College of Human Sciences Strategic Plan
2010 to 2020
Vision Statement
The College of Human Sciences will have premier research, outreach, and
educational programs that enhance human well-being around the world.
Mission Statement
The College of Human Sciences provides multidisciplinary education, research, and service
focused on individuals, families, and their environments for the purpose of improving and
enhancing the human condition.
The College of Human Sciences …
Has programs that provide exceptional educational opportunities for students interested in
improvement of the human condition. Programs are related to social science, business, design,
education and nutritional sciences. Faculty, staff, and students advance research concerning
individual, social and economic development, in a multidisciplinary environment to benefit
families and individuals in a diverse global community. Outreach is also provided to individuals,
organizations, and communities to help improve the society in which we live.
We value:

A caring learning environment;

Empowering students, faculty and staff to achieve fulfilling personal and professional lives;

A sense of community and a sustained culture of respect, cooperation, and problem solving;

Multidisciplinary, diverse, and dynamic programs;

Application to help solve real life problems;

Social and ethical responsibility to each other and the communities we serve.
Strategic Priority 1:
INCREASE ENROLLMENT AND PROMOTE STUDENT SUCCESS
The College of Human Sciences will grow and diversify our student population
with an emphasis on creating a supportive climate for students and assisting them
to reach their goals. The College will continue to recruit and retain high quality
students to our academic programs. Opportunities for international experiences
will be enhanced and expanded.
Measures and Goals
Increase Enrollment and Student Quality
Undergraduate Student Fall Enrollment (1)
Graduate Student Fall Enrollment (1)
2010
2011
2012
2013
2014
2015
2020
Target Target
2733
3000
3500
462
475
500
2834
369
2870
384
2787
376
2626
365
New Undergraduate Entering Freshmen Fall
Enrollment (1)
342
307
285
208
376
450
550
New Undergraduate Transfer Annual Enrollment
(Sp, Sum, Fall) (1)
373
349
336
312
404
450
550
New Masters Graduate Annual Enrollment (Sp,
Sum, Fall) (1)
119
119
86
117
151
160
175
New Doctoral Graduate Annual Enrollment (Sp,
Sum, Fall) (1)
37
24
43
48
38
50
60
SAT Score Average - New Entering Freshmen (2)
1055
1042
1068
1067
1071
1075
1080
70
69
68
94
124
135
150
50%
65%
64%
58%
59%
62%
65%
67%
75%
75%
72%
75%
71%
76%
69%
70%
76%
77%
72%
80%
75%
85%
652
91
34
81%
621
72
23
83%
715
109
22
84%
699
100
34
91%
672
74
27
92%
700
90
35
92%
800
130
40
24%
28%
29%
31%
32%
33%
34%
48
69
49
67
48
70
85
(3)
University Merit Scholars Fall Semester
Promote Student Success
Six Year Graduation Rate (FY within CoHS) (1)
Six Year Graduation Rate (FY within TTU) (1)
~TTU goal 70%
First Year Retention Rate (FY within CoHS) (1)
First Year Retention Rate (FY within TTU) (1)
~TTU Goal 90%
Bachelor Degrees conferred (FY) (1)
Masters Degrees conferred (FY) (1)
Doctoral Degrees conferred (FY) (1)
Diversity and Global Experiences of Student Body
% of Diverse Populations - New Entering
Freshmen Fall Enrollment (4)
Students Engaged in Study Abroad Programs (5)
SOURCES:
(1)
TTU Factbook
Institutional Research (Vicki West)
(3)
Recruitment Scholarship Report (Helen Carter)
(4)
KPI report for Strategic Planning
(5)
International Cultural Center
(2)
KEY STRATEGIES
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Increase the overall awareness of CoHS academic programs through recruitment and
marketing plans.
Employ a nationally recognized expert to assist with identification and implementation of
recruiting and retention strategies specific to the college and its programs.
Increase the academic qualifications of student applicants by recruiting at schools with
college preparation programs and utilizing competitive multi-year merit scholarships
which are guaranteed for high achieving students.
Increase the number of enrolled students from selected diverse populations by recruiting
at schools with diverse populations, participating in diversity activities on campus, and
participating in community programs/activities.
Place a greater emphasis on transfer student recruitment and student support.
Increase department participation in undergraduate recruiting and retention.
Enhance funding to support departments to utilize proactive tactics in recruiting and
retaining high quality masters and doctoral students. Determine a sustainable source of
funds to support these efforts.
Identify and target new populations of students such as those interested in online
learning.
Identify programs primed and able to support additional students and invest extra efforts
in a targeted growth plan.
Promote student engagement in study abroad activities and support the efforts through
college endowments and identify additional sources of funding.
Identify funding to create and sustain multi-year merit-based scholarships supporting
CoHS new entering freshmen, new transfer students, and new graduate students.
Foster a synergistic student services team to holistically focus on student recruiting,
advising, engagement, retention and persistence to graduation.
Strengthen working relationships with other colleges and departments campus wide.
Support student organization leaders, advisors and organizations as a retention tool.
Strategic Priority 2:
STRENGTHEN ACADEMIC QUALITY AND REPUTATION
The College will continue to recruit and retain outstanding faculty to our academic
programs. Opportunities for international experiences will be enhanced and
expanded.
Goals/Source
2010
2011
2012 2013 2014
2015
2020
Target Target
Attract and Retain the Best Faculty in the Country
Faculty Receiving Nationally Recognized
Awards1
0
0
1
1
0
2
4
Faculty Receiving Research and Creative
Awards2
9
8
9
9
14
15
15
University Award Winners
(non-teaching)3
3
3
2
2
4
4
4
61
84
75
75
International and National Professional
Leadership Roles4
Percent of Diverse Faculty5
19
22
25
22
22
25
25
23:1
26:1
24:1
22:1
23:1
21:1
20:1
35:1
38:1
35:1
30:1
25.1
28:1
25:1
24
22
23
23
18
25
25
University Awards (teaching)3
2
2
1
2
2
3
3
Faculty Engaged in Student-Related
International Experiences2
0
0
5
7
9
10
20
Number of Doctoral Degrees Granted6
34
23
22
34
27
30
35
Nationally Recognized Programs and Students
Nationally Recognized Programs8
1
1
1
3
4
3
5
Teaching Excellence
Student/Faculty Ratio6*
Student Headcount/Faculty FTE6
Membership in Teaching Academy
7
National Student Academic and Research
Awards8
5
4
3
5
3
5
6
Internationally Recognized Student
Awards8
0
0
0
1
0
1
3
1
Note any awards given (those on university list); COHS Media and Marketing Office
2
Department chairs; faculty annual reports; Digital Measures
3
Internal award lists (O Drive)
4
Annual Faculty Reviews (Digital Measures custom report)
5
Calculate by hand, number of foreign and protected class faculty as compared to the total (instructor and above); no official
definition of diverse faculty available
6
Cognos > Public Folders > College Metrics > College Metrics Dashboards > Efficiencies
7
Teaching Academy Website (http://www.academy.ttu.edu/home/index.asp)
8
Note any announcements of such rankings; COHS Media and Marketing Office
Ratio is calculated by dividing the student equivalent FTE (SCH/15 – undergraduate; SCH/12 – masters;
SCH/9 – doctoral) by faculty FTE.
*Student/Faculty
KEY STRATEGIES







Monitor new faculty resources to support student growth, maintaining an adequate number so
workload is appropriate and fair and achieving an ideal student/faculty ratio at both the
undergraduate and graduate levels.
Identify faculty needs strategically to assure the most efficient use of faculty resources.
Monitor pre-tenure faculty retention rate.
Seek a more diverse faculty base utilizing available support mechanisms and particularly faculty
involvement (establish relationships with diverse colleagues, have current diverse faculty recruit
others, be mindful of diverse colleagues and grad students at conferences).
Encourage and support faculty members to participate in international experiences, thus making
study abroad and other international activities/studies an integral part of academic areas.
Identify and support current and potential faculty members to be groomed for national and
university award application.
Identify and support current and potential students to be groomed for national award
application and legislative/presidential internships.
STRATEGIC PRIORITY #2
2015 PLAN
Measure
Faculty Receiving
Nationally Recognized
Awards
Goal
Action steps/semester

Get one

(1)




Funding
Required
Attract and Retain the Best Faculty in the Country
Work with chairs to identify which awards are
$10,000
appropriate to their area.
Identify a process for targeting potential faculty
applicants; chairs should be very intentional and
develop a list of potential faculty and plans to
move them along to application status; report
any applications; coordinate with letter writers
Have Pat DeLucia speak to chairs annually
Hold an information session for Fulbright and
other awards
Make on-campus resources available to faculty
members.
Expect chairs to be intentional in considering
possible candidates.
Efforts and Results
This topic has been
discussed/explained in chair
meetings. A listing of national
awards with their qualifications has
been distributed to all chairs. A
Fulbright information session has
been offered to faculty and students
by COHS faculty Dr. Kelly Phelan,
a former Fulbright recipient and the
university Fulbright Coordinator. At
least one faculty member plans to
apply for a Fulbright award in the
next year.
One application for a national award
(Endowment for the Humanities –
Kelly Phelan) was not awarded and
one (Cherry Teaching – Elizabeth
Trejos) is pending.
Comment: Once potential faculty
member applicants are identified,
there may be a need to support some
travel to professional meetings or
bridge research funding. A faculty
member may also need summer
funding to complete the application.
Faculty Receiving
Research and Creative
Awards

5

(1)
University Award
Winners
Through the general process of identifying and
supporting potential faculty award applicants,
encourage and track award winners – an early
step in working toward the major awards
As the chair works to identify candidates, have
a list of 1-2 who are in the wings. Keep a
running record of what we are doing for them to
move them along.

2-4




(3)

International and National
Professional Leadership
(4)
As

appropriate


Remind faculty members of award packet
due dates
Provide assistance as needed
Write support letters
Submit award packets in a timely manner
Solicit award nomination from chairs for the
following year
Work with Faculty Council to select college
nominees
Confer with chairs to establish a process to
support faculty involvement in such activities
keeping in mind the needs of the department.
Identify barriers to faculty leadership activities
For associate and above, encourage them to
aspire to a leadership role on a regular basis.
None
None
Discussions have been held with
chairs regarding careful planning for
and selection of their award
nominees. It has been suggested to
them that the required “guidance
statements” in the annual report
could concern working toward
successful award submissions
Comment: Creative awards are only
available in the Department of
Design. Award winners for AY
2014 were Rachel Anderson (2),
Don Collier (1), Debajyoti Pati (1),
faculty guided student awards (10)
Work with chairs to develop/groom
suitable candidates for awards (see
creative awards)
Comment: Award winners for the
FY 15 were Catherine Jai, Debra
Reed, and Shu Wang. Pending
awards include Vickie Hampton,
Shane Blum, Sybil Hart, Barry
McCool, Julie Chang, Karen
Alexander, and Malinda Colwell.
None
Comment: While there is not
specific support needed, it could be
that as we work through this
process, travel support will arise.
There is not a particular goal for this
area as opportunities come and go.

Percent diverse faculty
25%


(5)



Student/Faculty Ratio
20:1

(6)

Student
Headcount/Faculty FTE
(6)

25:1
Work with chairs to incorporate the habit of
identifying potential diverse faculty members.
Host potential faculty members on campus.
Have a presence at the diversity conference
each year
Investigate what peers are doing to positively
influence diversity
Add to diversity funding from Dr. Munoz’
office as needed to bring in diverse faculty
Teaching Excellence
Confer chairs as they recruit new faculty
members
Confer with chairs regarding the type and
number of faculty members needed
Work to efficiently manage course section
enrollment to address workload inequities
within the current faculty staffing.
See Student/Faculty/Ratio
$0 $50,000
However, encouraging faculty
participation and acknowledging
that participation has seemed to
work for us.
Chairs and faculty members are
aware of the desire for a diverse
faculty and seem to be willing to
accept the premise. Five of the
twelve new faculty members hired
this year were in the diversity
category. The university is currently
at 20:1 but AAU is 17:1.
Comment: Many departments travel
to other campuses to recruit
students. They could be
identifying/recruiting possible
faculty members as well. Need for
funding is uncertain, perhaps for
travel to other campuses or hosting
here.
Consider diversity and research
compatibility in the hiring process.
None
Comment: This area is one of
opposing priorities – low
student/faculty ratio along with the
desire to grow.
Membership in Teaching
Academy

25
(7)
Faculty Engaged in
Student-Related
International Experiences
(2)
10
Confer with chairs to identify and support
potential candidates
 Use strategic process to secure nominations
 Assist with applications as needed
 Develop a plan and record efforts regarding
what is the college doing for teaching.
 Establish an award for distance
courses/teaching.
 Consider developing a master teacher or other
quality teaching designation and having those
faculty members host workshops or seminars.
Fall
 Set up an international affairs taskforce within
the college. Secure their input regarding faculty
needs and opportunities for engagement
 Confer with chairs about study abroad
opportunities in their areas
 Identify interested faculty members
 Fund requests for study abroad exploratory trips
as submitted through the chairs.
 Concentrate study abroad efforts on targeted
places (where TTU already has a presence)
unless the program can make a good case of
other destinations.
 Facilitate interaction with supporting agencies
on campus
 Provide stipend to faculty members who
establish a study abroad course or study tour
None
$7,500
One applicant applied this year but
was not successful (dossier was
poorly put together). Starting early
and strategically will help as we
seek to add new members.
Currently a specific strategic
campaign is underway to secure new
members from within the College.
Members of this taskforce have been
identified. They will meet in the
spring. Several study abroad
initiatives are underway. COHS has
supported five faculty members
($7,500) for exploratory visits this
summer – three were supported last
year.
Comment: Faculty members develop
study abroad activities in addition to
their regular duties. This can be a
tedious and arduous experience. A
stipend/supplement for the
development (aside from the
exploratory visit) would encourage
participation (much like online
courses). To be paid when the
course is set up. It is possible that
university initiatives will fund some
of this activity.

Provide a stipend to faculty members actually
teaching abroad
$10,000
While faculty members are paid a
salary for teaching abroad, there are
extra stresses involved; a
supplement/stipend would be helpful
and would affirm our commitment
to these activities
Comment: We will have to decide
as a college if we are willing to
incentivize this activity.
Nationally Recognized
Programs

3

(8)
National Student
Academic and Research
Awards

15

(8)
Students receiving
internationally recognized
awards
(8)

1 Fulbright 
per year
and 1

legislative
internship 
per year
Nationally Recognized Programs
Confer with chairs to identify any ranking
venue for their programs
If ranking is available, identify what is needed
to be ranked or increase ranking.
Confer with chairs to see if any academic
competitions are available to students in their
areas.
If available, identify what is needed to spur
student interest and success.
Expect faculty members to work with students
to present at conferences where they may have
access to research awards.
Identify awards available and the process of
application
Work with programs to identify and groom
potential candidates.
Provide assistance as needed
None
If changes are needed to become
ranked, some costs may follow.
None
Comment: There are few official
ranking processes for our academic
areas.
Some costs might be incurred for
student travel. This goal is shared
with Priority 1 – students
Comment: There are few venues for
academic awards, but research
awards are possible in some areas.
$2,000
This has been largely on hold as we
are working on the faculty award
process first.
Comment: It may be necessary to
secure the services of a consultant


Encourage quality students to apply for
legislative internships. Establish process for
supporting student applications
Establish a small monetary reward for faculty
members who nominate an award winner.
Data Sources
1
Note any awards given (those on university list); COHS Media and Marketing Office
2
Department chairs; faculty annual reports; Digital Measures
3
Internal award lists (O Drive)
4
Annual Faculty Reviews (Digital Measures custom report)
5
Calculate by hand, number of foreign and protected class faculty as compared to the total (instructor and above); no official
definition of diverse faculty available
6
Cognos > Public Folders > College Metrics > College Metrics Dashboards > Efficiencies
7
Teaching Academy Website (http://www.academy.ttu.edu/home/index.asp)
8
Note any announcements of such rankings; COHS Media and Marketing Office
(might be on campus) to enhance the
viability of applications. This goal is
shared with Priority 1 – students.
Strategic Priority 4:
FURTHER OUTREACH AND ENGAGEMENT
All of the programs with the COHS have a strong commitment and involvement in
community outreach and engagement. The College will continue to expand the
number of contacts and strengthen the existing efforts to assist with a wide range
of activities that benefit communities locally, statewide, and internationally.
Increase Enrollment
Goals/Source
2011
2012
2013
2014
2015
Target
2020
Target
Number of Outreach Activities
225
250
300
Total Non-TTU Participants
K-12 participants
Participating Faculty Members
2,368
17,040
205
210
225
Faculty Hours Involved
15,579
1,400
1,500
Participating Staff Members
94
Staff Hours Involved
9,713
Students Involved
1,229
Service Learning Courses Taught
Enrollment in Service Learning
Courses1
5
7
1
10
12
20
158
225
30
126
160
300
Unless otherwise noted, data taken from Digital Measures or summaries of DM information found at www.depts.ttu.edu/oe/reports.php
1Data
provided by Office of Planning and Assessment
Key Strategies Priority 4







Work with chairs and faculty to communicate the value of outreach and encourage faculty
reporting
Clarify how outreach and engagement can be integrated into a research program
Develop an evaluation strategy to properly value and reward outreach and engagement
Identify possible available funding for micro grants to jump start outreach and engagement
efforts
Consider faculty/student/department awards
Support and encourage service learning courses
Identify/highlight/publicize high-profile outreach and engagement activities
STRATEGIC PRIORITY #4
2015 PLAN
Measure or Strategy
Goal
Understanding of outreach
and engagement
Faculty
approval of
definition
Clarify how outreach and
engagement can be
integrated into and
enhance research
Further
understanding
of the
application of
outreach and
engagement
Action steps/semester
•
•
Work with chairs to identify issues related to
outreach and engagement.
As part of working with chairs and faculty,
include how outreach can support research
and visa versa
Funding
Required
Comments
Faculty members are now actually
None
entering data regarding their
anticipated activities, chairs are strongly
encouraging it. They can use either
the OEMI or Digital measures. We
have good reported participation,
though I don’t think all has been
submitted.
None
Comment: After a couple of years
of batting this around, I think
faculty have a reasonably good
understanding of outreach and
engagement.
There has been the perception that
this is more work for no reward
(other than possible personal
reward), but that seems to be
waning.
We will see what is reported this
year to see if this idea has helped
participation.
Comment: This is an opportunity
for faculty members to double-dip –
one activity may generate both
research and outreach/engagement
results
Develop an evaluation
strategy to properly value
and reward outreach and
engagement
Have an
evaluation
strategy
acceptable to
faculty
members
•
Identify available funding
for micro grants to support
outreach and engagement
efforts
Establish a
micro grant
program to
support new
outreach
projects
•
Consider
Establish an
faculty/student/department award
awards
program for
outreach and
engagement
Support and encourage
Have a
service learning courses
variety of
service
learning
courses in the
college
•
•
•
•
•
•
Include the expectation/evaluation in the 2016
evaluation
Devise a small grant program to solicit faculty
participation in outreach/engagement
Examine current funding sources to identify
possible availability
Communicate with Development Officer the
need for such funds
Develop an award program to acknowledge
accomplishments of students, faculty, and
perhaps a department.
Work with chairs to promote service learning
courses
Provide financial or other assistance to faculty
members to develop/offer service learning
courses
Be certain that service learning courses
offered currently have the S designation.
$10,000
For outreach/engagement to
become an integral part of the
college faculty activities, it is
imperative that faculty members see
that it is valued and rewarded. The
first thought was to have a college
taskforce to deal with the issues,
but I think this activity will be
better received if the decision is
department based. I am not ready to
push this hard until we have a feel
as to how the University values the
activity, right now just lip service.
Nothing has been done in this area.
It might not be necessary.
$5,000
Will work with the chairs to
develop this award, nothing done
yet.
None
$15,000
Consider requiring that a student
have at least one HS service
learning course by the time of
graduation. Course could be in the
major or perhaps in a college-based
course.
Identify and publicize
high-profile outreach and
engagement activities
Have
meaningful
examples
available on
the website
and in Tech
media
•
•
•
Identify high-profile
outreach/engagement/service learning
activities
Feature these activities on the website
Communicate activities to Tech Media and
Communications for publicity possibilities
Unless otherwise noted, data taken from Digital Measures or summaries of DM information found at www.depts.ttu.edu/oe/reports.php
Data provided by Office of Planning and Assessment
1
Comment: We would need a
relatively large volume of available
service learning courses to make
this expectation a possibility, hence
the possible need for incentives.
Nothing done yet. Will ask the
chairs if there are such activities
currently.
Strategic Priority 5:
INCREASE AND MAXIMZE RESOURCES
Increasing resources and maximizing the use of current resources will help the College meet its
other priorities. This will include increasing weighted semester credit hours, expanding our
endowment, and balancing revenue over expenditures.
Goals/Source
2010
2011
2012
2013
2014
2015
Target
2020
Target
Formula
Funding
Generation
FY
Undergraduate
SCH (3)
Fall
Undergraduate
SCH (1)
FY Graduate
SCH (3)
Fall Graduate
SCH (1)
Total
Weighted SCH
(3)
Development
Activity
Total
Endowment(5)
56284
62347
64504
61218
61446
63000
65000
27,873
28950
27,919
27727
29089
29,000
32,000
6402
6927
7613
7563
7491
8000
9000
2856
2777
3032
2850
3478
3500
4000
134649
137980
156876
165543
N/A
170000 180000
$25.70
million
$27.60
million
$29.80
million
$29.94
million
N/A
$40.0
million
$55.0
million
$4.37
$2.51
S8.95
N/A
$3.0
million
$4.0
million
$13.7
$14.92
$15.38
N/A
$17.0
$22.0
(including
scholarships)
Total Funds
$6.80m.
Raised
Annually(5)
Total
$12.7
Scholarship
Endowment(5)
(million)
2010
Goals/Source
Scholarship
Funds
Awarded
Annually (5)
Endowed
Professors (2)
20112011 2012 20122013
2014
2013
$570,918 $761,500 $652,000 $897,978 N/A
Endowed
Chairs (2)
Space and
Facility Usage
Classroom
Space Usage
Score (6)
Other
Measures
2015
2020
2014
2015
Target
Target
Target
$1.2m $1.95m
7
7
7
7
7
9
11
2
2
3
3
3
4
5
66
65
67
66
75
70
70
Total Full-time
Instructional
Faculty
Equivalent
(FTE) (3)
92.1
92.14
86.46
91.11
100.31
100
110
GPTIs and
Teaching
Assistants (3)
SCH per
Faculty FTE (3)
SCH per
Teaching Staff
FTE (3)
37
60
73
89
118
125
145
751.8:1
834.1:1
751.0:1
687.2:1
N/A
700
700
589.7:1
612.6:1
527.3:1
450.1:1
N/A
500
500
20
KEY STRATEGIES





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Continue to review programs with high SCH weights, relatively low expenses, and with prospects of further
growth when making new faculty decisions. Consider moving existing vacant faculty positions between
departments.
Increase the faculty and administration involvement in development in various ways including selecting a small
group of faculty from around the College (4-6) to be “Faculty Development Representatives.” Provide clear goals
for each in the group, release time, incorporation in annual evaluations, coordination with the College including
training etc.
Continue to identify selected programs that match interests of potential donors.
Identify more recent graduates of the College of Human Sciences and get them involved in the activities of the
College that are relevant to them.
Increase number of performance reviews for staff within the College. After the major annual review conduct
periodic reviews to see how staff members are meeting new goals, what challenges they are facing, and what
can be done to help them be successful.
Provide increased opportunities for staff to progress within the College and TTU system. Encourage additional
training opportunities and advancement.
Annually review all areas of College activities to make sure all are critically needed for student and faculty
service needs.
Review total space used by each program area to make sure there is fairness in how space is used based on the
appropriateness of programs.
Work closely with faculty to identify business/corporate donors
Continue to research private foundations with interests that match the College mission
Increase focus in planned giving opportunities
Work with the Director of Marketing and Communications to raise awareness about the College
Discuss peer to peer fund raising efforts
Continue to evaluate College and departmental needs/priorities
Focus on the discovery and cultivation stages of the donor cycle
Work with Institutional Advancement and College faculty and administration to identify stakeholders with the
capacity for naming opportunities
Key - Sources
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Provided by Institutional Research report from Vicki West.
Internal Count – Staff
Provost Report
TTU Fact Book
IA and internal report.
TTU Space Usage report portal (SUE scorecard)