Institutional Planning, Assessment & Research
Strategic Action Plan 2010-13
Division of Academic Affairs
ECU Values:
ECU’s Division of Academic Affairs1 adheres to the established “enduring values” outlined in ECU
Tomorrow: A Vision for Leadership and Service (2007), ECU’s long-range strategic plan and is
aligned to the Strategic Action Plan, 2010-13 and its corresponding Key Performance Indicators
that advance our Mission.
ECU’s values are outlined below:
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Respect;
Authenticity;
Accountability;
Teamwork; and
Commitment to Serve.
ECU Mission:
To serve as a national model for public service and regional transformation by:
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Preparing our students to compete and succeed in the global economy and multicultural
society,
Distinguishing ourselves by the ability to train and prepare leaders,
Creating a strong, sustainable future for eastern North Carolina through education,
research, innovation, investment, and outreach,
Saving lives, curing diseases, and positively transforming health and health care, and
Providing cultural enrichment and powerful inspiration as we work to sustain and improve
quality of life.
Approved by the UNC Board of Governors - November 13, 2009
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After this plan was finalized the Division of Academic and Student Affairs became two separate divisions. Following that decision, the Division of Student Affairs began work to
develop a strategic plan.
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Key Strategic Planning Principles:
Several key planning principles were established to develop this strategic plan:
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Support for student success throughout the continuum of their college learning experience;
Adherence to ECU Tomorrow: A Vision for Leadership and Service, 2007 and the ECU
Strategic Action Plan, 2010-13;
Support for effective leadership and professional development;
Purposeful decision-making, moving towards clearly defined goals and measurable
objectives;
A commitment to institutional effectiveness; and,
Allocation of resources to ensure attainment of established priorities.
Goals:
The goals outlined in this plan are established for the period October 1, 2011 to September 30,
2013 and are aligned to the ECU’s associated Key Performance Indicators. Stated activities are
examples of the work underway in each of the units and departments that report to the Division,
as outlined in each of their respective strategic plans. This approach supports our efforts to
integrate and align our institutional planning efforts and, in turn, advance a culture of evidence.
GOAL 1.
GOAL 2.
GOAL 3.
GOAL 4.
GOAL 5.
GOAL 6.
GOAL 7.
Achieve Excellence in the Undergraduate Learning Experience
Maximize Undergraduate Access and Success (persistence to graduation)
Commitment to Educational Quality at the Graduate Level
Inspire Leadership Development and Service
Commitment to Diversity, Inclusion, and Equity
Excellence in the Delivery and Assessment of Academic Programs
Service to eastern North Carolina
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Goal 1:
Achieve Excellence in the Undergraduate Learning Experience.
Rationale/Need:
Providing a high-quality undergraduate education is central to ECU’s Mission and the
university’s undergraduate program is thriving. ECU defines student success as the
participation in and completion of high quality degrees and credentials. We recognize that
we must prepare our students to enter the workforce with the appropriate knowledge and
essential skills of thinking creatively, solving problems effectively, writing and speaking
clearly, reasoning analytically, and working collaboratively in teams with people from
different cultures and backgrounds. Ultimately, learning is what students need, what
degrees and credentials should represent, and what ECU should provide.
Defining and delivering a high quality student experience requires ongoing formative and
summative assessment of student learning and gathering student feedback on their
perceptions of the continuum of their undergraduate college experience. Using data and
information to ensure that ECU continues to offer a high quality undergraduate experience
is at the core of this strategic goal.
Challenges:
In an era of increased accountability and competition for students, ECU must continue to
monitor all aspects of the student experience to ensure that we are meeting and exceeding
students’ needs and expectations. In response to the global economic downturn, ECU must
continue to identify ways to streamline costs while assuring the delivery of high quality
undergraduate programs and services.
Opportunities:
In addition to offering courses on the main campuses, the number of distance education
courses offered is a reflection of our faculty’s dedication to integrating technology into the
curriculum. In Fall 201O, ECU will admit the first cohort of students into the ECU Honors
College in order to support and advance the learning and co-curricular needs of many of
our high performing students.
1)
UNDERGRADUATE STUDENT EXPERIENCES (SATISFACTION)
Outcome Objectives: ( Baseline: Fall 2010 graduates [AA MAY ELECT TO TARGET
SPECIFIC FIELDS AFTER IPAR HAS PROVIDED DISAGGREGATED TREND DATA])
1.1.1. By Fall 2013, increase the students’ perception of the level of academic challenge (as
determined via the NSSE).
 Measure: Level of Academic Challenge (1.6.10)
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1.1.2. By Fall 2013, increase the students’ perceptions of student-faculty interactions (as
determined via the NSSE).
 Measure: Student-Faculty Interactions (1.6.2)
1.1.3. By Fall 2013, increase students’ perceptions that ECU offers a supportive campus
environment (as determined via the NSSE).
 Measure: Supportive Campus Environment (1.6.9)
1.1.4. By Fall 2013, increase students’ perceptions that ECU offers active and collaborative
learning opportunities (as determined via the NSSE).
 Measure: Active and Collaborative Learning (1.6.7)
1.1.5. By Fall 2013, increase students’ perceptions that ECU offers enriching educational
experiences (as determined via the NSSE).
 Measure: Enriching Educational Experience (1.6.8)
1.1.6. By Fall, 2013, maintain the percentage of ECU students who report satisfaction with library
services received for undergraduate school (as determined via the ECU Library Survey).
 Measure: Undergraduate Satisfaction with Joyner Library (1.6.11)
These Outcome Objectives will be accomplished via the following activities:
 Establishment of Office of Undergraduate Studies to integrate and align student support
programs and services (Senior Associate Provost, Undergraduate Programs)
 Development of action plans in response to NSSE findings (Director of Institutional
Assessment, Deans and Directors)
 Ongoing assessment of student and customer satisfaction with Joyner library services
and corresponding enhancement measures (Dean of Joyner Library)
 Ongoing support for the Foundations of Excellence (Senior Associate Provost,
Undergraduate Programs)
 Established activities of the ECU Retention and Graduation Task Force (Associate
Provost, Enrollment Services)
 Establishment of an Honors College (Provost)
 Introduction of a University Studies Degree Program (Senior Associate Provost,
Undergraduate Programs)
 Development of core and enabling processes (using the Baldrige Enterprise Model for
Performance Excellence) (Senior Associate Provost, Undergraduate Programs and
Associate Provost, Enrollment Services)
2)
GLOBALIZATION
Outcome Objectives: Baseline: Fall 2010 graduates [AA MAY ELECT TO TARGET SPECIFIC
FIELDS AFTER IPAR HAS PROVIDED DISAGGREGATED TREND DATA])
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1.2.1. By Fall 2013, increase the number of students participating in exchange study abroad
experiences.
 Measure: Students Participating in a Direct Exchange Study Abroad Experience
(1.9.1)
1.2.2. By Fall 2013, increase the number of international partners participating in courses offered
by Global Academic Initiatives by a minimum of 50 percentage points.
 Measure: International Partners Participating in Courses Offered by the Global
Classroom (1.9.2)
1.2.3. By Fall 2013, increase the number of global courses and activities delivered via Global
Academic Initiatives by 30 percentage points.
 Measure: Courses Delivered by University Partners via the Global Classroom
(1.9.3)
These Outcome Objectives will be accomplished via the following activities:
 Ongoing assessment of students’ experiences in ECU direct exchange study abroad
experiences (Associate Vice Chancellor, International Affairs)
 Diversification by world region of international student enrollment (Associate Vice
Chancellor, International Affairs)
 Ensuring financial support for student exchange programs (Associate Vice Chancellor
for International Affairs)
 Securing partnerships with other institutions participate in Global Academic Initiatives
(Assistant Vice Chancellor for Emerging Academic Initiatives)
 Ongoing assessment of experiences of Global Academic Initiatives Partners (Assistant
Vice Chancellor for Emerging Academic Initiatives)
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Goal 2:
Maximize Undergraduate Access and Success (persistence to graduation).
Outcome Objectives: (Baseline: Fall 2007 and Fall 2005 freshmen cohorts, as appropriate)
[AA MAY ELECT TO TARGET SPECIFIC FIELDS AFTER IPAR HAS PROVIDED
DISAGGREGATED TREND DATA])
2.1.1. By Fall 2013, increase four-year graduation rates to 33.5 percentage points.
 Measure: First-Time, Full-Time Freshmen Four Year Graduate Rates and
Targets (1.3.2)
2.1.2. By Fall 2013, increase six-year graduation rates to 60 percentage points.
 Measure: First-Time, Full-Time Freshmen Six Year Graduate Rates and Targets
(1.3.3)
2.1.3. By Fall 2013, increase four-year graduation rates for community college students to 74
percentage points.
 Measure: Community College Transfer Rates and Targets (1.3.1)
These Outcome Objectives will be accomplished via the following activities:
 Disaggregating data and information to identify barriers to retention and graduation
(Executive Director of Retention, Director of Institutional Research, and Director of
Institutional Assessment)
 Joyner Library faculty and staff continue to identify ways to more efficiently manage an
online catalog (Dean, Joyner Library)
 Joyner library faculty and staff continue to increase access to information and resources
for distance education faculty and students (Dean, Joyner Library)
 Support for and participation in the Freshmen Immersion Program (Senior Associate
Provost, Undergraduate Programs)
 Support for the Freshmen Seminar (Senior Associate Provost for Academic Affairs)
 Enhanced utilization of the Starfish Early Warning System (Senior Associate Provost,
Academic Programs and Executive Director, Retention)
 Partnerships with PK-12 for the ECU Early College Second Life Program (Senior
Associate Provost, Academic Programs)
2)
RETENTION
Outcome Objectives: (Baseline: Fall 2010 freshman cohort) [AA MAY ELECT TO TARGET
SPECIFIC FIELDS AFTER IPAR HAS PROVIDED DISAGGREGATED TREND DATA])
2.2.1. By Fall 2013, increase fall-to-fall retention of freshman to sophomore undergraduate
students to 83 percentage points.
 Measure: First-Time, Full-Time Freshmen-to-Sophomore Retention Rates (1.4.1)
This Outcome Objective will be accomplished via the following activities:
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Ongoing assessment of students’ tutoring needs (Executive Director, Retention)
Ongoing assessment of students' advising needs (Executive Director, Retention)
Launch and ongoing assessment of Starfish (Executive Director, Retention)
Securing additional resources through the submission of federal grants (Senior Vice
Provost, Office of Undergraduate Programs)
 Ongoing support for Foundations of Excellence (Senior Associate Provost, Academic
Programs)
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3)
DEGREES CONFERRED
Outcome Objectives: (Baseline: Fall 2010 graduates, by field) [AA MAY ELECT TO TARGET
SPECIFIC FIELDS AFTER IPAR HAS PROVIDED DISAGGREGATED TREND DATA])
2.3.1. By Fall 2013, increase the number of undergraduate students earning a degree.
 Measure: Number of Undergraduate Degrees Conferred by College (1.8.1)
2.3.2. By Fall 2013 increase the number of teachers (math, middle grades, science, and special
needs) earning a degree.
 Measure: Teacher Education Production by Area of Specialty (1.8.5)
2.3.3. By Fall 2013, increase the number of STEM degrees granted.
 Measure: Total Number of STEM Degrees Granted (1.8.6)
These Outcome Objectives will be accomplished via the following activities:
 Implementation and ongoing assessment of Degreeworks (Associate Provost,
Enrollment Services)
 Securing additional resources through the submission of federal grants (Senior Vice
Provost, Undergraduate Programs)
 Establishment of alternative tracks for STEM disciplines (Senior Vice Provost,
Undergraduate Programs)
4)
STUDENT APPLICATION PROFILE (ADMISSIONS AND ENROLLMENT)
Outcome Objectives: (Baseline: Fall 2010 graduates, by field) [AA MAY ELECT TO TARGET
SPECIFIC FIELDS AFTER IPAR HAS PROVIDED DISAGGREGATED TREND DATA])
2.4.1. By Fall 2013, increase the number of eligible students (as defined by enrollment criteria)
who apply to ECU.
 Measure: Profile of Undergraduate Applicants (1.1.1)
2.4.2. By Fall 2013, increase the acceptance yield rate of qualified new freshman.
 Measure: Applicant Acceptance Rate Yield (1.1.2)
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2.4.3 By Fall 2013, the out-of-state enrolled freshman class will represent between 15.5% and
16% of the total incoming class.
 Measure: Freshmen Yield by In State and Out-of-State (1.1.8)
These Outcome Objectives will be accomplished via the following activities:
 Development of core and enabling processes (using the Baldrige Enterprise Model
for Performance Excellence) (Senior Associate Provost, Academic Programs and
Associate Provost, Enrollment Services)
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Goal 3:
Commitment to Educational Quality at the Graduate Level.
Rationale/Need:
Graduate programs serve multiple needs: they provide the advanced education needed to
support the region’s economy and quality of life and also play a role in the development of
research and creative activities that have current impact and international significance.
Graduate education opportunities continue to grow at both the master’s and the doctoral
levels: in Fall 2010, graduate students represented nearly 21 percent of the university’s
total enrollment. This growth has been accompanied by the development of high-quality,
niche programs consistent with ECU’s emphasis on selectivity and aligned to our Mission.
Challenges:
Securing financial support for graduate students remains a challenge for all institutions of
higher education. This is a particular challenge as ECU continues to compete with other
institutions to recruit the best graduate students from across the nation and around the
world.
Opportunities:
The Division is positioned to support the Division of Research & Graduate Studies (RGS) in
meeting the academic and student support service needs and expectations of our graduate
students in accordance with RGS goals. In order for ECU to advance its vision for enhancing
its visibility as a research university, a major effort is necessary to obtain recognition and
prominence in the area of graduate education—and this is the basis for the second strategic
goal.
1)
GRADUATE STUDENT EXPERIENCES (SATISFACTION)
Outcome Objectives: (Baseline: Fall 2010 graduates [AA MAY ELECT TO TARGET
SPECIFIC FIELDS AFTER IPAR HAS PROVIDED DISAGGREGATED TREND DATA])
3.1.1. By Fall, 2013, maintain the percentage of ECU graduate students who report satisfaction
with the ECU educational experience at or above 90 percentage points (as determined via
the Graduate Student Survey).
 Measure: Graduate Student Satisfaction with ECU 1.6.5
This Outcome Objectives will be accomplished via the following activities:
 Development of action plans in response to Graduate Student Survey findings (Dean,
Graduate School and Director of Institutional Assessment)
 Ongoing assessment of student and customer satisfaction with Joyner library
services and corresponding enhancement measures (Dean of Joyner Library)
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GOAL 4:
Inspire Leadership Development and Service.
Rationale/Need:
We take great pride in our commitment to serve at ECU. As we move forward into our next
century, we are building on that heritage of service as we commit to developing the
capacity in our university and community members to inspire, empower and influence
positive change. We are committed to service through developing leadership potential in
our community and beyond as we strive to become The Leadership University.
Challenges:
Securing financial support for leadership remains a challenge for all institutions of higher
education. This is a particular challenge as ECU continues to compete with other
institutions to build leadership capacity for faculty, staff and students at East Carolina.
This leadership capacity is not an overnight phenomenon and will require a few years to
develop and mature.
Opportunities:
East Carolina University has taken many steps towards attaining its strategic vision as “The
Leadership University.” The first step was the creation and adoption of the Integrated
Leadership Framework at East Carolina. Another great step came in the form of the 2011
Leadership Forum, a campus-wide conversation that generated ideas and discussion on
how that vision might be achieved. The forum drew more than 130 faculty, staff and
students from across the university to discuss planning, implementation and performance
assessment procedures related to the leadership initiative.
In an era of scarce resources and a focus on the need for integration and alignment of goals,
ECU recognizes that students, faculty, and staff will be tasked to collaborate with internal
and external stakeholders to identify and implement solutions to complex problems. This
situation requires a capacity to lead while advancing a culture of positive change. With a
long tradition of public service and the attainment of the Carnegie Classification as an
Engaged University, ECU has recently developed an institutional definition of leadership as
a relational process of inspiring, empowering, and influencing positive change and has
committed to allocating resources to distinguishing itself by the ability to train and prepare
leaders through:
1) Fostering Inquiry, Research, and Engagement by building on current work and
expertise of faculty, education and training of professionals, exploration of student
leadership development and scholarly engagement of discipline experts;
2) Developing Leadership Capacity by using existing strengths and resources and
newly-developed collaborations and capabilities; and,
3) Connecting Values and Actions by linking the commitment to develop leadership
capacity with strategic action and continuous evaluation and improvement.
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This Outcome Objective will be accomplished via the following activities:
1)
DEVELOPMENT AND INTEGRATION OF ECU LEADERSHIP DEVELOPMENT
FRAMEWORK
Outcome Objectives: (Baseline: Fall 2010 graduates [AA MAY ELECT TO TARGET
SPECIFIC FIELDS AFTER IPAR HAS PROVIDED DISAGGREGATED TREND DATA])
4.1.1. By Fall 2013, increase the number of units that adopt the Integrated Leadership
Framework (ILF).
 Measure: Number of Units Adopting the ILF
This Outcome Objective will be accomplished via the following activities:
 Implementation of a communication plan to raise awareness of and support for the
Institutional Leadership Framework (Senior Associate Provost, Undergraduate
Programs)
 Hosting the ECU Leadership Forum 2011– represents first campus-wide
interdivisional communication and involvement event around the Leadership
Framework (Senior Associate Provost, Undergraduate Programs)
 Administration of the Chancellor’s Leadership Academy
2)
FACULTY AND STAFF LEADERSHIP CONNECTIONS
Outcome Objectives: (Baseline: Fall 2010) [AA MAY ELECT TO TARGET SPECIFIC FIELDS
AFTER IPAR HAS PROVIDED DISAGGREGATED TREND DATA])
4.2.1. By Fall 2013, increase the number of faculty active applications for participation in the
Chancellor’s Leadership Academy (CLA).
 Measure: Active Faculty and Non-Faculty EPA Applications for Participation in
the Chancellor's Leadership Academy (2.1.5)
4.2.2. By Fall 2013, increase the number of staff active applications for participation in the
Chancellor’s Leadership Academy (CLA).
 Measure: Active Staff Applications for Participation in the Chancellor's
Leadership Academy (2.1.6)
4.2.3. By Fall 2013 increase satisfaction rates of Chancellor’s Leadership Academy (CLA)
participants.
 Measure: Customer Satisfaction
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These Outcome Objectives will be accomplished via the following activities:
 Collaboration with Deans and Directors to ensure that leadership development training
is reported in SEDONA. (Director of Institutional Assessment and Director of
Institutional Research)
 Raising awareness of and support for the CLA (Senior Associate Provost for Academic
Affairs).
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GOAL 5:
Commitment to Diversity, Inclusion, and Equity.
Rationale/Need:
A commitment to diversity is one of the core values of the university. Its foundation is the
promotion of an inclusive, open, and supportive campus environment where
understanding, mutual respect, and fairness underlie all of our actions. ECU fosters and
advances an environment that is equitable, diverse, inclusive, and community-connected,
where the value of difference is seen in every facet of the organization which supports and
sustains a diverse and inclusive learning, living and work environment.
Challenges:
Due to the economic downturn, ECU is facing challenges recruiting and retaining
underrepresented students, faculty, and staff. Some challenges include but are not limited
to: underrepresented populations, inequitable pay and promotions, lack of international
influences and personal biases.
Opportunities:
ECU is committed to diversity and this which will allow the Institution to reap the benefits
and minimize the challenges of diversity. This is evident through the creation of an
Institutional Diversity Action Plan (DAP) that encompasses goals and measurable
objectives around issues of diversity, equity and inclusion that will allow East Carolina to
fully achieve its educational and institutional goals by treating our diversity as an asset and
reaping the benefits of our pluralism.
1)
TIME TO DEGREE (GRADUATION)
Outcome Objectives: (Baseline: Fall 2007 and Fall 2005 freshmen cohorts, as appropriate)
[AA MAY ELECT TO TARGET SPECIFIC FIELDS AFTER IPAR HAS PROVIDED
DISAGGREGATED TREND DATA])
5.1.1. By Fall 2013, increase four-year graduation rates for underrepresented students.
 Measure: Four-Year Graduation Rates by Gender and by Race/Ethnicity (8.2.1)
5.1.2. By Fall 2013, increase six-year graduation rates for underrepresented students
 Measure: Six-Year Graduation Rates by Gender and by Race/Ethnicity (8.2.2)
These Outcome Objectives will be accomplished via the following activities:
 Disaggregate data and information to identify barriers to retention and graduation
(Director of Institutional Research and Director of Institutional Assessment)
 Ongoing support for Foundations of Excellence (Senior Associate Provost,
Undergraduate Programs)
 Acquisition of supplemental resources for expanding existing programs and
developing new retention/persistence practices (Senior Associate Provost,
Undergraduate Programs)
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 Retention Task Force’s recommendations and subsequent launch of best practices
(Senior Associate Provost, Undergraduate Programs and Associate Provost,
Enrollment Services; Office of Graduate Admissions; Brody School of Medicine; ECU
School of Dental Medicine; Office of Equity, Diversity and Community Relations
(EDC); International Affairs)
 Addition of at least one partnership between the University and an HBCU and high
school in eastern NC. (Office of Enrollment Services; Office of Graduate Admissions;
Brody School of Medicine, ECU School of Dental Medicine, Office of Equity, Diversity
and Community Relations (EDC); International Affairs)
2)
RETENTION
Outcome Objectives: (Baseline: Fall 2010 freshman cohort) [AA MAY ELECT TO TARGET
SPECIFIC FIELDS AFTER IPAR HAS PROVIDED DISAGGREGATED TREND DATA])
5.2.1. By Fall 2013, increase fall-to-fall retention of underrepresented undergraduate students
 Measure: First-Time, Full-Time Freshmen Retention Rates by Cohort and
Race/Ethnicity(8.3.1)
 Measure: First-Time, Full-Time Freshmen Retention Rates by Cohort and Gender
(8.3.2)
This Outcome Objective will be accomplished via the following activities:
 Ongoing assessment of students’ tutoring needs (Executive Director, Retention)
 Launch and ongoing assessment of Starfish (Executive Director, Retention)
 Securing additional resources through the submission of federal grants (Senior Vice
Provost, Undergraduate Programs)
 Ongoing support for Foundations of Excellence (Senior Associate Provost,
Undergraduate Programs)
 Participation in Retention and Graduation Task Force to implement retention best
practices. Encouraging and providing supplemental resources to units with quality
retention/persistence/graduation programming proposals. (Office of Enrollment
Services; Division of Student Affairs)
3)
DEGREES CONFERRED (AWARDED)
Outcome Objectives: (Baseline: Fall 2010 graduates, by field) [AA MAY ELECT TO TARGET
SPECIFIC FIELDS AFTER IPAR HAS PROVIDED DISAGGREGATED TREND DATA])
5.3.1. By Fall 2013, increase the number of underrepresented undergraduate students earning
a degree.
 Measure: Number of Undergraduate Degrees Conferred by College to
Underrepresented Students ( 8.6.1)
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5.3.2. By Fall 2013, increase the number of underrepresented graduates in STEM (science,
technology, education, and math) fields.
 Measure: Number of Students Enrolled in/Graduating From STEM fields (8.6.2)
These Outcome Objectives will be accomplished via the following activities:
 Implementation and ongoing assessment of Degreeworks (Associate Provost,
Enrollment Services)
 Securing additional resources to address the undergraduate experience through the
submission of federal grants (Senior Vice Provost, Office of Undergraduate
Programs)
 Support for Foundations of Excellence (Senior Vice Provost, Office of Undergraduate
Programs)
 Develop specialized marketing and outreach efforts and pipeline programs targeted
toward girls and underrepresented populations. (Office of Equity, Diversity and
Community Relations, Division of Research and Graduate Studies, College of
Education, College of Technology, Engineering and Computer Science, Brody School
of Medicine, ECU School of Dental Medicine)
4)
STUDENT APPLICATION PROFILE (ADMISSIONS AND ENROLLMENT)
Outcome Objectives: (Baseline: Fall 2010 graduates by field) [AA MAY ELECT TO TARGET
SPECIFIC FIELDS AFTER IPAR HAS PROVIDED DISAGGREGATED TREND DATA])
5.4.1. By Fall 2013, increase the number of qualified underrepresented students (as defined by
enrollment criteria) who apply to ECU.
 Measure: Number of Qualified Underrepresented Student Applicants (8.7.1)
This Outcome Objectives will be accomplished via the following activities:
 Marketing and outreach support from recommended units responsible. (Associate
Provost, Enrollment Services)
 Develop “Best Practices” for recruiting diverse and underrepresented students;
special open houses and targeted marketing (Associate Provost, Enrollment
Services, Office of Graduate Admissions; Brody School of Medicine, School of Dental
Medicine, Office of Equity, Diversity and Community Relations (EDC); International
Affairs)
 Addition of at least one partnership between the University and an HBCU and high
school in eastern NC (Associate Provost for Equity, Diversity and Community
Relations)
 Addition of at least one partnership between the University and an HBCU and high
school in eastern NC. (Office of Enrollment Services; Office of Graduate Admissions;
Brody School of Medicine, School of Dental Medicine, Office of Equity, Diversity and
Community Relations (EDC); International Affairs)
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GOAL 6:
Excellence in the Delivery and Assessment of Academic Programs.
Rationale/Need:
Both public and private stakeholders have made accountability in higher education an
increasingly significant and visible national and regional issue in recent years. Spurred by
rising college costs, a struggling global economy, disappointing retention and graduation
rates, employer concerns that graduates do not meet workplace needs, and questions about
the learning and value that higher education provides to students, a more stringent focus
on accountability and return on investment requires increased diligence and commitment
to transparency and a culture of evidence.
Challenges:
Current challenges include lack of alignment of key processes (space, data, and policies) as
a result of a period of rapid growth; customer dissatisfaction with data quality, accuracy,
integrity and accessibility to enhance planning; lack of integration and alignment of
professional development to enhance performance of duties.
Opportunities:
Key opportunities include the established Program Review Process, adoption of the
Baldrige Model for Performance Excellence (feedback report due summer, 2011), adoption
of an institutional model for Program Prioritization, commitment of resources to and
support for institutional policies, rules, and regulations, and work underway to advance
and institutionalize processes in support of the SACS 2013 Reaffirmation Certificate.
1)
SPACE MANAGEMENT
Outcome Objectives: (Baseline: Fall 2011) [AA MAY ELECT TO TARGET SPECIFIC FIELDS
AFTER IPAR HAS PROVIDED DISAGGREGATED TREND DATA])
6.1.1. By Fall 2013, increase customer satisfaction with campus space utilization to a minimum of
75 percentage points.
 Measure: Customer Satisfaction with Campus Space Utilization
This Outcome Objective will be accomplished via the following activities:
 Implementation and use of X25 software (Director of Institutional Planning)
 Assessment of usage of research space (Director of Institutional Planning)
 Development and implementation of space policies for university space, university
research space, and teleworking (Director of Institutional Planning)
2)
DATA AND KNOWLEDGE MANAGEMENT
Outcome Objectives: (Baseline: Fall 2011) [AA MAY ELECT TO TARGET SPECIFIC FIELDS
AFTER IPAR HAS PROVIDED DISAGGREGATED TREND DATA])
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6.2.1. By Fall 2013, customer satisfaction with IPAR services will be at a minimum of 80
percentage points.
 Measure: Customer Satisfaction with IPAR Services
This Outcome Objective will be accomplished via the following activities:
 Development, implementation and assessment of a survey tool
3)
PERSONNEL ADMINISTRATION
Outcome Objectives: (Baseline: Spring 2011) [AA MAY ELECT TO TARGET SPECIFIC
FIELDS AFTER IPAR HAS PROVIDED DISAGGREGATED TREND DATA])
6.3.1. By Fall 2013, a minimum of 75% of customers surveyed will report satisfaction with
services provided by the Office.
6.3.2. By Fall 2013, a minimum of 75% of customers surveyed will report satisfaction with
personnel related trainings provided by the Office
6.3.3. By Fall 2013, increase access to templates and key processes to improve communication
and efficiencies.

Measure: Customer Satisfaction Survey
These Outcome Objectives will be accomplished via the following activities:
 Development and distribution of a customer satisfaction training
 Development of resources to advance personnel administration functions more
efficiently.
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Institutional Planning, Assessment & Research
GOAL 7:
Service to eastern North Carolina.
Rationale/Need:
ECU’s special distinctiveness may well be its commitment to, and success in, public service
and engagement through strategic partnerships. The community benefits from outreach
activities in nursing, hospitality, engineering, theatre, and other disciplines. Research
partnerships lead to the creation of new companies as discoveries move out of the
laboratories into the marketplace. Collaborations with area schools enrich the learning
experiences of students.
Challenges:
The increasing emphasis on multidisciplinary and interdisciplinary programs and research
and creative activities necessitates that ECU find ways to strengthen and maximize
collaboration within the university and with the communities it serves.
Opportunities:
Through established partnerships, ECU is well positioned to focus its efforts to enhance
efforts to create, encourage, and facilitate opportunities to meet the needs and expectations
of the region we serve.
1)
PUBLIC SERVICE
Outcome Objectives: (Baseline: 2010) [AA MAY ELECT TO TARGET SPECIFIC FIELDS
AFTER IPAR HAS PROVIDED DISAGGREGATED TREND DATA])
7.1.1. By Fall 2013, increase the number of faculty engaged in local, regional and state public
service activities.
 Measure: Faculty Conducting Local, Regional, and State Research (7.1.2)
7.1.2. By Fall 2013, increase the number of students participating in public service.
 Measure: Number of Students Participating in Public Service (7.1.3)
7.1.3. By Fall 2013, increase the number of faculty engaged in public service activities.
 Measure: Number of Faculty Participating in Public Service (7.1.3)
 Measure: ECU Faculty Service to the Community (7.1.5)
These Outcome Objectives will be accomplished via the following activities:
 Integration and alignment of efforts through the development of core processes (using
the Baldrige Model for Performance Excellence)
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Institutional Planning, Assessment & Research
2)
ARTS, CULTURE, AND QUALITY OF LIFE
Outcome Objectives: (Baseline: 2010) [AA MAY ELECT TO TARGET SPECIFIC FIELDS
AFTER IPAR HAS PROVIDED DISAGGREGATED TREND DATA])
7.2.1. By Fall 2013, increase the support for arts and humanities education in the public schools.
 Measure: Support for Arts and Humanities Education in the Public Schools
(5.1.4)
7.2.2. By Fall 2013, increase the number of activities that engage ECU students in the arts and
humanities.
 Measure: Number of Activities that Engage ECU Students in the Arts and
Humanities (5.1.5)
These Outcome Objectives will be accomplished via the following activities:
 Joyner library faculty and staff continue to showcase artwork from area schools and
other community groups (Dean, Joyner Library and Dean, College of Fine Arts and
Communications)
 Integration and alignment of efforts through the development of core processes
(using the Baldrige Model for Performance Excellence)
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