Central Washington University
Unit Strategic Planning Explanation
The Central Washington University (CWU) Board of Trustees endorsed the University
Strategic Plan on July 22, 2011. The CWU Strategic Plan is girded by five broad themes that
manifest essential elements of the institutional mission. These five themes include:

Teaching and Learning

Inclusivity and Diversity

Scholarship and Creative Expression

Public Service and Community Engagement

Resource Development and Stewardship
Unit Planning and Reporting
Although the development and analysis of strategic objectives and themes is important at the
institutional level, it is critical to actualize the plan across units, connect it to institutional
budgeting processes, and create an assessment feedback loop to ensure continuous improvement.
Each institutional unit (i.e., division, college, and department) will define key activities/
strategies/initiatives and link these to institutional objectives by establishing individual unit
strategic plans (USP). While not every university objective may be reflected in every unit’s USP
plan, it would be assumed that objective(s) from most themes (teaching and learning,
inclusiveness and diversity, scholarship and creative expression, public service and community
engagement, resource development and stewardship) would be considered for inclusion. All
plans and their associated outcomes are unique to the individual unit (i.e., department, college,
division) and related to the University Strategic Plan and its associated themes and objectives.
Unit outcomes, approaches, and indicators may differ between some related levels (e.g., college
September 19, 2012
Page 1
to department). However, since all unit outcomes are connected to university level objectives
they are as such all interrelated. Note that while academic departments (i.e., units) are expected
to develop outcomes for the department, they are also expected to have specific student learning
outcomes for each degree program it offers.
It is recognized and understood that many units have completed some form of goal setting or
strategic planning in the last few years. Previous plans (academic departments should refer to
https://www.cwu.edu/associate-provost/assessment-plans) should be used heavily in current
strategic planning mapping and revision to the new institutional strategic objectives.
Unit Strategic Plans (USP) Contents
The following information would be contained in each USP and be listed on the attached
template form (See Appendix A): unit level outcomes, indicators, expected performance level,
responsible reporting unit, key initiatives and strategies, budget and resource analysis.

Outcomes: Unit outcomes should clearly articulate what the individual unit (e.g., center,
department or college) hopes to achieve in relation to an individual university strategic
objective. Note that it is not necessary to create and align a unit level outcome to each
university level strategic objective. Unit level outcomes should be coherent and will most
likely extend beyond students. Outcomes might also simply match those currently listed at
the university level. Some examples of unit outcomes for academic departments as related to
each university strategic objective can be found in Appendix B.

Indicators: Outcome indicators describe the data to be collected, analyzed, and evaluated to
determine outcome obtainment. Data may include quantitative information (i.e., surveys,
graduation rates, number of grants obtained) or qualitative information (focus group
comments, interviews).
September 19, 2012
Page 2

Expected Performance Level: All assessment indicators should have clear standards or
expectations (criterion level) against which indicator results will be assessed. This helps units
clearly distinguish strengths and challenges regarding outcome achievement and provides
feedback for unit change and improvement. Expected performance levels may take more than
a year to set if there are not standards or a baseline already established to judge data and
results. Expected performance level expectations the first few years may simply be to
maintain or merely increase earlier results.

Responsible Reporting Unit: The identification of specific individuals and/or offices
responsible for providing data is important in assuring reporting accountability.

Key Initiatives and Strategies: The listing and relationship of specific and significant unit
activities and approaches to achieve individual outcomes is important. These will guide
whether specific actions are working and whether specific initiatives should be continued,
adjusted, or deleted. It also provides a basis by which to make future budget requests.

Budget and Resource analysis: The identification of budget and resources (human, physical,
monetary) tied to key initiatives and strategies helps guide unit efficiency, need, and cost
effectiveness. This may be described from both a quantitative and qualitative perspective. It
is recognized that some data and information may be difficult to obtain in this first strategic
planning exercise/cycle. It is expected that the integration of budgeting and planning
information will strengthen as time progresses.
Unit Reporting
Once individual USPs are established (December, 2012), an expectation of yearly reporting of
outcome progress would occur starting in the fall, 2013. Specifically, non-academic units would
submit a report September 1, 2013 while academic units would submit a report October 1, 2013.
September 19, 2012
Page 3
Outcome results would be presented in specific quantitative and/or qualitative terms. Results
would be explicitly linked to unit outcomes and compared to already established standards of
performance expectation. Reporting of results would also include interpretation and conclusions.
In addition, unit improvement in terms of the outcomes themselves, indicators, performance
expectation, strategies and initiatives, and/or budget would be addressed. The yearly USP report
would be submitted to the appropriate supervising authority (Dean for academic departments,
Director, Assistant/Associate Vice President for other areas) with an administrative review and
response provided by them within one month of submission (e.g., October 1 for non academic
units and November 1 for academic units). The reports and accompanying administrative
responses will provide the basis for budgetary requests, justification, and reallocation for the
following academic year. Appendix C provides a timeline for unit strategic planning activities.
*Academic Unit Planning
Although academic departments will create their own USP, they will also update student learning
outcome (SLO) plans for each degree program it offers as appropriate/needed. Previous plans
are available for review and update at the following web address: https://www.cwu.edu/associateprovost/assessment-plans). Also, departments are encouraged to work with the Faculty Coordinator
of Assessment to improve and streamline assessment processes. The following information
would be contained in each SLO plan and be listed on the attached template form (See Appendix
D): student learning outcomes, methods of assessment, who/what assessed, when assessed,
standard of mastery/performance expectation. It should be noted that any student learning
outcomes and data connected to department and program related accreditation/external approval
efforts should be contained within plans and reports.
September 19, 2012
Page 4

Student Learning Outcomes: Outcomes that relate specifically to student learning and
behavior (performance, knowledge, attitudes) within each degree program should be
developed to provide information as to what students will know, do, and value at the end of
the degree or certificate program. Although outcomes can vary with respect to specificity,
they should be written in such a way to be measureable. Generally 5-10 programmatic
student learning outcomes is appropriate. Note that many professional organizations provide
lists of expected outcomes. These should serve as guides particularly for accredited
programs. Some examples of student learning outcomes include:
Knowledge –
o
Students can recognize the legal and ethical issues surrounding teaching activities by scoring at
least “acceptable” on that dimension of unit plan rubric in capstone course.
o
Students can apply financial knowledge, concepts, theories, models, and valuation techniques to
business decision-making scenarios by scoring above 80% on capstone project.
Skills –
o
Students will be able to demonstrate effective oral and written communication skills through
scoring average or above on course-related project rubric.
o
Students are able to apply basic research methods in internships and field experiences, including
research design, data analysis, and interpretation through satisfactory rating by supervisor.
Dispositions and Attitudes –

o
Students are committed to ongoing personal and professional development via participation in
club activities, exchange programs, tours and/or field trips at least twice in academic year.
o
Students will demonstrate collaborative skills by working to solve problems through groups and
being rated “acceptable” on the five dimensions of group work by peers and faculty.
o
Students will demonstrate inclusivity by completing cooperative projects within diverse groups
and being rated “accepting of individual difference” on peer and faculty evaluation.
Method(s) of Assessment: The most important factor related to method selection is whether
information can be collected that indicates whether students are learning and developing in
ways that program faculty and professional associations deem important. Methods should be
September 19, 2012
Page 5
related to learning goals and the activities that support these goals. Methods should ideally
include direct and indirect approaches to provide as complete a picture as possible. Direct
measures ask students to display knowledge and skill as they complete the task/instrument
(i.e., tests, essays, projects, assignments, etc.). Indirect measures ask students to reflect on
learning rather than demonstrate it (i.e., surveys, focus groups, interviews).

Who/What Assessed: The identification of specific populations or items involved in the
assessment process is important in explaining context and in making sense of data that is
collected. Collecting data from or being able to disaggregate data by various groups (e.g.,
gender, age, ethnicity, program location or delivery type) is necessary and helps demonstrate
that students who complete their programs, no matter where they are or how they are offered
have achieved student learning outcomes.

When Assessed: Assessment processes and collection should be regularized and systematic
throughout the academic year. This will help programs determine the measure of change it
brings about in students and obtain information that can be applied regardless of time of year.
In addition, collecting information at natural program transition points (entry into program,
mid-program and end-of program assessment) can provide information to determine possible
“program added value” related to knowledge, skills, and dispositions. Although not all
program goals have to be assessed every year, a regularized schedule is necessary for
effective continuous improvement.

Standard of Mastery/Performance Expectation: All assessment methods should have clear
standards of mastery (criterion) against which results will be assessed. This helps programs
clearly distinguish student proficiency and helps faculty understand areas of programmatic
strength and challenge regarding goal achievement and student learning. Clear criteria also
September 19, 2012
Page 6
provide feedback and information for programmatic change and improvement. Standards of
mastery or criterion of achievement may change over time as assessment processes and
systems mature and student performance improves.
Academic Unit Reporting
Academic units/departments would complete a USP report and include a section
dedicated to student learning outcomes results for majors and general education (as appropriate).
Specifically, results would be presented in specific quantitative and/or qualitative terms. Results
would be explicitly linked to specific outcomes and compared to already established standards of
mastery or performance expectations. Reporting of results would include interpretation and
conclusions and provide discussion as to proposed improvements. To reduce and lighten
workload requirements, note that every outcome does not have to be assessed each year,
although a plan should be developed so that all outcomes are assessed within a given five-year
span. Reports and accompanying administrative responses should provide the basis for
subsequent curricular, pedagogical, budgetary requests, justification, and change. Also, note that
any student learning outcomes and data connected to department and program related
accreditation/external approval efforts should be contained within plans and reports.
Budget/Planning Integration
The integration of budgeting and resources with unit planning and assessment processes is a
necessary and important element of effective institutional mission achievement. As based on the
yearly report, (non-academic units - September 1, 2013 and academic units – October 1, 2013)
all units will be able to submit yearly budgetary requests for strategic initiatives and normal
operational activities each fall (non-academic units – November 1, 2013 and academic units –
December 1, 2013) to appropriate Dean/AVP. These requests will be linked to specific core
September 19, 2012
Page 7
themes and objectives in the CWU strategic plan. Requests will be able to document positive
implications for sustainability to the institution (e.g., student credit hours, recruitment potential,
etc.) and/or possible cost savings (e.g., overload savings, implications for NTT assignments,
etc.). In addition, requests will describe impacts or needs from other units and a potential exit
strategy if the initiative was judged unsuccessful. Yearly budgetary requests for unit level
strategic initiatives and operations would be due from Deans/AVP to division Vice President
level (non-academic units – December 1, 2013 and academic units – January 15, 2014). Requests
would be categorized, ranked, and sent to the President’s cabinet by January 30, 2014. The
cabinet would decide on funded requests between March-May of each year (based on timing of
legislative session). Decisions related to funding would be communicated to all units soon
thereafter to assure logistical and organizational needs are completed prior to coming academic
year.
September 19, 2012
Page 8
Appendix A
Unit Level Strategic Plan Template
September 19, 2012
Page 9
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/Performance
Key Strategies/
Budget/Resource
Performance
Level Reported By
Initiatives
Analysis
Level
(Criterion)
UNIVERSITY OBJECTIVE 1.2 Enhance the effectiveness of student support services.
Unit Outcomes
Indicators
Expected
Performance
Level
(Criterion)
Indicator/Performance
Level Reported By
Key Strategies/
Initiatives
Budget/Resource
Analysis
* Only list unit outcomes where applicable to a university related objective.
September 19, 2012
Page 10
UNIVERSITY CORE THEME: 2. INCLUSIVENESS AND DIVERSITY
UNIVERSITY OBJECTIVE 2.1 Enhance the environment of inclusiveness for faculty, staff, and students
Unit Outcomes
Indicators
Expected
Performance
Level
(Criterion)
Indicator/Performance
Level Reported By
Key Strategies/
Initiatives
Budget/Resource
Analysis
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/Performance
Key Strategies/
Budget/Resource
Performance
Level Reported By
Initiatives
Analysis
Level
(Criterion)
UNIVERSITY OBJECTIVE 2.3: Ensure that CWU has an inclusive and diverse curriculum
Unit Outcomes
Indicators
Expected
Performance
Level
(Criterion)
Indicator/Performance
Level Reported By
Key Strategies/
Initiatives
Budget/Resource
Analysis
* Only list unit outcomes where applicable to a university related objective.
September 19, 2012
Page 11
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/Performance
Key Strategies/
Budget/Resource
Performance
Level Reported By
Initiatives
Analysis
Level
(Criterion)
UNIVERSITY OBJECTIVE 3.2 Increase the external funding received for research, scholarship, and creative expression by faculty, staff,
and students.
Unit Outcomes
Indicators
Expected
Indicator/Performance
Key Strategies/
Budget/Resource
Performance
Level Reported By
Initiatives
Analysis
Level
(Criterion)
* Only list unit outcomes where applicable to a university related objective.
September 19, 2012
Page 12
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/Performance
Key Strategies/
Budget/Resource
Performance
Level Reported By
Initiatives
Analysis
Level
(Criterion)
UNIVERSITY OBJECTIVE 4.2 Increase participation in university sponsored life-long learning opportunities.
Unit Outcomes
Indicators
Expected
Indicator/Performance
Key Strategies/
Performance
Level Reported By
Initiatives
Level
(Criterion)
Budget/Resource
Analysis
UNIVERSITY OBJECTIVE 4.3 Enhance the efforts of members of the university community to strengthen the economic base of the
region and state.
Unit Outcomes
Indicators
Expected
Indicator/Performance
Key Strategies/
Budget/Resource
Performance
Level Reported By
Initiatives
Analysis
Level
(Criterion)
* Only list unit outcomes where applicable to a university related objective.
September 19, 2012
Page 13
CORE THEME: 5. RESOURCE DEVELOPMENT & STEWARDSHIP
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/Performance
Key Strategies/
Budget/Resource
Performance
Level Reported By
Initiatives
Analysis
Level
(Criterion)
UNIVERSITY OBJECTIVE 5.2 Develop and implement enrollment management and marking plans that meet the enrollment objectives of
the university.
Unit Outcomes
Indicators
Expected
Indicator/Performance
Key Strategies/
Budget/Resource
Performance
Level Reported By
Initiatives
Analysis
Level
(Criterion)
UNIVERSITY OBJECTIVE 5.3 Ensure the University has human resources necessary to accomplish all university objectives.
Unit Outcomes
Indicators
Expected
Indicator/Performance
Key Strategies/
Budget/Resource
Performance
Level Reported By
Initiatives
Analysis
Level
(Criterion)
September 19, 2012
Page 14
UNIVERSITY OBJECTIVE 5.4 Provide the facility and technology infrastructure and services appropriate to meet the university
objectives, while maximizing sustainability and stewardship.
Unit Outcomes
Indicators
Expected
Indicator/Performance
Key Strategies/
Budget/Resource
Performance
Level Reported By
Initiatives
Analysis
Level
(Criterion)
* Only list unit outcomes where applicable to a university related objective.
September 19, 2012
Page 15
Appendix B
Draft Academic Program Outcomes
September 19, 2012
Page 16
Theme 1 – Teaching and Learning
UNIVERSITY OBJECTIVE 1.1 Enhance student success by continually improving the
curricular, co-curricular, and extracurricular programs
o
Departmental academic programs will demonstrate academic excellence by students scoring
above the national median on field related standardized exams.
o
Students within departmental programs will demonstrate disciplinary knowledge and skill
excellence by meeting at least 80% of minimal course related assessment criterions.
o
Faculty will demonstrate effective teaching skill by obtaining SEOI scores that are above the
college average. *
o
Once admitted to department major, students will persist to graduation with increased efficiency
and rate.*
o The department will enhance student development through increased co-curricular offerings and
through student growth of disciplinary living/learning community.
UNIVERSITY OBJECTIVE 1.2 Enhance the effectiveness of student support services.
o
Faculty will provide excellent advising services as evidenced by superior ratings through senior
student and alumni surveys.
Theme 2 – Inclusiveness and Diversity
UNIVERSITY OBJECTIVE 2.1 Enhance the environment of inclusiveness for faculty, staff,
and students
o
The department will demonstrate its commitment to inclusiveness through active participation of
faculty (more than 2 committees per person) in the shared governance of the university.*
UNIVERSITY OBJECTIVE 2.2 Increase faculty, staff, and student diversity by active
programs of recruitment and retention for members of underrepresented groups.
o
The department will enhance diversity of underrepresented groups by achieving a relative ratio
for faculty and student groups that is equal to or greater than institutional ratio.
UNIVERSITY OBJECTIVE 2.3 Ensure that CWU has an inclusive and diverse curriculum.
o
The department will enhance its commitment to diversity by increasing the number of students
and faculty who engage in international exchanges or experiences.
o
The department will enhance its curriculum as related to diversity and inclusiveness by increasing
the inclusion and integration of international cultural perspectives in the curriculum (at least one
course per year).
September 19, 2012
Page 17
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.
o Students and faculty will demonstrate excellence in scholarship and creative expression through
regular yearly participation (minimally 25% of faculty and 15% of majors) in presentations
and/or publications.*
UNIVERSITY OBJECTIVE 3.2 Increase the external funding received for research,
scholarship, and creative expression by faculty, staff, and students.
o The department will enhance its scholarship by increasing the number of external grants and
contracts that are submitted and/or funded each year.*
Theme 4 – Public Service and Public Engagement
UNIVERSITY OBJECTIVE 4.1: Enhance the commitment and the level of cooperation
between the university and external communities.
o The department will demonstrate community and public service through active
participation (all members serving) on local, regional, and/or national committees,
organizations, and task forces.*
o The department will demonstrate its commitment and connection to the community by
providing a variety of cultural and educational activities (at least 1 per month).
UNIVERSITY OBJECTIVE 4.2: Increase participation in university sponsored life-long
learning opportunities.
o The department will demonstrate successful community engagement by increasing its
class and certificate offerings geared towards the local communities surrounding
Ellensburg and Center locations.
UNIVERSITY OBJECTIVE 4.3: Enhance the efforts of members of the university
community to strengthen the economic base of the region and state.
o The department will strengthen area economic development by teaming with at least one
local agency/business on a joint project (e.g., grant development, etc.).
Theme 5 – Resource Development and Stewardship
UNIVERSITY OBJECTIVE 5.1: Maximize the financial resources to the university, and
assure the efficient and effective operations of the University through financial stewardship.
September 19, 2012
Page 18
o The department will demonstrate an entrepreneurial spirit by increasing the amount of
revenue obtained through alumni gifts and support, summer school, contracts, etc.*
UNIVERSITY OBJECTIVE 5.2: Develop and implement enrollment management and
marketing plans that meet the enrollment objectives of the university.
o The department will maintain enrollment in all degree offerings while increasing
enrollment in minors.*
UNIVERSITY OBJECTIVE 5.3: Ensure the University has human resources necessary to
accomplish all university objectives.
o The department will encourage human resource development through funding and
supporting professional development opportunities and participation for every faculty and
staff person.
UNIVERSITY OBJECTIVE 5.4: Provide the facility and technology infrastructure and
services appropriate to meet the university objectives, while maximizing sustainability and
stewardship.
o The department exhibits equipment, facility, and technology quality and relevance by
assuring that all is up-to-date, working, accessible, and utilized.
**Data is available and will be provided through Office of Organizational Effectiveness/ Assessment/Faculty Relations Offices
September 19, 2012
Page 19
Appendix C
Strategic Planning Unit Timeline
September 19, 2012
Page 20
Central Washington University
Strategic Planning Unit Timeline
Activity
Unit strategic plan submission to Dean/AVP
Date
Non-Academic Units | Academic Units
-- December 14, 2012 --
Unit outcome related data is collected/analyzed
-- September, 2012 to June, 2013 --
End of Year Unit report submitted to Dean/AVP
September 1, 2013 | October 1, 2013
Administrative (Dean/AVP) review/response
October 1, 2013 | November 1, 2013
Strategic and Operational Budget Requests submission November 1, 2013 | December 1, 2013
to Dean/AVP (following academic year)
Strategic and Operational Budget Requests Submission December 1, 2013 | January 15, 2014
to Division Vice President
Strategic and Operational Budget Requests Submission
to Cabinet
Budget Decisions Announced to Campus Community
September 19, 2012
January 30, 2014 | January 30, 2014
-- March to April, 2014 --
Page 21
Appendix D
Student Learning Outcome Plan Template
September 19, 2012
Page 22
CWU Academic Student Learning Assessment Plan Preparation Form
Student Learning Outcomes
Method(s) of Assessment
(performance, knowledge, attitudes)
Indicator(s)
(What is the assessment?)*
Who Assessed (Students
from what courses population)**
When Assessed
Standard of Mastery/
(term, dates)***
Criterion of Achievement
(How good does performance have to be?)
1.
2.
3.
4.
*Method(s) of assessment should include those that are both direct (tests, essays, presentations, projects) and indirect (surveys, interviews) in nature
**Data needs to be collected and differentiated by location (Ellensburg campus vs University Centers)
***Timing of assessment should be identified at different transition points of program (i.e., admission, mid-point, end-of-program, post-program)
September 19, 2012
Page 23