English Strategic Plan
2012/2013
Outcome Assessment Report
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Strategic Planning
2012/2013
Outcome Unit Report
The CWU Strategic Plan is the map that guides the progress toward fulfilling our institutional
mission. A large and representative group of faculty and staff, the Strategic Operations Team,
collaboratively developed this plan more than two years ago. Since that time, as the fluid
document it was designed to be, it has undergone several revisions. In its current form, the
CWU Strategic Plan can be found at this link: http://www.cwu.edu/resources-reports/currentstrategic-plan-and-versions.
Last year (2012/2013), units developed and revised Unit Strategic Plans. Unit Strategic Plans will
serve as the basis of reporting progress toward achieving the mission of the institution. These
reports are to be submitted to your appropriate reporting authority (Dean for academic
departments, Director, Assistant/ Associate Vice President for other areas) no later than
November 1, 2013.
As you will see in the attachment, the format for reporting will utilize the template of your Unit
Strategic Plan. You may wish to simply add a column titled “Outcome Assessment” to the Unit
Strategic Plan that you submitted in December 2012, and that was subsequently approved by
your reporting authority.
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AY 2012/2013
Unit Strategic Planning Report
Unit: __English___________________________________________
Reporting Authority: __Dean Marji Morgan_____________________________
Date: __1 November 2013_______________
A: Please complete the column titled “Outcome Assessment” on your own Unit Strategic
Plan. Complete with as much detail as you can provide. Where you cannot obtain data to
complete the assessment, put “Data not available.” in the space.
B. Please summarize each of the University’s Five Core Themes from your Unit Strategic Plan
Outcome Assessment report.
Toward which theme(s) did you make progress, and how are students benefitting
from this?
Some of the indicators in Theme 1, Teaching and Learning, will be addressed in our
annual learning outcomes assessment report. We can report a good result for time-tograduation. For 2013, 61% of our majors completed their programs in four years or less, and
39% completed their programs in less than four years. Since approximately one third of our
students are in the English/Language Arts Teaching program, which requires the Professional
Education sequence in addition to our major program, 61% is a very strong number. The
numbers for 2011 and 2012 were similar, 60% and 58%. Students benefit from effective
advising and efforts to ensure that they can complete their programs on time. For Theme 3,
Scholarship and Creative Expression, we can report strong funding support for faculty research
and travel, and for 2012-13, we met our goal of having at least 15% of our students present
their research or creative work at SOURCE, in Manastash, or at conferences. These are highimpact practices that result in deeper learning for students and help introduce them to the
profession. For Theme 4, Public Service and Community Engagement, we met our goal of
having at least 50% of tenured and tenure-track faculty give readings or presentations at public
venues outside of the university (and not including disciplinary conferences), or provide service
at the community, regional, or international level. Research enriches our curriculum for
students. For Theme 5, Resource Development and Stewardship, we can report that we have
added to our scholarship funds, and that we were able to add a new tenure-line faculty
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member in Professional and Technical Writing, a high-demand field. Students will benefit from
increased offerings in professional and technical writing and the expertise of our new hire.
Which theme(s) deserve special attention next year?
For themes 2 and 5, we will pay particular attention to recruitment efforts, including
efforts to recruit students from underrepresented groups. Our overall head count of students
has been flat during the review period, as has the number of underrepresented students in the
programs. We are currently developing a marketing plan, and we are delivering our most
popular program, the Writing Specialization, online as well as face-to-face.
C. How do you intend to utilize the data gathered this year to assist you in developing
stronger programs?
For many of our indicators, the current data provides a baseline against which to measure our
new initiatives. We will use demographic data to inform our recruitment efforts.
D. Based on your learning from this first year report, what parts of your strategic plan will you
modify, add to, or omit for next year? (Please attach an updated Strategic Plan with changes
highlighted.)
1.1.3 Course caps for composition courses will align with recommended disciplinary levels.
Rather than seeking to lower course caps, our goal will be to increase credits for these courses
from four to five. Ultimately, the goal is to give more attention and feedback to students.
Disciplinary recommendations suggest both individual course caps and caps on the total
number of students taught by individual faculty. Raising the credits to five would allow faculty
that teach only composition to have a more manageable total load. The annual cost would be
about the same as for reducing the cap to 20 students, but this solution would produce more
FTES and would be in line with the credit hours for comparable courses at community colleges.
1.2.1 Maintain high quality advising for majors and prospective majors. Time-to-graduation criterion
will be updated to match data provided by Organizational Effectiveness.
5.3.1.4 Secure base funding for ongoing delivery of Online Writing Specialization. This indicator
will be added because it is an urgent need that has arisen since our strategic plan was
developed.
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UNIVERSITY CORE THEME 1: TEACHING AND LEARNING
UNIVERSITY OBJECTIVE 1.1 Enhance student success by continually improving the curricular, co-curricular, and extracurricular programs.
Unit Outcomes
Indicators
Expected
Indicator/
Key
Budget/
Outcome Assessment
Performance
Performance
Strategies/Initiati
Resource
Level (Criterion)
Level Reported
ves
Analysis
by
1.1.1 Students
Annual
95% reported
Chair, Program
Will be reported in annual
in major
Assessment
outcome
Coordinators
assessment report for Learning
programs will
Report of
attainment
Outcomes
achieve
Student
programmatic
Learning
learning
Outcomes
outcomes
1.1.2 Students
Annual
50% of students
Chair, Program
Increase
Workload for Student participation will be
in major
Assessment
will participate in
Coordinators
opportunities for
developing
reported in annual assessment
programs will
Report of
at least one cointernships,
internships
report for Learning Outcomes
increasingly
Student
curricular or extraservice learning,
engage in coLearning
curricular activity
extra-curricular
We will request workload for
curricular and
Outcomes
activities
internship development for
extra-curricular
2014/15
activities
Increased
Work closely with
opportunities
Student Success
for costaff
curricular and
extra-curricular
experiences
1.1.3 Course
Smaller course Maximum
Chair
Additional NTT
Not met. We are re-examining
caps for
caps for ENG
recommended
funding for 30
this goal to determine whether
composition
101 and ENG
course cap of 20
sections – approx.
increasing credit hours from 4 to
courses will
102
students
$83,000/year.
5 would have the same benefits.
align with
recommended
disciplinary
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levels
UNIVERSITY OBJECTIVE 1.2: Enhance the effectiveness of student support services.
1.2.1 Maintain
Time to
Student time-toDirector of
Improved advising
high quality
graduation
graduation will be Organizational
materials, online
advising for
at or near
Effectiveness
advising
majors and
Senior Survey
university mean
prospective
Graduate
(4.6 years/2.9
Chair
majors.
Survey
years DTA)
Graduate
Chair meetings 80% of students
Coordinator
with Senior
will indicate
Colloquium
satisfaction with
students
advising.
Data from Organization
Effectiveness indicates that for
2012-13, 61 % of our students
graduated in four years or less.
Since approximately 1/3 of our
students are in a teaching major
that also requires completion of
the Professional Education
sequence, this is a good
number. We may need to revise
the criterion since
Organizational Effectiveness
does not report the mean time
to graduation.
Data on student satisfaction
with advising will be included in
our Learning Outcomes report.
UNIVERSITY CORE THEME 2: INCLUSIVENESS AND DIVERSITY
UNIVERSITY OBJECTIVE 2.2: Increase faculty, staff, and student diversity by active programs of recruitment and retention for members of
underrepresented groups.
Unit Outcomes
Indicators
Expected
Indicator/
Key
Budget/
Performance
Performance
Strategies/Initiati
Resource
Level (Criterion)
Level Reported
ves
Analysis
by
2.2.1 Increase
Number of
Increase majors
Chair; Safari data Develop
Travel funds The number of students from
percentage of
majors from
from
recruitment plan
Workload
underrepresented groups in our
students from
underunderrepresented
Targeted visits to
recognition
programs has increased only
underrepresent represented
groups by 10%
high schools,
for
very slightly over the past three
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ed groups
groups
over 3 years
community
colleges
recruitment
years, from 30 to 31. This will
give us a baseline to measure
the effectiveness of recruitment
initiatives.
UNIVERSITY CORE THEME 3: SCHOLARSHIP AND CREATIVE EXPRESSION
UNIVERSITY OBJECTIVE 3.1: Increase the emphasis on and the opportunities for students, faculty, and staff to participate in research scholarship,
and creative expression activities.
Unit Outcomes
Indicators
Expected
Indicator/
Key
Budget/
Performance
Performance
Strategies/Initiati
Resource
Level (Criterion)
Level Reported
ves
Analysis
by
3.1.1 Enhance
3.1.1.1
Provide adequate Chair
Provide adequate
For 2012/13, all faculty travel
support for
Individual
funding for travel
summer revenue
and research/development
faculty, student, Development
and development
with strategic
related purchases not covered
and staff
Accounts
materials
course offerings.
by CBA funds or CAH travel
research and
grants received department
creative activity NTT
funds. Each tenured and
Development
tenure-track faculty member
Funds
has an Individual Development
Account (IDA). Distributions are
made from summer revenues
each year, and an additional
amount is set aside for NTT
travel and development.
3.1.1.2
At least 15 % of
Chair, Program
Continued
For 2012-13, 16% of our
Participation in majors participate Coordinators
mentoring and
undergraduate majors and
SOURCE,
in
monitoring of
graduate students participated
Manastash, and research/creative
assessment.
in SOURCE, published in
other
work
Manastash, or presented at
opportunities
presentations.
conferences.
for presenting
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student
scholarship and
creative work
UNIVERSITY CORE THEME 4: Public Service and Community Engagement
UNIVERSITY OBJECTIVE 4.1: Enhance the commitment and the level of cooperation between the university and external communities.
Unit Outcomes
Indicators
Expected
Indicator/Perfor
Key
Budget/
Performance
mance Level
Strategies/Initiati
Resource
Level (Criterion)
Reported by
ves
Analysis
4.1.1 Improve
4.1.1.2
Annual Activities
Chair
Ongoing program Travel
At least 50% of tenured and
visibility of the
Participation in reports indicate
for
budget for
tenure-line faculty gave readings
department
readings or
that 50% of faculty
readings/presenta presentation or presentations at public
presentations
participate
tions at K-12,
s/readings
venues or engaged in service at
at regional K-12
Community
the community, regional, or
schools,
Colleges
international level. (Data
community
incomplete; the number may be
colleges, and
higher than 50%.)
public venues;
professional
service at the
state, regional,
or national
level.
Community
attendance at
Lion Rock
readings.
UNIVERSITY CORE THEME 5: RESOURCE DEVELOPMENT AND STEWARDSHIP
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UNIVERSITY OBJECTIVE 5.1: Maximize the financial resources to the University, and assure the efficient and effective operations of the university
through financial stewardship.
Unit Outcomes
Indicators
Expected
Indicator/Perfor
Key
Budget/
Performance
mance Level
Strategies/Initiati
Resource
Level (Criterion)
Reported by
ves
Analysis
5.1.1 Increase
Department
Increase
Development
Annual Book Sale
Annual book sale raised $1,028
revenue
Scholarships
endowments for
Office
for department scholarship fund
available for
department
Work with College
and Kleck fund.
department
scholarship fund;
and CWU
scholarships
Attain selfdevelopment
sustaining fund
officers to target
level for Kleck
specific initiatives
scholarship
UNIVERSITY OBJECTIVE 5.2: Develop and implement management and marketing plans that meet the enrollment objectives of the university.
5.2.1 The
Manageable
Number of majors Institutional
Develop marketing TT & NTT
After growing from 2007 to
department will growth for all
will increase by 5% Research
& recruitment
service
2010, our overall major counts
increase
programs
each year
plan for all
workload for have been flat over the review
enrollment in all
Chair
programs
recruitment
period. Individual programs,
major programs
including our Language and
Literature and TESOL programs,
showed some growth, but major
numbers declined somewhat in
English/Language Arts Teaching
and our graduate Literature
program.
UNIVERSITY OBJECTIVE 5.3: Ensure the University has human resources necessary to accomplish all university objectives.
5.3.1 Match
5.3.1.1 Tenured Fill tenured faculty Chair
Identify needs
The department hired a new
resources to
faculty numbers vacancies
based on program
tenure-line faculty member in
growth and
enrollments,
Professional and Technical
program needs
requirements
Writing starting Fall 2013. Prior
to this, we had lost two tenure
lines between 2007 and 2013.
5.3.1.2 NonAdequate funding College
Dedicated
Funding for our 2012-2013
tenure-track
to staff required
funding for
general education courses was
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funding
General Education
and service
courses
5.3.1.3
Balanced
annual teaching
loads for NTT
faculty
Ensure retention
of quality NTT
faculty
General
Education
Chair
Adjust general
education
schedule to
balance teaching
loads for year
Assistance
from
Advising to
control
enrollments
adequate, but uncertain.
Demand for ENG 310, a service
course, has been higher than
what we have been able to
fund.
Historically, we have offered
fewer general education courses
in spring than in fall or winter,
with the result that some NTT
faculty have not been employed
in the spring. For 2013-2014,
we have scheduled slightly
fewer sections in fall and winter
and more in the spring. Fall
waiting lists were no longer than
usual, but we will not have a
complete picture until the end
of the year.
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