PLAN 2008
Preparing for
Cameron University’s
Second Century
Community Edition
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table of contents
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Letter from the President
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A Cameron University Snapshot
Cameron’s History
The History of Lawton-Fort Sill
Cameron University’s Mission
Academic Highlights
Cameron University’s Students
Cameron University’s Role in Promoting Economic Growth
Cameron University’s Faculty and Staff
The Budget Climate
Cameron University’s Infrastructure
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18-20
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Strategic Planning Overview
The President’s Planning Committee
The Strategic Plan
Guiding Principles of the Plan
Core Values, Goals Objectives & Strategies
Core Values
Strategic Goals
letter from the president
I
am pleased to present Plan 2008: Preparing for Cameron
University’s Second Century, a strategic plan designed to
provide a blueprint for Cameron over the next five years as the
university approaches its 100th anniversary.
With the proper vision, commitment and energy, Cameron will
become the premier regional university in the southwest section of
the United States. To accomplish this, it is vital that we establish
and communicate Cameron’s core values, and regularly evaluate
its strengths and challenges. Plan 2008 is the start of that process.
In January 2003, a planning committee was established and
charged with formulating a strategic plan. This committee
represented all areas of campus: undergraduate and graduate
students, faculty and administrators. A dedicated effort was made
to include all members of the Cameron family in the planning
process, which culminated in a university-wide retreat in April
2003. More than 80 faculty, staff and students participated in a
discussion of the university’s future.
Information and ideas gleaned from the retreat and from other
meetings across campus enabled the committee to establish
seven specific goals that range from how Cameron will mark its
centennial, to actions that will strengthen resources and improve
organizational effectiveness. Ultimately, the plan establishes a
process that ensures an active, student-centered learning
environment. During an era of limited resources, Plan 2008
establishes objectives and effective action strategies for building
successful departmental plans and budget priorities.
I extend my appreciation to the members of the committee
chaired by Dr. Lance Janda and to all those on campus who
participated in the planning process. They have created a versatile
and living document that will be adapted in the years ahead as
circumstances dictate. Plan 2008 is tangible proof that Cameron
University’s greatest resource is its people. The hard work,
intelligence and dedication that produced this plan is evidence that
Cameron is well prepared to enter its second century of service.
Sincerely,
Cindy Ross
President
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cameron’s history
C
ameron was established by the
Oklahoma Legislature in 1908,
after a group of Lawton business
leaders secured 160 acres west of the
town for a district agricultural high school.
The new school was named the
Cameron State School of Agriculture in
honor of the Rev. E.D. Cameron, a minister
who served as Superintendent of Public
Instruction for Oklahoma Territory from
1894-1897, then later as Oklahoma’s first
State Superintendent of Schools from
1907-1910. Dr. Cameron is known as the
“father of education” in the state for his
participation in the establishment of the
Oklahoma College for Women in
Chickasha, Oklahoma Baptist University
and the University of Oklahoma.
Cameron flourished as an agricultural
high school. By 1927, the demand for
higher education in Southwest Oklahoma
became apparent, so the legislature
authorized the addition of junior college
classes. Cameron State Agricultural
College, as it was called during this period,
was known for its outstanding athletics and
recruited boxers and football players from
across the Southwest. Cameron’s high
school function was dropped in 1940 and it
became solely a junior college.
In 1966 the need for expanded higher
education in Southwest Oklahoma again
reached critical mass, especially for
thousands of soldiers stationed at Fort Sill.
The legislature responded by making
Cameron a four-year university that
awarded its first bachelor’s degree in 1970.
In recognition of this new role, the school
was renamed Cameron College, a name
that was amended to Cameron University
in 1974.
Today, Cameron is a thriving regional
4
Cameron State School of
Agriculture Administration
Building Circa 1912
E.D. Cameron
university. Approximately 8,000 students
come to CU each year seeking associate,
baccalaureate and master’s degrees in
more than 40 disciplines.
Cameron awards more than 800
diplomas annually and delivers academic
programs to an array of traditional, nontraditional, military, minority and
international students. Cameron continues
to boast a strong athletic program, is a
leader in online and distance-education
courses, and offers classes in the Pacific
Rim in cooperation with the Department of
Defense. With a rich past and a wide-open
future, Cameron promises to remain a vital
player in Oklahoma higher education for
decades to come, and remains committed
to its mission of providing quality instruction
and programs that meet the needs of the
people of the region.
the history of Lawton-Fort Sill
N
o understanding of Cameron
University is complete without
insight into the community and the
region in which it has grown and
prospered. Cameron is fortunate that the
surrounding area has been a constant
source of inspiration since the 19th century.
Prior to the construction of Camp Wichita
in 1868 by Buffalo Soldiers of the 10th U.S.
Cavalry, the inhabitants of what became
the Lawton-Fort Sill area were Native
Americans from a number of tribes,
including the Comanche, Kiowa and
Wichita. In 1869 Colonel Benjamin H.
Grierson ordered the construction of a
more permanent installation. Major General
Philip Sheridan named it Fort Sill in honor
of Brigadier General Joshua W. Sill, a West
Point classmate killed at the battle of
Stone’s River in 1862. Soldiers from Fort
Sill fought against Native Americans in a
number of engagements, including the Red
River War of 1874-75, and served as a
federal police force in Indian Territory for
the remainder of the 1800s. They protected
settlers and Native Americans, policed the
famous Oklahoma Land Run of 1889 and
established major training schools for
artillery and aviation by the early 20th
century.
The nearby city, named after Major
General H. W. Lawton - a quartermaster at
Fort Sill who was killed in the Philippines in
1899 - started as a community of traders
and settlers and was finally incorporated in
1909, two years after Oklahoma statehood.
Today, more than 113,000 people call
Lawton-Fort Sill home. Lawton serves as
the cultural center of Southwest Oklahoma,
offering such attractions as the John
Cameron State School of
Agriculture graduating
class of 1913
Denney Playhouse, the Lawton
Philharmonic Orchestra, the Museum of
the Great Plains, the Percussive Arts
Museum and the nearby Wichita Mountains
Wildlife Refuge.
Fort Sill has been the major force behind
Lawton’s growth and is now one of the
largest and most important military
installations in the United States.
Encompassing nearly 146 square miles, it
is home to the U.S. Army Field Artillery
Training Center and Field Artillery School,
Reynolds Army Community Hospital, Henry
Post Army Air Field and the four brigades
of the Army’s 3rd Corps Artillery. Soldiers
from more than 40 countries and artillery
specialists from the U.S. Marine Corps
train year-round at Fort Sill. Troops
stationed there have played an important
role in every major American war since
1869.
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cameron’s mission
W
ithin this unique, colorful and
historically significant milieu,
Cameron University has served
the educational needs of Southwest
Oklahoma for nearly a century. From its
beginning as a high school, then as a twoyear college and a four-year university, and
finally as a graduate school, Cameron has
adapted to the changing needs of its
constituents and, in doing so, has achieved
a remarkable record of success.
Cameron is one of eight regional
general-purpose public universities in
Oklahoma. The function of these
universities, according to the Oklahoma
State Regents for Higher Education, is to
provide:
Both lower-division and upper
division undergraduate study in
several fields leading to the
bachelor’s degree.
A limited number of programs
leading toward the first-professional
degree when appropriate to an
institution’s strengths and the needs
of the state.
Graduate study below the doctor’s
level, primarily in teacher education,
but moving toward limited
comprehensiveness in fields related
to Oklahoma’s manpower needs.
Extension and public service
responsibilities in the geographic
regions in which they are located.
Responsibility for institutional and
applied research in those areas
related closely to their program
assignments.
Responsibility for regional programs
of economic development.
To better serve its students, Cameron
defines its specific mission in this way:
Cameron University is a multi-purpose
university whose mission is to offer
appropriate educational programs to the
people living in its service area, which
includes eleven counties in Southwest
Oklahoma. One of Oklahoma’s eight
regional universities, Cameron is the higher
education center of Southwest Oklahoma,
offering associate, baccalaureate and
master’s degree programs. The university
recognizes that the educational process
includes the development of the
intellectual, cultural, social, physical, moral
and occupational capacities of persons
who participate in its programs and
activities. The university desires to assist
its students and other persons living in its
service area in acquiring the skills,
knowledge, values, and attitudes that will
enable them to lead creative, productive
and self-fulfilling lives.
In short, Cameron has a proven record
of adjusting its academic programs to meet
the educational needs and desires of its
students, and has acquired a reputation as
an innovator in higher education. It
educates students for lifelong learning,
responsible citizenship and meaningful
contribution in a remarkably diverse and
rapidly changing world.
1 In addition to Cameron, others identified as regional institutions are Rogers State University, Northwestern Oklahoma State University, Southwestern Oklahoma State University,
Southeastern Oklahoma State University, Northeastern State University, East Central University and the University of Central Oklahoma. Langston University, the University of
Science and Arts of Oklahoma and Oklahoma Panhandle State University are considered special-purpose regionals.
2 Oklahoma State Regents for Higher Education Policies and Procedures Manual, Part II, Chapter 2, pp.48-49.
3 As part of the strategic planning process, Cameron’s mission statement is under review and will be updated as needed.
4 Cameron University Catalog, 2001-2003, p. 10.
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academic highlights
C
ameron University offers high
quality instruction at the associate,
bachelor’s and master’s levels and
conducts basic and applied research in an
array of disciplines. Academic programs
are intended to help students understand
and appreciate diverse means of
scholarship, develop intellectual abilities
and strengthen their skills in developing
and communicating ideas effectively.
Cameron offers a number of innovative
academic programs that have been
recognized for their success. They include:
Centers for Excellence: These include
the Business Research Center, the Center
for Excellence in MultiMedia Design and
the proposed Center for Emerging
Technology and Entrepreneurial Studies,
all of which serve (or will serve) as
catalysts for knowledge-based growth
opportunities, state-of-the-art technology
incubator facilities and dynamic support for
local and regional business and industry.
Excellence in Communications
Programs: Cameron placed in the top 10
at the national Pi Kappa Delta speech and
debate tournament for an impressive 24
consecutive years, and a CU debate team
won the national novice championship in
2003. In addition, Cameron’s Department
of Communication hosts the largest high
school speech/debate/broadcast camp in
Oklahoma each summer, regularly
attracting more than 700 secondary
students and teachers to campus. CU’s
broadcast program is one of the best in the
state, consistently placing among the top
three in overall awards. Documentaries
produced by faculty and students regularly
air on public and commercial television
stations around the country.
Master of Business Administration
Program: Cameron offers MBA courses on
campus and overseas, as well as via ITV at
Western Oklahoma State College (WOSC),
East Central University (ECU), Seminole
State College, the University of Science
and Arts of Oklahoma (USAO), Cameron
University-Duncan, the Ponca City Higher
Education Center and Northwestern
Oklahoma State University-Enid.
Graduate Computer Science Program
at Oklahoma State University: This
program allows students to earn a master’s
degree in science through OSU with an
emphasis on computer science.
The Cameron Secondary Teacher
Education Program (CAMSTEP): This
nationally recognized program is
composed of an accelerated graduate
course track that allows students to
complete a Master of Arts in Teaching
degree within a calendar year. It includes
placement in a variety of local and regional
public school systems, mentoring with
subject-area faculty on the Cameron
campus, and vigorous course work and
testing within the CU Department of
Education. Attracting students from across
the U.S., CAMSTEP has been extremely
successful in placing students in teaching
positions following graduation.
Allied Health Programs: Utilizing
partnerships with the University of
Oklahoma (OU), WOSC, and the Great
Plains Technology Center, Cameron
students can graduate as qualified
respiratory therapists, radiological
technicians and registered nurses.
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academic highlights
continued Recognition from Critical
Comparisons of American Colleges
and Universities: Cameron earned a
“Good Work! Award” from this national
publication, which honors institutions that
hold the line against escalating tuition
costs while providing competitive levels of
service, resources and safety. Fewer than
7% of U.S. colleges and universities are
so honored.
Outstanding Student Publications:
The Associated Collegiate Press has
given The Collegian, Cameron’s weekly
newspaper, All-American status as one of
the top student publications in the nation.
KCCU-FM, Southwest Oklahoma’s
Public Radio Station: Cameron is the
home of KCCU-FM, Southwest
Oklahoma’s only National Public Radio
affiliate. Established in 1989 to serve
Lawton, Fort Sill and Duncan, the station
subsequently constructed repeater towers
in Ardmore, Altus, Clinton-Weatherford
and Wichita Falls, Texas, giving it the
largest coverage area of any Oklahoma
FM radio station. This advantage allows
Cameron to disseminate news, positive
publicity and cultural programming to a
wide segment of the population.
Educational Partnerships: Cameron
collaborates with a variety of other
educational institutions, including OU,
OSU, ECU, WOSC, Oklahoma State
University-Oklahoma City, Cameron
University-Duncan, the Comanche Nation
College, the Ponca City Higher Education
Center, area career technology centers
and many public secondary schools.
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Online Courses: Cameron boasts 53
distinct courses approved for online
delivery, many of which are contained
within two online associate degree
programs especially tailored for the military.
Cameron is a recognized state leader in
distance education.
The Comanche Battalion: Cameron is
home to one of the nation’s top Army
Reserve Officer Training Corps programs.
In recent years, the Comanche Battalion
has been named “Best in Brigade” by the
Annual Order of Founders and Patriots of
America, citing excellence in performance
and training among military science
programs in Oklahoma, New Mexico and
Texas. And, just as impressively, 14 former
Cameron students have gone on to
distinguished military careers as general
officers in the U.S. Army - a remarkable
feat for a university that is not considered a
military institution.
Economic Development Initiatives:
Cameron takes an active role in the
development of Southwest Oklahoma’s
economy through participation in such
efforts as the Smart Economy Task Force,
the Cameron-Fort Sill Mutual Interest Task
Force, the Southwest Oklahoma Advanced
Technology Association, and through a joint
program with the City of Lawton and the
Oklahoma State Regents for Higher
Education that provides an area economic
development specialist.
cameron university’s students
C
ontributing to and benefitting from
this outstanding range of programs
are Cameron’s students, and it
would be difficult to find a more diverse
group at any university in the United
States. At least 20% are African American,
while 8% are Hispanic, 3% are Asian or
Pacific Islanders, and 6% are Native
Americans representing 20 different tribes.
When CU’s international population is
included (another 3%), four out of every 10
Cameron students come from minority or
under-represented groups. This is a
remarkable feat considering that the rest of
Southwest Oklahoma is far less racially
diverse. Unquestionably, Cameron is a
powerful force of positive diversity in
Oklahoma.
Approximately 90% of Cameron’s
students are undergraduates. Because
most work full time and have families, the
average student age (undergraduate and
graduate) is 27. Most (59%) are women, a
significant number (52%) are part-time
students, and the vast majority (74.3%) live
in Comanche County.
educate non-traditional students, especially
those who must balance the demands of
work and family while improving
themselves through education.
Approximately half of CU’s student body is
comprised of active duty, retired, military
dependent, National Guard, reservist or
military contractor. This population is highly
mobile because of the constant process of
reassignment, retirement and transition.
Cameron faces a challenge in attracting
new high school graduates, especially from
Southwest Oklahoma. Outside of
Comanche County, very few new high
school graduates choose Cameron as the
place where they will pursue a college
degree. From the Class of 2001, Cameron
was able to attract new freshmen from only
half of the 60 high schools in the
university’s traditional service area.
Cameron also has a role to play in
educating first-generation college students,
and in teaching remedial and general
education courses. More than 40% of first
time freshmen between 1996 and 2001
needed some form of remediation at
Cameron has a special challenge to
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cameron university’s students
continued Cameron, a reflection, perhaps, of the
fact that American College Testing (ACT)
scores for CU freshmen averaged a
relatively low 20.0 in 2001. Still, students
generally succeed at Cameron, or
wherever their educational journey takes
them. Between 1990 and 1999 an average
of 70% stayed enrolled in a university
within Oklahoma after their freshman year,
and more than 60% remained at Cameron.
Moreover, between 1990 and 1995, more
than 30% completed their degrees within
six years after beginning their university
education.
Improving the educational level of the
citizens of Southwest Oklahoma is vital to
the area’s prosperity, since only 16.8% of
the total population over 25 years old has a
bachelor’s degree or higher, and only 4.5%
has an associate degree. Per capita
income is below state, regional and
national averages. Therefore it is important
that Cameron enhance and expand
scholarship opportunities to students.
Raising that investment and increasing
state appropriations per student full-time
equivalent (FTE) are important ways in
which Cameron can help increase the
number of college-educated Oklahomans.
Elevating those numbers will be the
difference between economic growth and
stagnation in the region. Cameron is
therefore in a critical position to improve
the lives of its students and be the major
force in improving the quality of life and
economic success of Southwest
Oklahoma.
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5 “Full-Time Equivalent” (FTE) is a standard used by the Oklahoma State Regents for
Higher Education to accurately compare enrollment at state universities, because
simply considering the numbers of total students at each school can be misleading.
For example, one full-time student can easily take the same course load as four parttime students, and thus have four times the impact on faculty teaching loads and
classroom space. Undergraduate FTE is calculated by taking the total number of hours
in which students enroll and dividing by 12, which is the number of hours considered a
full-time load. The result is a number that reflects enrollment as if every student at a
university was enrolled full-time, and permits accurate funding comparisons between
institutions.
cameron university’s role in
promoting economic growth
T
he importance of Cameron’s role in
economic development for
Southwest Oklahoma can be
measured in many ways. For example, the
“Smart Economy Task Force” was a CU-led
effort that began three years ago and
resulted in the creation of a comprehensive
“knowledge-based” economic development
plan for Lawton-Fort Sill and other
communities. An offshoot of this effort is a
partnership with the City of Lawton and the
Oklahoma State Regents for Higher
Education that funds the hiring of a
specialist who works from campus to
promote economic development. In
addition, Cameron has demonstrated an
ability to respond to the needs of local
business and industry and a willingness to
work with educational partners to train a
skilled workforce. CU and the Great Plains
Technology Center collaborate to offer an
associate degree in manufacturing
technology that benefits regional industries,
and Cameron’s associate degree in
interdisciplinary studies has given military
personnel the specialized training needed
to carry out their missions at Fort Sill and
other military installations. Finally,
Cameron works with OU, Great Plains
Technology Center and WOSC to train
health care professionals to meet the
medical needs of the people of Southwest
Oklahoma.
Programs such as these are critical to
Oklahoma’s economic future. The
Workplace Oklahoma/Occupational
Outlook predicts that the state’s total
number of jobs will increase by 2008, and
that the fastest growing occupational fields
will require advanced education or training.
Sixteen percent will demand a bachelor’s
degree or greater, and more than 25% will
require specialized education that could
include an associate degree. This demand
will be especially strong in the healthcare
field. The Oklahoma Department of Labor
predicts that an additional 6,700 registered
nurses and 500 respiratory therapists will
be needed by 2008, and a significant
number of those positions will be filled by
Cameron graduates.
Moreover, access to higher education is
critical to the more than 3,500 teenagers
who graduate from high schools in
Southwest Oklahoma each year if they
hope to compete for well-paying jobs.
Although the number of secondary
graduates dropped in recent years, the
number of high school graduates in
Southwest Oklahoma has actually
increased, making stronger support for
Cameron University more important than
ever before.
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cameron university’s
faculty & staff
T
o guarantee students the education
they deserve, Cameron must
continue to attract and retain
outstanding faculty, and build on the strong
base of professional educators it currently
has. At present, 60% of Cameron faculty
have terminal degrees from universities in
32 states and four foreign countries. During
the 2002-2003 academic year faculty were
awarded 14 Federal awards and grants
totaling $1,653,959, six state and regional
awards and grants worth $523,360, and 12
research projects supported with $15,900
in campus funds. Many faculty publish
regularly and make scholarly presentations
at national conferences, and all carry
teaching, service and advisement
responsibilities.
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Unfortunately, because of funding
restrictions, this level of dedication has not
been adequately rewarded in terms of
compensation. Cameron faculty ranked
eighth among the 11 regionals in average
full-time salary in 2001-2002, and earned
incomes far below the national average for
peer institutions in other states. Because
faculty salaries are so low, the institution
has lost - and will continue to lose excellent faculty to peer universities
providing higher salaries.
This distressing pattern is duplicated
among Cameron’s professional and
certified staff, all of whom earn salaries far
below state and national averages.
the budget
climate
T
hese budgetary challenges are part
of a large pattern of financial
disadvantages that has plagued
Cameron over the past several years. For
example, the university consistently ranks
third highest in terms of student enrollment
among Oklahoma’s 11 regional
universities, but ranked ninth in state
appropriations per student FTE during
fiscal year 2003. Cameron’s overall share
of the state appropriation to higher
education that same year was originally
fourth among the regionals, but dropped
considerably after it was reduced by $1
million due to a financial crisis in Oklahoma
state government. In fact, the cuts forced
Cameron’s share per student FTE funds to
ninth out of 11 schools, despite the fact the
university has a larger enrollment than
most of its regional peers.
Even worse, Cameron fared poorly
during the last two special bond projects in
Oklahoma. The $1.2 million it received in
the 1998 Oklahoma Capital Improvement
Authority bond issue placed CU in the
lower half of regional universities, and
during the 2000 bond issue, Cameron was
allotted less than 1% of funds available to
higher education.
Given the success of Cameron faculty
and staff over the years, it seems clear the
university has made the most of limited
resources. It is equally clear that it cannot
do so indefinitely.
cameron
university’s
infrastructure
A
lthough a Herculean effort has been
made over the years to maintain
Cameron’s physical plant, many
facilities are showing the inexorable signs
of aging. The oldest building on campus,
Nance-Boyer Hall, was built in 1929, while
the newest, the CU Sciences Complex,
was completed in 1996. More than onefourth of Cameron’s physical plant was
built more than 50 years ago, and half of
the buildings on campus are 40 years old
or older. Campus facilities suffer from
deferred maintenance, and the
accumulated need for new roofs,
renovation of the university’s former
Physical Science Building (vacant since
1996), lack of public access in compliance
with the American Disabilities Act, and
regular upkeep has created a severe strain
on institutional resources. If Cameron is to
continue to provide high quality programs
for students, especially in the areas of
science and technology, there is an
ongoing need to improve and expand its
teaching laboratories and technology
infrastructure.
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strategic planning overview
G
iven Cameron’s successful past, it
would be easy to conclude the
institution has a strong history of
long-range planning. Yet previous
university strategic planning was sporadic
at best, and no permanent system of longterm planning, core values, goals, or
assessment currently exists. Without that
planning, and without a strong vision to
unite the university as it evolves in the 21st
century, Cameron risks dissipating its
energy and resources in short-term
projects or changes that are reactive rather
than pro-active, and which fail to unite
themselves in a series of common
objectives around which the CU family can
build a collective future together.
This strategic plan seeks to prevent that
end result, replacing it instead with one in
which all programs and departments, on
and off campus, understand clearly their
roles in the education of students and work
together to achieve common goals within a
framework that encourages new ideas,
enthusiasm, and a boundless sense of
Cameron’s possibilities. As President Cindy
Ross put it in her first general meeting with
faculty:
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It is my belief and
commitment that with the proper
vision, energy, and leadership,
Cameron University will be the
premier regional university in the
southwest section of the United
States. Cameron will be the hub of
the Texhoma region; the engine
that drives Southwest Oklahoma.
When Oklahomans think of
Southwest Oklahoma, they will
think first of Cameron University.
Cameron will be the “first name” in
educational quality economic
development, and cultural
enrichment in the Texhoma
region.
the president’s planning
committee
D
r. Ross formed the President’s
Planning Committee in January
2003 and charged it with
formulating a strategic plan for the
university by August of that year.
Committee members represented all levels
of the Cameron community, including
undergraduate and graduate students,
faculty from all academic schools, CU
Faculty Council officers and senior
administrators.
The committee met throughout the
spring and made a dedicated effort to
include every member of the Cameron
family in its deliberations. Representatives
from the committee appeared before the
Faculty Council and the Student
Government Association to discuss the
need for strategic planning and to solicit
inputs, and made presentations to several
departments and student organizations.
Their efforts culminated in a university-wide
retreat hosted on April 5, 2003, at which
more than 80 faculty and staff discussed
Cameron’s future with President Ross and
committee members. These efforts were
supported by campus-wide e-mails to all
faculty, staff, and students seeking input
into the strategic planning process, and by
numerous individual discussions between
and among committee members and
Cameron faculty, staff or students.
As a result, and after thorough research
into planning efforts at other universities,
the committee produced a draft of
Cameron’s strategic plan in early July. That
draft was shared electronically with the
campus community, and one last call for
additional comment was issued later that
same month. President Ross had final
Chair
Dr. Lance Janda
Cameron University
assistant professor of
history
Committee Members
Dr. Terral McKellips
Interim Provost
Dr. Gary Buckley
Dean, School of
Science & Technology
Tony Allison
Chair, Department of
Communication
Dr. Margery Kingsley
Faculty Council Chair
Dr. John Morris
Faculty Council Chair-Elect
Cassie Brenner
Cameron University
undergraduate student and
CU Student Government
Association Treasurer
Fred Fox III
Cameron University
undergraduate student
Carlton Pogson
Cameron University
graduate student
Ex-Officio Members
Dr. Cindy Ross
President of Cameron University
Samantha Wartley-Thomas
Vice President for Student Services
Glen Pinkston
Vice President for Business & Finance
Tony Pokorny
Vice President for University Advancement
Harold Robinson
Director, Physical Facilities
Keith Mitchell
Director, Government & Community Relations
Tom Sutherlin
Director, Office of Assessment & Planning
campus responsibility and authority for the
plan, which was then presented to the
Board of Regents for the University of
Oklahoma, Cameron University and
Rogers State University for its approval in
September 2003.
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the strategic plan
T
he plan is presented in four sections that flow from the general to the specific:
core values, goals, objectives and actions. Core values represent the bedrock
principles on which Cameron University seeks to operate, and are guiding
principles around which all university units structure their individual programs. Related to,
but separate from the core values, are the goals. Goals are broad, conceptual benchmarks
for progress that help categorize objectives, which are even more specific and are, in some
cases, measurable. Finally, there are actions, the “meat and potatoes” of the strategic plan.
These are the individual activities that Cameron plans to implement over the next few years
in order to become a premier university.
Guiding Principles of the Plan
The plan looks five years into the future, to 2008.
To the extent possible, actions are measurable, and the extent to which
they are achieved by 2008 will determine the success of this plan.
The plan is an evolutionary document. While the core values and goals should
remain stable over the next five years to allow plan implementation, the objectives,
and more importantly the actions, will be modified as needed. The President’s
Planning Committee will continue to meet, will continue to solicit feedback and input
from all university stakeholders, and will suggest changes to the
president as experience and data indicate such modifications are necessary.
Updates on progress in implementing the strategic plan will be provided on an
annual basis.
New strategic plans should be written every five years.
All university personnel and administrative units should incorporate the core
values, goals, objectives and actions into their planning and implementation
procedures as soon as possible and on an ongoing basis.
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cameron university core values
We Value
•
Student learning as our top priority.
•
Excellence in teaching, scholarship, service and mentoring.
· Investment in people: The growth and development of our students,
faculty and staff in a learning environment based on integrity,
respect, and ethical behavior that encourages and provides
opportunities for professional improvement.
•
Leadership in our community and region that emphasizes:
· Stimulating economic development;
· Forming partnerships and collaborative relationships;
· Providing cultural and social development;
· Serving the community and region by sharing our expertise.
•
Shared governance that includes:
· Emphasizing teamwork;
· Facilitating open and effective communication;
· Providing opportunities for active participation by all constituencies.
•
Diversity among our students, faculty, and staff as demonstrated by:
· Providing access to educational and teaching opportunities for all
constituents;
· Promoting tolerance through a free and open exchange of ideas.
•
Responsible stewardship of public and private resources, the public
trust, and Cameron’s future that includes:
· Focusing resources to achieve optimal student learning;
· Increasing student access to quality higher education;
· Establishing a reliable stream of public and private revenue;
· Holding administrative costs to a minimum;
· Enhancing alumni involvement;
· Providing accountability in key areas such as:
Student Learning;
Management of Resources.
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goal 1
Ensure an Active, Student-Centered
Learning Environment
Objectives:
1.1 Offer high quality, challenging academic programs that include a global
perspective and respond to student and employer needs.
1.2 Capitalize on Cameron’s multiple levels of academic programs – associate,
baccalaureate, and master’s – to enhance student learning.
1.3 Develop new educational partnerships that will benefit students.
1.4 Improve assessment of student learning.
1.5 Improve course delivery.
1.6 Enhance student opportunities for service learning, to include internships,
civic involvement and off-campus educational activities.
1.7 Provide opportunities for students and faculty to demonstrate their
scholarship in regional and national forums.
1.8 Emphasize excellence in student-advisement and mentoring.
the University of Choice
goal 2 Become
in the Region
Objectives:
2.1 Maintain and enhance Cameron’s commitment to providing programs of
the highest quality in instruction, research and service to meet the needs of
the citizens of the region better.
Develop a reputation for offering career-oriented programs that are distinctive
from other universities and built on a strong liberal arts and science core.
These programs will produce graduates who are sought after by business,
industry and education, as well as graduates who are lifelong learners.
2.2 Attract, retain and graduate more students.
2.3 Increase Cameron’s dedication to quality academic performance.
2.4 Enhance the sense of community among students, faculty, staff and alumni.
2.5 Stimulate economic growth through partnerships with business, industry,
and other institutions and entities.
2.6 Enrich the educational, cultural, and social life of the region.
2.7 Enhance the quality of student life.
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goal 3
Strengthen Institutional Resources
Objectives:
3.1 Attract, develop, and retain diverse, high quality faculty and staff.
3.2 Increase the financial stability of the university.
3.3 Improve the revenue stream from public and private sources.
goal 4
Improve Institutional Management
and Organizational Effectiveness
Objectives:
4.1 Refine and enhance the coordinated procedure for seeking faculty, staff and
student input.
4.2 Implement a comprehensive development and evaluation program for
faculty, staff and administrators.
4.3 Establish policies to recognize and reward meritorious performance.
4.4 Develop, communicate, and implement a comprehensive set of policies and
procedures to operate the university effectively.
4.5 Evaluate the efficiency of the university’s organizational structure and
modify as needed.
4.6 Emphasize flexibility and adaptability in organization structure and
assignments.
goal 5
Observe Cameron’s Centennial
Objectives:
5.1 Plan and implement a comprehensive centennial observance that will
showcase the university by increasing visibility, expanding fund-raising
opportunities, enhancing recruitment and retention and establishing
institutional identity.
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goal 6
Improve Institutional Communication
Objectives:
6.1 Improve Cameron University’s visibility and image locally, regionally and
nationally.
6.2 Promote clear and consistent channels of communication among students,
faculty, staff, and the administration.
goal 7
Provide Safe, Accessible and Inviting
Facilities, and a Modern Technology
Infrastructure
Objectives:
7.1 Update and communicate the campus master plan.
7.2 Bring campus facilities into compliance with the Americans with Disabilities
Act (ADA).
7.3 Provide a fast and reliable state-of-the-art information technology
infrastructure.
7.4 Beautify the campus and make it as safe and accessible as possible.
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