Institutional Planning & Effectiveness – Program Review 2013
Appendix A
Staff Résumés
Melissa Canady Wargo, Ph.D.
Personal Information
Home Address: 113 Catnip Road, Cullowhee,
NC 28723
Work Address: 450 H.F. Robinson Bldg.,
Cullowhee, NC 28723
Home Phone: 828.293.7722
Work Phone: 828.227.3082
Work Email: wargo@wcu.edu
Home Email: melissa.wargo@gmail.com
Education
University of Texas at Arlington – Arlington, Texas
Ph.D. - Transatlantic History, 2009
M.A. - Anthropology, 1996
B.A. - Anthropology, 1991 (summa cum laude)
Administrative Experience
Assistant Vice Chancellor, Planning & Effectiveness, Western Carolina University, Cullowhee, NC.
January 2009 to present.
Oversee the functions of accreditation, assessment, institutional research, strategic planning, and space
management. Supervise six professional staff. Serve as the campus SACS’ Accreditation Liaison. The IPE
office is responsible for all state and federal reporting, executive decision support, and academic and
administrative program review.
Director of Assessment, Western Carolina University, Cullowhee, NC. January 2006-January 2009.
Founded the WCU Office of Assessment to oversee all academic and administrative assessment-related
activities on campus. The Office of Assessment is responsible for annual program assessment and
periodic program review as well as survey research and coordination on campus.
Director of Assessment, Texas Christian University, Fort Worth, TX. May 2001-January 2006.
Founded the TCU Office of Assessment to oversee all academic assessment activities on campus. The
Office of Assessment was created to play a leadership role in the University’s bid for reaffirmation by the
Southern Association of Colleges and Schools Commission on Colleges.
Coordinator of Reports/Institutional Research Associate, University of Texas at Arlington, Arlington,
TX. July 1998-May 2001.
Provided development and oversight of all reporting activities to the state and federal governments.
Maintained primary oversight of the University’s academic assessment processes and provided support
for the University’s regional accreditation activities.
Melissa Canady Wargo, Ph.D.
Coordinator for Institutional Research and Assessment, Oklahoma State University-Oklahoma City,
Oklahoma City, OK. August 1996-July 1998.
Founded the institutional research and assessment office at OSU-OKC to provide primary support and
leadership for all reporting and assessment activities.
Social Science/Humanities Research Assistant, University of Texas at Arlington, Arlington, TX. July
1994-July 1996.
Faculty Experience
Part-Time Faculty, Western Carolina University, Cullowhee, NC, Department of Anthropology and
Sociology. August 2008-present.
Courses taught: Origins of Civilization, Comparative Cultural Systems, and European Paleolithic
Archaeology
Part-Time Faculty, Texas Christian University, Fort Worth, TX, Department of Sociology and
Anthropology. August 2002-December 2005.
Courses taught: Introduction to Cultural Anthropology and Introduction to Archaeology
Part-Time Faculty, University of Texas at Arlington, Arlington, TX, Department of Sociology and
Anthropology. August 1999-May 2001
Courses taught: Introduction to Anthropology, and Principles of Archaeology
Part-Time Faculty/Advisor to Phi Theta Kappa Honor Society, Oklahoma State University-Oklahoma
City, Department of Social Sciences, Oklahoma City, OK. August 1996-July 1998
Courses taught: Introduction to Anthropology, Cultural Anthropology, Forensic Archaeology, and
Leadership Development Studies
Other Higher Education Experience
Peer Evaluator, Southern Association of Colleges and Schools Commission on Colleges, Decatur, GA.
April 2002-Present
•
•
Serve as visiting committee member on reaffirmation of accreditation visits and special
committees.
Conduct reviews of Institutional Effectiveness and QEP standards.
Page | 2
PAMELA ASHE BUCHANAN
Executive Assistant|Office of Institutional Planning & Effectiveness (OIPE)
440 HFR Administration Building|Western Carolina University|Cullowhee, NC 28723
828-227-3038|pbuchanan@wcu.edu
Educational Background
January 1996 May 1996
Western Carolina University, 3 credit hours in computer information systems
(business computer programming).
August 1986 May 1991
Western Carolina University. Bachelor of Science in Business Administration
Degree. Major areas of study were accounting and office administration.
June 1985 August 1986
Attended Southwestern Community College with a major in accounting.
May 1985
Diploma from Cullowhee High School, Cullowhee, NC.
Professional Experience
May 2005 current
Executive Assistant, Office of Institutional Planning & Effectiveness (OIPE), 440
HFR Administration Building, Western Carolina University, Cullowhee, NC.
Primary duties include:
 providing administrative and technical support for the Vice Chancellor for
Planning & Effectiveness and five other staff members;
 managing two office budgets in state funds;
 utilizing Banner Finance Module to perform data extractions to MS Excel for
maintaining and updating office budgets;
 serving as Cardholder for OIPE P-Card, making purchases and performing
monthly reconciliation process according to Purchasing Office Regulations;
 using WCU Catamart System to submit requisitions for purchasing of office
supplies and equipment;
 developing and coordinating the Academic and Administrative Program
Review Visits (for six to eight departments/programs) on a yearly basis;
 manage QEP Assessment Grant funding and awards (involving an array of
purchasing and budget situations from general classroom support items to
travel to hiring of employees and payment of stipends to existing employees);
 providing administrative support to the 2020 Commission and Data Quality
Standards Committee – scheduling meetings, reserving facilities,
recording/distributing/publishing minutes, maintaining electronic files of
meeting materials;
Resume for PAMELA ASHE BUCHANAN
Page 2
 recruiting and completing hiring process for graduate assistant, work-study
and non-work-study employees; approving electronic timesheets in MyCat
System and maintaining balances of wage funds available;
 updating Resource25 Contacts on a weekly basis;
 making travel arrangements and process paperwork as related to travel for
the Vice Chancellor for Planning & Effectiveness and five other staff
members;
 developing and producing special presentations and/or publications for
regional and national conferences attended by the Vice Chancellor for
Planning & Effectiveness and/or other OIPE Staff Members using various
computer software packages such as Microsoft Power Point and Microsoft
Word;
 coordinating annual OIPE Office Retreat.
 previously developed and produced the University Fact Book publication.
 previously served as sole webmaster for OIPE Webpage (task is now shared
with another colleague);
 previously created detailed and complex spreadsheets in Excel for
enrollment projections, various UNC-GA reporting requirements, and other
OIPE Projects;
March 1997Administrative Secretary II, Office of the Provost, 560 HFR Administration
May 2005
Building, Western Carolina University, Cullowhee, NC.
July 1996 - March Processing Assistant IV, Office of Administration and Finance, 301 HFR
1997
Administration Building, Western Carolina University, Cullowhee, NC.
September 1993 - Permanent Part-Time Office Assistant III, College of Business, 112 Forsyth
July 1996
Building, Western Carolina University, Cullowhee, NC.
December 1991 - Permanent Part-Time Secretary III, Parks and Recreation Management
September
Program, Graham Building - Lower Level, Western Carolina University,
1993
Cullowhee, NC.
September 1991 - Permanent Part-Time Office Assistant III, Academic Services, 550 HFR
July 1996
Administration Building, Western Carolina University, Cullowhee, NC.
Professional Development
SharePoint 2010 Technologies: A Comprehensive Hands-On Introduction 7/24/2012 through
7/27/2012, Atlanta, GA
Wilma Kay Turpin
Institutional Planning and Effectiveness
Western Carolina University
Cullowhee, NC 28723
EDUCATION
August 1984
M.S.
May 1982
B.S.
May 1979
A.A.
Computer Science
University of Arkansas
Fayetteville, Arkansas
Computer Science & Mathematics
California State University
Chico, California
Computer Science
Pensacola Junior College
Pensacola, Florida
Professional Experience:
August 1991 – Present
Business & Technology Applications Specialist
Provide leadership on data management, standards, and integrity issues by working closely with all
functional areas and IT staff. Work closely with and communicate effectively with technical and
non-technical personnel in all functional areas, as well as IT staff, faculty, administrators and other
staff. Design and implement computer applications and procedures to extract and compile data
from the university’s database and other files for analysis and distribution to academic and
administrative clients. Research, evaluate and implement new technologies for use by the office.
One of four members of the data warehouse implementation project team. Develop project charter
and plans for implementation of student and finance modules of Blackboard Analytics data
warehouse. Project team oversees project plans and scheduling, reports to executive steering
committee, works with vendor, works with key functional areas during implementation and data
validation of modules. Team also responsible for second project focusing on data warehouse
deployment to campus and development of a new analytical-based reporting site.
Provide assistance to the director of OIPE and input on university-wide issues related to data
integrity and security, and institution-wide studies, office management, budget, and personnel
issues.
Current major duties in brief: University data warehouse project team; Delaware Report (full
responsibility); CoursEval (data extract, cleansing, file uploads to CE website; other staff build and
deploy surveys and maintain ‘helpdesk’ for faculty); Personnel Data File (required file submission
to GA – maintain, modify programs; work with HR to clean up; submit to GA); HR/Payroll team
(support HR staff is finalizing full implementation of HR Payroll in Banner, and working with GA on
system’s HR Datamart); chair Data Standards committee (oversee policies, DS manual; coordinate
resolution of DS-related issues with functional users; provide duplicate reports to users).
WKTurpin, page 1 of 2
September 1990 – May 1991 Instructor, Business Computer Programming & General Education
Southwestern Community College, Sylva, North Carolina
August 1984 – May 1990
August 1982 – May 1983
Instructor, Computer Information Systems, College of Business
Western Carolina University, Cullowhee, North Carolina
Graduate Assistant, Department of Industrial Engineering
University of Arkansas, Fayetteville, Arkansas
Current committee memberships:
2011-present
2011-present
2010-present
2006-present
2004-present
Registrar’s Advisory Council
Intranet Steering Committee
Data Security and Stewardship Committee
Data Standards Committee, Chair
Banner Users’ Group
Recent Professional Activities:
Fall 2012
UNC-Cause – Durham, NC. Two presentations: ‘What is Blackboard Analytics’ and
‘OLAP for SQL Developers’, as well as led a special interest group on data
warehouse topics (with Stan Hammer, IT).
Spring 2012
AIR – New Orleans, LA
Fall 2011
MABUG – Radford, VA. Presentation on dealing with duplicate records in Banner.
Fall 2011
Fall 2011
Fall 2010
Spring 2010
Spring 2008
Spring 2007
Spring 2007
Fall 2006
Blackboard Client Conference for Blackboard Analytics
SAIR – Judge for SAIR Best IR Website for 2011 conference.
MABUG – UNC-Wilmington, NC. Presentation on address changes and policies
developed by WCU’s data standards committee.
SAIR – New Orleans, LA. Presentation on CoursEval System used by WCU (with
Alison Joseph, OIPE).
Higher Education Data Warehouse Forum, Virginia Tech.
Higher Education Data Warehouse Forum, Austin, Texas
SunGard Summit, Las Vegas, Nevada
SAIR Conference, Arlington, Virginia (Southern Association of Institutional
Research)
WKTurpin, page 2 of 2
David Michael Onder
Office of Institutional Planning & Effectiveness
Western Carolina University
440 HFR Administration Building
Cullowhee, NC 28723
(828) 227-2580
dmonder@wcu.edu
EDUCATION:
M.A.Ed., Secondary Mathematics, Western Carolina University, 2004
B.S., Mathematics and Computer Science, Youngstown State University, 1992
EMPLOYMENT:
Western Carolina University, Cullowhee, NC
Director of Assessment, 10/2012 – Present
Assessment Coordinator, 01/2009 – 09/2012
Interim Director, 06/2008 – 01/2009
Business Intelligence Analyst, 02/2007 – 05/2008
 Coordinate WCU’s outcomes assessment and program review process
 Develop and implement assessments and surveys and analyze and report on results of
those assessments and surveys for faculty, staff, and university leadership
 Support university leadership in public accountability efforts regarding student
learning and success
 As Interim Director managed office of 6 analysts and support staff and provided
leadership for campus decisions regarding student enrollment and faculty workload
in absence of director; was responsible for reporting campus data to UNC General
Administration and campus leadership
 Create ad-hoc reports using SQL, MS Access or SAS for faculty, staff and campus
leadership to provide support for data-driven decision making regarding student
enrollment, faculty workload, and graduate assistant distribution
Buncombe County Early College, Asheville, NC
Mathematics Teacher, 07/2005 – 02/2007
Buncombe County Middle College, Asheville, NC
Mathematics Teacher, 01/2005 – 06/2007
Canton Middle School, Canton, NC
Mathematics Teacher, 07/2003 – 06/2004
Smoky Mountain High School, Sylva, NC
Teacher, 08/2002 – 06/2003
Mission Hospitals, Asheville, NC
Associate Technical Software Engineer, 05/1999 – 08/2002
David Michael Onder
2
IBM, Boulder, CO & Research Triangle Park, NC
Staff Software Engineer, 10/1997 – 04/1999
Software Engineer, 12/1996 – 09/1997
Senior Associate Programmer, 01/1995 – 11/1996
Contractor, 02/1993 – 01/1995
PRESENTATIONS:
(1-2) “How to Run a High School Programming Contest,” (with Vincent Tkac), BIG Event,
ACM Computer Science Conference, Kansas City, MO, March 1992; BIG Event, ACM
Computer Science Conference, Indianapolis, IN, February 1993
(3)
Organizer and Moderator for Panel Session, “Finding the Right Graduate School,”
Technical Sessions, ACM Computer Science Conference, Phoenix, AZ, March 1994
(4)
Co-Presenter, “Administrative Program Review,” 2010 SACS-COC Annual Meeting,
Louisville, KY, December 2010
(5)
Presenter, “Updating Digital Measures Activity Insight Using MS Office,” 2011
Southern Association of Institutional Research Conference, Atlanta, GA, October 2011
(6)
Co-Presenter, “It’s Not About Pie When It Comes To The Facts…,” 2011 Southern
Association of Institutional Research Conference, Atlanta, GA, October 2011
(7)
Co-Presenter, “It’s Not About Pie When It Comes To The Facts…,” 2012 North
Carolina Association of Institutional Research Conference, Winston-Salem, NC,
March 2012
(8)
Co-Presenter, “It’s Not About Pie When It Comes To The Facts…,” 2012 Southern
Association of Institutional Research Conference, Orlando, FL, September 2012
(9)
Co-Presenter, “The Pie Maker: Automating the Fact Book Creation Process,” 2012
Southern Association of Institutional Research Conference, Orlando, FL, September
2012
(10)
Co-Presenter, “Reporting Program-Level Retention and Graduation,” 2012 Southern
Association of Institutional Research Conference, Orlando, FL, September 2012
(11)
Small Group Facilitator, “Two Approaches to Assessing University-wide Outcomes,”
2012 SACS-COC Annual Meeting, Dallas, TX, December 2012
(12)
Co- Small Group Facilitator, “Postcards from the (L)Edge: Lessons learned about
assessing the impact of the QEP,” 2012 SACS-COC Annual Meeting, Dallas, TX,
December 2012
PROFESSIONAL MEMBERSHIPS:
Association for Institutional Research, 2007
North Carolina Association for Institutional Research, 2007
Association for the Assessment of Learning in Higher Education, 2010
American Evaluation Association, 2011
Association of American Colleges and Universities, 2012
Alison Joy Joseph
Office of Institutional Planning & Effectiveness
Western Carolina University
440 HFR Administration Building
Cullowhee, NC 28723
(828) 227-3042 ajoseph@wcu.edu
EDUCATION:
MPA
Public Affairs
Western Carolina University, in progress
4.0 GPA
BS
Social Sciences
Western Carolina University, 2008
Summa cum Laude (3.97 GPA)
AA
Social Sciences
Saint Petersburg College, 2001
High Honors (3.91 GPA)
EMPLOYMENT:
Western Carolina University, Office of Institutional Planning and Effectiveness
Business and Technology Applications Analyst, 07/2011 – Present
Social Research Specialist, 01/2009 – 07/2011
Social Research Assistant, 01/2008 – 01/2009
•
Coordinates all state and University of North Carolina system reporting (except personnel).
This covers a multitude of files throughout the year with data about students, courses,
course enrollment, course location, grades, degree conferrals, and facilities. Coordination
with functional areas to ensure that several hundred data elements are clean and accurate.
•
Builds, administers, and refines enrollment forecasting models and supports enrollment
management planning
•
Creates a large number of ad-hoc and routinized reports for campus leadership in support of
planning and data-driven decision making (e.g., Program Prioritization, Course spread
throughout the week, Eligible Non-returning students, Admissions Cycle, First-year retention
by group, DWFI Grades, etc.)
•
Maintains self-service OIPE reports on University share drive
•
Serves as primary SAS programmer
•
Manages space utilization reporting, and serves on Space Management and Academic Space
Management Committees
•
Assists with Fact Book development, and leads other report automation projects
•
Responds to ad hoc data requests requiring programming
•
Builds and maintains OIPE reports on the Banner Portal
•
Coordinates FOIA and Public Records requests for directory information
•
Coordinates all federal reporting to IPEDS and other federal agencies
Western Carolina University, Institute for the Economy and the Future
Assistant Director – Research, Rapid Survey and Polling Center, 06/2004 – 12/2008
PRESENTATIONS:
•
Co-Presenter, “Report Automation Using Excel,” 2013 Joint North Carolina/South Carolina
Associations of Institutional Research (NCAIR & SCAIR) Conference, March 2013, Charleston, SC
•
Co-Presenter, “Reporting Program-Level Retention and Graduation,” 2012 Southern Association
of Institutional Research (SAIR) Conference, September 2012, Orlando, FL
•
Co-Presenter, “The Pie Maker: Automating the Fact Book Creation Process,” 2012 Southern
Association of Institutional Research (SAIR) Conference, September 2012, Orlando, FL
•
Co-Presenter, “It’s Not About Pie When It Comes To The Facts…,” 2012 Southern Association of
Institutional Research (SAIR) Conference, September 2012, Orlando, FL
•
Co-Presenter, “It’s Not About Pie When It Comes To The Facts…,” 2012 North Carolina
Association of Institutional Research (NCAIR) Conference, March 2012, Winston-Salem, NC
•
Co-Presenter, “Improving the Online Evaluation Process and Response Rates,” 2011 Southern
Association for Institutional Research (SAIR) Conference, October 2011, Atlanta, GA
•
Co-Presenter, “It’s Not About Pie When It Comes To The Facts…,” 2011 Southern Association for
Institutional Research (SAIR) Conference, October 2011, Atlanta, GA
•
Presenter, “Space Management: Changing Policies in a Changing Environment,” 2011 Southern
Association for Institutional Research (SAIR) Conference, October 2011, Atlanta, GA
•
Co-Presenter, “Student Evaluation of Faculty: Policies and Processes,” 2010 Southern
Association for Institutional Research (SAIR) Conference, September 2010, New Orleans, LA
•
Co-Presenter, “Publishing and Marketing Events Using 25Live,” 2010 CollegeNet Users
Conference, July 2010, Portland, OR
COMMITTEES
•
•
•
•
•
•
•
•
Space Management
Academic Space Management
Staff Senate (committee chair)
Academic Scheduling Working Group
“2020 Vision – Focusing on Our Future” Strategic Planning Subcommittee - Invest in Our Core
Resources
Campus Master Planning Task Force - Assessing Building Needs and Space Utilization
Faculty and Staff Email Taskforce
SPA/EPA Non-Faculty Salary Task Force
PROFESSIONAL MEMBERSHIPS:
Association for Institutional Research, 2008
North Carolina Association for Institutional Research, 2008
Elizabeth Snyder
58 McIntosh Rd
Asheville, NC 28806
EDUCATION
Bachelor of Science in Criminal Justice and Sociology, December 2008
Western Carolina University
EMPLOYMENT
Office of Institutional Planning and Effectiveness, WCU, October 2009-Present
Social Research Analyst (September 2011-Present)
Responsible for managing the Resource25 Space Management system; serve as a back-up for CoursEval system
issues and questions; serve as a liaison to Athletics; complete ad hoc requests as needed
Social Research Assistant (October 2009-September 2011)
Responsible for managing the CoursEval system and being available to answer student/faculty/administrative
questions about the system, Publish the Common Data Set and complete external surveys, Ensure the VSA is
updated annually, complete ad hoc requests as needed, serve as a liaison to Athletics, and serve as an R25 backup.
Presentations
Improving Online Evaluation Process and Response Rates
Southern Association of Institutional Researchers, September 2011
North Carolina Association of Institutional Researchers, March 2012
Committees
Space Management Committee – September 2011-Present
WILLIAM S. HUTCHINGS
741-A East Street
Waynesville, NC 28786
339-227-3994
billyhutchings@hotmail.com
EDUCATION
Western Carolina University
Master of Public Affairs
 Recipient of 2010-2011 Public Affairs Department
Outstanding Graduate Student Award
Cullowhee, NC
May 2011
Harvard University Division of Continuing Education
Graduate Level Marketing Management Course
Cambridge, MA
Spring 2001
University of Massachusetts at Boston
Bachelor of Science in Business Management
 Graduated Summa Cum Laude with 3.78 cumulative GPA
Boston, MA
June 1996
UNIVERSITY & NON-PROFIT EXPERIENCE
Western Carolina University
Cullowhee, NC
Social Research Assistant
November 2011 – Present
 Gather, edit, analyze, and report data to support decision-making needs of faculty and staff in
various aspects of institutional planning and effectiveness
 Assist in maintaining and updating university data resources including fact books and common
data sets
 Provide information to external agencies and stakeholders in order to achieve high standards of
accountability while increasing WCU’s visibility to the public
 Edit university web site content as needed
Graduate Research Assistant
November 2009 - May 2011
 Conducted research on Asheville area pedestrian and bicycle use which was incorporated into the
National Bicycle and Pedestrian Documentation Project
 Researched regional traffic patterns and vehicle occupancy studies leading to interview which was
aired on radio station WWNC and press story in The Mountaineer; received acknowledgement
for the study’s contribution in the French Broad River MPO Congestion Management Report
 Assisted faculty with a public opinion project conducted for the Black Mountain Town Square
Committee to help the town council adopt a development strategy utilizing input from local
residents
 Collaborated with Land-of-Sky Regional Council to conduct a survey analysis and develop a
needs assessment for the WNC Forest Products Cooperative Marketing program
 Research topics for a variety of pubic policy projects and assist faculty by fact-checking data and
writing summary reports and briefs
 Compiled extensive resource guide designed to help graduate students and PPI staff quickly
access sources of information and more quickly respond to public inquiries
WILLIAM S. HUTCHINGS, PAGE 1 OF 2
The Mediation Center
Asheville NC
Graduate Intern
Summer 2010
 Created a resource guide for the “Changing Together” anti-gang violence program which is a
multi-agency collaborative among law enforcement, the court system and local human service
providers
BUSINESS & MARKETING EXPERIENCE
First Command Financial Planning
Asheville, NC
Financial Planner
March 2007 - December 2008
 Communicated with clients to gather data and assess objectives in order to develop and present
impactful financial planning products and services
 Utilized complex database and planning software to organize information and generate financial
calculations and projections
 Utilized prospecting and referral procedures including partnerships with complementary
businesses
Universal Music Group
Wellesley, MA
Sales Representative/Account Manager
September 1999 - February 2007
 Successfully managed key accounts utilizing a thorough analysis of market data, keen anticipation
of needs, and dependable follow-up
 Monitored customer sales activity, performed marketing, publicity and advertising functions
maximizing available budgets and resources, created strategic partnerships
 Achieved consistently high standard of billing through the application of reasoned negotiating
skills and in-depth knowledge of products and customers
 Generated informative written reports and presentations
Market Development Representative
August 1996 - September 1999
 Formulated, executed and evaluated marketing and publicity programs designed to impact
accounts and consumer segments
 Coordinated events, maximized promotional budgets and resources, created marketing visibility
materials, secured media exposure
 Collaborated with other departments to evaluate impact of programs and strategies
LEADERSHIP & SERVICE
 Committee Member, Chancellor’s Division Strategic Plan Committee, 2012-2013
 Team Member, Homeward Bound of Asheville, 2011-Present
 President & Co-Founder, WCU MPA Program’s first graduate student organization, 2010-2011
 Student Representative, WCU College of Arts & Science Dean’s Advisory Committee, 2010-2011
 Guest Speaker/Panel Member, WCU Graduate Student Orientation, August 2010
 Student Representative, MPA Program Faculty Meetings, 2010-2011
COMPUTER & RESEARCH SKILLS
 Word, Excel, Access, Red Dot, PowerPoint, Outlook, Basic SPSS
 LexusNexus, Other Databases
 Field research including interviewing, canvassing, and data collection
WILLIAM S. HUTCHINGS, PAGE 2 OF 2
Institutional Planning & Effectiveness – Program Review 2013
Appendix B
OIPE Strategic Plan
PHASE II
Division/Unit Planning
2012-2013
Plan for Office of Institutional Planning and Effectiveness
Plan Cycle: 2012-2020
Submitted by: William Hutchings, Social Research Assistant
Date: March 1, 2013
Vision:
Mission:
To be recognized as a leader in providing
exceptional and timely decision support
to advance WCU’s mission as a regionally
engaged university.
Facilitate the integration of
accountability, assessment, planning,
and institutional research by providing
accurate and timely information, data
analysis, and expert advice to fulfill the
University’s statutory and regulatory
obligations and to promote evidencebased decision-making in support of
WCU’s mission and the improvement of
University programs and services.
Core Values:
•
•
•
•
•
Integrity and Accuracy
Transparency and Accessibility
Responsive and Client-Oriented
Collaboration and Cooperation
Innovation and Creativity
2|Page
Content of Plan
Strategic Direction #1
Invest in and maintain a quality decision support framework for campus leaders.
The Office of Institutional Planning and Effectiveness (OIPE) is committed to supporting
university leaders in making informed and effective planning, programming, and fiscal decisions.
To that end, OIPE will acquire, manage, and organize the people and tools necessary to ensure
access and usability of institutional data.
Goal 1.1: Develop and maintain accessible and meaningful reports and data.
Initiative 1.1.1. Develop and maintain College and Department Profiles inclusive of
student and employee data.
Initiative 1.1.2. Develop a collection of retention and enrollment management analysis
tools and reports that may include projections, trend analysis, predictive modeling, etc.
Initiative 1.1.3. Identify key performance indicators and develop a series of “at-a-glance”
dashboards and scorecards.
Initiative 1.1.4. For survey data routinely collected by OIPE, package and interpret
results for use by specific campus units and stakeholders.
Initiative 1.1.5. Provide more meaningful data in support of space planning and
utilization analysis.
Goal 1.2: Provide professional expertise and consultation in data analysis and interpretation as
well as tools and methods.
Initiative 1.2.1. Develop an orientation to data structures and sources for campus
leaders.
Initiative 1.2.2. Work with campus leadership to develop and use high-level data
models for campus enrollment projections.
Initiative 1.2.3. Provide expertise and decision support to campus leaders regarding
space inventory and utilization.
Initiative 1.2.4. Offer beginning, intermediate, and expert level workshops on program
assessment.
3|Page
Initiative 1.2.5. Develop and offer routine training modules on enterprise level software
managed by OIPE.
Goal 1.3: Support a robust reporting environment.
Initiative 1.3.1. Identify and organize all OIPE reports into the appropriate reporting
environment (report portal, web, share drive, etc.) and format.
Initiative 1.3.2. Assist in the development, deployment, and maintenance of a
centralized report portal.
Strategic Direction #2
Enhance the accuracy and timeliness of university data.
The utility of institutional data for decision-making hinges first and foremost on accuracy and
timeliness. Furthering OIPE’s potential as a reliable resource of campus data and expert
analysis will allow our unit to better service the information needs of the university.
Goal 2.1: Ensure all staff has the highest level of professional development necessary for
optimal job performance.
Initiative 2.1.1. Allocate resources to provide each staff at least one professional
development opportunity annually.
Initiative 2.1.2. Include professional development targets into each staff member’s
annual evaluation.
Goal 2.2: Partner with other functional units to maximize data integrity.
Initiative 2.2.1. Ensure presence of OIPE on all key campus committees/task forces
charged with data stewardship, integrity, and oversight.
Initiative 2.2.2. Develop and maintain consistent scheduling, practices, and procedures
with partner units to ensure “clean” official data.
Goal 2.3: Advocate for resources necessary to recruit and retain highly qualified staff.
Initiative 2.3.1. Hire one additional staff member (statistician) to support existing and
emerging needs in higher order research such as predictive modeling and extensive data
mining.
4|Page
Initiative 2.3.2. Annually review, and revise as necessary, staff workload to ensure
parity.
Initiative 2.3.3. Annually review, and revise as necessary, staff competency levels and
associated salaries to maintain competitive market-rate compensation.
Initiative 2.3.4. Establish and monitor a plan and guidelines for flexible scheduling and
alternate work locations for staff.
Strategic Direction #3
Ensure high quality processes and procedures in support of institutional planning and
effectiveness.
The quality of institutional data depends on effective and efficient processes and procedures,
which are wholly dependent on an environment characterized by collaboration and open
communication. To that end, OIPE is committed to developing and fostering relationships
internally among OIPE staff and across a broad array of university divisions and external
agencies. OIPE will utilize those relationships to create new and refine existing business
practices where appropriate and necessary.
Goal 3.1: Develop and maintain appropriate relationships (internal and external) and
procedures to leverage shared knowledge, competencies and skills.
Initiative 3.1.1. Regularly share, review, and adopt successful practices related to data
integrity and reporting.
Initiative 3.1.2. Develop and update, as necessary, guidelines and practices regarding ad
hoc data requests/reporting and the appropriate responsible unit.
Initiative 3.1.3. Continue long-term partnerships with IT, Registrar, and Administration
and Finance to successfully implement the Data Warehouse.
Initiative 3.1.4. Partner with Coulter Faculty Commons to successfully implement Digital
Measures’ ActivityInsight™ in all academic departments.
Initiative 3.1.5. Collaborate with IT, Registrar, Public Relations, and the Office of the
Provost to refine Resource25™ to maximize space utilization.
Goal 3.2: Establish effective communication structures and policies.
5|Page
Initiative 3.2.1. Work with other units to develop a coordinated approach to survey
policy and deployment including a centralized survey calendar.
Initiative 3.2.2. Establish standardized assessment plan and report feedback processes.
Initiative 3.2.3. Periodically review and update, as necessary, the OIPE digital presence
(e.g., website, report portal, etc.).
Initiative 3.2.4. Develop and maintain accurate user lists for all enterprise-level
software maintained by OIPE.
Initiative 3.2.5. Establish regular communication strategies (e.g., one pager, fun facts,
“Did You Know?”, etc.) to a broad group providing updates on current and unique
campus data.
Addenda to the Plan
Description of Unit Planning Process
The Unit Plan for OIPE was developed collaboratively with input from each staff person during
staff meetings held on 12/05/12, 01/30/13, 02/13/13, and 02/27/13, and during the OIPE
retreat on 01/11/13.
OIPE Roster
Pamela Buchanan, Executive Assistant
William Hutchings, Social Research Assistant
Alison Joseph, Business & Technology Applications Analyst
David Onder, Director of Assessment
Elizabeth Snyder, Social Research Specialist
Kay Turpin, Senior Business & Technology Applications Specialist
Melissa Wargo, Assistant Vice Chancellor for Planning & Effectiveness
6|Page
Description of Key Source and Reference Material
1.
2.
3.
4.
5.
6.
7.
8.
9.
Western Carolina University 2020 Vision Strategic Plan
Our Time, Our Future: The UNC Compact with North Carolina
University of North Carolina System Reporting Requirements
Southern Association of Colleges and Schools Commission on Colleges Principles of
Accreditation
U.S. Department of Education Integrated Postsecondary Education Data System
Reporting Requirements
College Portrait Voluntary System of Accountability
Delaware Study of Instructional Cost and Productivity
Western Carolina University Master Plan
Association of Institutional Research and National Institute for Learning Outcomes
Assessment guidelines
7|Page
Institutional Planning & Effectiveness – Program Review 2013
Appendix C
WCU Strategic Plan
The Strategic Plan
endorsed by the western carolina university board of trustees
June 8, 2012
Our Mission
(Who we are)
To improve individual lives and enhance economic and community development in
our region, state, and nation through engaged learning opportunities in our academic
programs, educational outreach, research, and creative and cultural activities.
Our Core Values and Guiding Principles
(what guides and inspires us)
• Excellence in scholarship, teaching, and learning
• Collaboration with and respect for our communities
• Free and open interchange of ideas
• Responsible stewardship and organizational effectiveness
• Organizational and environmental sustainability
• Cultural diversity and equal opportunity
Our Vision Statement
(who we want to be)
To be a national model for student learning and engagement that embraces
its responsibilities as a regionally engaged university.
3
The Strategic Plan
endorsed by the western carolina university board of trustees
June 8, 2012
Our Mission
(Who we are)
To improve individual lives and enhance economic and community development in
our region, state, and nation through engaged learning opportunities in our academic
programs, educational outreach, research, and creative and cultural activities.
Our Core Values and Guiding Principles
(what guides and inspires us)
• Excellence in scholarship, teaching, and learning
• Collaboration with and respect for our communities
• Free and open interchange of ideas
• Responsible stewardship and organizational effectiveness
• Organizational and environmental sustainability
• Cultural diversity and equal opportunity
Our Vision Statement
(who we want to be)
To be a national model for student learning and engagement that embraces
its responsibilities as a regionally engaged university.
3
2020 VISION: FOCUSING OUR FUTURE
At the opening of the 2011 fall semester, I announced that development
of a new strategic plan would be a top priority for the first year of my
administration as chancellor of Western Carolina University. In the 10
months that followed, the 2020 Commission, with 36 representatives
from across the campus and from the broader external community,
guided the process of formulating a strategic plan that articulates a shared
vision for the University, one that reaffirms our collective commitment to
excellence, student success, and external focus and engagement.
The 2020 Commission solicited input at seven open community forums
from Asheville to Murphy; during numerous campus conversations with
faculty, staff, and students; and through an online form on the strategic
planning website. With those campus and community ideas providing a
solid foundation, the Commission drafted six overall strategic directions
for the campus and oversaw the work of six subcommittees charged with
proposing specific goals and initiatives for each direction.
After additional fine-tuning and further public input, the Commission
distilled a core vision and a final set of strategic directions, goals, and
initiatives into Western Carolina’s strategic plan, 2020 Vision: Focusing
Our Future, which will serve as our road map for the coming years. This
report includes a summary of that road map, as well as the plan in its entirety.
The course charted by our strategic plan is ambitious, but it is achievable.
The plan, while built upon the institution’s strengths and traditions, is
forward-looking. 2020 Vision: Focusing Our Future will guide the entire
Western Carolina University community as, together, we define our future
in pursuit of distinction.
David O. Belcher
Chancellor
5
2020 VISION: FOCUSING OUR FUTURE
At the opening of the 2011 fall semester, I announced that development
of a new strategic plan would be a top priority for the first year of my
administration as chancellor of Western Carolina University. In the 10
months that followed, the 2020 Commission, with 36 representatives
from across the campus and from the broader external community,
guided the process of formulating a strategic plan that articulates a shared
vision for the University, one that reaffirms our collective commitment to
excellence, student success, and external focus and engagement.
The 2020 Commission solicited input at seven open community forums
from Asheville to Murphy; during numerous campus conversations with
faculty, staff, and students; and through an online form on the strategic
planning website. With those campus and community ideas providing a
solid foundation, the Commission drafted six overall strategic directions
for the campus and oversaw the work of six subcommittees charged with
proposing specific goals and initiatives for each direction.
After additional fine-tuning and further public input, the Commission
distilled a core vision and a final set of strategic directions, goals, and
initiatives into Western Carolina’s strategic plan, 2020 Vision: Focusing
Our Future, which will serve as our road map for the coming years. This
report includes a summary of that road map, as well as the plan in its entirety.
The course charted by our strategic plan is ambitious, but it is achievable.
The plan, while built upon the institution’s strengths and traditions, is
forward-looking. 2020 Vision: Focusing Our Future will guide the entire
Western Carolina University community as, together, we define our future
in pursuit of distinction.
David O. Belcher
Chancellor
5
WCU’s faculty, staff, and students
together make the University’s
academic mission paramount.
Western Carolina University will provide each student
a rigorous, relevant curriculum with learning
experiences that emphasize knowledge and skills
that are durable, flexible, and transferable. WCU
will offer educational opportunities that result in
graduates who are equipped with the skills necessary
for success; who are ready to compete in a
challenging, changing, and global environment; and
who are prepared to contribute to the intellectual,
cultural, and economic development of our region
and state.
By 2020, WCU will be acknowledged as the
regional educational leader in the creative arts,
education of teachers and school personnel,
environment and environmental policy, health
professions, innovation and technology, and recreation
and tourism. All WCU students, regardless of chosen
academic program, will be able to integrate information
from a variety of sources, solve complex problems,
communicate effectively and responsibly, and be
engaged citizens in their community and the world.
Fulfill the Educational
Needs of Our State and Region
Recognizing the vital role higher education plays in
the region’s economy, the University will increase
its number of graduates by 25 percent by 2020.
WCU will eliminate barriers to student access and
success by improving cooperation with public school
and community college partners and by securing
significant private gifts for merit- and need-based
scholarships and financial aid. The University will
increase its first-year retention rate to 80 percent
and its six-year graduation rate to 60 percent.
2020 pl an Strategic Direction 1
7
WCU’s faculty, staff, and students
together make the University’s
academic mission paramount.
Western Carolina University will provide each student
a rigorous, relevant curriculum with learning
experiences that emphasize knowledge and skills
that are durable, flexible, and transferable. WCU
will offer educational opportunities that result in
graduates who are equipped with the skills necessary
for success; who are ready to compete in a
challenging, changing, and global environment; and
who are prepared to contribute to the intellectual,
cultural, and economic development of our region
and state.
By 2020, WCU will be acknowledged as the
regional educational leader in the creative arts,
education of teachers and school personnel,
environment and environmental policy, health
professions, innovation and technology, and recreation
and tourism. All WCU students, regardless of chosen
academic program, will be able to integrate information
from a variety of sources, solve complex problems,
communicate effectively and responsibly, and be
engaged citizens in their community and the world.
Fulfill the Educational
Needs of Our State and Region
Recognizing the vital role higher education plays in
the region’s economy, the University will increase
its number of graduates by 25 percent by 2020.
WCU will eliminate barriers to student access and
success by improving cooperation with public school
and community college partners and by securing
significant private gifts for merit- and need-based
scholarships and financial aid. The University will
increase its first-year retention rate to 80 percent
and its six-year graduation rate to 60 percent.
2020 pl an Strategic Direction 1
7
Every WCU student’s experience
reinforces high standards and
expectations, incorporates
meaningful external engagement,
and instills pride in the University.
WCU is committed to the education of its students as
citizens who are prepared to contribute to the welfare
of our region and state. Our pursuit encompasses both
curricular and co-curricular elements to prepare students
to be active participants in a vibrant, intellectually,
culturally, and economically thriving world.
The University will foster a student-centered campus
culture where every academic support and student
service unit embraces academic excellence as a point
of emphasis. Formal mentoring programs will help
students develop a sense of personal, intellectual, and
professional identity, while expanded leadership and
experiential learning opportunities at the local, regional,
national, and international levels for all WCU students
will result in graduates poised to become the next
generation of leaders.
Western Carolina pledges to build and sustain a highquality athletics program that excites and instills pride
among students, faculty, staff, alumni, and friends of
the University. Western Carolina will create and sustain
campus traditions that strengthen students’ connections
to their University and its surrounding communities,
including its Cherokee neighbors.
Enrich the
Total Student Experience
2020 pl an Strategic Direction 2
9
Every WCU student’s experience
reinforces high standards and
expectations, incorporates
meaningful external engagement,
and instills pride in the University.
WCU is committed to the education of its students as
citizens who are prepared to contribute to the welfare
of our region and state. Our pursuit encompasses both
curricular and co-curricular elements to prepare students
to be active participants in a vibrant, intellectually,
culturally, and economically thriving world.
The University will foster a student-centered campus
culture where every academic support and student
service unit embraces academic excellence as a point
of emphasis. Formal mentoring programs will help
students develop a sense of personal, intellectual, and
professional identity, while expanded leadership and
experiential learning opportunities at the local, regional,
national, and international levels for all WCU students
will result in graduates poised to become the next
generation of leaders.
Western Carolina pledges to build and sustain a highquality athletics program that excites and instills pride
among students, faculty, staff, alumni, and friends of
the University. Western Carolina will create and sustain
campus traditions that strengthen students’ connections
to their University and its surrounding communities,
including its Cherokee neighbors.
Enrich the
Total Student Experience
2020 pl an Strategic Direction 2
9
WCU is recognized as an active
partner with the Western North
Carolina region, its communities,
organizations, and businesses.
Partnerships with regional businesses and industries,
nonprofit and civic organizations, government agencies,
communities, and municipalities represent an integral
part of WCU’s core mission as a regionally engaged
institution of higher education. The University’s
commitment to enhancing external partnerships is
demonstrated by its emphasis on integrated learning
experiences, commitment to engaged scholarship, and
embrace of its role as both a steward of the unique
place that is Western North Carolina and as a catalyst
for economic and community development.
To position itself as a leader in those efforts, the
University will establish an annual leadership tour of
the Western North Carolina region and will facilitate an
annual conference for regional leaders from the public
and private sectors to focus attention and action on
strategies for economic and community development.
The University pledges to develop its West Campus,
with its unique Millennial Initiative designation, as a
national model for building public-private partnerships
that are integrated into the academic enterprise and
that support the community and the economy. Expansion
of academic programs at Biltmore Park will position
WCU as a key provider of graduate and professional
programs in the Asheville-Hendersonville area. Closer
to home, WCU will collaborate with external partners
to help Cullowhee and Jackson County grow in ways
that preserve their natural beauty and enhance their
sense of community.
Enhance Our
External Partnerships
2020 pl an Strategic Direction 3
11
WCU is recognized as an active
partner with the Western North
Carolina region, its communities,
organizations, and businesses.
Partnerships with regional businesses and industries,
nonprofit and civic organizations, government agencies,
communities, and municipalities represent an integral
part of WCU’s core mission as a regionally engaged
institution of higher education. The University’s
commitment to enhancing external partnerships is
demonstrated by its emphasis on integrated learning
experiences, commitment to engaged scholarship, and
embrace of its role as both a steward of the unique
place that is Western North Carolina and as a catalyst
for economic and community development.
To position itself as a leader in those efforts, the
University will establish an annual leadership tour of
the Western North Carolina region and will facilitate an
annual conference for regional leaders from the public
and private sectors to focus attention and action on
strategies for economic and community development.
The University pledges to develop its West Campus,
with its unique Millennial Initiative designation, as a
national model for building public-private partnerships
that are integrated into the academic enterprise and
that support the community and the economy. Expansion
of academic programs at Biltmore Park will position
WCU as a key provider of graduate and professional
programs in the Asheville-Hendersonville area. Closer
to home, WCU will collaborate with external partners
to help Cullowhee and Jackson County grow in ways
that preserve their natural beauty and enhance their
sense of community.
Enhance Our
External Partnerships
2020 pl an Strategic Direction 3
11
WCU is recognized as one of
the most highly competitive and
desirable employers in the region.
Excellent faculty and staff are a necessity for the
fulfillment of Western Carolina University’s mission.
In order for the University to succeed, it must take care
of its most important resource – its people.
The University will make it an institutional priority to
attract, reward, and retain the highest quality employees
through measures that positively affect not only
compensation, but also other issues that shape the
campus work-life environment.
The University will advocate for competitive salary and
total compensation packages for its employees and will
facilitate professional development for faculty and staff.
WCU will embrace leadership development, succession,
and stability, and as appropriate, will rally support for
issues related to quality of life, all of which will enhance
the recruitment, development, and retention of qualified
and satisfied faculty and staff.
Western Carolina will focus on developing an environment
for faculty and staff members that enhances their
personal and professional lives by encouraging
opportunities for spousal or partner hiring by regional
businesses and institutions; by seeking affordable child
care, health care, and housing options; and by cultivating
an inclusive and diverse campus community. In addition,
the University will partner with appropriate civic leaders
in the development and revitalization of Cullowhee and
Jackson County to foster a community core around the
campus aimed at improving the place that most WCU
faculty, staff, and students call home.
Invest in Our People
2020 pl an Strategic Direction 4
13
WCU is recognized as one of
the most highly competitive and
desirable employers in the region.
Excellent faculty and staff are a necessity for the
fulfillment of Western Carolina University’s mission.
In order for the University to succeed, it must take care
of its most important resource – its people.
The University will make it an institutional priority to
attract, reward, and retain the highest quality employees
through measures that positively affect not only
compensation, but also other issues that shape the
campus work-life environment.
The University will advocate for competitive salary and
total compensation packages for its employees and will
facilitate professional development for faculty and staff.
WCU will embrace leadership development, succession,
and stability, and as appropriate, will rally support for
issues related to quality of life, all of which will enhance
the recruitment, development, and retention of qualified
and satisfied faculty and staff.
Western Carolina will focus on developing an environment
for faculty and staff members that enhances their
personal and professional lives by encouraging
opportunities for spousal or partner hiring by regional
businesses and institutions; by seeking affordable child
care, health care, and housing options; and by cultivating
an inclusive and diverse campus community. In addition,
the University will partner with appropriate civic leaders
in the development and revitalization of Cullowhee and
Jackson County to foster a community core around the
campus aimed at improving the place that most WCU
faculty, staff, and students call home.
Invest in Our People
2020 pl an Strategic Direction 4
13
WCU’s core infrastructure is
sustainable and positioned to
support its strategic priorities.
It is critical that Western Carolina University have
sufficient and constantly updated infrastructure to
support its mission and vision. Infrastructure is more
than bricks and mortar, wires and fiber, water and
sewer, and streets and sidewalks. Infrastructure also
includes sustainable fiscal practices and enhanced
business processes and procedures necessary to
ensure the fiscal stability of the University.
WCU will develop a new comprehensive master plan
that incorporates anticipated growth in enrollment
and that considers the impact that growth may have
on our mountain environment and our community
neighbors. Sustainability, energy efficiency, green
space, and campus safety and security will be as
important as location of new buildings, renovation
of older facilities, solutions to transportation problems,
and meeting the University’s backlog of information
technology infrastructure needs.
The University will consistently pursue increased
effectiveness and efficiency of its campus business
processes and, where appropriate and in the
best interests of the institution, will implement
organizational realignment.
Invest in Our Core Resources
2020 pl an Strategic Direction 5
15
WCU’s core infrastructure is
sustainable and positioned to
support its strategic priorities.
It is critical that Western Carolina University have
sufficient and constantly updated infrastructure to
support its mission and vision. Infrastructure is more
than bricks and mortar, wires and fiber, water and
sewer, and streets and sidewalks. Infrastructure also
includes sustainable fiscal practices and enhanced
business processes and procedures necessary to
ensure the fiscal stability of the University.
WCU will develop a new comprehensive master plan
that incorporates anticipated growth in enrollment
and that considers the impact that growth may have
on our mountain environment and our community
neighbors. Sustainability, energy efficiency, green
space, and campus safety and security will be as
important as location of new buildings, renovation
of older facilities, solutions to transportation problems,
and meeting the University’s backlog of information
technology infrastructure needs.
The University will consistently pursue increased
effectiveness and efficiency of its campus business
processes and, where appropriate and in the
best interests of the institution, will implement
organizational realignment.
Invest in Our Core Resources
2020 pl an Strategic Direction 5
15
WCU develops the resources
and markets the vision to
ensure achievement of its
strategic priorities.
Western Carolina’s continued emergence as an ambitious
institution dedicated to the economic and community
development of the region depends on the availability
of consistent and robust sources of funding. A critical
element of that effort is an ongoing communications
strategy designed to ensure that internal and external
stakeholders alike are informed about the people,
programs, priorities, and progress of the University.
The University will embark upon a comprehensive
fundraising campaign with a special emphasis
on securing the endowed merit- and need-based
scholarships necessary for WCU to consistently recruit
and retain strong academically qualified students
and to support WCU’s commitment to both student
access and student success. By 2020, the University
will increase the number of research grant and contract
applications by 100 percent, the number of grants
and contracts received by 50 percent, and the total
annual dollar figure awarded by 25 percent.
Enrollment growth also provides new resources for
the University. Toward that end, WCU will develop
and implement a comprehensive enrollment
management program. The University will advocate
for tuition policy flexibility for students in bordering
states that surround Western Carolina’s regional
service area, differential tuition rates for high-demand/
high-expense programs, and modification or
elimination of differential treatment of distance
education in the UNC system’s funding formula.
Garner Support for the Vision
2020 pl an Strategic Direction 6
17
WCU develops the resources
and markets the vision to
ensure achievement of its
strategic priorities.
Western Carolina’s continued emergence as an ambitious
institution dedicated to the economic and community
development of the region depends on the availability
of consistent and robust sources of funding. A critical
element of that effort is an ongoing communications
strategy designed to ensure that internal and external
stakeholders alike are informed about the people,
programs, priorities, and progress of the University.
The University will embark upon a comprehensive
fundraising campaign with a special emphasis
on securing the endowed merit- and need-based
scholarships necessary for WCU to consistently recruit
and retain strong academically qualified students
and to support WCU’s commitment to both student
access and student success. By 2020, the University
will increase the number of research grant and contract
applications by 100 percent, the number of grants
and contracts received by 50 percent, and the total
annual dollar figure awarded by 25 percent.
Enrollment growth also provides new resources for
the University. Toward that end, WCU will develop
and implement a comprehensive enrollment
management program. The University will advocate
for tuition policy flexibility for students in bordering
states that surround Western Carolina’s regional
service area, differential tuition rates for high-demand/
high-expense programs, and modification or
elimination of differential treatment of distance
education in the UNC system’s funding formula.
Garner Support for the Vision
2020 pl an Strategic Direction 6
17
2020 Vision:
Focusing Our Future
The Strategic Plan
St r at eg i c D i r ect i o n #1
Fu lfi ll t h e Edu cat i on al Ne eds
of ou r Stat e an d Regi on
WCU’s faculty, staff, and students together make the University’s academic mission paramount.
St r at eg i c D i r ect i o n #2
En ri ch t h e Total St u de n t Ex per ience
Every WCU student’s experience reinforces high standards and
expectations, incorporates meaningful external engagement, and
instills pride in the University.
St r at eg i c D i r ect i o n #3
En h an ce O u r Ext e rn al Part ner ships
WCU is recognized as an active partner within the Western North
Carolina region, its communities, organizations, and businesses.
St r at eg i c D i r ect i o n #4
In vest i n O u r P eop le
WCU is recognized as one of the most highly competitive
and desirable employers in the region.
St r at eg i c D i r ect i o n #5
In vest i n O u r Core Resou rces
WCU’s core infrastructure is sustainable and positioned to
support its strategic priorities.
St r at eg i c D i r ect i o n # 6
Garn e r Su ppo rt fo r t h e Vi si on
WCU develops the resources and markets the vision to ensure
achievement of its strategic priorities.
19
2020 Vision:
Focusing Our Future
The Strategic Plan
St r at eg i c D i r ect i o n #1
Fu lfi ll t h e Edu cat i on al Ne eds
of ou r Stat e an d Regi on
WCU’s faculty, staff, and students together make the University’s academic mission paramount.
St r at eg i c D i r ect i o n #2
En ri ch t h e Total St u de n t Ex per ience
Every WCU student’s experience reinforces high standards and
expectations, incorporates meaningful external engagement, and
instills pride in the University.
St r at eg i c D i r ect i o n #3
En h an ce O u r Ext e rn al Part ner ships
WCU is recognized as an active partner within the Western North
Carolina region, its communities, organizations, and businesses.
St r at eg i c D i r ect i o n #4
In vest i n O u r P eop le
WCU is recognized as one of the most highly competitive
and desirable employers in the region.
St r at eg i c D i r ect i o n #5
In vest i n O u r Core Resou rces
WCU’s core infrastructure is sustainable and positioned to
support its strategic priorities.
St r at eg i c D i r ect i o n # 6
Garn e r Su ppo rt fo r t h e Vi si on
WCU develops the resources and markets the vision to ensure
achievement of its strategic priorities.
19
St rat eg ic DIRECTI ON #1
F UL F ILL THE EDU CATIONAL NEEDS O F O UR STATE AND REGIO N
WCU’s faculty, staff, and students together make the University’s academic mission paramount.
Western Carolina University is committed, first and foremost, to fulfilling its academic mission of providing each student a
rigorous and relevant curriculum with learning experiences that emphasize knowledge and skills that are durable, flexible,
and transferable. WCU is committed to providing an education grounded in a strong set of foundational knowledge and
skills combined with specific practical knowledge in content degree areas, the outcome of which is personal, intellectual,
and economic enrichment for each student. WCU seeks to ensure educational opportunities that result in graduates who
are prepared for success; who are ready to compete in a challenging, changing, and global environment; and who are
committed to contributing to the intellectual, cultural, and economic development of our region and state.
GOAL 1.1:
Deliver high-quality academic programs
(undergraduate, graduate, and professional) designed to
promote regional economic and community development.
INITIATIVE 1.1.1: Undertake a rigorous and inclusive process to
prioritize all undergraduate and graduate programs based on
universally applied criteria, including quality, regional need, demand,
enrollment trends, retention and graduation rates, and alignment with
the University mission and the following integrated curricular focus
areas: creative arts, education, environment, health, innovation and
technology, and recreation and tourism.
INITIATIVE 1.1.2: Develop visionary strategic plans for each of the curricular
focus areas through inclusive processes to accomplish the following:
•Position and market WCU as the cultural heart of Western North
Carolina in the creative arts
• Fulfill WCU’s historic and continuing commitment to be the regional
leader in teacher education
•Assume regional leadership in the study of the environment
and environmental policy
•Position WCU as the premier regional provider of baccalaureate
and graduate education in the health professions with
an emphasis on culturally sensitive, integrative, and inter generational health care
•Establish WCU as a hub of innovation, facilitating interdisciplinary connections among academic programs in such
disciplines as business, the sciences, engineering, technology,
and entrepreneurship and external collaboration with industry,
start-up companies, research institutes, nonprofit organizations,
and government agencies
•Advance the recreation and tourism industries of Western
North Carolina
INITIATIVE 1.1.3: Position WCU as a preferred provider of graduate
and professional programs in the greater Asheville-Hendersonville area
in fulfillment of its historic commitment to this vital part of the Western
North Carolina region.
INITIATIVE 1.1.4: Provide access to academic programs at
INITIATIVE 1.1.7: Increase the total number of WCU graduates by 25
percent by 2020 to meet the regional need for an educated work force.
GOAL 1.2: Fully integrate into the general education
program and into each major and minor at both undergraduate and graduate levels an emphasis on those core
abilities expected of all WCU students: to integrate
information from a variety of contexts; to solve complex
problems; to communicate effectively and responsibly;
to practice civic engagement; and to clarify and act on
purpose and values.
INITIATIVE 1.2.1: Hire faculty and staff who understand and will
contribute to WCU’s core educational values, its holistic academic mission,
its commitment to outreach and engagement, and the achievement of the
institution’s strategic priorities.
INITIATIVE 1.2.2: Develop and implement effective, faculty-led
mentoring programs for students, aided and reinforced by advising and
course scheduling in the support units and designed to reinforce the
University’s core values.
INITIATIVE 1.2.3: Incorporate writing and research into all levels of
committees to enhance communication and collaboration among
B-12, community college, and WCU faculty and administrators in the
areas of 1) curriculum goals and transferability; 2) the benefits of
higher education and the best strategies for marketing and recruiting;
and 3) admissions and financial aid.
INITIATIVE 1.4.2: Review, revise where appropriate, and electronically
automate all articulation agreements between WCU and community
colleges in the WCU service area with the goal of maintaining high
academic standards and facilitating curricular transfer; develop a
standard review protocol and timeline.
INITIATIVE 1.4.3: Expand opportunities for WCU staff, faculty, and
students to visit with B-12 students and community college students
(both on- and off-campus) to share information regarding the importance
of higher education and the pathways, processes, and programs at WCU.
INITIATIVE 1.4.4: Expand coordinated communications and recruiting
efforts among B-12, community colleges, and WCU regarding the
value of education and affordable avenues for all individuals to access
and benefit from it.
INITIATIVE 1.2.5: Incorporate into the formal evaluation of faculty
work a consideration of how curricula, pedagogies, and scholarship
successfully advance the University learning outcomes.
GOAL 1.3:
INITIATIVE 1.3.1: Reduce, and where possible eliminate, bureaucratic
plan to promote WCU’s Cullowhee campus and its programs in Asheville
at Biltmore Park as conference destinations. (See Initiative 6.2.1)
experience opportunities are available to every student, regardless of
major, including options to study with international scholars on WCU’s
faculty, to participate in faculty-led international travel courses, and to study
abroad. (See Initiative 2.1.6)
associated with the curricular focus areas.
INITIATIVE 1.6.4: Make the securing of endowed merit and
need-based financial aid an institutional fundraising priority.
(See Initiative 6.3.6)
INITIATIVE 1.6.5: Enhance support for scholarships, graduate
assistantships, and student research to attract and retain students who
are prepared for the rigors of a Western Carolina educational experience.
INITIATIVE 1.6.6: Increase the diversity of the student body and
ensure campus resources necessary to support a diverse student body
in order to serve the needs of the changing demographics of the region
and state and to enhance the educational experience of all students.
INITIATIVE 1.6.7: Increase WCU’s freshman-to-sophomore retention
rate to 80 percent by 2020.
Initiative 1.6.8: Increase WCU’s six-year graduation rate to 60
percent by 2020.
summer school offerings for a wide variety of learners, including WCU
students, guest students, senior citizens, B-12 students, and the
general public; expand summer school enrollment by 25 percent by 2020.
INITIATIVE 1.5.3: Expand the number of camps and conferences
INITIATIVE 1.3.3: Ensure that meaningful international/global
INITIATIVE 1.6.3: Expand efforts to recruit students in programs
INITIATIVE 1.5.2: Expand the number of resident and distance
Ensure that all programs include crosscurricular, experiential, applied, and international/global
awareness opportunities for all students.
and financial barriers to cross-curricular design and team-teaching.
INITIATIVE 1.6.2: Conduct ongoing program assessment and
prioritization and allocate resources to positively affect enrollment.
the off-campus site at Biltmore Park in the AshevilleHendersonville area) a destination for short-term,
educationally based programs, activities, and events,
including summer school, continuing education, camps,
conferences, and personal enrichment opportunities.
organizational and policy structure to facilitate short-term, educationally
based programs, activities, and events, including review of facilities use
policies, University organization, and virtual format possibilities.
the core abilities detailed in Goal 1.2.
balance the University’s aim to increase the academic profile of entering
students while continuing to serve the educational role of access as
a regional comprehensive university.
GOAL 1.5: Make WCU (the Cullowhee campus and
INITIATIVE 1.2.4: Ensure that all academic programs incorporate
INITIATIVE 1.1.5: Align departments, colleges, and divisions, as
centers/institutes of study and outreach, where appropriate, based on
the curricular focus areas.
INITIATIVE 1.4.1: Establish a network of regional advisory
INITIATIVE 1.5.1: Pursue a cohesive, consistent, and efficient
INITIATIVE 1.3.2: Incorporate expectations for experiential and applied
learning opportunities, including undergraduate research opportunities,
in the curricular review process.
INITIATIVE 1.1.6: Identify and develop integrated, cross-disciplinary
Eliminate barriers to student access
through coordinated endeavors with Birth-12 (B-12) and
community college partners.
the curricula.
off-campus sites in Western North Carolina within available resources
and as dictated by data-based needs analyses.
appropriate, to support the strategic vision of the University.
GOAL 1.4:
that WCU offers by 50 percent by 2020.
INITIATIVE 1.5.4: Develop and implement a coordinated marketing
GOAL 1.6:
Attain a student population that
balances the University’s commitment to access, its
responsibility for student success, and ensures the
sustainability of University funding. (See Initiative 6.3.2)
INITIATIVE 1.6.1: Develop data-driven admission strategies (for
first-time freshmen, transfer, graduate, and distance students) that
21
St rat eg ic DIRECTI ON #1
F UL F ILL THE EDU CATIONAL NEEDS O F O UR STATE AND REGIO N
WCU’s faculty, staff, and students together make the University’s academic mission paramount.
Western Carolina University is committed, first and foremost, to fulfilling its academic mission of providing each student a
rigorous and relevant curriculum with learning experiences that emphasize knowledge and skills that are durable, flexible,
and transferable. WCU is committed to providing an education grounded in a strong set of foundational knowledge and
skills combined with specific practical knowledge in content degree areas, the outcome of which is personal, intellectual,
and economic enrichment for each student. WCU seeks to ensure educational opportunities that result in graduates who
are prepared for success; who are ready to compete in a challenging, changing, and global environment; and who are
committed to contributing to the intellectual, cultural, and economic development of our region and state.
GOAL 1.1:
Deliver high-quality academic programs
(undergraduate, graduate, and professional) designed to
promote regional economic and community development.
INITIATIVE 1.1.1: Undertake a rigorous and inclusive process to
prioritize all undergraduate and graduate programs based on
universally applied criteria, including quality, regional need, demand,
enrollment trends, retention and graduation rates, and alignment with
the University mission and the following integrated curricular focus
areas: creative arts, education, environment, health, innovation and
technology, and recreation and tourism.
INITIATIVE 1.1.2: Develop visionary strategic plans for each of the curricular
focus areas through inclusive processes to accomplish the following:
•Position and market WCU as the cultural heart of Western North
Carolina in the creative arts
• Fulfill WCU’s historic and continuing commitment to be the regional
leader in teacher education
•Assume regional leadership in the study of the environment
and environmental policy
•Position WCU as the premier regional provider of baccalaureate
and graduate education in the health professions with
an emphasis on culturally sensitive, integrative, and inter generational health care
•Establish WCU as a hub of innovation, facilitating interdisciplinary connections among academic programs in such
disciplines as business, the sciences, engineering, technology,
and entrepreneurship and external collaboration with industry,
start-up companies, research institutes, nonprofit organizations,
and government agencies
•Advance the recreation and tourism industries of Western
North Carolina
INITIATIVE 1.1.3: Position WCU as a preferred provider of graduate
and professional programs in the greater Asheville-Hendersonville area
in fulfillment of its historic commitment to this vital part of the Western
North Carolina region.
INITIATIVE 1.1.4: Provide access to academic programs at
INITIATIVE 1.1.7: Increase the total number of WCU graduates by 25
percent by 2020 to meet the regional need for an educated work force.
GOAL 1.2: Fully integrate into the general education
program and into each major and minor at both undergraduate and graduate levels an emphasis on those core
abilities expected of all WCU students: to integrate
information from a variety of contexts; to solve complex
problems; to communicate effectively and responsibly;
to practice civic engagement; and to clarify and act on
purpose and values.
INITIATIVE 1.2.1: Hire faculty and staff who understand and will
contribute to WCU’s core educational values, its holistic academic mission,
its commitment to outreach and engagement, and the achievement of the
institution’s strategic priorities.
INITIATIVE 1.2.2: Develop and implement effective, faculty-led
mentoring programs for students, aided and reinforced by advising and
course scheduling in the support units and designed to reinforce the
University’s core values.
INITIATIVE 1.2.3: Incorporate writing and research into all levels of
committees to enhance communication and collaboration among
B-12, community college, and WCU faculty and administrators in the
areas of 1) curriculum goals and transferability; 2) the benefits of
higher education and the best strategies for marketing and recruiting;
and 3) admissions and financial aid.
INITIATIVE 1.4.2: Review, revise where appropriate, and electronically
automate all articulation agreements between WCU and community
colleges in the WCU service area with the goal of maintaining high
academic standards and facilitating curricular transfer; develop a
standard review protocol and timeline.
INITIATIVE 1.4.3: Expand opportunities for WCU staff, faculty, and
students to visit with B-12 students and community college students
(both on- and off-campus) to share information regarding the importance
of higher education and the pathways, processes, and programs at WCU.
INITIATIVE 1.4.4: Expand coordinated communications and recruiting
efforts among B-12, community colleges, and WCU regarding the
value of education and affordable avenues for all individuals to access
and benefit from it.
INITIATIVE 1.2.5: Incorporate into the formal evaluation of faculty
work a consideration of how curricula, pedagogies, and scholarship
successfully advance the University learning outcomes.
GOAL 1.3:
INITIATIVE 1.3.1: Reduce, and where possible eliminate, bureaucratic
plan to promote WCU’s Cullowhee campus and its programs in Asheville
at Biltmore Park as conference destinations. (See Initiative 6.2.1)
experience opportunities are available to every student, regardless of
major, including options to study with international scholars on WCU’s
faculty, to participate in faculty-led international travel courses, and to study
abroad. (See Initiative 2.1.6)
associated with the curricular focus areas.
INITIATIVE 1.6.4: Make the securing of endowed merit and
need-based financial aid an institutional fundraising priority.
(See Initiative 6.3.6)
INITIATIVE 1.6.5: Enhance support for scholarships, graduate
assistantships, and student research to attract and retain students who
are prepared for the rigors of a Western Carolina educational experience.
INITIATIVE 1.6.6: Increase the diversity of the student body and
ensure campus resources necessary to support a diverse student body
in order to serve the needs of the changing demographics of the region
and state and to enhance the educational experience of all students.
INITIATIVE 1.6.7: Increase WCU’s freshman-to-sophomore retention
rate to 80 percent by 2020.
Initiative 1.6.8: Increase WCU’s six-year graduation rate to 60
percent by 2020.
summer school offerings for a wide variety of learners, including WCU
students, guest students, senior citizens, B-12 students, and the
general public; expand summer school enrollment by 25 percent by 2020.
INITIATIVE 1.5.3: Expand the number of camps and conferences
INITIATIVE 1.3.3: Ensure that meaningful international/global
INITIATIVE 1.6.3: Expand efforts to recruit students in programs
INITIATIVE 1.5.2: Expand the number of resident and distance
Ensure that all programs include crosscurricular, experiential, applied, and international/global
awareness opportunities for all students.
and financial barriers to cross-curricular design and team-teaching.
INITIATIVE 1.6.2: Conduct ongoing program assessment and
prioritization and allocate resources to positively affect enrollment.
the off-campus site at Biltmore Park in the AshevilleHendersonville area) a destination for short-term,
educationally based programs, activities, and events,
including summer school, continuing education, camps,
conferences, and personal enrichment opportunities.
organizational and policy structure to facilitate short-term, educationally
based programs, activities, and events, including review of facilities use
policies, University organization, and virtual format possibilities.
the core abilities detailed in Goal 1.2.
balance the University’s aim to increase the academic profile of entering
students while continuing to serve the educational role of access as
a regional comprehensive university.
GOAL 1.5: Make WCU (the Cullowhee campus and
INITIATIVE 1.2.4: Ensure that all academic programs incorporate
INITIATIVE 1.1.5: Align departments, colleges, and divisions, as
centers/institutes of study and outreach, where appropriate, based on
the curricular focus areas.
INITIATIVE 1.4.1: Establish a network of regional advisory
INITIATIVE 1.5.1: Pursue a cohesive, consistent, and efficient
INITIATIVE 1.3.2: Incorporate expectations for experiential and applied
learning opportunities, including undergraduate research opportunities,
in the curricular review process.
INITIATIVE 1.1.6: Identify and develop integrated, cross-disciplinary
Eliminate barriers to student access
through coordinated endeavors with Birth-12 (B-12) and
community college partners.
the curricula.
off-campus sites in Western North Carolina within available resources
and as dictated by data-based needs analyses.
appropriate, to support the strategic vision of the University.
GOAL 1.4:
that WCU offers by 50 percent by 2020.
INITIATIVE 1.5.4: Develop and implement a coordinated marketing
GOAL 1.6:
Attain a student population that
balances the University’s commitment to access, its
responsibility for student success, and ensures the
sustainability of University funding. (See Initiative 6.3.2)
INITIATIVE 1.6.1: Develop data-driven admission strategies (for
first-time freshmen, transfer, graduate, and distance students) that
21
St rat eg ic D irect io n #2
En rich t h e Tota l St u d e nt Ex p e r i e nc e
St rat egi c Di rect i on # 3
En h an ce O u r Ext e rn al Part n e rsh i ps
Every WCU student’s experience reinforces high standards and expectations, incorporates
meaningful external engagement, and instills pride in the University.
WCU is recognized as an active partner within the Western North Carolina region,
its Communities, organizations, and businesses.
WCU is committed to working toward the best interests of the region and state through deliberately and consciously
considering what it means to educate citizens, a pursuit that encompasses both curricular and co-curricular elements
that serve to prepare students to participate in and help create a vibrant, intellectually, culturally, and economically
thriving region, state, nation, and world.
Partnerships with regional businesses and industries, nonprofits, civic organizations, government agencies, communities,
and cities are an integral part of WCU’s core mission as a recognized, regionally engaged university. The University’s
emphasis on integrated learning experiences, its commitment to engaged scholarship, and its embrace of the institution’s
role as both a steward of this unique and special place and a catalyst for economic and community development all
demonstrate and reinforce WCU’s commitment to enhancing engagement with external partners.
Goal 2.1: Foster a student-centered campus culture
that emphasizes academic excellence, personal growth,
networking opportunities, and global and social awareness.
Initiative 2.1.1: Ensure that the mission of every academic support and
student services unit espouses academic excellence as a primary emphasis. Initiative 2.1.2: Review, and where necessary modify, all student
recruitment and promotional materials to include expectations related
to academic rigor and standards. Initiative 2.1.3: Align, and where appropriate consolidate,
academic support and experiential learning services to ensure consistent,
interconnected, and efficiently provided assistance to students. Initiative 2.2.6: Provide opportunities for students to explore all
points of view on various issues and to understand the perspectives
of others through civil and informed discourse and debate.
Goal 2.3: Instill pride in the University through more
visible recognition and celebration of institutional achievements and traditions.
Initiative 2.3.1: Build and sustain a high-quality athletics program
that excites and instills pride among students, faculty, staff, alumni, and
friends of the University.
Goal 3.1: Strengthen relationships and communication
between the University and its external partners.
Initiative 3.1.1: Senior campus leadership will model the institution’s
commitment to community outreach and involvement.
Initiative 3.1.2: Establish an annual leadership tour of the Western
Initiative 3.3.2: Ensure that all division and departmental personnel
that help students develop a sense of personal, intellectual, and
professional identity.
Initiative 2.3.3: Build and sustain consistent celebrations of
Initiative 3.1.4: Create an institutional council with representatives
Initiative 2.1.5: Create leadership and experiential opportunities
Initiative 2.3.4: Include in the University’s comprehensive
Initiative 2.1.6: Expand international experiences for all Western
Carolina University students through such strategies as increasing study
abroad opportunities, developing exchange programs with international
universities, recruiting a sizable international student population to WCU,
and enhancing global awareness components of existing curricula.
(See Initiative 1.3.3)
communications plan a focused strategy to celebrate with the institution’s
internal and external audiences the accomplishments and achievements
of students, faculty, and staff. (See Initiative 6.2.1)
Initiative 2.3.5: Ensure that University events are consistently
well-advertised to external audiences.
Align internal processes and reward
systems to foster external engagement.
Initiative 3.1.3: Establish the appropriate leadership and
students’ connection to their University and its surrounding communities.
at the local, regional, national, and international levels, ensuring that
all students participate in such opportunities and can document how
these learning experiences are interconnected with their program of
study. (See Initiative 2.2.4)
Goal 3.3:
Initiative 3.3.1: Develop models and strategies to formally
Initiative 2.1.4: Develop and/or formalize mentoring programs
Cherokee history, culture, and traditions.
efforts between WCU and external partners.
North Carolina region designed to reinforce WCU’s connection with its
external constituents and to update University leadership consistently
about regional and local priorities.
organizational structure at WCU to support, coordinate, and facilitate
external partnerships and collaborations.
Initiative 2.3.2: Create and sustain campus traditions that strengthen
Initiative 3.2.6: Facilitate collaborative research and development
from each division and college to enhance internal communication about
external partnerships and engagement, including the sponsorship of an
annual inventory of such activities.
recognize and reward faculty and staff participation in educationally
based external engagement.
processes, including those related to annual faculty evaluation, tenure,
promotion, and review, provide faculty and staff the formal opportunity
to detail and describe educationally based external engagement activities.
Initiative 3.3.3: Promote the University’s support of staff-initiated
community service.
Initiative 3.1.5: Develop and implement a communications plan
that informs Western Carolina University’s external community about
University resources (inventoried annually), such as programs, services,
facilities, and faculty/staff expertise that are available to the public.
(See Initiative 6.2.1)
Goal 3.2: Position the University as a key leader in
regional economic and community development efforts.
Initiative 3.2.1: Facilitate an annual conference for regional government,
GOAL 2.2: Foster active citizenship among WCU students.
Initiative 2.2.1: Integrate the elements of the Western Carolina University
“Community Creed” into institutionally affiliated programs and services.
Initiative 2.2.2: As appropriate, include students as full, voting members
on campus decision-making committees.
Initiative 2.2.3: Increase the number of academic living-learning
communities that integrate active, collaborative, and interdisciplinary learning
experiences with curricular goals, ensuring necessary logistical and
administrative support.
Initiative 2.2.4: Provide every student with an opportunity to
participate in student-led outreach projects that focus on civic engagement.
(See Initiative 2.1.5)
Initiative 2.2.5: Create a culture of participating in the democratic
process as demonstrated by large percentages of students who are
registered to vote and who vote.
nonprofit, community, education, and business leaders to focus attention
and action on regional strategies for economic and community development.
Initiative 3.2.2: Develop the West Campus, with its Millennial
Initiative designation, as a national model for building, in a rural context,
public-private partnerships that are integrated into the academic
enterprise and which support community and economic development.
Initiative 3.2.3: Develop the programs at Biltmore Park to position
WCU as a key provider of graduate and professional programs in the
greater Asheville-Hendersonville area along the I-26 growth corridor.
Initiative 3.2.4: Work with external partners to facilitate economic and
community development in Cullowhee and Jackson County, which form
the University’s backyard, and participate in the formation of formalized
community leadership for Cullowhee that can serve as the voice of the
community as it anticipates growth and development. (See Initiative 4.3.2)
Initiative 3.2.5: Seek out and implement internal synergies among
outreach efforts and potential partnerships that are focused on economic
and community development and consistent with the curricular focus
areas identified by the 2020 Commission.
23
St rat eg ic D irect io n #2
En rich t h e Tota l St u d e nt Ex p e r i e nc e
St rat egi c Di rect i on # 3
En h an ce O u r Ext e rn al Part n e rsh i ps
Every WCU student’s experience reinforces high standards and expectations, incorporates
meaningful external engagement, and instills pride in the University.
WCU is recognized as an active partner within the Western North Carolina region,
its Communities, organizations, and businesses.
WCU is committed to working toward the best interests of the region and state through deliberately and consciously
considering what it means to educate citizens, a pursuit that encompasses both curricular and co-curricular elements
that serve to prepare students to participate in and help create a vibrant, intellectually, culturally, and economically
thriving region, state, nation, and world.
Partnerships with regional businesses and industries, nonprofits, civic organizations, government agencies, communities,
and cities are an integral part of WCU’s core mission as a recognized, regionally engaged university. The University’s
emphasis on integrated learning experiences, its commitment to engaged scholarship, and its embrace of the institution’s
role as both a steward of this unique and special place and a catalyst for economic and community development all
demonstrate and reinforce WCU’s commitment to enhancing engagement with external partners.
Goal 2.1: Foster a student-centered campus culture
that emphasizes academic excellence, personal growth,
networking opportunities, and global and social awareness.
Initiative 2.1.1: Ensure that the mission of every academic support and
student services unit espouses academic excellence as a primary emphasis. Initiative 2.1.2: Review, and where necessary modify, all student
recruitment and promotional materials to include expectations related
to academic rigor and standards. Initiative 2.1.3: Align, and where appropriate consolidate,
academic support and experiential learning services to ensure consistent,
interconnected, and efficiently provided assistance to students. Initiative 2.2.6: Provide opportunities for students to explore all
points of view on various issues and to understand the perspectives
of others through civil and informed discourse and debate.
Goal 2.3: Instill pride in the University through more
visible recognition and celebration of institutional achievements and traditions.
Initiative 2.3.1: Build and sustain a high-quality athletics program
that excites and instills pride among students, faculty, staff, alumni, and
friends of the University.
Goal 3.1: Strengthen relationships and communication
between the University and its external partners.
Initiative 3.1.1: Senior campus leadership will model the institution’s
commitment to community outreach and involvement.
Initiative 3.1.2: Establish an annual leadership tour of the Western
Initiative 3.3.2: Ensure that all division and departmental personnel
that help students develop a sense of personal, intellectual, and
professional identity.
Initiative 2.3.3: Build and sustain consistent celebrations of
Initiative 3.1.4: Create an institutional council with representatives
Initiative 2.1.5: Create leadership and experiential opportunities
Initiative 2.3.4: Include in the University’s comprehensive
Initiative 2.1.6: Expand international experiences for all Western
Carolina University students through such strategies as increasing study
abroad opportunities, developing exchange programs with international
universities, recruiting a sizable international student population to WCU,
and enhancing global awareness components of existing curricula.
(See Initiative 1.3.3)
communications plan a focused strategy to celebrate with the institution’s
internal and external audiences the accomplishments and achievements
of students, faculty, and staff. (See Initiative 6.2.1)
Initiative 2.3.5: Ensure that University events are consistently
well-advertised to external audiences.
Align internal processes and reward
systems to foster external engagement.
Initiative 3.1.3: Establish the appropriate leadership and
students’ connection to their University and its surrounding communities.
at the local, regional, national, and international levels, ensuring that
all students participate in such opportunities and can document how
these learning experiences are interconnected with their program of
study. (See Initiative 2.2.4)
Goal 3.3:
Initiative 3.3.1: Develop models and strategies to formally
Initiative 2.1.4: Develop and/or formalize mentoring programs
Cherokee history, culture, and traditions.
efforts between WCU and external partners.
North Carolina region designed to reinforce WCU’s connection with its
external constituents and to update University leadership consistently
about regional and local priorities.
organizational structure at WCU to support, coordinate, and facilitate
external partnerships and collaborations.
Initiative 2.3.2: Create and sustain campus traditions that strengthen
Initiative 3.2.6: Facilitate collaborative research and development
from each division and college to enhance internal communication about
external partnerships and engagement, including the sponsorship of an
annual inventory of such activities.
recognize and reward faculty and staff participation in educationally
based external engagement.
processes, including those related to annual faculty evaluation, tenure,
promotion, and review, provide faculty and staff the formal opportunity
to detail and describe educationally based external engagement activities.
Initiative 3.3.3: Promote the University’s support of staff-initiated
community service.
Initiative 3.1.5: Develop and implement a communications plan
that informs Western Carolina University’s external community about
University resources (inventoried annually), such as programs, services,
facilities, and faculty/staff expertise that are available to the public.
(See Initiative 6.2.1)
Goal 3.2: Position the University as a key leader in
regional economic and community development efforts.
Initiative 3.2.1: Facilitate an annual conference for regional government,
GOAL 2.2: Foster active citizenship among WCU students.
Initiative 2.2.1: Integrate the elements of the Western Carolina University
“Community Creed” into institutionally affiliated programs and services.
Initiative 2.2.2: As appropriate, include students as full, voting members
on campus decision-making committees.
Initiative 2.2.3: Increase the number of academic living-learning
communities that integrate active, collaborative, and interdisciplinary learning
experiences with curricular goals, ensuring necessary logistical and
administrative support.
Initiative 2.2.4: Provide every student with an opportunity to
participate in student-led outreach projects that focus on civic engagement.
(See Initiative 2.1.5)
Initiative 2.2.5: Create a culture of participating in the democratic
process as demonstrated by large percentages of students who are
registered to vote and who vote.
nonprofit, community, education, and business leaders to focus attention
and action on regional strategies for economic and community development.
Initiative 3.2.2: Develop the West Campus, with its Millennial
Initiative designation, as a national model for building, in a rural context,
public-private partnerships that are integrated into the academic
enterprise and which support community and economic development.
Initiative 3.2.3: Develop the programs at Biltmore Park to position
WCU as a key provider of graduate and professional programs in the
greater Asheville-Hendersonville area along the I-26 growth corridor.
Initiative 3.2.4: Work with external partners to facilitate economic and
community development in Cullowhee and Jackson County, which form
the University’s backyard, and participate in the formation of formalized
community leadership for Cullowhee that can serve as the voice of the
community as it anticipates growth and development. (See Initiative 4.3.2)
Initiative 3.2.5: Seek out and implement internal synergies among
outreach efforts and potential partnerships that are focused on economic
and community development and consistent with the curricular focus
areas identified by the 2020 Commission.
23
St rat eg ic D irect io n #4
In vest i n Ou r Peop l e
St rat egi c Di rect i on # 5
In vest i n O u r Core Resou rces
WCU is recognized as one of the most highly competitive and desirable employers in the region.
WCU’s core infrastructure is sustainable and positioned to support its strategic priorities.
Excellent faculty and staff are prerequisites for the fulfillment of Western Carolina University’s mission. Western Carolina
University must therefore advocate for competitive compensation for its employees and facilitate professional development;
leadership development, succession, and stability; and, as appropriate, support for issues related to quality of life, all of
which will enhance the recruitment, development, and retention of qualified and satisfied faculty and staff.
Western Carolina University will ensure a consistently updated infrastructure in support of its mission and vision. Infrastructure
is interpreted broadly to include facilities, technology, fiscal practices, and business processes and procedures.
Goal 4.1: Make salary and total compensation packages
Initiative 4.3.4: Facilitate a network of opportunities, where possible,
an institutional priority in order to attract, reward, and
retain the highest quality employees.
for affordable child care, health care, and housing options for faculty,
staff, and students.
Initiative 4.1.1: Advocate for the financial resources necessary to
Initiative 4.3.5: Increase diversity among faculty and staff.
offer competitive salaries and compensation packages.
Initiative 4.1.2: Develop a regular and recurring process for
employee salary review.
Initiative 4.1.3: Develop and implement strategies for retaining
high-performing employees with competitive salary adjustments and
compensation packages within existing policies.
Initiative 4.1.4: Develop and implement a program of competitive
summer grants to support innovative faculty pursuits within the context
of Western Carolina’s mission and values.
Initiative 4.1.5: Advocate with other UNC system institutions for
a competitive and attractive health benefits plan that is cost-effective for
employees and their families.
GOAL 4.4:
Adequately support for scholarship and
creative activities in support of Western Carolina University’s
mission as a regional comprehensive university.
Initiative 4.4.1: Establish an organizational structure to
accommodate the research, Graduate School, and Millennial Initiative
ambitions of the University.
Initiative 4.4.2: Ensure appropriate institutional infrastructure to
support scholarship and research.
Initiative 4.4.3: Increase support for scholarship and creative
GOAL 4.2: Ensure professional development opportunities
Initiative 4.2.1: Make support for professional development for all
Goal 4.5:
for all employees.
Initiative 4.2.2: Include in each supervisor’s performance
evaluation an assessment of his/her support for and his/her unit’s
progress in professional development.
Create an environment in which the
primary role of faculty as teacher-scholars is recognized
and valued.
Initiative 4.5.1: Develop and implement integrated faculty workload
updates for all staff and faculty, as appropriate.
expectations and policies that facilitate exemplary teaching, scholarly
productivity, and public service in alignment with Western Carolina’s
commitment to external engagement.
Initiative 4.2.4: Ensure that all faculty and staff understand
Initiative 4.5.2: Provide department heads and deans flexibility
Initiative 4.2.3: Ensure appropriate orientation and annual refresher
performance evaluation processes and criteria.
Initiative 4.2.5: Establish a campus leadership academy to cultivate
faculty and staff leaders.
GOAL 4.3: Work to develop a work-life environment
for Western Carolina University employees that enhances
their personal and professional lives.
Implement sustainable funding models
to ensure fiscal stability.
Initiative 5.1.1: Eliminate operational dependence on one-time
Initiative 5.3.3: Consolidate and centralize similar operations
Initiative 5.1.2: Maintain a favorable bond rating.
across campus.
within the parameters of fiscal realities in assigning workload to faculty
to accommodate significant contributions for such out-of-classroom
responsibilities as advising, undergraduate and graduate research
supervision and mentoring, and student career development.
Initiative 4.5.3: Eliminate redundant and ineffective service
obligations and committees across campus.
resources for reallocation and reallocate such resources to areas with
demonstrated/potential growth, capacity for revenue generation, and
critical strategic need.
Goal 5.2:
Develop a comprehensive University
Initiative 5.4.2: Establish capacity planning, management, and
of internal and external constituents and supported by an external
consultant to develop a comprehensive campus master plan that takes
into account such factors as anticipated enrollment growth, the environment,
sustainability, energy efficiency, core infrastructure needs, building
priority needs, departmental/unit consolidation, technology infrastructure,
campus safety and security, green space, transportation, campus design
standards, and the integration of the campus with the surrounding
community. The comprehensive plan will include the following components:
implementation processes to ensure accommodation of mandatory and
anticipated information technology needs, including both human
resources and technologies (e.g., bandwidth, storage, servers, digital
media, software licenses, wireless networking, wired networking, cloud
services, etc.).
• A comprehensive facility condition assessment for existing buildings
• An assessment and prioritization of core infrastructure needs in light
of emerging technologies
• An assessment and prioritization of new building needs
• A prioritized plan for addressing repair and renovation needs
the information technology disaster recovery plan.
Goal 5.5: Maintain and improve campus safety
systems, capabilities, and infrastructure in support of the
University’s strategic priorities.
Initiative 5.5.1: Complete and maintain updated emergency response
• A plan to consolidate like parts of individual units/colleges
where possible
Initiative 5.5.2: Implement sustainable funding models in support
• A campus parking and transportation plan that facilitates access
to education sites and includes investment in multimodal options
such as bike lanes, greenways, etc.
• A process for allocating and budgeting space as a core resource
to maximize space utilization
Goal 5.3: Improve the effectiveness and efficiency
where appropriate and possible.
Initiative 5.4.4: Assess periodically and revise, where necessary,
• Incorporation of green space throughout the campus
Initiative 4.6.1: Establish opportunities that give University staff
Initiative 4.3.3: Accommodate flexible work arrangements for staff,
Initiative 5.4.3: Establish a multiyear technology capability planning
process that is revisited annually.
• A campus sustainability plan that aligns with the UNC Sustainability Policy
Initiative 4.3.2: Partner with appropriate civic leaders in the
among members of the Faculty Senate, Staff Senate, and the Student
Government Association on university-wide issues and projects.
Initiative 5.4.1: Establish and systematize a sustainable funding
Initiative 5.2.1: Charge a task force consisting of representatives
where the contributions of all employees are recognized
and valued.
Initiative 4.6.2: Develop a forum that facilitates collaboration
capabilities and capacity required to meet the goals of
the University.
model for information technology that accommodates operational support,
replacements and upgrades, University growth, and strategic initiatives.
with regional businesses and institutions to enhance employment
opportunities for spousal and partner hiring.
access to University administration in the governance process.
Goal 5.4: Sustain and increase information technology
master plan.
• A plan to ensure the integration of campus development with the
community surrounding the University
development and revitalization of Cullowhee and Jackson County, with
specific emphasis on developing a community core around the campus
aimed at improving the quality of life for faculty, staff, students, and the
community. (See Initiative 3.2.4)
and revise or eliminate unnecessary or redundant business processes
and leverage existing enterprise solutions (e.g., Banner, Blackboard, R25,
SharePoint, etc.).
funding for core functions and services.
GOAL 4.6: Foster an inclusive University community
Initiative 4.3.1: Develop a network within the University and
Initiative 5.3.2: Conduct business-flow analyses of all key functions
Initiative 5.1.3: Develop and implement processes to identify
activities, including funding for reassigned time for scholarship, library
support, graduate research assistantships, summer research grants,
seed funding, start-up support where appropriate, equipment replacement,
and travel for conference presentations.
employees a fiscal priority at WCU.
Goal 5.1:
of campus business processes to ensure continuous
improvement and to realize financial savings.
plans and business continuity plans for critical functions of the University.
of campus safety systems and infrastructure.
Initiative 5.5.3: Enhance campus-wide emergency preparedness
with ongoing communication and training.
Initiative 5.5.4: Sustain and enhance partnerships (e.g., mutual
aid agreements, EMS service provision, etc.) with local governments,
regional public safety agencies, and health organizations in support of
campus and community safety priorities.
Initiative 5.5.5: Systematically assess and upgrade technologies
(e.g., radio systems, access controls, cameras, etc.) in support of campus
safety objectives.
Initiative 5.3.1: Review the use of expendables, including printed
documentation, and where reasonable, reduce such usage and transition
to digital alternatives.
25
St rat eg ic D irect io n #4
In vest i n Ou r Peop l e
St rat egi c Di rect i on # 5
In vest i n O u r Core Resou rces
WCU is recognized as one of the most highly competitive and desirable employers in the region.
WCU’s core infrastructure is sustainable and positioned to support its strategic priorities.
Excellent faculty and staff are prerequisites for the fulfillment of Western Carolina University’s mission. Western Carolina
University must therefore advocate for competitive compensation for its employees and facilitate professional development;
leadership development, succession, and stability; and, as appropriate, support for issues related to quality of life, all of
which will enhance the recruitment, development, and retention of qualified and satisfied faculty and staff.
Western Carolina University will ensure a consistently updated infrastructure in support of its mission and vision. Infrastructure
is interpreted broadly to include facilities, technology, fiscal practices, and business processes and procedures.
Goal 4.1: Make salary and total compensation packages
Initiative 4.3.4: Facilitate a network of opportunities, where possible,
an institutional priority in order to attract, reward, and
retain the highest quality employees.
for affordable child care, health care, and housing options for faculty,
staff, and students.
Initiative 4.1.1: Advocate for the financial resources necessary to
Initiative 4.3.5: Increase diversity among faculty and staff.
offer competitive salaries and compensation packages.
Initiative 4.1.2: Develop a regular and recurring process for
employee salary review.
Initiative 4.1.3: Develop and implement strategies for retaining
high-performing employees with competitive salary adjustments and
compensation packages within existing policies.
Initiative 4.1.4: Develop and implement a program of competitive
summer grants to support innovative faculty pursuits within the context
of Western Carolina’s mission and values.
Initiative 4.1.5: Advocate with other UNC system institutions for
a competitive and attractive health benefits plan that is cost-effective for
employees and their families.
GOAL 4.4:
Adequately support for scholarship and
creative activities in support of Western Carolina University’s
mission as a regional comprehensive university.
Initiative 4.4.1: Establish an organizational structure to
accommodate the research, Graduate School, and Millennial Initiative
ambitions of the University.
Initiative 4.4.2: Ensure appropriate institutional infrastructure to
support scholarship and research.
Initiative 4.4.3: Increase support for scholarship and creative
GOAL 4.2: Ensure professional development opportunities
Initiative 4.2.1: Make support for professional development for all
Goal 4.5:
for all employees.
Initiative 4.2.2: Include in each supervisor’s performance
evaluation an assessment of his/her support for and his/her unit’s
progress in professional development.
Create an environment in which the
primary role of faculty as teacher-scholars is recognized
and valued.
Initiative 4.5.1: Develop and implement integrated faculty workload
updates for all staff and faculty, as appropriate.
expectations and policies that facilitate exemplary teaching, scholarly
productivity, and public service in alignment with Western Carolina’s
commitment to external engagement.
Initiative 4.2.4: Ensure that all faculty and staff understand
Initiative 4.5.2: Provide department heads and deans flexibility
Initiative 4.2.3: Ensure appropriate orientation and annual refresher
performance evaluation processes and criteria.
Initiative 4.2.5: Establish a campus leadership academy to cultivate
faculty and staff leaders.
GOAL 4.3: Work to develop a work-life environment
for Western Carolina University employees that enhances
their personal and professional lives.
Implement sustainable funding models
to ensure fiscal stability.
Initiative 5.1.1: Eliminate operational dependence on one-time
Initiative 5.3.3: Consolidate and centralize similar operations
Initiative 5.1.2: Maintain a favorable bond rating.
across campus.
within the parameters of fiscal realities in assigning workload to faculty
to accommodate significant contributions for such out-of-classroom
responsibilities as advising, undergraduate and graduate research
supervision and mentoring, and student career development.
Initiative 4.5.3: Eliminate redundant and ineffective service
obligations and committees across campus.
resources for reallocation and reallocate such resources to areas with
demonstrated/potential growth, capacity for revenue generation, and
critical strategic need.
Goal 5.2:
Develop a comprehensive University
Initiative 5.4.2: Establish capacity planning, management, and
of internal and external constituents and supported by an external
consultant to develop a comprehensive campus master plan that takes
into account such factors as anticipated enrollment growth, the environment,
sustainability, energy efficiency, core infrastructure needs, building
priority needs, departmental/unit consolidation, technology infrastructure,
campus safety and security, green space, transportation, campus design
standards, and the integration of the campus with the surrounding
community. The comprehensive plan will include the following components:
implementation processes to ensure accommodation of mandatory and
anticipated information technology needs, including both human
resources and technologies (e.g., bandwidth, storage, servers, digital
media, software licenses, wireless networking, wired networking, cloud
services, etc.).
• A comprehensive facility condition assessment for existing buildings
• An assessment and prioritization of core infrastructure needs in light
of emerging technologies
• An assessment and prioritization of new building needs
• A prioritized plan for addressing repair and renovation needs
the information technology disaster recovery plan.
Goal 5.5: Maintain and improve campus safety
systems, capabilities, and infrastructure in support of the
University’s strategic priorities.
Initiative 5.5.1: Complete and maintain updated emergency response
• A plan to consolidate like parts of individual units/colleges
where possible
Initiative 5.5.2: Implement sustainable funding models in support
• A campus parking and transportation plan that facilitates access
to education sites and includes investment in multimodal options
such as bike lanes, greenways, etc.
• A process for allocating and budgeting space as a core resource
to maximize space utilization
Goal 5.3: Improve the effectiveness and efficiency
where appropriate and possible.
Initiative 5.4.4: Assess periodically and revise, where necessary,
• Incorporation of green space throughout the campus
Initiative 4.6.1: Establish opportunities that give University staff
Initiative 4.3.3: Accommodate flexible work arrangements for staff,
Initiative 5.4.3: Establish a multiyear technology capability planning
process that is revisited annually.
• A campus sustainability plan that aligns with the UNC Sustainability Policy
Initiative 4.3.2: Partner with appropriate civic leaders in the
among members of the Faculty Senate, Staff Senate, and the Student
Government Association on university-wide issues and projects.
Initiative 5.4.1: Establish and systematize a sustainable funding
Initiative 5.2.1: Charge a task force consisting of representatives
where the contributions of all employees are recognized
and valued.
Initiative 4.6.2: Develop a forum that facilitates collaboration
capabilities and capacity required to meet the goals of
the University.
model for information technology that accommodates operational support,
replacements and upgrades, University growth, and strategic initiatives.
with regional businesses and institutions to enhance employment
opportunities for spousal and partner hiring.
access to University administration in the governance process.
Goal 5.4: Sustain and increase information technology
master plan.
• A plan to ensure the integration of campus development with the
community surrounding the University
development and revitalization of Cullowhee and Jackson County, with
specific emphasis on developing a community core around the campus
aimed at improving the quality of life for faculty, staff, students, and the
community. (See Initiative 3.2.4)
and revise or eliminate unnecessary or redundant business processes
and leverage existing enterprise solutions (e.g., Banner, Blackboard, R25,
SharePoint, etc.).
funding for core functions and services.
GOAL 4.6: Foster an inclusive University community
Initiative 4.3.1: Develop a network within the University and
Initiative 5.3.2: Conduct business-flow analyses of all key functions
Initiative 5.1.3: Develop and implement processes to identify
activities, including funding for reassigned time for scholarship, library
support, graduate research assistantships, summer research grants,
seed funding, start-up support where appropriate, equipment replacement,
and travel for conference presentations.
employees a fiscal priority at WCU.
Goal 5.1:
of campus business processes to ensure continuous
improvement and to realize financial savings.
plans and business continuity plans for critical functions of the University.
of campus safety systems and infrastructure.
Initiative 5.5.3: Enhance campus-wide emergency preparedness
with ongoing communication and training.
Initiative 5.5.4: Sustain and enhance partnerships (e.g., mutual
aid agreements, EMS service provision, etc.) with local governments,
regional public safety agencies, and health organizations in support of
campus and community safety priorities.
Initiative 5.5.5: Systematically assess and upgrade technologies
(e.g., radio systems, access controls, cameras, etc.) in support of campus
safety objectives.
Initiative 5.3.1: Review the use of expendables, including printed
documentation, and where reasonable, reduce such usage and transition
to digital alternatives.
25
St rat eg ic D irect io n #6
Garner S u ppo rt for th e V i s i o n
WCU develops the resources and markets the vision to ensure achievement of its strategic priorities.
WCU’s continued emergence as an ambitious institution of higher education dedicated to the economic and community
development of Western North Carolina depends on the development and cultivation of consistent and robust funding sources
and an ongoing communications strategy designed to ensure that internal and external stakeholders are consistently informed
about the University and its progress in achieving strategic goals.
Goal 6.1: Facilitate a shared understanding of and
commitment to the institution’s strategic vision among
WCU faculty, staff, and students.
Initiative 6.1.1: Create or modify existing orientation messages for
new faculty, staff, and students to ensure early introduction to and
understanding of the University’s strategic vision.
Initiative 6.1.2: Align all internal budgeting and annual reporting
processes to reflect and reinforce the strategic vision and priorities of
the University.
Initiative 6.1.3: Ensure consistency among vision messages from
all internal sources.
Initiative 6.3.4: Develop and implement a comprehensive plan to
increase significantly WCU’s advocacy efforts among elected officials on
behalf of University and system priorities.
Initiative 6.3.5: Develop and implement an advocacy plan for
state/system action on three key market-based issues:
• Tuition policy flexibility (in-state or surcharge) for students in
bordering states
• Differential tuition in high-demand/high-expense programs
• Modification/elimination of differential treatment of distance
education in the UNC system’s funding formula
Initiative 6.3.6: Pursue a comprehensive development campaign
targeting (See Initiative 1.6.4):
Goal 6.2:
Facilitate a shared understanding of
the institution’s strategic vision among the University’s
external communities.
Initiative 6.2.1: Develop and implement comprehensive and
consistent communications and marketing plans designed to fulfill the
University’s strategic priorities. (See Initiatives 1.5.4, 2.3.4, and 3.1.5)
Initiative 6.2.2: Ensure the appropriate leadership and organizational
structure necessary to develop and implement comprehensive
communication and marketing plans designed to communicate
Western Carolina University’s strategic vision effectively, concisely,
and consistently to all external stakeholders.
Initiative 6.2.3: Create a network for regional engagement and
statewide advocacy through a mobilized and informed alumni base.
Initiative 6.2.4: Develop a process to review periodically the University
brand and tailor the marketing message accordingly. • Gifts at all levels in support of WCU’s strategic goals and initiatives
• Particular philanthropic support for endowed merit- and need-based
scholarships to enable WCU to recruit and retain the best
academically qualified students and to support WCU’s commitments
to student access and student success
• An increase in the participation and engagement of WCU alumni
in University activities and in the number of alumni donors by 50
percent by 2020
• Adequate development and alumni staffing to ensure the
campaign’s success
initiative 6.3.7: Develop infrastructure for research and sponsored
programs, technology transfer, and commercialization consistent with
strategic priorities to achieve the following by 2020:
• Increase in the number of research grant and contract applications
by 100 percent
• Increase in the number of grants and contracts received by 50 percent
• Increase in the total annual amount of awards received by 25 percent
Goal 6.3:
Maximize and target a balanced and
diverse mix of financial resources that will enable achievement
of Western Carolina University’s strategic vision.
Initiative 6.3.8: Pursue funding resources for development of the
West Campus/Millennial Initiative.
Initiative 6.3.1: Develop and implement a comprehensive enrollment
management process that maximizes state appropriations per the
formula funding system in a manner consistent with the University’s
strategic priorities related to access and success, including incremental
increases in admission standards.
Initiative 6.3.2: Revisit the organizational structure of all campus
offices and functions related to enrollment management to ensure lean,
robust, and efficient operations. (See Goal 1.6)
Initiative 6.3.3: Explore innovative possibilities for revenue generation
such as summer revenue opportunities, the initiation of certificate/
executive programs, and cooperative education opportunities to reduce
dependency on state funding and tuition and fee increases.
27
St rat eg ic D irect io n #6
Garner S u ppo rt for th e V i s i o n
WCU develops the resources and markets the vision to ensure achievement of its strategic priorities.
WCU’s continued emergence as an ambitious institution of higher education dedicated to the economic and community
development of Western North Carolina depends on the development and cultivation of consistent and robust funding sources
and an ongoing communications strategy designed to ensure that internal and external stakeholders are consistently informed
about the University and its progress in achieving strategic goals.
Goal 6.1: Facilitate a shared understanding of and
commitment to the institution’s strategic vision among
WCU faculty, staff, and students.
Initiative 6.1.1: Create or modify existing orientation messages for
new faculty, staff, and students to ensure early introduction to and
understanding of the University’s strategic vision.
Initiative 6.1.2: Align all internal budgeting and annual reporting
processes to reflect and reinforce the strategic vision and priorities of
the University.
Initiative 6.1.3: Ensure consistency among vision messages from
all internal sources.
Initiative 6.3.4: Develop and implement a comprehensive plan to
increase significantly WCU’s advocacy efforts among elected officials on
behalf of University and system priorities.
Initiative 6.3.5: Develop and implement an advocacy plan for
state/system action on three key market-based issues:
• Tuition policy flexibility (in-state or surcharge) for students in
bordering states
• Differential tuition in high-demand/high-expense programs
• Modification/elimination of differential treatment of distance
education in the UNC system’s funding formula
Initiative 6.3.6: Pursue a comprehensive development campaign
targeting (See Initiative 1.6.4):
Goal 6.2:
Facilitate a shared understanding of
the institution’s strategic vision among the University’s
external communities.
Initiative 6.2.1: Develop and implement comprehensive and
consistent communications and marketing plans designed to fulfill the
University’s strategic priorities. (See Initiatives 1.5.4, 2.3.4, and 3.1.5)
Initiative 6.2.2: Ensure the appropriate leadership and organizational
structure necessary to develop and implement comprehensive
communication and marketing plans designed to communicate
Western Carolina University’s strategic vision effectively, concisely,
and consistently to all external stakeholders.
Initiative 6.2.3: Create a network for regional engagement and
statewide advocacy through a mobilized and informed alumni base.
Initiative 6.2.4: Develop a process to review periodically the University
brand and tailor the marketing message accordingly. • Gifts at all levels in support of WCU’s strategic goals and initiatives
• Particular philanthropic support for endowed merit- and need-based
scholarships to enable WCU to recruit and retain the best
academically qualified students and to support WCU’s commitments
to student access and student success
• An increase in the participation and engagement of WCU alumni
in University activities and in the number of alumni donors by 50
percent by 2020
• Adequate development and alumni staffing to ensure the
campaign’s success
initiative 6.3.7: Develop infrastructure for research and sponsored
programs, technology transfer, and commercialization consistent with
strategic priorities to achieve the following by 2020:
• Increase in the number of research grant and contract applications
by 100 percent
• Increase in the number of grants and contracts received by 50 percent
• Increase in the total annual amount of awards received by 25 percent
Goal 6.3:
Maximize and target a balanced and
diverse mix of financial resources that will enable achievement
of Western Carolina University’s strategic vision.
Initiative 6.3.8: Pursue funding resources for development of the
West Campus/Millennial Initiative.
Initiative 6.3.1: Develop and implement a comprehensive enrollment
management process that maximizes state appropriations per the
formula funding system in a manner consistent with the University’s
strategic priorities related to access and success, including incremental
increases in admission standards.
Initiative 6.3.2: Revisit the organizational structure of all campus
offices and functions related to enrollment management to ensure lean,
robust, and efficient operations. (See Goal 1.6)
Initiative 6.3.3: Explore innovative possibilities for revenue generation
such as summer revenue opportunities, the initiation of certificate/
executive programs, and cooperative education opportunities to reduce
dependency on state funding and tuition and fee increases.
27
For More Information, Contact
Melissa Canady Wargo
Assistant Vice Chancellor
Office of Institutional Planning & Effectiveness
828.227.3082 | wargo@wcu.edu
WCU is a University of North Carolina campus and an Equal Opportunity Institution. 3,000 copies of this public
document were printed at a cost of $2,665.79 or $0.89 each. Office of Creative Services | Oct. 2012 | 12-521
Institutional Planning & Effectiveness – Program Review 2013
Appendix D
Assessment Survey
Initial Report
Last Modified: 02/13/2012
1.
How often do you believe you have relied on information supplied by the Office of
Institutional Planning and Effectiveness (IPE)?
#
Answer
Bar
Response
%
1
Never
24
21%
2
Rarely (perhaps just 1 project this year)
26
23%
3
A few times (between 2 and 5 projects this year)
29
25%
4
Several times (between 5 and 10 projects this year)
16
14%
5
Many times (between 10 and 20 projects this year)
9
8%
6
Frequently (more than 20 projects this year)
3
3%
7
I don't know
8
7%
Total
115
Statistic
Value
Min Value
1
Max Value
7
Mean
3.01
Variance
2.89
Standard Deviation
1.70
Total Responses
115
2.
How would you rate the IPE staff with regard to the following:
#
Question
Poor
Fair
Good
Excellent
Unsure
Responses
1
2
Mean
Professionalism of staff
1
3
16
60
30
110
4.05
Accuracy of information
4
9
23
35
38
109
3.86
3
Willingness to work with you
2
9
16
50
32
109
3.93
4
Promptness of information
10
7
22
36
34
109
3.71
Statistic
Professionalism of staff
Accuracy of information
Willingness to work with you
Promptness of information
Min Value
1
1
1
1
Max Value
5
5
5
5
Mean
4.05
3.86
3.93
3.71
Variance
0.61
1.21
0.94
1.52
Standard Deviation
0.78
1.10
0.97
1.23
Total Responses
110
109
109
109
3.
Please provide any comments about the IPE staff. We would especially appreciate
any comments regarding a response of Poor or Excellent in the previous question.
Text Response
Just the right balance between moving projects forward and understanding the challenges faculty and program directors face. Always upbeat and resourceful with the best interest of the
whole institution at the forefront.
I receive prompt responses to all requests, including needed clarification when needed. OIPE is a tremendous resource to this office.
I don't use the IPE nor do I know what they might do for me
Professional timely service. I need information concerning student numbers for surveys. Very please with the service from your department.
I have never had any intercation with IPE staff
The excellent rating above is indicative of everything except R25.
Every time I approach that office with a request, I am always greeted with a friendly and prompt response.
The couple times I have worked on a departmental survey with the IPE staff, they were very helpful in allowing us to meet with them to discuss ideas and questions.
Staff are always helpful and timely with services.
Collaboration very much improved over last 2 years, was not always that way (was more adversarial, or influenced in a less that positive way by previous Chancellor).
Some information that we requested was never provided after months of waiting
Working on the PDF with Kay Turpin was a great experience. Best PDF year we've ever had.
Didn't know they existed
In the past I have worked with Kay, David, Alison, Alan and Pam. I have found them to be very responsive and very professional in all of the requests that I have sent to IPE. Alan was
especially helpful because of his programming expertise and statistical knowledge.
It seems that work priority is not so much based on institutional goals as what is important at that moment to those at the top. Give these folks a chance to do their work. I don't have an
assessment background but do wonder sometimes at the assessment methodology - pick this from here, pick this from there. can there be accuracy if your sample population chanegs
depending on the question?
Always extremely professional and pleasant to work with. Reliable data, well-presented.
I've only made one request via email, the first person never responded, the second said they would have to see if they could produce the information . . . that was about 6 months ago, so I
don't think I'll be hearing from them.
WCU is fortunate to have such an excellent staff in IR & Assessment.
Staff are professional but have too much on their plates. Requests for additional services just cannot be met, or cannot be met in a timely way. Some data we've received has also had
inaccuracies.
Very helpful.
I really do not know how it affects faculty. By the way, I did go to the website.
I worked with IPE staff on a risk assessment of Banner. They were very thorough and accomodating when it came to providing me with a list of compliance-related reports that use Banner
data.
I have been very frustrated in my interactions with OIPE over the last few years. Although the staff is courteous and appears willing to help, I have had issues in receiving responses to
requests for information in a timely manner or at all, in some cases. This was especially true when going through our program review. I have also had issues with finding incorrect
information that has been reported, which leaves me with a sense of distrust in the information that the office provides and has often lead me to tabulate information by hand to be sure
that I had correct data.
IPE staff present themselves professionally and are always willing to work with you--Thank you! Staff need to respond to emails and voicemails. Even a response of, "I'll get back to your
next week" etc. would be preferred to no response. Corrections to university reports take a long time to complete. Requested information or reports are delivered right at or just after
deadlines.
The reports we received seemed accurate but were not timely for planning purposes for the following year's activities. It took 7 months to receive the compiled data. We discontinued using
OIPE for data and have begun using other offices for assistance and utilizing another survey mechanism.
I have never interacted with the IPE staff.
They are a wonderful resource - knowledgable, reliable, and pleasant to work with - I rely heavily on their advice and direction with assessment plans and projects.
While I felt the staff was willing to work with me, they were unable to do so in a timely fashion. When provided with sources of data I required they were difficult to use and had incorrect
information. When I requested help, I had to "nag" the staff to get a response and was delayed several months (yes, months!).
I did not even this office existed.
Data skewed to reflect current official political line. credibility weak or questionable
The OIPE staff is incredibly overworked and they don't have time for more specialized projects.
I would have no idea of what IPE does or who the staff are except for my being able to look at the list below!!
The staff are very accessible and responsive. Even if they do not have the information I need, they will work with me to find it.
Robert Crow is an amazing person and fits well with this department.
I have not had any experience from this group... that I know of.
The Mountain Heritage Center (MHC) underwent a formal Program Review process, beginning in Spring 2011 with a self-study and site visit, and continuing with a formal review of our
Program Development Plan in early January 2012. Throughout the entire process, IPE staff has been extremely professional, highly supportive of our work, and very helpful in tailoring
the entire experience to meet the special needs of a university-based history museum. Their work has helped greatly to reinforce the MHC's strategic direction and to encourage us to
begin the process to attain national accreditation by the American Association of Museums.
N/A
I'm not really aware of what the IPE do (the list below tells me, but before that, I wasn't clear), nor who the staff personnel are.
Melissa Wargo was especially helpul with reviewing and providing suggestions of our program's pass rate improvement plan (for graduate's national certification).
When we receive information from institutional planning it doesn't always seem to match up with the data I collect myself from Banner. It is frustrating when I don't know which
information is accurate. I would also appreciate it if information could be sent in more user friendly format rather than in excel forms with no interpretation and/or when it includes a lot of
extra data. I also don't like being "sent" to the pivot tables on the H-drive to find information myself when I have difficulty finding exactly what I want. On the other hand, I do find the staff to
be friendly and accessible.
who are you and why do you exist?
who?
Statistic
Total Responses
Value
42
4.
Please choose from the list below which IPE services, systems or reports you use
or have used. (Check all that apply.)
#
Answer
Bar
Response
%
1
Accreditation support
17
17%
2
Assessment Planning
27
27%
3
Common Data Set
19
19%
4
Compliance Assist
2
2%
5
CoursEval
54
54%
6
Delaware Faculty Workload Data
6
6%
7
Digital Measures Activity Insight
10
10%
8
Enrollment management support
22
22%
9
Factbook
28
28%
10
IPE Banner reports
19
19%
11
Institutional Surveys (Alumni, Senior, etc.)
24
24%
12
National Surveys (NSSE, CLA, etc.)
25
25%
13
PivotTable reports
15
15%
14
Program Review
25
25%
15
R25/X25/Web Viewer
40
40%
16
Space Planning and Management
14
14%
17
Strategic Planning
22
22%
18
Student Profiles
17
17%
19
Other (Please specify)
9
9%
Other (Please specify)
QEP
none
Alumni list
Info for public relations documents
PDF
Have not used the program and am I have never used it.
QEP
Information on Study Abroad Students
NONE
Statistic
Value
Min Value
1
Max Value
19
Total Responses
100
5.
Importance to job function
#
Question
Not Important
.
Neutral
.
Extremely Important
Responses
Mean
x1
Accreditation support
0
0
0
5
7
12
4.58
x2
Assessment Planning
1
0
5
7
10
23
4.09
x3
Common Data Set
0
1
2
10
4
17
4.00
x4
Compliance Assist
1
0
0
0
0
1
1.00
x5
CoursEval
3
1
10
12
22
48
4.02
x6
Delaware Faculty Workload Data
1
0
0
1
0
2
2.50
x7
Digital Measures Activity Insight
1
1
1
4
2
9
3.56
x8
Enrollment management support
1
0
3
5
8
17
4.12
x9
Factbook
1
4
4
12
4
25
3.56
x10
IPE Banner reports
0
0
3
6
8
17
4.29
x11
Institutional Surveys (Alumni, Senior, etc.)
0
2
5
6
8
21
3.95
x12
National Surveys (NSSE, CLA, etc.)
1
0
6
8
7
22
3.91
x13
PivotTable reports
0
0
3
4
7
14
4.29
x14
Program Review
2
0
2
3
13
20
4.25
x15
R25/X25/Web Viewer
3
0
5
8
22
38
4.21
x16
Space Planning and Management
1
0
4
6
2
13
3.62
x17
Strategic Planning
0
0
7
7
6
20
3.95
x18
Student Profiles
0
0
1
5
7
13
4.46
x19
Other (Please specify)
2
0
1
2
3
8
3.50
Statistic
Accreditation
support
Assessment
Planning
Common
Data Set
Compliance
Assist
CoursEval
Delaware
Faculty
Workload
Data
Digital
Measures
Activity
Insight
Enrollment
management
support
Factbook
IPE
Banner
reports
Institutional
Surveys
(Alumni,
Senior, etc.)
National
Surveys
(NSSE,
CLA,
etc.)
Min Value
4
1
2
1
1
1
1
1
1
3
2
1
3
1
1
1
3
3
Max Value
5
5
5
1
5
4
5
5
5
5
5
5
5
5
5
5
5
5
5
Mean
4.58
4.09
4.00
1.00
4.02
2.50
3.56
4.12
3.56
4.29
3.95
3.91
4.29
4.25
4.21
3.62
3.95
4.46
3.50
Variance
0.27
1.08
0.63
0.00
1.34
4.50
1.78
1.24
1.17
0.60
1.05
1.04
0.68
1.67
1.41
1.09
0.68
0.44
2.86
Standard
Deviation
0.51
1.04
0.79
0.00
1.16
2.12
1.33
1.11
1.08
0.77
1.02
1.02
0.83
1.29
1.19
1.04
0.83
0.66
1.69
12
23
17
1
48
2
9
17
25
17
21
22
14
20
38
13
20
13
8
Total
Responses
PivotTable
reports
Program
Review
R25/X25/Web
Viewer
Space
Planning
and
Management
Strategic
Planning
Student
Profiles
Other
(Please
specify)
1
6.
Satisfaction with results
#
Question
Very Dissatisfied
.
Neutral
.
Extremely Satisfied
Responses
x1
Accreditation support
1
0
2
5
5
13
Mean
4.00
x2
Assessment Planning
0
3
8
5
8
24
3.75
x3
Common Data Set
0
0
5
7
6
18
4.06
x4
Compliance Assist
0
0
1
0
0
1
3.00
x5
CoursEval
1
3
15
17
12
48
3.75
x6
Delaware Faculty Workload Data
1
0
1
0
0
2
2.00
x7
Digital Measures Activity Insight
1
1
2
4
1
9
3.33
x8
Enrollment management support
1
5
4
1
7
18
3.44
x9
Factbook
0
0
8
9
9
26
4.04
x10
IPE Banner reports
0
1
6
5
5
17
3.82
x11
Institutional Surveys (Alumni, Senior, etc.)
1
2
6
7
6
22
3.68
x12
National Surveys (NSSE, CLA, etc.)
0
3
3
8
9
23
4.00
x13
PivotTable reports
3
2
5
2
2
14
2.86
x14
Program Review
3
2
6
6
4
21
3.29
x15
R25/X25/Web Viewer
3
3
8
18
7
39
3.59
x16
Space Planning and Management
1
0
3
6
3
13
3.77
x17
Strategic Planning
0
2
6
9
4
21
3.71
x18
Student Profiles
0
2
6
4
3
15
3.53
x19
Other (Please specify)
0
1
1
1
5
8
4.25
Statistic
Accreditation
support
Assessment
Planning
Common
Data Set
Compliance
Assist
CoursEval
Delaware
Faculty
Workload
Data
Digital
Measures
Activity
Insight
Enrollment
management
support
Factbook
IPE
Banner
reports
Institutional
Surveys
(Alumni,
Senior, etc.)
National
Surveys
(NSSE,
CLA,
etc.)
Min Value
1
2
3
3
1
1
1
1
3
2
1
2
1
1
1
1
2
2
Max Value
5
5
5
3
5
3
5
5
5
5
5
5
5
5
5
5
5
5
5
Mean
4.00
3.75
4.06
3.00
3.75
2.00
3.33
3.44
4.04
3.82
3.68
4.00
2.86
3.29
3.59
3.77
3.71
3.53
4.25
Variance
1.33
1.15
0.64
0.00
0.96
2.00
1.50
2.03
0.68
0.90
1.27
1.09
1.82
1.71
1.25
1.19
0.81
0.98
1.36
Standard
Deviation
1.15
1.07
0.80
0.00
0.98
1.41
1.22
1.42
0.82
0.95
1.13
1.04
1.35
1.31
1.12
1.09
0.90
0.99
1.16
13
24
18
1
48
2
9
18
26
17
22
23
14
21
39
13
21
15
8
Total
Responses
PivotTable
reports
Program
Review
R25/X25/Web
Viewer
Space
Planning
and
Management
Strategic
Planning
Student
Profiles
Other
(Please
specify)
2
7.
Frequency of Use, at least...
#
Question
Weekly
Monthly
Per Semester
Yearly
Less than Yearly
Responses
Mean
x1
Accreditation support
0
0
1
7
6
14
4.36
x2
Assessment Planning
0
1
4
10
9
24
4.13
x3
Common Data Set
0
0
8
6
4
18
3.78
x4
Compliance Assist
0
0
0
0
1
1
5.00
x5
CoursEval
0
0
46
4
1
51
3.12
x6
Delaware Faculty Workload Data
0
0
0
2
1
3
4.33
x7
Digital Measures Activity Insight
0
1
4
3
1
9
3.44
x8
Enrollment management support
1
2
12
2
2
19
3.11
x9
Factbook
0
0
10
11
5
26
3.81
x10
IPE Banner reports
7
3
5
2
1
18
2.28
x11
Institutional Surveys (Alumni, Senior, etc.)
0
2
3
13
4
22
3.86
x12
National Surveys (NSSE, CLA, etc.)
0
1
5
13
4
23
3.87
x13
PivotTable reports
1
1
6
4
3
15
3.47
x14
Program Review
1
0
1
5
15
22
4.50
x15
R25/X25/Web Viewer
17
10
8
3
1
39
2.00
x16
Space Planning and Management
0
0
5
5
4
14
3.93
x17
Strategic Planning
1
3
5
7
5
21
3.57
x18
Student Profiles
2
2
6
6
0
16
3.00
x19
Other (Please specify)
0
0
1
4
3
8
4.25
Statistic
Accreditation
support
Assessment
Planning
Common
Data Set
Compliance
Assist
CoursEval
Delaware
Faculty
Workload
Data
Digital
Measures
Activity
Insight
Enrollment
management
support
Factbook
IPE
Banner
reports
Institutional
Surveys
(Alumni,
Senior, etc.)
National
Surveys
(NSSE,
CLA,
etc.)
PivotTable
reports
Program
Review
R25/X25/Web
Viewer
Space
Planning
and
Management
Strategic
Planning
Student
Profiles
Other
(Please
specify)
Min Value
3
2
3
5
3
4
2
1
3
1
2
2
1
1
1
3
1
1
3
Max Value
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
4
5
4.36
4.13
3.78
5.00
3.12
4.33
3.44
3.11
3.81
2.28
3.86
3.87
3.47
4.50
2.00
3.93
3.57
3.00
4.25
Variance
0.40
0.72
0.65
0.00
0.15
0.33
0.78
0.88
0.56
1.62
0.69
0.57
1.27
0.93
1.21
0.69
1.36
1.07
0.50
Standard
Deviation
0.63
0.85
0.81
0.00
0.38
0.58
0.88
0.94
0.75
1.27
0.83
0.76
1.13
0.96
1.10
0.83
1.16
1.03
0.71
14
24
18
1
51
3
9
19
26
18
22
23
15
22
39
14
21
16
8
Mean
Total
Responses
8.
Please provide any comments about the IPE services, systems, or reports to
which you responded above. We would especially appreciate any comments regarding
responses of Very Dissatisfied or Extremely Satisfied in the previous question.
Text Response
The feedback from online evaluations is extremely low. I have consistently taken all measures possible to encourage my students to complete these but few do. I feel this is problematic
for using as an indicator for possible promotion and tenure.
The system is very slow and staff/faculty are not well informed about its function. Room descriptions are frequently inaccurate requiring that rooms be physically inspected. When
mistakes have been brought to the attention of IPE staff, they were either ignored or dismissed as being overly cumbersome to fix.
I have not used any IPE services
R25 might be okay for musical events on campus, etc. But when it comes to scheduling classes it has been an absolute nightmare from day one. The Dean's offices used to be in charge
of placing classes, and that worked just fine. Then along came R25, and the Dean's offices dumped their classroom space planning responsibilities onto the departments. I say as far as
the classes go, go back to the Dean's offices having to place the classes, then it could be dumped into R25 and the vacant slots could be scheduled via R25. This would solve a lot of
problems, and would work well to eliminate professors passing each other across campus as they are walking into each others buildings to teach their courses.
Typically I use the OIPE to confirm or update information from other units that comes in on documents that I am to edit. It's important for me to get accurate and up-to-date information
because often these materials go out to members of the media, parents, prospective students, alums and other audiences that we don't want to alientate with bad or outdated information.
The data provided helps me to analyze a variety of demographics and other types of information on which to evaluate current data and make future projections which are used to determine
compliance with federal laws, equity, and apply for grants.
Many of the statistics we report via Vice Chancellor through Executive Council are relevant to IPE reports, and reports done on the department level. It is important E.C. knows and trusts
what they arte looking at, in all its many versions. It is important to have many versions, as not everyone looks at the data in the same way or uses it for the same purpose. When
possible, it is nice to have consistency.
We are always waiting for results.
I was extremely satisfied with the PDF process this year. Kay is very easy to work with and is very patient with those of us who don't hold the same level of technical skills as she does.
She provided us with data and reports we didn't usually have knowledge of in the past. Thanks Kay!
Services provided by IPE have been responsive and positive. Unfortunately, some times data that I need for reports/reporting is not available in PivotTables simply because of timing. It
would be helpful if possible to upload the PivotTables as soon as the data is available especially after a semester begins.
The strategic plan of the institution will drive the strategic plans of the departments and units across campus as they develop strategic plans.
I use these resources in association with committee assignments. Overall I am very satisfied.
See previous comments.
The main pivot table report that I have used to get retention/persistance rates for students in my program (Persistence Reports - Overall) is apparently no longer being used.
I'm glad that we aren't required to use digital measures, because it's a big waste of money for reporting arts activities. There are also problems like putting one number in for courseeval
info per each professor in digital measures, that make this tool potentially dangerous. I'm very, very unhappy with R25 because I do not have direct access to it. It makes it impossible to
schedule a rehearsal for the next day or even three days ahead, when we have one half time person in the School of Music having to approve our requests. She is often 3 or 4 days
behind scheduling these because of her workload. If I want to schedule a rehearsal in the recital hall on Saturday for Sunday, I have NO access, even if the hall is free. And just because it
looks free, doesn't mean it is, because someone may have put in a request a day prior, and that never got processed. We never had the issues with double booking we have now, when
we had a simpler calendaring system. I really, really hate using R25 for scheduling our recital hall. I have some previous experience with the program R25 as well when I was in charge
of public information for music. I stopped using it because it was simply ridiculous to try to use on a Mac with a PC emulator. It's a very difficult program to use. Compared to consumer
grade calendaring/scheduling systems, this is ridiculously complicated and hard to navigate. The Webviewer is also very slow to use and incomplete in its information. CourseEval:
nothing really wrong with the software itself, but why, WHY, are we having students evaluate faculty in the last two weeks of the semester, when studies have shown conclusively that
scores for faculty are lower in the last two weeks before exams? This is just stupid on our part, because it creates lower averages for the faculty as a whole. Is anybody following actually
reading the literature on this?
I answered neutral for some for which I have not become proficient with yet - but this is not a reflection on your services.
I have absolutely no complaints about the OIPE staff; the current members of this office have always responded quickly and professionally to any of my questions or requests for help. My
only concern with OIPE is that they simply do not have the staff or the resources to do all that we need them to do. With an increased focus on data, assessment, and accountability –
from assessing the QEP to implementing a new Administrative Program Review – I fear that the University’s demand on OIPE’s time and attention is only going to increase. I strongly
encourage our Administration to conduct a comprehensive needs assessment for OIPE and to allocate resources necessary to support their very important work.
CourseEval is okay. I wish there were more options for how the data could be displayed. If you print the data (which almost everyone does for faculty evaluation) there are so many
gridlines and redundant pieces of information. I guess I wish there was a nicer printer-friendly version. The Banner reports are useful, but I find it difficult to find exactly the right report.
Perhaps clearer headings and descriptions would be helpful. Also, a mechanism to design our own reports would be great! Maybe we request such reports through your office? Data from
pivot tables seems unreliable and the meaning of the data is unclear. It's frustrating to try to navigate one of those if the user has never done so, and the fact that the file format is
incompatible with platforms other than Windows is frustrating. The program review process places a very large burden on the department. While I understand the self-study report and
assessment plan are important areas for departments to consider, the compiliation of the massive appendix is overly taxing. Much of the data comes from OIPE, and I would expect OIPE
to put this data together on the department's behalf rather than having the department dig it out from large data tables themselves. I like the R25 web viewer. I just find it very slow to load.
too many questions!!!
The Banner Reports gives accurate data so we can keep our data clean.
After four years as faculty I have just learned there are 9 different course evals to choose from. This information did not come from IPE.
Never used services
I appreciate that problems with the form of available data were addressed so the accuracy of data would be improved. Again, a very responsive group.
We're currently using the Program Review self-study, report, and program development plan as primary source documents in weekly work sessions for two national museum
assessment programs, AAM's Museum Assessment Program (MAP), and AASLH's Standards and Excellence Program (STEPS). These two initiatives are important steps toward
national accreditation readiness and increased eligibility for national funding opportunities.
We were working with GA and the other 17 state universities to gather this information statewide. WCU was the first to organize this and assist other universities on the model to use to
gather this information at their universities. This also led to a better coding of study abroad summer courses at WCU.
Would like a summary page that list the 5 teaching domains with SAI average for each and total, and % of students who completed (average).
N/A
I wish students could use R25 to reserve spaces it would make it easier for them to function on campus.
Melissa Wargo is so knowledgable, and so easy to work with. She is definitely an asset to Western.
A redundant entity....should be eliminated....
Never used them - so I would not be able to answer
Statistic
Total Responses
Value
31
9.
Please provide any general comments, or suggestions or recommendations on
how IPE could serve you better.
Text Response
Unfortunately I have not had the opportunity nor need touse the IPE's services. I have heard good things from colleagues that have but I based y survey on my own knowledge or lack of
knowledge. Sorry I couldn't be of more help.
Kudos to Melissa Wargo for such excellent leadership.
Thank you for providing this information to campus.
It has not served me in the past
It is unclear whose responsibility it is to initiate the gathering of certain information & then how to handle the information once you have it. An example would be why students leave
Western.
Eliminate the initial R25 classroom scheduling portion, but allow it to be dumped into R25 AFTER the dean's offices have initially scheduled their classes.
Excellent service. Thanks, for all your work!
I have always received great support and assistance from IPE
Programming is critical in the IR function. With the departure of a critical programmer, I am concerned about the load of programming work being added to current staff when they already
have full plates. The office and its staff have a reputation of excellence and I hope that will continue in the future.
OIPE should have its own link on the About WCU web page: http://www.wcu.edu/10.asp (Perhaps under "Related Links") Also, perhaps, from the "Fast Facts" web page
http://www.wcu.edu/193.asp
More adequate staffing in order to respond to non-traditional requests for assistance.
Provide a training session on how to use pivot tables to retrieve information.
Is this unit understaffed to handle the reporting demands of the university?
Listen to us, and stop functioning so much from the top down.
I am VERY satisfied with the folks there and thier support to our office - however, it seems they have way too much to do and could use additional help - which would in turn allow them to
serve other units faster.
I have absolutely no complaints about the OIPE staff; the current members of this office have always responded quickly and professionally to any of my questions or requests for help. My
only concern with OIPE is that they simply do not have the staff or the resources to do all that we need them to do. With an increased focus on data, assessment, and accountability –
from assessing the QEP to implementing a new Administrative Program Review – I fear that the University’s demand on OIPE’s time and attention is only going to increase. I strongly
encourage our Administration to conduct a comprehensive needs assessment for OIPE and to allocate resources necessary to support their very important work.
I am not aware of all of the information/services IPE can provide me as a Development Director. I may use it more if I understood. I talk to a lot of alumni and knowing data on a more
regular basis would be helpful. Perhaps every semester, beginning and end, information could be shared.
Market your services better. You were completely under the radar for me.
I don't have a clue what you do.
Never used it or heard of it
A data warehouse would be really great! But I know OIPE would love to have one. I think there are a lot of expectations (from faculty, staff, and admin) for a pretty small staff. They do a
good job with the little they have.
Wasn't really sure what IPE was or what they did. Maybe they could do more to create awareness about the group and their services. Overall, I think they do maintain the actual services
well and are friendly.
Current student profiles and factbook information is useful and fun to know. Outside sources also want to know this data. However, I'm not sure what is being done regarding alumni
surveys. The collection of that information at graduation (or at the graduation practice) always worked well. It would be great to find another collective method like that before the students
leave and/or six months out, to get that information.
We would like to work with IPE on developing additional assessment instruments for MHC audiences.
I have enjoyed working with the staff. They are very professional and helpful and know their jobs.
Alison Joseph and Elizabeth Sndyer are both very knowledeable and helpful.
?
Statistic
Total Responses
Value
27
10.
Primary Division
#
Answer
1
2
Bar
Response
%
Academic Affairs
53
56%
Administration and Finance
7
7%
3
Advancement and External Affairs
4
4%
4
Alumni Affairs
0
0%
5
Chancellor's Division
2
2%
6
Information Technology
5
5%
7
Student Affairs
13
14%
8
Prefer not to say
10
11%
Total
94
Statistic
Value
Min Value
1
Max Value
8
Mean
3.09
Variance
7.84
Standard Deviation
2.80
Total Responses
94
11.
If you are connected with a college, please select that below.
#
Answer
Bar
Response
%
26%
1
Arts and Sciences
11
2
Business
4
10%
3
Education and Allied Professions
8
19%
4
Educational Outreach
1
2%
5
Fine and Performing Arts
1
2%
6
Graduate School
0
0%
7
Health and Human Sciences
9
21%
8
Honors College
0
0%
2%
9
Hunter Library
1
10
Kimmel School
1
2%
11
Prefer not to say
6
14%
Total
42
Statistic
Value
Min Value
1
Max Value
11
Mean
4.76
Variance
13.06
Standard Deviation
3.61
Total Responses
42
12.
What is your primary position type?
#
Answer
1
2
Response
%
Faculty
45
44%
Staff
41
40%
3
Administrator
8
8%
4
Prefer not to say
9
9%
Total
Bar
103
Statistic
Value
Min Value
1
Max Value
4
Mean
1.82
Variance
0.84
Standard Deviation
0.92
Total Responses
103
Institutional Planning & Effectiveness – Program Review 2013
Appendix E
Operational Budget
Budget 2008-2012
Fund 170120 - Institutional Research
POOL
1000BP
2000BP
2100BP
2300BP
3000BP
4000BP
5000BP
DESCRIPTION
Personnel Services (Salaries - Total)
Personnel Services - Budget Reduction
Purchased Services Pool
Purchased Cont. Services Pool
Purchased Services Pool
Supplies Pool
Property, Plant and Equipment Pool
Other Expenses & Adj Budget Pool
Operating Budget - Budget Reduction
TOTAL
2008-09
BUDGETED
EXPENDED
294,445.00
294,445.00
31,842.00
20,430.04
4,334.00
2,436.32
3,516.00
2,299.00
1,341.00
336,436.00
318,652.36
2009-10
BUDGETED
EXPENDED
294,445.00
294,445.00
20,344.00
5,080.31
17,248.00
17,247.50
4,357.00
3,669.97
8,307.00
7,350.75
2,299.00
1,596.00
347,000.00
329,389.53
2010-11
BUDGETED
EXPENDED
294,445.00
294,445.00
41,223.00
28,996.76
190.00
190.00
4,357.00
2,003.54
8,307.00
3,081.65
2,299.00
1,125.95
350,821.00
329,842.90
2011-12
BUDGETED
EXPENDED
294,445.00
294,445.00
(34,000.00)
3,334.00
3,052.75
30,441.00
29,199.71
4,357.00
4,323.89
7,773.00
7,772.26
1,145.00
1,124.00
(5,000.00)
302,495.00
339,917.61
Fund 170125 - Office of Assessment
POOL
1000BP
2000BP
2100BP
2300BP
3000BP
4000BP
5000BP
DESCRIPTION
Personnel Services (Salaries - Total)
Purchased Services Pool
Purchased Cont. Services Pool
Purchased Services Pool
Supplies Pool
Property, Plant and Equipment Pool
Other Expenses & Adj Budget Pool
Operating Budget - Budget Reduction
2008-09
BUDGETED
EXPENDED
107,000.00
107,000.00
45,000.00
18,375.70
4,622.00
10,334.26
2,000.00
1,889.15
2,400.00
2,399.94
287.00
287.00
(15,000.00)
2009-10
BUDGETED
EXPENDED
107,000.00
107,000.00
13,883.00
14,265.79
6,183.00
6,182.88
1,407.00
1,019.35
1,324.00
287.00
265.00
(16,250.00)
2010-11
BUDGETED
EXPENDED
107,000.00
107,000.00
18,376.00
18,271.81
4,558.00
4,557.38
1,407.00
199.90
2,400.00
409.00
408.95
-
2011-12
BUDGETED
EXPENDED
107,000.00
107,000.00
4,055.00
4,438.80
21,094.00
20,565.54
411.00
410.47
(2,000.00)
TOTAL
146,309.00
140,286.05
113,834.00
128,733.02
134,150.00
130,438.04
130,560.00
132,414.81
TOTAL ALL FUNDS
482,745.00
458,938.41
460,834.00
458,122.55
484,971.00
460,280.94
433,055.00
472,332.42