To: Members of the Western Illinois University Board of Trustees
Steve Nelson, Chairperson
Blake Antonides
Carolyn Ehlert Fuller
Bill Griffin
Mike Houston
Bill Epperly
From: Joe Rives, Vice President, Quad Cities, Planning and Technology
Date: November 24, 2008
Re: November 2008 Strategic Plan Update
As Western Illinois University proceeds with self-study for re-accreditation from the Higher Learning
Commission-North Central Association of Colleges and Schools, monthly Strategic Plan Updates provide opportunity to brief you on draft institutional responses to Commission self-study questions and to seek additional feedback from you and members of the campus community. Therefore, this month’s Strategic Plan
Update discusses Higher Values in Higher Education’s accomplishments and plans related to minority student recruitment during the period of institutional self-study, fall 2001 through fall 2008. This month’s Update concludes with examples of how successful implementation of the University’s Strategic Plan is continuing to receive national attention.
Through setting of diversity priorities, successful implementation of plans supported by resource allocation, and public accountability reporting, both campuses of Western Illinois University have experienced increases in diversity.
Minority enrollment as a percent of total student increased from 10.5 percent in fall 2001 to 15.1 percent in fall 2008 on the Macomb Campus and corresponding increases on the Quad
Cities Campus were from 8.0 percent to
11.0 percent. When discussing the reasons for the increases, the
University’s accreditation response will focus on:
 This will include discussions on the establishment of the Multicultural Recruitment Advisory Board and
Minority Student Orientation Program, attending key events off campus for minority student recruitment, and support for active student recruitment plans.
 This will include discussions on the establishment of the Center for International Studies, programs and services offered by Western’s English as a Second Language institute, study abroad programs, creation of the International House, the Global Challenges and Personal Responsibility theme year programming,

November 2008 Strategic Plan Update
November 24, 2008
Page 2 and recognition that proceeds from the Norman and Carmelita Teeter Endowment fund will, in part, support Western’s international programs.
 Because role modeling and mentoring affects student recruitment and retention, this section will discuss establishment of the Dual Career Recruitment Program, the Provost’s support for housing of visiting international scholars, and the University’s Fulbright scholars. This section will also discuss establishment of annual Academic
Excellence in Multicultural Teaching and the Academic Excellence in Internationalizing the Campus awards, curricular changes related to new programs of study in diversity areas on the Macomb and Quad Cities Campuses, the Faculty Senate’s approval of a cross cultural/foreign language graduation requirement, and how Western’s participation in the Foundations of Excellence self-study sponsored by the Policy Center on the First Year of
College will improve diversity and service delivery.
This section will highlight:
 The spring 2008 establishment of a Web Accessibility Committee to ensure university compliance with legislation, guidelines, and best practices.
 The fall 2008 implementation of a shared grant between Western Illinois University-Quad Cities and its neighboring
Black Hawk College to recruit and retain cohorts of students from underrepresented groups who start at the community college, engage in seamless transfer, and graduate from the University.
 The spring 2009 opening of the new Multicultural Center, a 14,000 gross square feet facility located in the center of the Macomb Campus and housing the Casa Latina Cultural Center, the Gwendolyn Brooks Cultural Center, the
Women's Center, and the International Friendship Club.
In addition to diversity accomplishments, response to the Commission will include a discussion of current institutional diversity initiatives and the University’s expectation for success in these priorities.
Specifically, the University’s Mission Statement demonstrates the institutional commitment to diversity by stating
“…Western Illinois University prepares a socially responsible, diverse student, faculty, and staff population to lead in the global society.” The University’s personal growth core value recognizes leadership in the global society “celebrates diversity, supports internationalization of the curriculum, and encourages plurality of thought and perspective.” To achieve these ends, Higher Values in Higher Education 2008-2018:
• Supports allocating resources to support cultural, aesthetic, intellectual, and leadership events on- and off-campus; continuing annual “Global Challenges and Personal Responsibilities” university-theme year programming; and developing a plan to prepare students to be lifelong contributing members of the Western Illinois community.
• Provides lifelong learning opportunities for faculty, staff, and community members by sustaining the
University’s Affirmative Action Internship Program and providing the campus and surrounding communities with a diverse season of quality cultural entertainment and educational opportunities.
Higher Values in Higher Education 2008-2018 also contains other diversity-related actions, including forming/increasing partnerships with historically Black colleges and universities and Hispanic-serving institutions to assist in student recruitment; developing family friendly policies and procedures to assist in faculty and staff recruitment and retention; supporting student activities in environments that are supportive, challenging, and inclusive; enhancing internationalization of the curriculum, international student recruitment, opportunities for study abroad and exchange programs; continuing the University’s participation in the Illinois Association for Cultural Diversity; and keeping websites current on culturally diverse programs, services, and events.
It will also be noted that diversity goals and priorities are also contained in the University’s other mission documents
(plans). For example, the Campus Master Plans call for the review and implementation of accessibility plans in new

November 2008 Strategic Plan Update
November 24, 2008
Page 3 construction and renovation. The Western Illinois University-Macomb Campus Master Plan supports construction of a new multicultural center in the center of campus to demonstrate the University’s commitment to diversity. The Institutional
Strategic Plan for Technology calls for the campus community to ensure university compliance with web accessibility statutes, guidelines, and best practices.
The response to diversity will conclude with the University’s expectation for success in implementing and sustaining its diversity priorities. The University will state that it expects success based on the achievements made and cited in this report.
A second reason that the University believes it will be successful in its continued diversity efforts are measures of validation received from two external sources. First is National Survey of Student
Engagement Results. In six of eight comparisons,
Western Illinois University second semester freshmen (FY) and seniors (SR) rate the campus environment at Western as more supportive than students report at other national master’s granting institutions. Western students consistently report high levels of satisfaction with support from administrative personnel and offices, and the levels of support given to help students succeed academically and personally.
The Pell Institute for the Study of Opportunity in Higher Education also recognized Western as of one the 13 best institutions nationally for the recruitment and retention of first-generation, low-income, and minority students.
Western’s practices of small class sizes (average of 25 in Macomb, no classes larger than 50 in the Quad Cities); a structured first-year experience taught by full-time, tenure/tenure track faculty with learning communities and faculty, staff and peer mentoring; high levels of student engagement; graduation rates for specially admitted students proximal to regularly admitted students; the Faculty Senate’s review of General Education; summer orientation programs; and strong student services provided by the University Counseling Center, Career Services, and University Advising and Academic
Support Center were all infused in the Common Practices and Policies Across “Higher Performing” Large Public Universities (pages
39-41).
Again, if you or any member of the University has feedback on additional institutional actions designed to increase diversity and the participation and achievement of members of the campus community, please let me know so that the information can be included in the University’s response to the Commission.
Ending this month’s Strategic Plan Update is national attention given to the University’s integrated planning, budgeting, and accountability reporting model. I am pleased to report that I completed an accreditation visit with primary responsibilities for institutional planning, budgeting, and campus shared governance at Mountain (West Virginia) State
University last month and will be doing the same at Northcentral (Arizona) University in the spring. I have also accepted the offer to again teach Western’s integrated planning model in a week-long workshop this summer in Detroit that is sponsored by the Association of Institutional Research.
If you have any questions about or feedback regarding the continued successful implementation of Higher Values in
Higher Education , please contact me. cc: President Goldfarb
Provost Thomas
Vice President Johnson
CSEC President Lavin
COAP President Meixner
Vice President Hendricks Faculty Council Chair Bailey
Faculty Senate Chair Devolder
Alumni Council Chair Hoffman
Associate Provosts Dallinger and Hawkinson
Assistant Vice President Williams
Planning, Budget, and IR Staff
Vice President Thompson SGA Presidents Dulski and Garrison President’s Office Support Staff