing, distance education and multi-casting (broadcasting on the Internet). Completed connecting to one K-12 Regional Educational Media Center (REMC) and Saginaw Public School System by September 2002. We will have direct connections to the following networks by April 1, 2004: Bay-Arenac ISD, Iosco-ESA, Midland-ESA. Blackboard being used by 29% of all course sections. By the end of winter semester 2004, ITS will develop a long-term plan for a stabilized level for academic and administrative technology support and equipment.
	B. Improve productivity and operational cost-effectiveness	B1. Implement R-16 administrative system upgrade by 5/2000 and plan for next phase of improvements by 5/2001 (Information Technology)	B1. Web Registration was successfully implemented in November 2002. Web Registration was so successful that telephone registration was decommissioned July 1, 2003, six months ahead of schedule. Release 17 ( R-17 ) of the Colleague system was implemented in early February 2003 without incident; Replaced Colleague servers in early October 2003 without incident.
	C. Improve and expand "distance" learning opportunities	C1. Increase number of classrooms which meet or exceed appropriate classroom technological standards, including phone, computer, video/data projector screens, desktop cameras, and Internet connections by 2002 (President, Information Technology, Academic Affairs)	C1. During 2002-03, six smart podium classrooms and four basic classroom technology systems were installed. In addition, one smart podium was relocated to Pioneer. By fall 2003, 94% of all classrooms have state-of-the-art presentation technology. 31 microcomputer kiosks have been deployed in various locations around campus for student use.
2. Sufficient Resources to Accomplish Goal	A. Develop base of continuing financial support for technological improvements	A1. Establish funding source within the General Fund Budget to maintain and upgrade technology equipment and support personnel by 7/2001 (President, Information Technology)	A1. In 2003-04, general funding continued for the Academic Technology Plan. However, reductions were accomplished primarily by moving faculty from a three-year replacement cycle to a four-year replacement cycle. Similarly, the replacement cycle for the student teaching labs and open labs was moved from a three-year replacement cycle to a four-year replacement cycle.

Campus Culture

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Goal:

The University will create and sustain a culture and environment that fosters and supports the personal and intellectual growth of its students, faculty and staff.

Indicators:

Begin a comprehensive review of curricular and co-curricular activities
Data on student participation in extracurricular activities and volunteer activities
Completion of facilities
Attendance at University events and assessment of campus program initiatives
Number of nationally recognized artists/scholars performing and presenting
Student assessment surveys

CRITICAL SUCCESS FACTORS	DIRECTION TOWARD GOAL	KEY ACTIONS	PROGRESS
1. Quality of Campus Life	A. Improve and sustain a campus culture that values diversity and practices freedom of inquiry, respect and integrity in human relationships	A1. Foster sense of community which supports and honors diversity (President, All)	A1. Based on recommendations from a report on extracurricular activities, diversity initiatives such as training workshops and visits by guest lecturers are held throughout the year. A Cultural Diversity Initiative Committee has been established to encourage faculty to incorporate diversity issues in relevant course content, and a Diversity Focus Chat Group meets on a monthly basis. A survey on diversity was distributed in fall 2003 with results currently being tabulated.
		A2. Foster improved and expanded leadership growth opportunities within campus community (President)	A2. No new initiatives in AY 2002-03.
		A3. Foster cross-disciplinary communication among faculty and staff (President, Academic Affairs)	A3. A series of dinners was conducted for faculty across departments during the academic year; Teaching Tables for faculty were continued, with focused discussions on the use of classroom knowledge, plagiarism, and teacher evaluation.
	B. Expand and improve learning and career-focused volunteer activities	B1. Increase community and career-focused volunteer activities 25% by 5/2001 (Student Affairs)	B1. Student participation for 2002-03 totaled 715 (duplicated headcount). This level of participation represents an increase of 102 students (or 17%) above the participation total of 613 students in 2001-02.
	C. Expand and improve campus facilities	C1. Obtain funding for and complete construction of new student housing (to reach total capacity of 1,500) by 9/2004 (President, SVSU Foundation, Student Affairs, Administration & Business Affairs, Engineering Services)	C1. The objective of reaching total capacity of 1,500 students was achieved by fall semester 2001. Subsequently, additional student housing was approved by the Board of Control, and maximum possible physical capacity was increased to 1,770 in August 2003. Funding was provided by the proceeds of general revenue bonds issued in 2001.
	C. Expand and improve campus facilities	C2. Complete comprehensive review of campus recreational facilities by 1/2001, and expand as indicated by 9/2003 (President, Student Affairs)	C2. Bidding documents were completed for the Student Center and the Physical Fitness Center. The Student Center and the Physical Fitness Center were officially opened in September 2003.
	D. Provide a rich diversity of artistic, scholarly, and other co-curricular events	D1. Increase participation in campus activities by 10% each year (Student Affairs, Academic Affairs)	D1. Student participation totaled 33,559 (duplicated headcount) in 2002-03. This level of participation represents a decrease of 3,214 students, or 9% below the participation total of 36,773 students in 2001-02. The higher participation rate in 2001-02 was due to a campus concert with no corresponding concert for 2002-03.
		D2. Develop improved links between faculty/staff and student organizations by 5/2001(Colleges)	D2. Student Life Center staff increased the number of faculty and staff advisors for student organizations from 70 to 81. Center staff links to faculty and staff include maintaining personal contact with faculty and staff club advisors in relation to major student-sponsored campus events and fundraisers, communicating directly with faculty and staff advisors to solicit nominations for student organization awards, involving faculty and staff in student award ceremonies, and conducting a faculty and advisor training workshop.
		D3. Promote greater involvement of Board of Fellows in campus activities (President, Community Relations)	D3. The Board of Fellows continued to host the Student Community Recognition and Legislative Luncheons, serve on selection committees for All-University Awards, and participate in small group breakfast advisory sessions. Board members were asked to volunteer as guest lecturers in classes, with four members scheduled to make presentations in fall 03 or winter 04.
	E. Assure the continuous professional growth of staff.	E1. Develop new, systematic programs to encourage and support the professional development of Administrative/Professional and Support Staff at all levels. (Employment & Compensation Services, All)	E1. A Director of Staff Relations, Doug Dawson, assumed duties in March 2002. Staff Relations has since developed and implemented a class for Administrative Professionals titled “Performance Management.” The class was attended by almost all AP’s, supervisors/managers and directors/vice presidents. Staff Relations has also developed and partially implemented a training exercise on Customer Relations, which has been completed by ECS, the Controller’s Office, and units within Student Services and Enrollment Management. In addition, a new performance management tool was implemented in 2002-03. The purpose of the appraisal form is to set goals for improvement, measure performance, and document a development plan to enhance future performance. All AP’s and a significant number of support staff have utilized this tool. In fall 2003, Administration and Business Affairs offered an Employment Law Seminar for all supervisory staff.

Public Service

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Goal:

The University will make significant and sustained contributions to the quality of life and become the premier cultural and intellectual center and resource for the schools, businesses, governments and people of the East-Central region of Michigan.

Indicators:

Data on opportunities for non-degree students — annual Continuing Education report
Results of opinion research on public perceptions at SVSU and planned strategies based on results
Growth in Alumni Association membership
Expansion of Charter School program
Number of student internships and field placements
Data on faculty and staff involvement in the region

CRITICAL SUCCESS FACTORS	DIRECTION TOWARD GOAL	KEY ACTIONS	PROGRESS
1. Continuing Education Programs	A. Improve and expand lifelong learning opportunities for the full range of University constituents	A1. Increase professional and personal enrichment opportunities for non-degree-seeking students by 5% each year (Continuing Education)	A1. During FY2003, the number of professional development programs increased from 252 to 282, or 12% over the previous year, and the number of attendees increased from 5,295 to 6,862—an increase of 30%.
1. Continuing Education Programs		A2. Develop assessment measures to gauge programs’ effectiveness by 6/2001 (Continuing Education)	A2. Every Continuing Education course or program now has an assessment component to ascertain its effectiveness.
2. External Reputation	A. Provide more opportunities for community and campus collaboration	A1. Conduct opinion research on public perceptions of SVSU and enact response strategies by 6/2001 (President, University Communications)	A1. Policies for the use of University logos and icons have been determined. The University motto “Creating the Future” and the themes “quality” and “vitality” have been established and communicated through a Media Day presentation and with “At a Glance” information fold-outs. Target audiences, geographic areas, and additional communication methods are being identified and prioritized through surveys.
	B. Expand community opportunities for cultural and intellectual campus events	B1. Increase Alumni Association to 3,000 members by 6/2001 (SVSU Foundation)	B1. Current active membership was 1,200 in 1999; 1,589 in 2000; 1,683 in 2001; 1,680 in 2002. As of October 2003, current active membership was 1,624, with anticipated year-end giving projected to increase 2003 total considerably.
	C. Forge stronger partnerships with businesses and schools	C1. Develop and implement a system of model charter schools (School-University Partnerships)	C1. During school year 2002-03, the Office of School/University Partnerships emphasized curriculum alignment and implementation. Enrollment continues to grow. In September 2003, there were 18 charters and close to 6,000 students; an increase of over 700 students from the previous school year. The College of Education continues a partnership with Cesar Chavez Academy to become a model charter school. MEAP test scores at Cesar Chavez Academy improved dramatically due to collaboration in curriculum alignment and classroom management. The same collaboration program is currently being implemented in Pontiac Academy for Excellence and Mosaica Academy.
	C. Forge stronger partnerships with businesses and schools	C2. Initiate Center for Business & Economic Development (CBED).	C2. Mr. James VanTiflin was selected as Executive Director for the Center and assumed duties in March 2003. The Director has established communication links with all economic development agencies in the region, with local area Chambers of Commerce, and with many local government offices. CBED has also established a partnership with CMU and with economic development agencies in Midland, Saginaw, and Mt. Pleasant to study opportunities for research in fuel cell technology.
	D. Strengthen and expand SVSU’s reputation and image through applied research within the region	D1. Increase cultural opportunities for the larger community (President)	D1. Significant increase in cultural events on campus during current year. Key activities include Dow Symposium (“1963: A Turning Point” for the University’s 40^th anniversary); new faculty-led international awareness series (symposium on the European Union is scheduled for winter 2004); continuation of the Rhea Miller Concert Series and various student performances.