BUILDING ON EXCELLENCE
West Chester University Strategic Plan
Strategic Plan Assessment and Advocacy Committee
Phase 1, Year 2 Full Report
2014-2015
SPAAC Phase 1, Year 2 Building on Excellence Assessment
AY 14-15
Introduction: Charge to the Committee
The Strategic Plan for West Chester University, Building on Excellence, was
completed in the summer of 2013. The Strategic Plan Assessment and Advocacy
Committee (SPAAC) was assembled during the fall semester of 2013 and was formally
charged with duties on October 31, 2013. These duties included using designated
technology to assess progress toward the plan, reaching out to the University Community
and Cabinet to obtain information that could assist in advancing progress, developing and
submitting to the President and Cabinet an annual report, sharing an executive summary
of their report with the University and consulting with Divisions and units to identify
their additional objectives and outcome measures to be pursued in the upcoming year.
In May of 2014, SPAAC presented to Cabinet a Phase 1, Year 1 report. Through
the summer of 2014 into the early Fall 2014 semester, presentations were also given to
the Council Of Trustees, President’s Council, and some Divisional retreats. The Report
was also posted on the strategic planning website for public view.
Committee Membership and Structure
SPAAC is comprised of 13 members who serve the five Themes of the Strategic Plan:
Co-Chairs: Mary Braz and Peter Loedel
Academics: Jen Bacon, Nicole Cattano and Jack Weber (Co-chair Liaison Peter
Loedel)
Enrichment: Kim Slattery and Susan Visoskas (Co-chair Liaison Mary Braz)
Sustainability: Bernadette Hinkle and Scott Sherman (Co-chair Liaison Peter
Loedel)
Diversity: Tim Brown and Eli DeHope (Co-chair Liaison Mary Braz)
Engagement: Melissa Rudolph and Ray Zetts (Co-chair Liaison Mary Braz)
Two members left the committee and two new members (Kim Slattery and Susan
Visoskas) were assigned toward the end of the academic year. SPAAC’s Cabinet
Liaison, Mr. Larry Dowdy, retired at the end of December and the new Executive
Assistant, Dr. John Villella, took over as a replacement. Undergraduate students were
never assigned; with only several SPAAC meetings held in the school year, the lack of
student participation was not a major factor in our work. Moving forward into Year 3, it
is imperative that we have student representation on the committee.
Technical and Reporting Processes: An Update from Year 1
TracDat was continued from Year 1 as the designated system for reporting
progress toward the completion of outcome measures. The Reporting Team entered the
objectives and outcome measures for Phase 1, year 2 of Building on Excellence in the
system and assigned them to outcome leaders. The reporting site data fields included an
outcome action update, progress toward completion, notes, attached documents,
continuation of the outcome into next year, resources allotted support advancing the
outcome, and how the resources were spent. The management of this process has
continued under the adept leadership of Scott Heinerichs and Laurie Bernotsky. Many of
the technical glitches that occurred previously have been eliminated.
One of the challenges noted in the Year 1 report was that there were considerable
up front challenges on the technical side as well as in the comfort level and understanding
of individuals who were reporting outcome updates. We noted last year (p. 2) that “Year
2 reporting processes should be more streamlined because users are beginning the year
with knowledge of the reporting site, understanding of their associated measures, and
awareness of reporting structures.” In Year 2, individuals required to input outcome
updates (in some cases, outcome leaders; in some cases, outcome supporters) had
familiarity with the process from Year 1. Additional fields and clarifications were added
to provide SPAAC with supplementary pieces of information and data. In addition, the
centralized process and alignment of planning goals, as recommended by SPAAC in Year
1, led to a much more focused and streamlined process of review, assessment, and
reporting. Many outcome leaders understood up front what measures and objectives they
would be accountable for in terms of reporting. Some problems persisted with the
reporting system, with missing or unassigned outcomes, but overall the reporting system
continues to function well.
Additional recommendations from SPAAC to further operationalize and
streamline objectives were closely followed by the theme teams over the Summer/Fall
2014 period. This process was coordinated with the theme teams and leadership by
Laurie Bernotsky and Scott Heinerichs. Outcomes were refined, added, moved to
different years, some were removed as they had been completed, and some were no
longer relevant. Updating the outcomes was handled through varying approaches across
the Theme Teams. Some processes (and theme teams) were more deliberative and
engaged while others were managed differently depending on the Vice President in
charge.
Overall, SPAAC would suggest that the overall record of implementation in Year
2 of the five themes, objectives, and specific outcomes advanced considerably and with
notable successes. Many objectives are completed or in the mid- or later stages of
completion. These accomplishments have continued to push the university forward on a
number of fronts such as the growth of distance education, graduate student growth and
program development (examples include professional doctorate programs in Nursing and
Public Administration), internationalization, engagement with the campus and
local/regional community, continued development of the university’s building
infrastructure, environmental goals advanced via the geothermal project, General
Education reform progressing, and assessment and accreditation program and planning
monitored and managed closely. This is not an exhaustive list, but one that suggests a
university strongly moving in the right direction.
However, with the successes, a number of serious challenges emanated including
the ability to manage and serve effectively the large and projected growth in student
enrollment and faculty growth. These challenges include developing a supportive
infrastructure from parking and office/classroom space to keep pace with said growth,
close monitoring of off campus sites such as services to students at the Philadelphia site
as well as the new Exton Nursing site, transitions in university leadership that may alter
the direction of university, notable controversies involving issues of campus climate and
diversity, and the ever-present state-budget realities and contractual issues looming that
threaten university finances. The 2016/17 WCU Budgeting Process, with its two core
principles guiding, must also be further explained and developed across the campus
community throughout the coming year. These challenges are in part, but not always,
integrated into the strategic plan, but there are no easy or quick fixes to many of them.
University leadership – and via the Theme Teams – should remain flexible, adaptable,
and nimble to adjust plans and objectives to meet some of these threats to the overall
health and direction of the university. Building on Excellence must remain a living and
breathing document and guide the university’s direction in the coming years. If not, the
plan will largely become irrelevant.
Year 2 SPAAC Operations
In some ways, the operation of the strategic plan reporting and assessment process
advanced considerably, as noted above, while in other areas the process was at times a bit
more confusing and unclear. SPAAC was notified that revisions to the Year 2 outcomes
were completed late in the fall semester. A note was sent out to the campus community
via the President’s newsletter in December of 2014 updating the timeline and status of
Year 2. However, the timing perhaps was not supportive of the campus community fully
digesting these changes. The process then delayed a mid-year reporting process from
November (the original goal) to sometime in late January/early February. Unfortunately,
the reporting data was not fully completed and since this was the first year of
implementing the “Year 2” interim date, some constituencies were either unclear or more
uneasy as to what was to be reported. Some reported in January/February but did not
update in April because they had no new data to report. Additionally, some objectives
were not assigned in TracDat, were not built in to TracDat, and outcome leaders wanted
to wait for academic or fiscal year-end data before they did their final report; Finally,
some people just did not submit anything. This data needs to be in the system so Year 3
revisions can take them into account, and so future assessment years can look back in the
system and see the data over time.
This process did produce a visual diagram to identify an annual, cyclical model
(Appendix 1) or review, assessment, and planning. The design and contribution from Dr.
Bernotsky helped to provide a strong foundation and direction moving forward.
However, at this point, the spring semester was already well underway and the need to
focus on a good reporting process by April 30th, 2015, did not allow SPAAC time to
more seriously consider and assess any half-year (or interim) reports from late January.
Our attention shifted to the final reporting of outcomes.
Finally, a new piece was added to facilitate the gathering of input, opinions, and
recommendations related to the strategic plan. This was the “Big Plan” days – two days,
three hours each, held in one of the larger student affairs ballrooms. The event was
marketed as an “open house” for which anyone could come by and provide their thoughts
and feedback related to the five themes. In many ways, the two days were a marked
success. Around 200 members of the campus community attended, from senior
administration including many VP’s to staff members. SPAAC and the Theme Team
members were placed at the five theme tables to receive and record ideas and suggestions
related to the theme. Three Theme Teams, Engagement, Enrichment, and Academics,
provided these suggestions to the strategic plan document-sharing site. Neither diversity
nor Sustainability provided suggestions. Attendees were also able to listen to updates,
meet and connect, and build a better understanding of some parts of the strategic plan
overall. While notably a success, and we will recommend continuation with this general
format, there was some uncertainty as to what was expected at the event. Moreover,
while some participants maintained a very deep and nuanced understanding of some
aspects of the Building on Excellence plan, others, many at the staff level, did not have
much knowledge. Finally, students were not well represented.
SPAAC Process Recommendations
As a result of some of the issues noted above, SPAAC has developed several key process
recommendations. Second, within the Executive Summary of each Theme Group below,
additional specific theme recommendations are set forth for your consideration.
Relationship between Theme Teams and SPAAC
It has become clear to SPAAC that there exists some confusion as to the
respective roles of SPAAC, the Theme Teams, and the Reporting Team. This confusion
may not be entirely true for those involved in the intricacies of strategic planning, but for
some of our members (especially new members) as well as those on the outside, it is not
clear as to where the line is (or should be) drawn.
This confusion arose noticeably
during the “Big Plan” days. It is our recommendation that a sharper distinction and line
be drawn between the two. SPAAC should revert primarily to its independent assessment
role. Members on SPAAC that are on both committees should not assess the theme for
which they are a theme team member. The three groups (Theme Teams, SPAAC, and the
Reporting Teams) will continue to work at times together, coordinate and cooperate, and
provide input. If one wants a truly independent and autonomous assessment, it is best to
keep the assessment (SPAAC) and decision/implementation (Theme Teams) side of the
plan separate.
Better Timing the Updates to Year 3 for Reporting Purposes
SPAAC recommends that any Phase 1 Year 3 updates or revisions be finalized
earlier (at the earliest possible point at the beginning of the Fall semester so as to allow
faculty input) and be shared and communicated earlier and extensively throughout the
university and divisions. This would also allow for the SPAAC “interim” report to be
completed at the end of November. With this format, SPAAC would have an opportunity
to proceed with a proper mid-year update and assessment. Further, it would allow time
for some course correction, funding to be identified, if needed, and additional advocacy
committed to support areas where progress is not being made.
SPAAC also recommends continued training of outcome leaders and supporters,
with additional emphasis placed on mid-year reporting by Theme Team and Division
leadership. The assessment and reporting that SPAAC completes depends on the data
reported to the system, and thus outcome leaders need to report as much “good” data
and information as possible. Many reporters did not provide mid-year data, so SPAAC
spent much of the two weeks that was allocated to writing the final report instead
tracking down missing data and correcting assignments and outcomes in the reporting
system. If mid-year reporting is completed in November, and completed by all reporters,
SPAAC will have ample time to review the assignments and outcomes in the system, as
well as provide feedback on missing elements in the reported data that are needed for the
final reporting deadline. Many of these key points have been updated over the Summer
2015 period via Presidential Cabinet level discussions.
Timing is also an issue for Phase II (Years 4-6). It is imperative that as Theme
Teams review Year 2 progress and revise outcomes for Year 3, they are simultaneously
looking ahead to Phase II. Again, Appendix 1’s “Strategic Phase 2 Development Plan”
should be closely followed. The Theme Teams should thus identify goals, objectives,
and outcomes that will be active in Phase II and Year 3 as well as provide a roadmap for
Years 4-6. The roadmap can be broad and general for now, but it must concretely
connect to the process and planning for the Periodic Review Report for Middle Sates.
“Big Plan Day” recommendations/ideas for moving forward
As stated previously, the Big Plan Days were an overall success. We offer some
recommendations for future events like these that may be implemented in Year 3. First,
the Theme Teams were asked to collect suggestions and ideas shared at the tables and
post the information to the SharePoint system. Thee Theme Teams shared their
documents. As this seemed to be one of the major outputs of the Big Plan Days, SPAAC
recommends that guidance be provided to the members of the Theme Teams collecting
this information as to how it might be used. SPAAC recommends that ideas be linked,
where possible, to existing outcomes and the people that shared the ideas be linked to
outcome leaders to be able to discuss how their ideas fit into the work related to the
outcome. Some of these points were accepted by President’s Cabinet and implemented in
the Summer 2015 period via the theme teams. Ideas that do not link to existing outcomes
should be considered by Theme Teams for how they might link to outcomes in future
phases of the plan, or as new outcomes that support existing objectives.
Another recommendation for future Big Plan Days events is to send a link to the
Strategic Plan website, highlighting the current year of the plan. Many members who
attended Big Plan Days had little familiarity with the plan, and were asking where they
could find more information. If the link to the website is sent out ahead of the discussion
sessions, people can read and come better prepared to discuss.
Attendance was fairly diverse at Big Plan Days, with around 200 people attending
in total. Staff was widely represented, but not as many faculty were present given the
days occurred during finals week. Very few students attended. Expectations of what
would happen during the sessions varied widely. Many people expected a formal
presentation of some sort because the posters were mentioned in the email. The openhouse, discussion format worked very well but could be more clearly described in emails.
Ultimately, people should be provided earlier and upfront with a clearer picture of the
overall “process” – i.e. this is the plan, this is what it means, this is where we are at right
now, and this is where we are heading. Making revisions to the Strategic Plan website
might support the implementation of these suggestions.
Strategic Planning Website
The website needs a more prominently featured on the WCU website so people
can find it easily. Each year, the website should be updated by the time of the President’s
State of the University address to include:
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The Current Year 3 Glossy
Planning Wheel
Phase II/Years 4-6 Roadmap
Explanation of SPAAC/ Theme Team roles
SPAAC/Theme Team Membership lists
Idea Box for general comments or suggestions to be routed to the correct
Theme Team and to SPAAC
SPAAC report from previous year
Short videos with highlights from each theme
Continue with Revision of Measures and Alignment of Goals for Reporting
Within Divisions, SPAAC recommends the alignment of divisional and unit goals
with strategic plan. Where possible, individual performance management goals and
expectations should also align with strategic plan reporting. This has been done in many
instances and led to some more focused action and accomplishments for Year 2, and,
where necessary, continue with this for Year 3 (and looking ahead to Phase II).In
addition, and as feasible, SPAAC recommends a further alignment of the strategic plan
reporting with PASSHE KPI’s, the new PASSHE Strategic Plan, and Middle States
Standards of Excellence.
Where necessary and appropriate, SPAAC recommends that theme team members
continue to revisit the wording of some measures. SPAAC recommends further
refinement of reporting goals using metric or quantitative measures for Phase 1, Year 3
goals. Though many measures are able to be assessed in their current form, others
continue to be very broad or lack specific, measureable language. This may especially be
true as the theme teams begin to review the Phase 2 (Years 4-6) plan objectives.
Communication to Campus Community
The degree to which divisions, units, and people are familiar with Year 2
measures varied considerably. SPAAC recommends Division Leadership continue to
hold discussions when appropriate with units identified in the strategic plan so
stakeholders are familiar with the goals, objectives, and measures toward which they
should be making progress.
Where appropriate, SPAAC should reach out to key
constituencies or groups on campus to gather more input.
SPAAC recommends working toward greater involvement from an increasing
number of campus community members. Connecting ideas and people from Big Plan
Days and the Online Idea Box to linked outcomes and outcome leaders and supporters
may help include a wider representation of people and work into strategic plan reporting.
Theme Executive Summaries
What follows is the Executive Summary for each of the five Themes: Academics,
Enrichment, Sustainability, Diversity, and Engagement. For a more detailed assessment
analysis, please refer to the full assessment reporting document (bound copy).
Academics
Executive Summary
Enrichment
Executive Summary
Sustainability
Executive Summary
Diversity
Executive Summary
Engagement
Executive Summary
Conclusion
The committee strongly feels that notable early progress has been made with the
implementation and advocacy stage of Building on Excellence. First, after considerable
effort and investment of time and energy, a reporting model via TracDat/Sharepoint is
firmly in place. The continued alignment of divisional, unit, and personal goals and
objective to the plan will hopefully reduce duplication of reporting and centralized
information gathering and analysis for the next few years to come. Moreover, alignment
to Middle States and PASSHE strategic objectives can also be further integrated into the
planning and reporting process in the upcoming 2015-16 year. This is very important
role and works needs to be done to clarify how this will come together.. Second, it is
clear that the university and the various responsible units and individuals are indeed
actively initiating, implementing, and in some cases, completing or exceeding target
goals and objectives. Some areas, as noted in this study, will require more focus as well
as some additional investments of time, resources, and personnel.
Increased
communication, outreach, and further refinement of the plan are also necessary, with
SPAAC taking a leading role along with the President’s Cabinet. SPAAC looks forward
to continued close cooperation in Year 3.
Academics
Executive Summary
The Academic Theme in West Chester University’s Strategic Plan, Building on
Excellence, states that “West Chester University is dedicated to excellent academic
programs, while supporting and developing and academic environment that ensures
student success.” To achieve this promise, the plan outlines four major sub-themes or
areas for development, and at the end of the second year, we are pleased to report
substantial progress on many of those goals. It is also important to recognize that many
of these goals will be continuing through the next year (and likely some into Phase 2,
Years 4-6) as part of the implementation of the strategic plan. Below we summarize the
accomplishments, and outline some suggestions for making progress in areas that are
moving slowly.
The revised Year 2 objectives were developed over the Summer of 2014 and into
early Fall 2014 under the direction of the Academic Theme Team – led by Provost Linda
Lamwers, Dr. Jeff Osgood, and Dr. Vernon Harper. As several of SPAAC’s members
were part of this process, it is worth noting that the level of engagement, discussion, and
input was significant. Opportunities were provided to revise, refocus, and make more
measureable the outcomes with this theme. The end result was a much more focused set
of objectives and outcomes for 2014-2015 where fewer individuals identified as outcome
leaders. There appeared to be more understanding of the process as well as the
accountability of individuals (the outcome leaders) to focus on the relevant objectives.
As a result, of the objectives and outcome listed below, there were significant steps taken
to implement the objectives, to move toward the outcomes, and assess the degree or level
of implementation. Despite the progress, the Academic Theme still remains, by far, the
largest and complex of the five themes in terms of reporting - over 13 specific objectives
with 32 measures across several Divisions. The attention and support of university
leadership with these objectives is critical to the overall success of the university moving
forward.
From Year’s 1 report, we noted the following recommendations. It is worth noting
them here again in Year 2 along with a short note about where we stand today as well as
additional steps to be taken:
Major Recommendations from 2014:
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Continue to develop distance education (DE) opportunities and choices for
students, but ensure that the quality of instruction and student learning outcomes
are assessed appropriately to determine effectiveness. Infrastructure and
technological support must continue and increase.
o In 2015, the increase in DE was noteworthy, with significant overall
increase in DE Courses and student enrollment. Moreover, the shift to
focus the overall academic quality (student learning outcomes) as well as
the overall experience of the students and faculty is no underway. This
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objective, and relevant outcomes, should continue into Year 3. The
achievements in this area under the direction of VP Dr. Chris Fiorentino
are to be commended.
The Assurance of Student Learning (ASL) Outcomes initiative must remain a
highest priority for academic affairs as we move closer towards the Periodic
Review Report (PRR) required of Middle States in 2015-16.
o In 2015, the ASL Outcomes initiative is no longer an initiative per se, but
rather the central mission of Academic Affairs and the assent of student
learning outcomes. No program is left outside the parameters of this
initiative. It is therefore critical that this objective remain as a center point
of Year 3 and beyond as we build toward the PRR for Middle States.
Significant progress on this objective was made this year, with 82
undergraduate and graduate programs evaluated using the ASL rubric
(which evaluates the assessment efforts of all programs of study). The
achievements in this area under the direction of Dr. Scott Heinerichs are to
be commended.
Graduate Education has shown tremendous strength and nimbleness in growing,
achieving accreditation, and developing new programs. This is a vital area of
growth on campus that is worthy of more support.
o Under the strong leadership of Dr. Laurie Bernotsky, graduate education
has seen even more growth and success with the development of unique
and creative graduate programs as well as the implementation of the
Doctorate of Nursing. This area has seen tremendous growth. However,
in order to sustain continued success and build for the future, adequate
support in terms of resources (such as graduate assistantships) is necessary
and required.
International student recruitment efforts appear to be more focused with an
action plan and strategies developed. If this is an area of strategic interest in
growing, investments in the form of more GA awards and increased campus
flexibility with the use of tuition dollars/EG funds to provide scholarships or
tuition reduction/discounting for international students are critical.
o 2014-15 saw the implementation of some key strategies and pillars of
international student recruitment and outreach. These include major
revisions to the Admissions website, Center for International Programs’
and Graduate Office’s websites, investments in a permanent “arm chair”
international recruitment service (College Week Live), outreach to our key
partner at the American College of Norway, as well as the Team China
and Team India initiatives. The number of international students
continues to grow steadily, but the Fall 2015 data target of 145 is not
certain at this point. Scholarship dollars have helped secure some
commitments but were not able to be implemented until halfway through
the academic year. The creation of an “international student” class for
tuition discounting is necessary to advance this goal further.
Major steps have been taken in developing the Philadelphia onsite campus.
Continue to monitor and assess the quality of student services provided, student
learning outcomes, and instructional and faculty needs.
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o Efforts are currently underway to work with the West Chester in
Philadelphia Team to ensure program outcomes are consistent with the
current heat maps that have been established for each program. These
efforts are in the early stages, but overall retention rates are noted as
“strong.” We encourage a continued sharp focus for next year on SLO’s
in the off-site locations such as in Philadelphia to ensure consistency
across learning environments. Early Stages in terms of completion.
Ensure the continued progress of the General Education reform process in Year
2.
o The General Education review committee has made steady progress and
developed a clear process of engagement with the campus community.
There are very good indicators (multiple meetings and workshops
conducted) that the revisions to the General Education curriculum are
headed for a successful outcome. Dr. Mader’s leadership in this area is to
be commended. It is imperative that University leadership provide a clear
commitment to this process so as to ensure implementation of the goal.
Strongly coordinate Academic Affairs instructional and faculty needs with
facilities and possibly speed up the development of a comprehensive plan to
ensure adequate space allocation for offices, teaching, and research.
o New buildings have opened up (Mitchell Hall, Commonwealth Hall) and
BPAC remains on course to alleviate some of the classroom and office
space issues. However, long term implementation of the Master Plan must
remain a focused area of investment. The potential development of an
Engineering program will likely impact any decisions on space and
resources needed to implement this and other programs.
As will be shown below, these major recommendations are coupled with the more
specific objectives, outcomes and program areas that require continued focus. The
following section identifies objectives, provides an update on the status (completed, in
progress, early stages of implementation, etc.) for some specific outcomes.
Outcome Updates
Academic Planning continues to be a major challenge at West Chester given the
enrollment growth of the institution as a whole. Departments struggle to offer enough
courses to meet student demand, and the very infrastructure of the institution is struggling
to accommodate all of the faculty, staff, and students that we serve. Despite these
challenges, planning efforts continue, and this year the colleges worked to align their
college-level strategic plans with those of the division and university.
1.0A By the end of AY15, each academic dean will have led their respective colleges in
the identification and creation of outcome goals that are consistent with the university's
strategic plan and are based on the college's strategic plan. Each college level plan will
prioritize the implementation of goals by AY 16 and include a formal plan for
communicating ongoing planning efforts to the university community.
This outcome is in progress, early stages.
Substantial progress was reported toward finalizing the graduate strategic planning effort,
with completed strategic action plans for every department on campus with a graduate
program, but undergraduate planning is in the early stages. More resources to support
true enrollment management would almost certainly help to advance this objective and
expand these planning efforts to our undergraduate programs.
1.0B Pilot waitlist functionality through the end of AY 15 and prepare to implement
university wide by the end of AY 16, which will contribute to a data informed approach to
building the course schedule.
This outcome is in progress at the middle stages.
One specific success this year included the piloting of waitlist functionality in our course
scheduling software, which will allow departments to better gauge the demand for
specific courses. The results on this outcome that were reported in the system were quite
vague, but SPAAC believes that six departments (at least) participated in the pilot, and
that Megan Jerabek in the Registrar’s office could provide much richer data than was
presented in TracDat. Outside of the reporting system, Megan reported that 355 sections
had waitlists, 493 students were currently on waitlists, and 313 students have moved from
waitlists into classes. These data indicated the waitlist pilot is a big success.
SPAAC recommends that the outcome leader for this outcome be reviewed and if
beneficial, changed for year three to ensure accuracy of data submitted to the reporting
system.
1.1A Evaluate ASL structures for each of the colleges and support areas in AA as
evidence by heat map charts and document what if anything is impeding progress.
This outcome is complete.
Significant progress on this objective was made this year, with 82 undergraduate and
graduate programs evaluated using the ASL rubric (which evaluates the assessment
efforts of all programs of study). The process has been formalized so that all academic
programs are evaluated each AY in November for the previous AY results/actions, and a
“heat map” has allowed departments to identify some of the communication challenges
that remain in terms of making sure that assessment efforts across the campus are being
reported consistently.
1.1B: All 5 academic colleges will inventory current offering of internship and practicum
experiences available for majors within their respective academic departments and
develop strategies to expand/enhance opportunities.
This outcome is in progress, at the middle stages.
An additional outcome related to tracking internship and practicum experiences was
added to this objective, and all the Colleges (outside the College of Education where
teacher placement is the practical training) reported developing inventories, looking for
specific academic affairs guidelines for faculty supervision and ways to monitor student
success, and discussing expanding/enhancing opportunities. However, limitations in
faculty loads and teaching assignments related to internships (for example, the 25%
clause) will limit the expansion and development of more internship programs. This is an
unfortunate circumstance and suggestions for more focused “Summer” internship
programs (for example, what happens in Criminal Justice) might be one solution.
Student success is increased with internship opportunities. We should not be limiting
these opportunities if at all possible.
1.2A Engage the campus community in reviewing the General Education goals, courses,
and assessment methods as evidenced by General Education Meetings around reform as
well as ASL project focused on general education.
This outcome is in progress at the midpoint.
Significant progress on this objective was made this year. The General Education
Advisory Board worked throughout the academic year to draft a proposal for a revised
General Education curriculum based on the conceptual model that was approved in year 1
of the Strategic Plan. To that end, more than 20 open meetings were held throughout the
year to gather feedback from the campus community and funding was approved for 60
faculty to participate in summer projects that will develop student learning outcomes for
the proposed curriculum so that the faculty have more detail about the proposal before the
scheduled vote by the curriculum body in the fall. Assessment results for the current
curriculum continue to point to several challenges with the current Gen Ed curriculum, a
key reason that the revision of the General Education curriculum is occurring. Additional
workshops on student learning outcomes and possible pathway courses were developed
over the Summer 2015 period. However, continued focus and support for this effort are
needed in the remaining time frame in order to move this outcome toward completion.
Most of the specific outcomes for objective 1.3 are scheduled for later phases of the
Strategic planning process, but one set of outcomes was reported on this year, the
completion of the Equity Scorecard Program, and the reporting/publicizing of those
findings.
1.3B Ensures that the Dean of Undergraduate Studies and Support Services Office
publicizes and promotes the Equity Scorecard Program, findings, data and Equity
Matters initiative; through no less than 3 University presentations during the 2014-2015
academic year.
This outcome is complete.
A mid-year snapshot demonstrated that presentations were given (or being given) to a
number of campus constituencies. It appears that this goal was being met, but we are not
sure what the ultimate effect or outcome will lead to over time. It is important that these
efforts continue and that we use the data to inform program assessment, planning, and
investments of resources.
1.4 D From 2015, increase of at least 5% in the percentage of senior students who report
on the National Survey of Student Engagement (NSSE) that they have completed
scholarly or creative research projects with faculty members.
This outcome is complete.
Most of the specific outcomes for objective 1.4 are scheduled for later phases of the
Strategic planning process, but one set of outcomes was reported on this year related to
the number of senior students who complete research with a faculty member (according
to National Survey of Student Engagement (NSSE). The 5% increase that was our goal
was nearly achieved with 19% of senior students surveyed indicating that they completed
or were in the process of conducting research with a faculty member (up from 17% the
prior year), and 13% indicating they planned to do such research with a faculty member
during the current AY (up from 11% in the prior year). Ultimately, we would love to see
these numbers even higher, but the improvement over last year is a good sign and we are
continuing to look for better ways to engage more students in research and to better
assess this goal, given that the NSSE relies on student self-reporting, an indirect measure.
1.5A By the end of AY15, the advising task force will submit a plan for engaging
multiple stakeholders in the identification of a definition excellent advising and ways in
which the institution can best support faculty in meeting the standard of advising.
Considerable progress has been made in achieving this goal. Data is being collected and
analyzed with the goal this summer of preparing recommendations for the Advising Task
Force in the Fall. Dr. Cheryl Wanko is to be commended for her efforts in this area. It is
critical that these recommendations be taken seriously for full implementation in the
upcoming year.
1.5C Identify specific advising needs of transfer students, and develop a specific transfer
advising plan.
This outcome is in progress in the early stages.
Little if any progress is evident in this area. Apparently data has been collected on
transfer students and a predictive model of their performance developed. What this model
actually is and more precisely how it is related to advising is at this time unclear. SPAAC
recommends Theme Team leadership identify strategies to improve reporting for this
outcome in year three, potentially identifying a new outcome leader to report on this
outcome.
1.5D Improve the academic advising process by incorporating predictive analytics in
the faculty and student’s consideration of courses as evidenced by implementation of
Degree Compass.
Degree Compass is a software package sold by D2L. Acquiring the software was a
unique opportunity for WCU to be a launch customer. Considerable time went into
discussing the software and its potential use on campus and the software is
currently be evaluated by a subcommittee of the Advising Taskforce. Further
development of the software’s implementation and assessment is still needed to see
this objective implemented in year 3 as well as its campus effectiveness. Until the
software is fully implemented, the outcome leader will not be able to provide data
for assessment of Degree Compass’ effectiveness at WCU.
1.5E Integrate current technology into WCU’s curriculum and catalog processes by
deploying course and curriculum management as evidenced by implementing “Leapfrog”
software.
This outcome is in progress, at the midpoint.
Great strides have been made this area. An up-to-date, “cleaned up” (in terms of
curricula, course descriptions, pre-reqs, etc.) catalogue is near completion and should be
available online in late May. Asst. V.P Santivasci is to be commended for his efforts in
this area.
1.6A By fall 2016, increase the FY cohort 4 year graduation rate from a baseline of
42.6% (2095 cohort) to 46.9 % (2115 cohort). In same two years increase the FY 6 year
graduation rate form 68.7% (2075 cohort) to 70.7% (2095 cohort).
This outcome is in progress, in the middle stages.
The reported data is unclear. Apparently the graduation rate for the 2105 cohort (a group
not mentioned the above goal) is 45.3%. This goal appears to not have been met,
however relevant data need to be submitted to the reporting system. Data provided
indicate that programs and activities aimed at increasing retention are being implemented,
but the graduation rate data is not report. Indeed, as retention has gone up, perhaps this
goal has been met. SPAAC cannot tell based on the data provided.
1.6B Submit process analysis report of Early Alert program by the end of AY15 to
determine which data are indicative of student success.
This outcome is in progress, nearing completion.
The Learning Assistance and Resource Center has conducted a process analysis of the
Early Alert Program. In 2014-2015 the program expanded to include all general
education courses. The EAP developed a comprehensive assessment plan for tracking
impact of the program and is in the process of gathering data. Follow up with this
objective to ensure its full implementation and success in assisting students is required.
1.6C: Increase the 2nd fall retention rate of transfer students from a cohort baseline of
82% in fall 2012 to 84% by the fall 2016; Increase the 4 year (5th Fall) transfer
graduation rate from a baseline of 64% for the 2010 cohort to 66% in the Fall 2016.
This outcome is in progress in the middle stages.
Progress has been made and a plan to achieve these objectives is clearly articulated with
the Retention and Graduate Committee, most recently with the completion of the
Transfer Transitions Program this Spring 2015. However, given the provided
information, it is difficult to determine neither what the final analysis of risk factors was
nor the success of this program. More focus should be put on providing the appropriate
check-points and data as evidence for the request for support. No data is reported
regarding retention or graduation rates, but appears that this will be available in a midMay report and in the fall. A more accurate assessment may be appropriate in Fall 2015.
1.6D: The Retention and Graduation Committee will demonstrate the efficacy of an On
Time to Graduate Campaign using WCU student data by the end of AY 15.
This outcome is in progress and in the early stages.
Given the lack of information provided, it is difficult to determine the efficacy of this
program. Apparently a proposal was presented May 11th, however, no student data is
provided despite a significant request for funds/resources. Perhaps this was provided in
the report, however, we cannot ascertain if we have met this objective based on criteria
and the information provided.
1.6E: The Retention and Graduation Committee will evaluate the outcomes of the
Cabinet implemented Equity Scorecard recommendations and propose either an
expansion or modification to those recommendations by the end of AY 15.
This outcome is in progress and in the early stages.
It is not clear where this objective is at the current time. The Retention/Graduation
Committee assigned a sub-committee to carry out this outcome. The subcommittee has
received copies of the Equity Scorecard reports and is in the process of reviewing
outcomes and contacting key personnel in charge of carrying out recommendations to
determine progress to date. As with 1.6 D, it is difficult to ascertain where we are with
this objective. Nothing was reported for the final reporting date for year two.
2.4A: Increase the number of enrolled international students by 84% from a baseline of
104 students in the Fall 2013 to 145 by the Fall 2015.
This outcome is in progress and at the midpoint.
International student enrollment is an area that has been focused on and is noted as an
accomplishment. It appears that WCU has seen modest increases in this area with 133
Spring 2015 students. Dr. Peter Loedel should be commended for bringing some
additional focus and efforts to this area. It appears that WCU is on target to meet this
objective in Fall 2015, but further support, as noted in the recommendations, is required
moving forward.
2.4B: Deliver a comprehensive evaluation of the Center for International Programs by
the end of AY15 which will include: recommendations, targets and goals for remainder of
the strategic plan.
This outcome is in progress, nearing completion.
This is slated for completion in June 2015, and appears to be on track to be completed at
that time.
3.1 A Allocate new resources so that support services for distance education programs
offer an educational experience that is comparable to the high-quality experience
students receive on campus as evidence by the assignment of resources for Distance
Education Resources.
This outcome is in progress and at the midpoint.
With the continued large increase in DE courses (89% increase over one year 20142015), the DE Office is conducting a number of information gathering measures (surveys,
focus groups, online inputs) to assess what can be done to improve the quality of the DE
experience. With the large growth in DE, it is important to continue to monitor the
students experience with DE and find ways to enhance programming. It is reassuring to
see this effort moving forward.
3.1 B Catalogue student learning outcomes for programs delivered at off-site locations
and undertake comparison of preliminary learning as evidence by ASL review of
program outcomes.
This outcome is in progress at the early stages.
Efforts are currently underway to work with the West Chester in Philadelphia Team to
ensure program outcomes are consistent with the current heat maps that have been
established for each program. These efforts are in the early stages, but overall retention
rates are noted as “strong.” We encourage a continued sharp focus for next year on
SLO’s in the off-site locations such as in Philadelphia to ensure consistency across
learning environments.
3.1 C Assess impact of student access through distance education as evidence by
demographic data by OIR.
This outcome is in progress in the early stages.
As noted under 3.1A, there has been a continued large increase (and access) to DE from
our student body, growing 68% in the Fall of 2014 (yearly data over 2013). In the Spring
of 2015, 10.2% of the study body took a DE course, up from 4.8% in Fall 2013. It may
be hard to know exactly when the outcome has been achieved per se, but Dr. Fiorentino’s
work in External Operations to build the DE component of the campus is to be
commended.
3.3A Develop a feasibility/impact study regarding co-located programs at regional
community colleges and/or a regional branch campus by AY15 that ensures that West
Chester has the capability to expand and assesses the faculty complement.
This outcome is in progress at the midpoint.
Many activities associated with this outcome were pursued and completed in year two,
including additional programming, establishing an internal stakeholders team, and Dual
Enrollment agreements with area School Districts. Dr. Fiorentino is to be commended for
his leadership is this area, despite the problems associated in implementing a regional
branch campus. With the development of the Nursing Program site in Exton, Objective
3.3 B below must be monitored closely. Services for students must be a priority in any
decisions to locate WCU programs and students off site.
3.3B: Allocate resources to ensure that support services for offsite and co-located
programs offer a comparable educational experience.
This outcome is in progress and nearing completion.
Resources have been assigned specifically to our WCU in Philadelphia campus to help
ensure a comparable experience for students. A Program Counselor has been hired who
works primarily in Philadelphia as a resource for the students. In addition, relationships
have been established and specific information sessions are held in Philadelphia with
representation from main campus resources (i.e., Bursar, Registrar, and Financial Aid) to
ensure these students are provided with the information and/or resources that are needed
prior to each semester. The work on this outcome is to be commended.
3.3C: Develop a plan that will ensure high-quality and strong student learning outcomes
from students participating in programs that are co-located and offered offsite.
This outcome is in progress and at the midpoint.
Assessment plans are being implemented on a continuous basis based on faculty and
student feedback. Surveys are provided and the results are provided to our Branch
Campus Coordinator so that concerns are addressed in a timely fashion. This will be an
ongoing process as the programs offered off-site increase and additional needs are
uncovered through feedback.
3.3D: Reach enrollment of 500 students at co-located programs and/or regional branch
campus by end of the strategic plan.
This outcome is in progress at the early stages.
WCU planned to offer first semester freshman courses to commuting students at the
Graduate Center beginning in the Fall of 2015. A letter was sent out to 1,000+ students
who were currently waitlisted that meet our minimum standards for acceptance at the
university to determine interest in this new option. This plan has not been implemented.
3.4A Strategically enhance graduate education, and develop high-quality graduate
programs as evidence by the development of new or existing graduate programs.
This outcome is complete.
The University has invested $180,000 in strategic plan funding on GA awards to grow
grad enrollments. This has led directly to Spring 2015 where the university saw the
highest grad enrollment ever, at 2,295, and 8.7% increase over last spring. Furthermore,
five new LOIs have been submitted to PASSHE for new graduate programs:
A Doctor of Pubic Administration (CBPA)
An Ed. D. (COE)
An MS in Nutrition (CHS)
An MS in Clinical Mental Health Counseling (COE)
An MS in Applied and Computational Mathematics (CAS)
3.4B Ensure resources to support graduate assistantships, graduate coordinators and
graduate faculty as evidence by base funding for tuition increases for GA S and graduate
coordinators based on enrollment growth.
This outcome is complete.
The Graduate Office has requested (Critical Needs) a base increase for GA awards tied to
increases in tuition. The Office also received $180,000 in one-time money for GA
awards which we used this Spring 2015 and has asked for $250,000 of base money to
support graduate enrollment growth in the future. Coordinators continue to receive base
funding, which was established two years ago.
These are all very significant and important accomplishments (3. 4 A) investments (3.4
B) targeted to advance this important objective. It is very clear that the objective of
increasing graduate student enrollment, supported via strategic initiative dollars or base
funding, has led to specific outcomes – namely more graduate students and exciting and
innovative new graduate programs (including several professional doctorate programs).
This has to be considered a major success story. Dr. Laurie Bernotsky, Dean of the
Graduation Division, is to be commended for her tireless work and support of this
objective. However, the efforts must be sustained if we are to continue to see growth in
enrollments. We cannot rest on the successes of the past. In order to maintain this
growth, further investment and careful planning will be needed.
3.7A: Upgrade the Veteran’s Center physical office resources and develop or find an
instrument to measure student veterans’ satisfaction
This outcome was not updated in the system. SPAAC recommends this outcome update
be completed as soon as possible so their current status may be used when considering
revisions for year three.
3.7 B Review and update the university's policies and methods for assessing and
awarding credit for prior learning by the end of AY 15.
This outcome is in progress at the midpoint.
Other than some discussion for including credit for prior learning in the new DPA
program, and via our existing methods such as CLEP, this does not seem to be moving
forward and remains at the “Early Stages” of implementation. If the university is truly
committed to seeing this objective more fully developed, it will need to consider ways to
focus efforts in a comprehensive plan of action. However, focused discussions within the
DPA program (among other possibilities) is to be encouraged.
3.7C: Increase the funding related to outreach and marketing for the Veteran’s Center.
This outcome is in progress and nearing completion.
A Graduate Assistant worked in the Veterans Center during the spring 2015 semester.
This enabled more military members seeking assistance with how to attend WCU to be
helped. Final edits are being made to Military/Veteran Ally Training which will assist
faculty, staff and student awareness to challenges Student Veterans face during their
transition from the military to college life. Additional monies were spent through
graphics and printing to help develop outreach packets for the Veterans Center. Unsure if
it should be carried over to next year, but it should remain a priority for the university.
4.2 A Establish comprehensive plan that ensures all permanent faculty members have
individual offices and appropriate facilities in which to work by the end of AY15.
This outcome is in progress at the midpoint.
It is stated in the report that data is being collected and has been presented to cabinet to
inform the University Master Plan. It is noted that this “expected” to be on target. If the
plan is indeed developed, efforts will need to be increased to actually put the plan into
place. As was noted in last year’s report, “…. significant remodeling and construction,
notably the renovation of Mitchell Hall, the nearly completed Commonwealth Hall, and
the planned CBPA building will eventually open more faculty office space and
instructional space, as well as meeting places for faculty, staff, and students. However,
at the time of this analysis, there are still significant problem areas in terms of faculty
office space, research and instructional space, especially in the laboratory sciences.”
While Mitchell and Commonwealth have helped alleviate some space constraints, and
CPAC is moving forward with an opening date of Fall 2016, the space problems,
especially in the science labs, will continue to be an area in need of focus. The Nursing
program is also moving off site (Exton) which may help with some office and facility
constraints on South Campus, but it also raises a number of issues connected to student
advising and access to campus resources. The potential needs of a proposed Engineering
program will also affect resource allocation and space needs. This will need to be
closely monitored and carefully assessed in the remaining years of the strategic plan.
4.2B Increase the ease and effectiveness of the university's workflow practices for
students, faculty and staff by implementing a document management system.
This outcome is in progress in the early stages.
Significant work, led by the Director of the Registrar’s Office, Joe Santivasci, has gone
into the initial stages of the developing and ultimately implementing a documentation
management system. This system is very much needed, given the aging system we
currently use. Strategic Planning initiative dollars have been invested to purchase
Hyland’s OnBase Document Management Software. This is very notable achievement,
although the final contracts are awaiting approval in Harrisburg. The leadership and
commitment to this system is noteworthy and to be commended. Additional support will
likely be needed moving forward with the actual campus implementation of modules
(TEP and Financial Aid, as first test cases). This remains a high priority.
Conclusion
The Academic Theme Sub-Committee is pleased to report that considerable
progress has been made in advancing the various goals and objectives outlined in Year 2
of the Phase 1 introduction of the plan. Many of these advancements are in the mid or
near completion stages. This signals to the committee that identified areas of
responsibility are taking their assignments seriously and are implementing actions to
achieve those goals. That said, there are additional areas where renewed leadership,
support, and direction are needed to see additional implementation of the goals and
objectives. Clearly, the Academic goals are central and critical to the mission of the
university – ensuring student success. Assessment, advising, teaching and learning,
research and scholarship all require the support structures (office space, classroom space,
instructional support, international offices, among many other infrastructure pieces) for
students, faculty, and staff to excel. It is imperative that Academic Affairs have the
priority of the university leadership.
Enrichment
Executive Summary
The Enrichment Theme goals direct WCU to build on the number of programs
and activities that enhance quality of life for all campus community members. Focused
on increasing visibility, improving academic programs and strengthening community
impact, campus members have expanded enrichment activities during this second year of
Building on Excellence implementation. Many athletic, artistic, cultural and co-cultural
events this year provided students opportunities for engagement and enrichment.
The two Enrichment goals in the West Chester University Strategic Plan for the
three years in Phase 1 include four objectives, each with multiple outcomes to be enacted
in various years of Phase 1. Twenty of these outcomes were active during Year 2. Ten
outcomes have been completed, and ten are in progress. The progress on these items is
expected for this point in Phase 1 and SPAAC wishes to recognize the hard work of
campus community members who work toward outcomes in the Enrichment Theme.
These many successes strengthened support for student research, service-learning,
athletics, musical groups, and academic programs. A major accomplishment for the
Enrichment Theme during Year 2 was related to student involvement in organizations on
campus. Student Leadership and Involvement has increased participation in academic and
professional clubs and academic musical organizations by almost 20%, far surpassing the
goal of 2.5%. In addition to this accomplishment, new initiatives for Alternative (service)
Break trips and new collaborative efforts between Student Affairs units and academic
departments were established. A particularly notable highlight in Year 2 is the approval
of a new minor in Leadership. Community groups have increased their rental use of
athletic facilities, and athletic organizations are strengthening their connections to
students through the use of social media.
Major Recommendations
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Monitoring the new Leadership minor and considering goals for assessment
related to it (i.e. support or enrollment).
Incorporating Graduate Student enrichment activities into planning.
Supporting connections between Communication Studies and Athletics to
reach social media targets.
Complete missing data in the reporting system. In some cases, the final
reporting deadline was before final program or academic data was available.
These data should be reported over the summer so they may be tracked in the
system in future years.
Outcome 2.2A, or the work related to it, may need to be reconsidered for year
three as aspects of this work are reported in other outcomes.
A thorough review of Year 2 includes looking back at recommendations from Year 1
to see if connections between years were made. Major recommendations from Year 1 and
their progress this year are noted below:
 In Year 1, SPAAC recommended to convene stakeholders to suggest revision of
Enrichment outcome 1.1A to make it measureable. This recommendation was
adopted and successfully implement.
 SPAAC recommended, in connection with Enrichment 1.1B, stakeholders be
prepared to submit a plan regarding the Leadership minor in Fall 2014 or earlier
so future action steps to implementation are not delayed. This recommendation
was adopted and successfully completed.
 Progress was made toward the recommendation related to Enrichment 2.2A. It
calls for a committee of stakeholders to assess ways to enhance offerings,
delivery, and access to enrichment activities. Outcomes of this work will include
presenting a unified image of enrichment activities, creating a central entry point
to activities, and exploring how these activities are presented to the community.
The actions associated with this measure call for a report by the end of Spring
2014 on the three specific steps this committee will suggest for action in 2014-15.
The three actions were reported in Spring 2015, and focused on a central calendar
and ticketing system. These elements are important and the work toward them is
excellent, but they are accounted for in other outcomes within the strategic plan.
This outcome calls for broad thinking about a unified image of enrichment
activities, and exploring how they are presented to the community, and SPAAC
recommends incorporating these goals in work related to this outcome in year
three.
Summary
The Enrichment Theme had four objectives and twenty outcomes active in Phase I, Year
II. Progress made toward them is discussed in the subsequent paragraphs.
Overview of Theme Purpose
The Enrichment Theme goals direct WCU to build on the number of programs and
activities that enhance the campus’ quality of life, as well as that of the region, nation and
world. These activities are central to the University’s educational mission, providing
students with experiences that expand and shape their understanding of the world.
Focused on increasing visibility, improving academic programs and strengthening
community impact, campus members have expanded enrichment activities during this
second year of Building on Excellence implementation. Many athletic, artistic, cultural
and co-cultural events this year provided students opportunities for engagement and
enrichment.
Introduction
The Enrichment team has been very active in achieving their outcomes. Eight (8)
outcomes are complete, seven (7) are nearing completion pending end-of-semester data
collection, and two (2) still require some more focus during the upcoming year.
Actions supporting student personal, professional and civic development have included
international alternate spring and winter break trips partnered with faculty members and
student trip leaders as co-facilitators/co-coordinators. The Office of Student Leadership
have increased the number of students participating in leadership development programs
by approximately 25% and URM by 64%. In addition, a Leadership minor was
developed that was approved by CAPC review. The Athletic Mentoring program has
contributed to the decrease in varsity athletic on academic probation. The spring
semester Student Athlete Support Services Program was very successful holding 9
events, some of reach maximum capacity attendance.
Actions supporting better integrating enrichment into WCU’s academic and community
programs and activities include the Office of Student Leadership and Involvement and
selected Student Affairs Units partnering with Academic Departments to increase the
number of students participating in academic/professional clubs and academic based
musical organizations to 3317. WCU Athletic teams as well as the Student Athlete
Advisory Committee (all teams) have participated in more than 25 specific events to help
out with the local community and/or raise money for various organizations. In 14-15, all
athletes have participated in over 5500 hours of service. Progress continues to be made in
purchasing a centralized ticketing system and a campus calendar to highlight community
events. In reaching our goal to have WCU Athletics aspire to be the “center” of sports
facilities in Chester County, facilities continue to be improved (i.e. new batting cage,
scoreboard at Rockwell Field, etc.) and our rental income has surpassed the previous year
and income generated from contracts for May/June will likely exceed the projected 10%
increase. In addition to the above, The External Operations office has started its outreach
program: Center for Community Solutions. Finally, Matt Bricketto was instrumental in
promoting 3 programs the University support staff, faculty and student leaders to
showcase the talent skills and abilities of WCU students.
Highlights and Successes
Objective 1.1 focused on the enhancement of out-of-classroom experiences and
bolstering student leadership training and service-learning opportunities. The outcomes
for this objective were successfully completed for 2014-2015. Highlights include new
initiatives for Alternative (service) Break trips and new collaborative efforts between
Student Affairs units and academic departments. A particularly notable highlight is the
approval of a new minor in Leadership.
Objective 1.3 focused on delivering services that complement academic offerings.
Athletics provided student success programming and additional academic support
resources for student athletes. In addition, the Office of New Student Programs increased
participation in the New Student Success Series programming.
Objective 2.1 focused on encouraging the incorporation of enrichment activities into
academic programs. Student Leadership and Involvement has increased participation in
academic and professional clubs and academic musical organizations by almost 20%,
when the goal was 2.5%.
Objective 2.2 focused on building external relationships to strengthen enrichment
activities. Athletics has increased significantly the rental of WCU athletic facilities to
community groups, greatly increasing income.
Student athlete participation in
community service activities was also increased.
Objective 2.3 focused on continuing to improve the visibility and reputation of WCU
enrichment activities, both on campus and within the community. Student Affairs staff
were trained by Public Relations staff in order to successfully promote enrichment
activities.
Areas in need of focus
 2.2A – Action should be taken now that action steps have been identified, and
revision of this outcome or a refocusing of the work related to it may be
considered for year three.
 2.3A – Though the creation of a website was important and useful, consider work
needed beyond creating the website.
Financial and Budgeting Actions
Funds allocated to enrichment objectives were primarily spent on programming.
 (1.1F) $15,000 was allocated to the Office of Leadership and Involvement for
increasing the number of students who participate in leadership training programs.
Funds were spent on leadership program expenses including speakers and catered
events.
 (1.3A) $2,500 was allocated for Student Athlete Support Services. $1784.49 was
spent on incentives to encourage participation in Student Athlete Support Services
programming.
 (2.2C) $7000 was allocated for increasing athlete participation in community
service events. $2100 was spent to fund 3 events.
 (2.3D) $6000 was allocated to 3 events for faculty and staff that showcased
talents, skills, and abilities of WCU students. $2375 was spent on advertising and
catering costs.
Not all funds that were allocated were spent as originally intended.
 (1.3C) $42,750 was allocated for an Academic Coordinator position for varsity
athletes. This funding was redirected to purchase laptops, funded a Graduate
Assistant position, and provided additional tutoring resources.
 (2.1A) $4,000 was allocated but not spent toward goal of increasing participation
in academic and professional clubs. Outcome action was successfully met using
other means.
Assessment of each outcome measured in the theme
1.1A: Develop 3 new enrichment opportunities in '14-15 that promote collaboration and
partnerships across divisions and academic disciplines. Including but not limited to
student research, service learning, and other artistic and innovative activities in an effort
to celebrate and amplify WCU's cultural assets.
This outcome is complete.
Many new enrichment opportunities have occurred, including purchasing of software to
help focus Study Abroad students on development and exploration of global
competencies and experiences, and the Office of Service Learning and Volunteer
programs partnered with faculty members to support three international alternate
winter/spring break trips. The Women’s Center partnered with Women and Gender
Studies to provide several programs as well.
1.1B: All 5 academic colleges will inventory current offering of internship and practicum
experiences available for majors within their respective academic departments and
develop strategies to expand/enhance opportunities.
This action is complete.
Colleges report their inventory of current offerings has been completed. Some noted that
they would like to expand offerings, but are constrained by systems such as the 25% rule.
Where possible, resources should be offered to support expansion of these opportunities.
1.1C Create an undergraduate minor/major in Leadership Studies through collaboration
of Student Affairs and Academic Affairs. Develop learning objectives and a mechanism
to recognize achievement of the objectives outside the classroom and build theory and
practice. The Office of Student Leadership and Involvement, Honors College, and
ROTC could be early adopters.
This outcome is in progress and nearing completion.
The Leadership minor was approved by CAPC 5/15. Therefore the objective has been
met. The committee should consider future outcomes associated with this objective (i.e.
student enrollment goals).
1.1D The Athletic Department will increase communication and social media presence in
order to improve University and local awareness of student-athletes academic, civic and
athletics success. Introduce five live web streaming of events in order to broaden the
reach of WCU and its athletics department beyond those that can attend events in person,
as well as increase Twitter followers by 25% (currently 3,600) and Facebook followers
by 15% (currently 1,500).
This outcome is in progress at the middle stages.
Increasing Facebook followers by 15% was satisfied and is an impressive achievement.
The increase in Twitter followers did not meet the goal of 25%. The actual numbers of
Facebook and Twitter followers was not reported. This data needs to be reported as soon
as possible so it can be tracked in the system for future years. The committee should
consider new marketing strategies to increase Twitter following. SPAAC suggests that
the group discuss their marketing strategy with WCU’s Communication Studies
department. Finally, stakeholders should convene to discuss appropriate increase targets
for next year.
1.1E: Student Affairs Units and Student Services Incorporated (SSI) will increase
opportunities for students to enhance their leadership and personal development skills by
becoming involved in co-curricular and developmental activities. Increase the percentage
of first year students by 6% over three years (2% per year) who report on NSSE that they
participated in a club or student organization at the University.
This outcome is in progress, early stages.
Stakeholders had just completed their last program in the Office of Student Leadership &
Involvement at the time of data reporting. They report that it will take some time to
assess the participation rate of first year students in our programming. The progress
toward this outcome is right on track and the data should be reported on the reporting
system before the fall of 2015. Finally, the relevant NSSE data should be identified and
reported on the reporting system as soon as possible so SPAAC can assess progress
toward the percent increase over the three years in Phase I of the strategic plan.
1.1F The Office of Student Leadership and Involvement will increase the number of
individual students who participated and are trained through formal leadership
development programs by 3.5% for URM and 7.5% for all students in 2014-2015 (’13’14 447 URM and 2,180 All).
This outcome is in progress and in the middle stages.
The Office of Student Leadership and Involvement had just completed programming at
the time of the final report, and is still calculating the final numbers. They report initial
data with an increase for all students in Fall 2014 over Fall 2013, and an increase in URM
participation from Fall 2014 to Fall 2015. Final data should be reported on the system as
soon as possible.
1.3A: The Department of Athletics in partnership with numerous Student Affairs
Departments and Academic Faculty will create the Student Athlete Support Services
(SASS) Program to promote learning and improve services to the approximately 600
varsity student-athletes on campus. Areas anticipated to offer programming include:
Career Development, Counseling Center, LGBTQA, Wellness Center, Office of
Financial Aid, Student Leadership & Involvement, and Women’s Center. Additionally,
faculty in the Department of Nutrition and Kinesiology will offer student-athlete specific
workshops. A calendar of programs will be created and marketed through WCU coaches,
staff and SAAC.
This outcome is complete.
The SAAS program held nine (9) successful events. SPAAC encourages the group to
continue to grow in ‘15-‘16 by reaching out to and including LARC and other service
units. Additional funding is required to continue with the program.
1.3B University departments involved in organizing enrichment experiences will
collaborate with the Office of New Student Programs in implementing the New Student
Success Series (NSSS). Topical workshops (time management, career exploration, note
taking, core technology skills, writing term papers, study skills, stress reduction,
scheduling for spring etc.) will be conducted throughout the year in order to assist new
students with their transitional needs. Participation rates will be expected to grow by
10% this year (277 participants '13-'14) with appropriate assessment efforts conducted to
measure student learning outcomes.
This outcome is in progress, middle stages.
Data collection for this outcome needs to be revisited. The benchmark of 277 participants
for 2013-2014 was established for the outcome. However, reported data for this outcome
claim 162 participants for 2013-2014. Reported data claim 156 participants for the 20142015 year. The quality of the reported data to the reporting system was excellent and
contained tables and explanations of participation rates over time, but do not seem to be
consistent with the participation rate of 277 for the outcome. The reported data indicate
that participation rates seemed to remain flat from 2013-2014 to 2014-2015 academic
years.
Thus, SPAAC has several recommendations for this outcome. First, investigate the origin
of the 277 figure and determine if it, or the figure of 162 is correct for the 2013-2014
year. Once the benchmark has been established, use it to determine the growth goal (e.g.
10%) for next year. The reported data state that the committee will focus efforts in year
three on an increase in marketing, and an increase in the understanding of the needs of
new students in regards to program options. SPAAC agrees with this recommendation,
and further suggests the committee gather more input from students on topics about
which they wish to learn. Finally, SPAAC recommends providing sufficient resources to
market these programs to new students.
1.3C: WCU Athletics will partner with Academic Affairs and the Athletics Advisory
Board to implement a two year pilot program which will create an Academic Coordinator
position for varsity athletes. This pilot program will focus primarily on those at risk
student-athletes in Academic Mentoring Program resulting in a 5% decrease of studentathletes going on academic probation (’13-’14 – 24 students), as well as a 9% increase in
faculty completing and submitting mid-semester grade reports (mot recent 41%
participation). Program will also establish baseline data for first year student-athletes.
This outcome is in progress in the middle stages.
Data were not reported for the total number of students going on academic probation in
the fall and spring semesters, and thus cannot be assessed. Sixty-five total students were
enrolled in the program during the fall semester, and 58 in the spring semester. Some of
these students chose to be in the mentoring program, others were referred by coaches but
had a GPA higher than 2.0, and some were first semester freshman. Data need to be
reported this summer on the total number of student-athletes going on academic
probation, in addition to the total number of students in the program.
The percent of faculty completing the mid-semester grade reports was 48% for the fall
semester, and 36% for the spring semester. This data mean that reporting rates for the fall
semester were almost at goal and spring reporting raters were much lower than the
starting benchmark of 41%. SPAAC recommends that faulty reporting rates be examined
for previous fall and spring semesters to determine if this pattern occurs across years, and
if so, develop a plan to investigate why reporting drops in the spring semester and how to
counter it. If not, investigate why reporting may have been low this year (i.e. campus was
closed for snow around the reporting deadline) and develop a plan to counter it in future
semesters.
Ultimately, it appears the Academic Mentoring Program for Athletics is moving toward
their goals, and SPAAC recommends the committee move ahead using the remaining
funding and continue offering the program. SPAAC also recommends the data regarding
the number of students on academic probation for the year be reported as soon as possible
so we can assess progress toward the goal, and so the numbers can be tracked in the
system for future years.
2.1A: The Office of Student Leadership and Involvement and selected Student Affairs
Units will partner with Academic Departments to increase the number of students
participating in academic/professional clubs and academic based musical organizations
by 2.5% (’13-‘14 total 2,771).
This outcome is complete.
As the increase in students participating in academic/professional clubs was close to
20%, this outcome was met. SPAAC recommends stakeholders review this outcome for
consideration in year three, including possibly changing the target goal or considering an
assessment of student learning outcomes for the students who participate in these clubs.
2.1B: “The Year of…” a creative SSI programming effort that provides financial grants
and opportunities for academic departments and student organizations to work together
on a special themed project will grow from five programs per year to seven programs by
the end of 2014-2015.
This outcome is in progress, in the early stages.
The total number of programs held this year was not reported. Outcome leaders report
challenges in receiving submissions for grants to implement these programs. They note
the challenges are due, in part, to the preference of collaboration between faculty and
students, and new programs that have not been held before. They note plans to improve
submissions in year three include marketing efforts, meeting with faculty members, and
loosening some of the grant guidelines so more program ideas may become fundable.
SPAAC agrees with these recommendations, and would like to see the total number of
programs held this year reported in the system so growth may be tracked in future years.
2.1C The Office of Fraternity and Sorority Life will enhance efforts to promote
scholarship among all fraternities and sororities (1,400 members), with the overall goal of
increasing the six-year graduation rate of members by 1% this year (most recent 83.6%).
This outcome is in progress, middle stages.
The reporting deadline was prior to spring graduation and outcome leaders are awaiting
spring data before reporting on this outcome. SPAAC recommends these data be reported
prior to fall 2015 so stakeholders can discuss how to amend this outcome for year three
(i.e. an additional 1% increase in year three).
2.2A Convene a committee of stakeholders (key current providers of enrichment
activities) to assess current methodologies of selection and structure of campus events
and explore ways and methods to enhance the offerings, delivery, and access to
enrichment activities. This exploration will include, but should not be limited to, new
and effective sustainable uses of technology and organizational models of developing and
presenting enrichment activities in order to provide a unified image of enrichment
activities. Additional areas to explore might initially include a centralized on-line box
office (entry point) for all enrichment activities, the use of streaming content that is not
venue specific, and a study of how enrichment activities are selected, scheduled, and
organized for presentation to the community. By the conclusion of Spring 2014 have the
committee report on its progress as to what three significant steps it will suggest for
action for the academic year 2014-15 in the areas of technological advancement,
organizational efficiency, and unification of access for the University’s enrichment
activities.
This outcome is in progress, middle stages.
The committee of stakeholders identified three action steps in January 2015. These
action steps were:
1. Method of selecting universal ticketing software developed.
2. Schedule for using 25 Live as the common calendar developed
3. Schedule for linking the two developed.
SPAAC recommends moving forward with these action steps in 2015-2016. SPAAC
further recommends that stakeholders convene to discuss the future of this outcome as
25Live as the common calendar is represented in other strategic plan outcomes. The areas
of new and effective sustainable uses of technology and organizational models of
developing and presenting enrichment activities in order to provide a unified image of
enrichment activities, the use of streaming content that is not venue specific, and a study
of how enrichment activities are selected, scheduled, and organized for presentation to
the community may be areas of focus in year three for this outcome.
2.2B: WCU recognizes the importance of quality, state of the art facilities as a means to
increasing community involvement on campus, while also generating income to support
athletic scholarships. Athletics will aspire to be the “center” of sports facilities in Chester
County in order to attract local, regional and national events. Collaborate with Chester
County Visitors Bureau to attract new business, as well as build community partnerships
by 10% (’13-’14 – $1.2M in camps, 24 clinics, 55 facility rentals to community
organizations).
This outcome is complete.
As of the reporting deadline, 58 facility rentals to community organizations were
completed with potential new clients for May and June. This final number will meet or
come close to meeting the target of 61; a 10% increase over 55. Despite the HSC pool
being closed for renovation for part of last summer resulting in fewer lessons offered,
camp gross income increased by 7%. Clinic numbers were not reported.
The increases to date have been accomplished with little marketing and are attributed to
word-of-mouth marketing. SPAAC recommends allocating resources for marketing, and
for additional staff if deemed necessary. Increases in community organizations and
income are constrained at times because the high demand facilities are shared with
Campus Recreation. Stakeholders may wish to discuss these constraints to determine
systems of prioritizing space use, and how those priorities may affect the ability to meet
increases goals for this outcome in the future. As facilities continue to be improved and
amenities are added, the demand for and income generated through rental of WCU
athletic facilities should continue to rise.
2.2C WCU Athletics will work to actively engage the Greater West Chester Community
in meaningful and positive mutual outreach by planning multiple community service
events per academic year; increasing athlete turnout and magnitude of the efforts by 10%
(’13-’14 results 32 programs and 1,558 hours) through improved planning and scheduling
of activities; create fundraising and awareness opportunities in the community; discuss
options for parades and at least three celebrations for athletic accomplishments.
This outcome is complete.
Athletic teams participated in over 25 events, and all athletes participated in 5,500 hours
of service. Events were held that celebrated athletes’ accomplishments.
SPAAC recommends that funding be available for 2015-2016 starting in the Fall to
continue these efforts.
2.3A West Chester University will collaborate with the general business community in
order to assist in building a healthy and vibrant regional economy. By creating dynamic
partnerships with the local and regional Chambers of Commerce, West Chester
University can use a knowledge-driven network of learning and training through a myriad
of assessable, convenient online methods. The External Operations Division will develop
the infrastructure for delivery of such educational programs by establishing the Office of
External Outreach to promote host community related interactions. Also included will be
the development of a platform to deliver non-credit on-line programs.
This outcome is in progress in the early stages.
External Operations has made great progress this year on this outcome. The group should
continue work on the outcome by developing one more new action step to build and
solidify community relationships. SPAAC recommends that progress should continue on
presenting MBA non-credit foundation courses to CAPC.
2.3B University offices involved in developing enrichment activities and programs will
partner with the Office of Public Relations and Marketing to organize 2 training sessions
in 2014-2015 designed to enhance programming staff skills in promotion, marketing, and
effectively using social media strategies to publicize events.
This outcome is complete.
This excellent partnership resulted in two training sessions for Student Affairs staff
hosted by Public Relations and Marketing. This training supported efforts to develop new
and creative ways of informing the campus and local community of activities that would
be of interest. A second training session will be planned in the April/May 2015 period
and focus on making the most of Social Media platforms to promote Enrichment &
Engagement events.
2.3C The Student Affairs Division, Student Services, Inc. and the College of Visual and
Performing Arts will collaborate on researching, expanding, and developing a digital
delivery of international and national co-curricular programs in response to the cultural
trends for the viewing of social and academic-related content, beyond social-media,
allowing WCU to reach a broader campus involvement market.
This outcome is complete.
CVPA purchased with IMS technologies new camera, servers, and controls for
installation in January 2015 to allow for live streaming of events beginning in the spring
2015 semester. Upgrades were made in MWAT and Recital Hall. SPAAC recommends
discussion of this outcome for year three, including potentially establishing benchmarks
of viewership.
2.3D Campus units involved in developing enrichment activities will identify 3 programs
(one educational, one cultural, one athletic) in 2014-2015 that will be promoted to
University support staff, faculty, and student leaders in order to showcase the talent,
skills, and abilities of WCU students.
This outcome is complete.
Three excellent programs were selected: Good Cause Café, Women’s Basketball, and a
WCU theater production. Turnout was high among faculty, student organizations, and
community leaders. SPAAC recommends stakeholders convene to determine if this
outcome will continue into year three, and to consider if additional events be added.
2.3E West Chester University will provide safe and attractive indoor and outdoor athletic
facilities in an effort to recruit, retain and train top caliber student-athletes as well as
providing an inviting environment for University guests. WCU will strive to provide
athletic facilities that enhance the student-athlete experience, provide access for the
community, and set the standard for athletic facilities in the PSAC conference, region and
nationally.
This outcome is complete.
Nine facilities, including batting cages, fences, and scoreboards were repaired or
upgraded.
Major Recommendations

The creation of the Leadership minor is an excellent example of the
Enrichment team’s charge to support students’ personal, professional, and
civic development, and combines both inside- and outside- of the classroom
synergy. Now that this minor was approved by CAPC, the Enrichment team
should consider future outcome actions to promote and ensure the success of
this new academic initiative, such as setting student enrollment goals.

At the Strategic Planning Days on May 5 and 6 it was suggested that more
attention be given to Transfer and Graduate students. SPAAC recommends
that, where possible, the Enrichment team should strive to incorporate
Transfer and Graduate student initiatives into outcome actions. Future
reporting should also include breaking out Transfer and Graduate impact as is
practical.

The Athletic Department should connect with the Communication Studies
department as well as Public Relations and Marketing to develop strategies to
increase the number of their Twitter followers. The actual numbers of
Facebook and Twitter followers was not reported, and this data needs to be
reported in the reporting system as soon as possible so it can be tracked in the
system for future years.

Additional data is needed in the system for several outcomes in which yearend data was not available at the time of reporting. These data should be
reported as soon as possible.

Outcome 2.2A, or the work related to it, may need to be reconsidered for year
three as aspects of this work are reported in other outcomes.
Sustainability
Executive Summary
The Sustainability Theme has seen considerable operationalization and
implementation of action items with a notable successes and highlights. At the same
time, some areas require further focus and support as well as continued university-wide
dialogue as to areas of responsibility and ownership. A few actions require further
discussion as to interpretation as well as communication across the campus. SPAAC
identified three main areas of reporting: Environmental Actions, Financial and
Budgeting Actions, and Human Capital Actions. All three areas are interrelated as they
all share an overriding emphasis on planning, managing and employing resources
efficiently and effectively.
Environmental Actions saw a surge of focus and effort under the leadership of the
Sustainability Council in Year 1. However, the Sustainability Council leadership failed to
submit outcome updates on interim targets for goals and actions that will lead to climate
neutrality as defined by the Plan. As a result, SPAAC cannot determine if these targets
were established or enacted in Year 2. After such an excellent started in Year 1, the lack
of evidenced progress toward climate neutrality in Year 2 is disappointing. However,
much progress is evidenced in other environmental actions. Dr. Weisenstein has been and
continues to be a consistent and strong advocate via the American College and University
President’s Climate Commitment. A campus Climate Action Plan was completed last
year and a series of energy initiatives have started: These include building and
infrastructure (especially in the ongoing Geo-thermal transition and new LEED
designated buildings going up on campus), transportation, purchasing, solid
waste/recycling, dining services, co-curricular education, and public engagement with
external stakeholders such as the Borough of West Chester. Some items are solidly
underway and others have seen less movement. According to the material submitted to
SPAAC, as in Year 1, the lack of a full-time “Sustainability” director and staff person
will necessarily limit the ability to move on all fronts equally.
Financial and Budgeting Actions focus on the ongoing need to provide funding
and support to the critical academic and infrastructure missions of the university. The
university has shifted into a “right-sized” budget model and during the year hired a
budget consultant to provide advice on establishing a campus-wide budget committee.
The university continues to place emphasis on PASSHE and university key performance
indicators (KPI’s). The ability to react quickly to shifting financial and academic
pressures remains a high priority for University budgetary committees. Last year’s midyear introduction of legislation shifting West Chester to possibly a state-related university
added further demands on the administrative and finance division. However, the
legislation was subsequently delayed and appears no longer a viable outcome. Notably,
the new University fundraising campaign- “Becoming More” - has had a strong kick off,
and grants and other external resource development have seen increases. Despite
significant challenges, the University manages its fiscal house with great efficiency and
flexibility to ensure a sustainable future. However, the long-term financial pressures and
constraints to West Chester University will make a sustainable path increasingly difficult
to manage.
Human Capital Actions have seen some divisions actively and intensively
undergoing restructuring to support critical mission and strategic planning objectives. A
highlight would be the efforts of the Divisions of Student Affairs and Advancement. The
Human Resources division has also seen active movement to support divisional and
strategic planning goals. Notably, after an almost 80% increase from 2012-13 to 2013-14,
during 2014-15, a 29% increase in registrations for employee development is projected
(Based on a April 24, 2015 snapshot-over 290 WCU employees registered for program
from April 28-June 30). Outcome 2.1B was significantly revised after feedback from
SPAAC in Year 1. The revised outcome allows for broad participation in continuous
improvement processes.
Each section below contains more specific and/or narrow areas of concern or
problems that have raised some issues and questions. More broadly, we set forth the
following major recommendation areas for the Sustainability Objective.
Major Recommendations:
1. Quickly obtain reporting from the Sustainability Council in order to better
guide Environmental Sustainability initiatives. As was noted for Year 2 of the
Plan, funding is needed for several key initiatives (including staffing needs) in
Year 3. The Team should evaluate and assess the resource needs of these
initiatives, including the need for a Full time Director of Sustainability to
implement the Campus Action Plan.
2. Continued emphasis and monitoring of university budgeting to ensure critical
academic and infrastructure needs are met.
a. Need to better explain and assess the new 2016/17 budget model.
b. Close monitoring the continued state-wide budgeting pressures for
opportunities (possible PASSHE/BOG relaxation of regulations) and
threats (state budget cuts).
3.
The Administrative Budget Committee to ascertain if the budget model
compared to actuals (FY14) needs to be modified or continued as developed.
We also noted that in some of the action steps (3.1 B and 3.1.C) establishing
benchmarks may be necessary to quantify and measure outcomes.
4. More intensive discussion across Divisions and Units regarding the need for
ongoing continuous improvement processes and institutional restructuring to
better align personnel with strategic and divisional goals.
5. While the Administration has allocated funding for talent management
software (performance management and succession planning), additional
funding sources need to be identified to cover start up and annual costs.
Environmental Outcomes
1.3A: Develop Institutional partnerships with business, government, and nonprofits that
address critical sustainability issues.
This outcome is in progress in the early stages.
During this phase, a Graduate Assistant was hired for the spring 2015 semester to work
with the Director to ascertain the number of existing institutional partnerships with
business, government, and non-profits that address critical sustainability issues. It was
determined that there remains a critical need to develop a way for academic departments
and program offices to more consistently and centrally report student internships, faculty
research projects, class projects, and student volunteer activities related to environmental
sustainability to capture the most accurate data and totals. As a result, the current
numbers likely underestimate the number of partnerships related to environmental
sustainability, and at best, represent a low baseline from which to measure future
improvement. For the time period 2012-2014, there was an estimated 896 partnerships
(128 Entities acting as Partners; 65 Faculty Research Activities with Partner Entities; 13
WCU Membership in Partner Entities; 3 Student Teaching at Partner Entities; 64 Student
Internships with Partner Entities; and 623 Student Volunteer Activities for Partner
Entities). With this baseline data, we can begin to track continuation of existing and new
partnerships. SPAAC agrees with the “4- In Progress: Early Stages” and the use of the
Graduate Assistant helped facilitate the progress to date.
1.5A: Create and approve interim targets for goals and actions that will lead to climate
neutrality as defined by the Climate Action Plan.
No outcome updates were reported for this outcome. SPAAC recommends the outcome
updates are reported as soon as possible to the system.
2.3A Design and construct all new buildings to a minimum of LEED silver standards and
achieve Energy-Star certification.
This outcome is in progress in the early stages.
The future Business and Public Affairs Center (BPAC) and the 30 W. Rosedale Ave
administration building have been designed to meet LEED silver or greater; both projects
are in early stages of the certification process. In addition, the recently renovated
Mitchell Hall has been constructed to meet LEED Silver certification (final
review/approval anticipated by year end 2015).
2.3B: Incorporate sustainability best practices in all physical plant improvements.
This outcome is in progress and nearing completion.
Progress toward this outcome shows initiative and achievements. It was reported that the
Facilities Division has commenced and/or implemented new "green" Best Practices
during the past fiscal period including ongoing replacement of inefficient departmental
refrigerators; phased implementation of a mini-trash program in employee offices to
promote improved recycling; installation of new site recycling containers across campus;
provision of insulated panels replacing single pane windows in Hollinger Fieldhouse; and
caulking/weatherproofing of FHG library facade. In addition, spring/summer 2015
projects include heated sidewalk upgrade at Main Hall, 25 University Ave and Anderson
Hall, which will reduce snow removal costs, eliminate use of salt on hardscape, and
reduce the geo-exchange well field overheating.
2.3C: Continue the commitment necessary to implement the planned geothermal system.
This outcome is complete.
Approximately 100 of the planned 180 wells in Sykes parking lot have been installed and
the project. Since this phase is targeted for completion summer, 2015, their “2 - In
Progress: Nearing Completion” assessment is accurate. In addition, design documents
are 99% completed for 200 new wells at 809 and 807 Roslyn Ave properties and is
targeted for a summer/fall start after receipt of township approval.
Highlights and Successes
During this assessment period, the leadership of the Sustainability Advisory Council was
transitioned from Dr. Paul Morgan to Dr. Joy Fritscle. Knowing this transition was
planned, SPAAC cautioned in its last report that this transition should be smooth and not
slow or delay the progress underway. It appears that was the case and the Council
continues to use its committed faculty and staff to keeps the university on task. The
Sustainability Advisory Council continues to use its website, print materials, and public
forums to promote sustainability issues at WCU; in addition it provides key oversight and
advocacy to advance the University's mission by:
 Providing campus-based research and teaching opportunities
 Promoting sustainability in the academic curriculum
 Advocating for environmentally-friendly facilities and procurement initiatives
 Enhancing campus aesthetics in an ecologically-sound manner
 Sharing data and engaging the community
In addition, the Climate Action Plan (CAP) has established a blueprint that has begun,
and should continue to further strengthen the ongoing achievements in Environmental
Sustainability. These include the Geothermal projects and LEED certified buildings on
campus, and maintenance of the Gordon Preserve. Examples of recent campus building
renovations with LEED certification goals, geothermal well planning and installation
progress, and “green” Best Practices are further indications of the University’s
commitment to the sustainability theme.
Areas in need of focus
The Strategic Plan and other University documents stress the goal to effectively position
West Chester University as a national and global leader in the implementation of green
technologies, sustainable energy, and the reduction of our carbon footprint. In order to
sustain further progress, there needs to be a commitment for continued leadership (in
addition to the use of volunteers) to carry out the many action items underway or that
have only slowly developed to date.
Recommendations

The Strategic Plan Year 2 suggests the hiring a half time CAP
Implementation Coordinator and CAP interns, with Year 3 seeing the
hiring of a Full time Director of Sustainability. This should continue to be
a recommendation if it is to remain a leading WCU priority.

Ensure adequate funding for projects to achieve desired outcome measure
for Year 3.

Determine the feasibility of software/systems that can more consistently
and centrally capture student internships, faculty research projects, class
projects, and student volunteer activities related to environmental
sustainability across academic departments and program.

We continue to try to get an update on the creation and approval of interim
targets for goals and actions that will lead to climate neutrality as defined
by the Plan. The Climate Action Plan Implementation Team must be in
place, supported, and active in the upcoming year. This outcome was
assigned to Joy Fritscle, and we have requested data from here on a few
occasions. These outcomes must be provided by the middle of June if year
three targets are to be established on time based on work completed this
year.
Financial and Budgeting Actions
Phase 1, Year 2 objectives and actions include: 2.1 B, C, and D; 2.2 A, B, and D;
and 3. 1 A,B and 3.1C. In Phase 1, Year 2 objective 2.1 A and 2.2 C were removed and
2.1 B, C, and D and 3.1 A were added. All other objectives remained in place.
Key to the University’s budgetary demands for more resources is the allocation,
reallocation and deployment of the resources to serve the University’s mission and
strategic plan. During fiscal year 2015, the University under the direction of the
Administrative Budget Committee transitioned to a budget model to “right-size” the
University’s budget. One aspect to implement the budget was to reallocate and deploy
university resources, which previously were carried over each year by divisions’ unspent
dollars, called rollover dollars. An important purpose for the new budget is to align
university resources with the strategic plan’s direction and the university’s mission.
Transparency, accountability, resource alignment to the mission and strategic plan,
budget management, and performance based funding; all are guiding principles the
Administrative Budget Committee used to develop the model. The University has made
great strides in this area and will continue to improving the budget model as financial
conditions and enrollment growth changes.
Another aspect of the sustainability theme regarding financial and budget actions
is to garner external resources for the University as our expenses continue to rise and our
state funding remains flat with relatively small increases in tuition. In order to
accomplish the financial and budgetary needs, the University has to elevate fundraising
and extramural research funding. As an example, the University began the public phase
of Becoming More campaign and to date has raised $29.1 million of the $50 million goal.
2.1 B focused on developing programs that encourage broad-based employee ownership
in the continuous improvement process.
During the year, labor relations staff worked to enhance communications with all
bargaining units. Specifically reported, AFSCME members met with University and
PASSHE labor relations staff to reconfirm services provided to members and to identify
subcontracting exemptions. In addition, improvements were noted regarding the move to
WCU campus for APSCUF hearings of Step 3 grievances.
Phase 1, Year 2 objective and actions include the following: 2.2 A: Raise at least
60 percent of the Becoming More Campaign goal by the end of 2014-15 and 2.2 B:
Increase total annual gift income to $7 million by the end of 2016-17 (based on Council
for Aid to Education reporting standards) and 2.2 C: Complete Phase II of the WCU
marketing campaign, with Phase IV planned by the end of 2015-16. (Both Phase III and
Phase IV will continue the regional branding campaign by focusing on promoting the
overall quality of the University and of selected programs.) And 2.2 D: Institute programs
and provide support conducive to increasing the number and amount of WCU external
contracts and grants, with an eventual target of $ 10 million annually.
As reported, the Becoming More campaign officially kicked off the “public
phase” on March 22, 2014 and through April 2015, commitments reach 58 percent of the
$50 million goal. This is a tremendous accomplishment and is a significant success
towards positioning WCU with resources for scholarships and programmatic funds.
Per the 2.2A action step, WCU has the goal to raise 60 percent (or $ 30 million) by 201415.
This outcome is in progress and nearing completion.
It appears that the goal of 60 percent complete by the end of 2014-15 has been underway
for some time and the outcome objective will be met.
2.2 B action step of increasing total annual gift income to $ 4.5 million in cash and in $2
million in planned gifts for 2014-2015 will be substantially completed for 2014-2015.
This outcome is in progress and nearing completion.
As of April 29, 2015, the cash gifts currently stand at $3.1 million and it is predicted to
reach approximately $4 million by year-end. This portion of the 2.2 B action step will
slightly miss the mark and is due to delays in closing estate gifts and unusually high staff
turnover. However, the goal to raise $2 million in planned gifts for 2014-2015 was met
and it was reported that new planned gifts totaled $2.5 million as of April 29, 2015.
2.2D: Institute programs and provide support conducive to increasing the number and
amount of WCU external contracts and grants, with an eventual target of $10 million
annually.
This outcome is in progress in the early stages.
The Office of Sponsored Research recently hired Dr. Gautam Pillay, Associate Vice
President, to help lead the University in this area. Dr. Pillay lead the completion of the
university’s research strategic plan and he provided support for research on-campus and
facilitated meetings with external agencies to cultivate possible funding sources for the
faculty’s research interests. As of April 2015, WCU faculty submitted 60 proposals for
$8.1 million proposed funding of which $2.2 million was awarded from externally
sponsored awards. We did observe that funding has been requested to support this longterm goal and currently, a limited amount of resources have devoted to assist the Office
of Research and Sponsored Programs.
3.1 A: Reach a headcount enrollment of 17,000 by the end of 2015-2016, with the
majority of the increase above the current enrollment level resulting from distance
education and/or off-site locations.
This outcome is in progress at the midpoint.
The date to complete this action step was changed during the year to 2016-2017 year-end.
As reported, for fall 2014, total enrollment reached a record of 16,091 and headcount is
on target to reach 17,000 by fall 2016. The SPAAC committee recognizes the
collaborative efforts and resources directed towards this objective. For example, it was
reported that graduate enrollments reached a new record as well as distance education
courses have significantly increases as have the Philadelphia branch campus with 200
students.
3.1 B: Ensure that adequate funding is allocated to both the academic mission and
support functions to accommodate the increases in enrollment and to meet the needs of
students.
This outcome is in progress in the early stages.
Reported data state that one-time dollars have been allocated to support units and
colleges to address increased undergraduate and graduate enrollment levels. SPAAC
would like to see more examples and evidence that support the work related to this
outcome.
3.1 C commit resources to ensure that required physical plant improvements keep pace
with enrollment growth.
This outcome is in progress in the early stages.
It was noted that 2 classrooms and 50 faculty offices were completed. More facility work
will be carried out over the summer of 2015. Most recently, the University began
construction of the Business and Public Affairs Center and design for the Commons
building. We would like to have benchmarks reported and comparatives illustrated
based upon the PASSHE peer group. Such as comparisons of the University’s
commitments to deferred maintenance and new construction and preventive maintenance
funding. The evidence can be based upon age of buildings, E&G square footage versus
Auxiliary square footage, dollars allocated and spent, and gross square footage per
students. SPAAC would like to see quantifiable evidence for what the goal is for action
3.1 C.
Highlights and Successes
The financial and budgeting action steps have notable successes over this past
year include the development of a University budget model that intends to align resources
to our mission and strategic plan. Also, the Becoming More campaign with $ 29.1
million raised of the $50 million goal is a tremendous feat and is commended. The
university is also commended for laying the ground-work and developing the research
strategic plan for cultivating the research interests among our faculty, with the goal to
raise research funding from external entities.
Areas in need of focus
In the financial and budgeting action steps, it was noted that benchmarks may be
needed to assist in measureable outcomes for such areas as funding and physical plant
needs due to student enrollment growth.
Recommendations

We recommend to the President’s Cabinet to ascertain if the budget model
compared to actuals (FY14 and FY15) needs to be modified or continued as
developed. We also noted that in some of the action steps (3.1 B and 3.1.C)
establishing benchmarks may be necessary to quantify and measure outcomes.
Human Capital Actions
The last aspect of the sustainability theme addresses human capital planning and
actions. These actions focus on employee career and succession planning, employee and
leadership development, retention, and employer reputation as an “Employer of Choice”
and a healthy university. Each of these human capital objectives and actions clearly are
interconnected, and individually and collectively are critical to the success to the
sustainability and other themes. Phase 1 and Year 2 objectives and actions include: 2.1 B
and C; 2.5 A, B, C, D, and E; and 4. 1 A and B; and 4.2A
2.1B Encourage broad based employee involvement in continuous improvement process.
This outcome is in progress in the early stages.
With clarification of this goal, initial progress was made. Human Resources’ Labor
Relations provided resume writing training for AFSCME boiler plant bargaining unit
employees; collaborated with Facilities Management and local/district AFSCME
representatives to identify a subcontracting exemption list to avoid readdressing recurring
service contracts; and in cooperation with State/Local APSCUF and PASSHE Labor
Relations staff, facilitated local hearings of Step 3 grievances on WCU campus to avoid
witness and participant travel. In addition, Human Resources’ Organizational
Development staff will work toward formal certification by October 2015 in Business
Process Management (BPM) and Lean Six Sigma to better provide services to
departments relating to process improvement needs, and help facilitate better employee
ownership of the redesigns. SPAAC concurs with the “4-In Progress: Early Stages”
designation, although there may be other field initiatives underway that have not been
captured in this data collection.
2.1C Align organizational structures to facilitate excellence and support the University
mission
This outcome is in progress at the midpoint.
Similarly to 2.1B, the 2.1C action called for departments and divisions to review existing
organizational structures to ensure strategic alignment and support of the University
mission.
This outcome is in progress at the midpoint.
In Year 2, Student Affairs continued to explore staffing changes, consolidated services,
and/or realignments; focusing on Assistant VPSA (Purce) area of responsibility with an
emphasis on enhancing additional support for Dining Services, Fraternity and Sorority
Life, Student Leadership and Involvement, New Student Programs, and the Recreation
Center, changes were made including new full-time Assistant Directors being added to
Fraternity & Sorority Life, Student Leadership & Involvement, New Student Programs,
and Campus Recreation (with critical needs funding and effective auxiliary budget
development). In addition, a staff position within Residence Life & Housing was
reconfigured and this new Associate Director of Housing and Dining Administration will
provide greater support for the dining program and upcoming Dining Commons
construction project. In addition, within Finance and Administration, organizational
changes have been implemented in Facilities Design & Construction (FDC) with other
changes in FDC likely to be implemented in spring/summer 2015; the future hiring of an
Associate VP for Facilities; and merger of the Budget Office into Finance & Business
Services. Lastly, within Academic Affairs, changes were made in the College of Arts
and Sciences, and surveys of other colleges are planned.
2.5B: Improve organizational, stability, reduce, replacement costs and increase capacity
for success through the piloting of succession planning software in 2014-2015, and 2.5D:
Develop talent pool model to expedite the development of employees…,
These outcomes are in progress at the early stages.
A contract for succession and talent software provider Halogen was executed in April
2015 and their implementation team along with WCU’s HR team currently are training,
researching, and designing a performance management and succession planning platform;
implementation is set for fall 2015. In the meantime, thirty leadership related
programs/series have been offered in 2014-15, including 6 new programs/series; there is
a pilot “Star of Excellence” program-Leadership track underway and a summer 2015
“Leadership Bootcamp” has been advertised. Due to competing priorities, the pilot
survey to assess expected/actual behavioral changes resulting from leadership programs
was developed but implementation was delayed. SPACC agrees that 2.5B and 2.5D are
“4 - In Progress: Early Stages.” While the Administration has allocated funding for this
initiative, additional funding is needed for start up and annual costs.
2.5E called for the delivery and promotion of a wide variety of in-house employee
development programs, with a suggested 2% increase.
This outcome is in progress at the midpoint.
After an almost 80% increase from 2012-13 to 2013-14, during 2014-15, a 29% increase
in registrations is projected (Based on a April 24, 2015 snapshot-over 290 WCU
employees registered for program from April 28-June 30). Over 100 instructor-led,
teleseminar, and webinar programs/series, and email campaigns were offered during
2014-15, including 22 newly created or curated programs/series. This participation
increase is attributed in part to increased marketing campaigns through email,
networking/targeted marketing, and social media, and new offerings. Using social media
to deliver “just in time” content in areas of creativity, leadership, communications,
productivity, etc., Facebook “reaches” increased from 714 in 2013-14 to 2840 from July
1, 2014-April 24, 2015 (298% increase). Significant progress continues in this area and
their “3 - In Progress: Midpoint” is attributed to the delay in piloting the leadership
assessment survey.
With an objective to become known as a healthy university through promotion of quality
of life and healthy development, choices, and environments, action 4.1A calls for the
review and implementation of recommendations that result from campus-wide analysis of
campus climate, civility, and safety. This year, the Timely Warning format has been
changed to be more sensitive to victims. The “General Safety Tips” now are suggestions
from RAINN (Rape, Abuse, and Incest national Network) and the WCU Women's
Center. In addition, three female police officers currently working for WCU police have
been sent to investigations training with an emphasis on sex crimes. SPAAC concurs that
progress is in “4 – In Progress: Early Stages,” especially since there are plans for summer
2015 to use an outside vendor to create “Info Graphics” short videos in social media
formats for Emergency Preparedness, Threat Assessment, Crime Tip line and General
Public Safety Services. Once again, the Office of Human Resources coordinated through
two external providers two employee surveys, the Philadelphia Inquirer "Top
Workplaces” and the Chronicle of Higher Education's "Great Colleges to Work For."
Results were made available to senior management on both surveys that addressed job
satisfaction, teaching environment, professional development, total rewards (pay,
benefits, work-life balance), facilities, policies and resources, shared governance,
organizational pride, supervisors, senior leadership, faculty-staff-administration relations,
communication, collaborative environment, fairness and respect and appreciation.
SPAAC previously recommended available quantitative measures accompany qualitative
reporting for this action item; no outcome updates were requested for this measure and
SPAAC needs additional data before offering recommendations.
Lastly, to become known as a university that provides an environment where all
students and employees feel secure and are able to perform their best work, action 4.2A
calls for increased numbers of students, faculty and staff engaged in activities to enhance
their positive social, physical, and mental well-being. Additional wellness related
programs through Investing in Employee Excellence, access to Healthy U, and flu shots
were reported as staff and faculty initiatives. Flu shots and the reintroduction of personal
training at the new Recreation Center were reported for students. While these efforts
work toward that objective, this action actually lacked specific baseline or results that
demonstrated or would demonstrate in the next cycle changes in the counts. SPAAC
recommends quantitative measures going forward.
Highlights and Successes
One human capital highlight was the progress selected departments made in
reviewing their existing organizational structures to ensure strategic alignment and
support of the University mission. This process takes much time and attention but the
long term outcomes could yield significant effectiveness and efficiency improvements
and serve as model for departments that have not begun these assessments. To further
support this going forward, Organizational Development staff will become certified in
Business Process Management (BPM) and Lean Six Sigma to help departments to
maximize effectiveness and efficiency. Initial administrative support to fund the
employee performance management and succession planning application software is
another highlight since it will allow us to plan and track WCU’s talent and development.
Based on software previews, this initiative will improve strategic human capital planning,
employee development, retention and engagement, and workflow. There are capabilities
within the software to link employees’ goals to strategic goals for ease of tracking and
reporting. Lastly, the action to increase the delivery and promotion of a wide variety of
in-house employee development programs far exceeded the targeted 2% increase and
reported a 29% increase in registrations [after a 78% increase between 2012-13 (baseline)
and 2013-14.]
Areas in need of focus
In the human capital action steps, increased quantitative measures are needed to
assess progress beyond anecdotal examples to support the objectives and actions. Also,
departments providing human capital examples in areas of continuous improvement, a
healthy university, and a secure environment need to be expanded since it is anticipated
that many other initiatives are underway but are not being reported. Lastly, financial and
staffing needs should be reassessed based on Year 2 outcomes and action statuses.
Recommendations



More intensive discussion across Divisions and Units regarding the need for
ongoing institutional restructuring to better align personnel with strategic and
divisional goals.
There needs to be longer range funding of the talent management software and
budgeting for added users (AFSCME).
Future use of the talent management software to align employees’ goals and
“Building on Excellence” objectives and action and be able to easily report
throughout the cycle and at yearend.
Diversity Theme
Executive Summary
The Diversity Theme for West Chester University’s Strategic Plan focuses on two
main areas: inclusion and infusion. In Year 2 of Phase 1, fourteen outcomes across five
objectives were active. The outcomes focus on activities and support for the Council for
Diversity, Inclusion, and Academic Excellence that was created in Year 1, expanding
programming related to diversity, and providing resources for diverse groups.
Through the newly established Council for Diversity, Inclusion and Academic
Excellence, the University community is able to have a broad conversation about what is
diversity and how various diverse constituencies can be included in the overall campus
community. In addition, within the Diversity Theme of the Strategic Plan, the University
commits to creating ways to acknowledge and infuse difference and cultural competency.
The Council for Diversity, Inclusion and Academic Excellence was the overall strength
and accomplishment for the first year of this section of the Strategic Plan. Now, one
focus turns to the work of this Council and creating ways to support its goals.
Future work is needed to continue progress toward outcome completion within
the Diversity Theme. Some of the various campus constituencies sit in silos with varying
purposes, data for some constituency groups on campus have traditionally not been
collected (i.e. Veterans and LGBTQA), and each campus constituency office and
committee group is funded in various ways and all are not equally funded. Reported data
state that the voluntary nature of the Council is such that this important work is not
focused, and adequate resources need to be provided to continue progress as directed by
the Diversity Theme.
Major Accomplishments
 One of the successes for including and infusing diversity on campus is the
funding of programs (such as University Forum) that provide opportunities for
individuals and groups to present information on various diverse constituencies
that have been traditionally challenged in society.
 In addition, the University has taken some strong steps to promote trans-cultural
literacy, cultural competency and international education.
 Another highlight was that the request for a focused position (commonly called
the Chief Diversity Officer) was approved by administration. This position will
allow for more comprehensive infusion, integration and coordination of diverse
programs and services on campus.
Major Recommendations
 The Council for Diversity, Inclusion and Academic Excellence is recommending
that the University create the position of Chief Diversity Officer. The Chief
Diversity Officer would be able to examine issues of diversity from a broad,
proactive position to further a positive climate on campus. SPAAC recommends
that stakeholders hold conversations on the nature of the position and to whom the
Chief Diversity Officer will report. We recommend these conversations begin as


soon as possible so the final structure of the position can be solidified and the
position filled as soon as possible.
The University should publicize the recommendations made by the Equity
Scorecard and develop a plan for implementing its recommendations.
The University should continue to create ways and support programs to recruit
and retain diverse students, staff, faculty and administrators.
Summary
During the past year, there were a number of activities associated with the Diversity
Theme in West Chester University’s Strategic Plan. The Diversity theme had fourteen
outcomes active in Phase I, Year II. Four outcomes were completed, and six are in
progress, and four are not yet started. A brief overview of these activities is listed below.
Overview of Theme Purpose
The Diversity Theme for West Chester University’s Strategic Plan focuses on four main
areas: inclusion, infusion, competence and coordination. Through the Council for
Diversity, Inclusion and Academic Excellence, the University community is able to have
a broad conversation about what is diversity and how can various constituencies be
included in the overall campus community. In addition, within the Diversity Theme, the
University commits to creating ways to acknowledge and infuse difference and cultural
competency within the campus community and to create avenues of coordination and
equity for diverse groups on campus.
Outcomes
1.1A Calls for the Council for Diversity, Inclusion and Academic Excellence to meet at
least two times per semester.
This outcome is complete.
The Council met two to three times per semester this academic year. SPAAC
recommends the Council continues to meet at least twice a semester next year, and
considers publishing the minutes of the meetings for distribution to the campus
community.
1.1C called for the development of an RFP process to identify and engage an external
consultant to be selected no later than January 2015 to assist with the design and
timeline development related to the Campus Climate Survey.
Further, this outcome called for two Campus Climate Survey Forums to be held during
the Spring 2015 semester to obtain University input regarding survey implementation.
$25,000 of strategic plan approved funding was allocated to this outcome in the 14-15
year.
This outcome is in-progress, early stages.
The RFP has been completed, and a prep committee comprised of faculty, students and
staff have met with the consultant and are reviewing the survey instrument. A contract
has been sent to the consultant, though the dollar amount of the contract was not reported
to SPAAC.
The Campus Climate Survey Forums were not mentioned in reporting, and SPAAC is
unsure whether or not they were held. The outcome update notes that the prep committee
seeks to finalize the survey instrument in June 2015. Before the survey is finalized,
SPAAC recommends the prep committee develops suitable and accessible ways the
University may provide input to the survey construction, including at least one Campus
Climate Survey Form.
1.2A called for a review, inventory and publication of a summary of University wide
efforts that support diversity by the Council for Diversity, Inclusion and Academic
Excellence by February, 2015.
This outcome is in-progress, early stages.
The data reported to SPAAC does not address the summary of University wide efforts
that support diversity. SPAAC infers from the outcome update submitted that a review
occurred, which found the voluntary nature of the Council was such that it did not have
enough resources to complete its work. The Council and Faculty Senate requested a
funded position, titled the Chief Diversity Officer (though this name may change), be
created that would allow a central location to foster organization, communication,
advocacy and coordination amongst various diverse organizations and initiatives on
campus and to address issues of access and equality in resources for staff, faculty,
students and funding
SPAAC recommends the outcome be retained for measurement next year. Specifically,
SPAAC recommends that by February, 2016 the person identified to fill the new position
supports the Council in their collective efforts to review, inventory and publish a
summary of University wide efforts that support diversity. SPAAC further recommends
in the mid-year reporting window the Chief Diversity Officer and the Council reports
details of their plan to complete the review, inventory, and publication.
1.2B was created to identify gaps in diversity programming for marginalized populations
by February 2015 as evidenced by a review of the current marketing strategies and the
RFP process for University Forum.
This outcome is complete.
The University Forum co-chairs worked with University constituencies to increase
awareness of the RFP process. With this feedback, they altered the marketing strategies
to vary how often to send out the call for proposals, they identified key marketing targets
to help spread the word, and they held an open forum in March to answer questions about
submitting a proposal. As a direct result of these efforts, the proposals increased from
eight the previous academic year to 17. Notably, the University Forum co-chairs saw an
increase in not just the quantity of proposals, but also the range of topics covered in the
proposals, including the areas of disability, sexual assault, women, people of color, and
LGBTQA issues.
SPAAC agrees with the outcome leader that this outcome is complete and commends the
University Forum and its leadership for seeking and responding to University input.
SPAAC recommends the Diversity Theme Team discuss whether to revise or discontinue
this measure for Phase I, Year III.
1.3A called for the support and assistance in promoting the Communication Studies
Department Trans-Cultural literacy and cultural competency initiatives; ensure that no
less than 7 programs are offered to University areas and groups during the 2014-2015
academic year.
This outcome is complete.
More than seven programs were offered to University areas and groups during the 20142015 academic year, in a variety of modalities. Nearly 3000 people from around the
world and on WCU’s campus have signed up for WCU’s first Massively Open Online
Course (MOOC). A free online course on diversity called “A World of Difference at
WCU” is offered to all WCU students, faculty and staff. Three separate two-hour
workshops were completed with the College of Arts and Sciences faculty and students
(31 participants), Student Affairs staff (34 participants), and USSSS faculty and staff (19
participants). Two diversity workshop sponsored by CAS were held on campus, and
outcome leaders note that projects are adequately supported and well received.
SPAAC recommends this outcome continue into Phase I, Year III. We further
recommend the Diversity Theme review the outcome to determine if the number and
nature of programs offered should remain the same for next year or be altered to include
different constituencies or programming. Finally, SPAAC recommends strategic plan
funding be allocated to support these programs. They are well attended, and reach
faculty, staff, students, and administrators. Resources should be placed behind this
important work.
1.3B Ensures that the Dean of Undergraduate Studies and Support Services Office
publicizes and promotes the Equity Scorecard Program, findings, data and Equity
Matters initiative; through no less than 3 University presentations during the 2014-2015
academic year.
This outcome is complete.
Multiple presentations and workshops were held at which data were presented to
administration, faculty, department chairs, and program directors.
2.1A,B,C,D
2.1A: Collaborate with Human Resources on a review of current marketing and
recruitment strategies to assess effectiveness of current efforts.
2.1B: Review current diversity recruitment and retention best practices and develop a
top ten list of suggested effective recruitment and retention practices as strategies to
recruit and retain diverse faculty, staff and administrators by the end of the 2014-2015
academic year.
2.1C: Utilizing 2014 Affirmative Action Plan, identify areas of under-utilization and
prepare hiring targets for 2015-2016; Collaboration between the Social Equity Office
and Human Resources Office to review hiring procedures with no less than 80 searches.
2.1D: Develop an action plan to guide the University in achieving the goal of 20.78%
representatives of persons of color within the University workforce by the end of the
2017-2018 year; using 6.9% as the target for the 2014-2015, 2015 -2016 years.
These outcomes are not yet started.
Stakeholders were unable to make progress, and plan to carry over these outcomes into
year three. SPAAC recommends stakeholders discuss and request necessary resources to
be able to make progress toward these outcomes in year three.
2.2A, B, C, D
2.2A: Promotion of Equity Matters campaign in both Academic and Student Affairs;
development of on-line training module to be completed by March, 2015.
2.2B: Ensures that the Division of Academic and Student Affairs collaborates and
develops an action plan that identifies incentives that will assist in reducing the
achievement gap of URM students
2.2C: Assess current number of veteran students to establish a baseline # for student
veterans enrolled for 2014-2015. Partner with Veteran’s Center to review services and
identify resources to recruit and retain students by the end of the 2014-2015 academic
year.
2.2D: Assess coordination between the Counseling Center, Office for Students with
Disabilities and Facilities on efforts to provide accommodations for students.
Due to an error in the reporting system, these outcomes were not assigned for outcome
updates.
SPAAC recommends these outcome updates are provided before the end of June so year
three outcomes may be revised based on these outcomes.
Major Recommendations
 The Council for Diversity, Inclusion and Academic Excellence is recommending
that the University create the position of Chief Diversity Officer. The Chief
Diversity Officer would be able to examine issues of diversity from a broad,
proactive position to further a positive climate on campus. SPAAC recommends
that stakeholders hold conversations about the nature of the position and to whom
the Chief Diversity Officer will report. We recommend these conversations begin
as soon as possible so the final structure of the position can be solidified and the
position filled as soon as possible.
 The University should publicize the recommendations made by the Equity
Scorecard and develop a plan for implementing its recommendations.
 The University should continue to create ways and support programs to recruit
and retain diverse students, staff, faculty and administrators.
Highlights and Successes
One of the successes for including and infusing diversity on campus is the funding of
programs (such as University Forum) that provide opportunities for individuals and
groups to present information on various diverse constituencies that have been
traditionally challenged in society.
In addition, the University has taken some strong steps to promote trans-cultural literacy,
cultural competency and international education.
Another highlight was that the request for a focused position (commonly called the Chief
Diversity Officer) was approved by administration. This position will allow for more
comprehensive infusion, integration and coordination of diverse programs and services
on campus.
Areas in need of focus
The funding for diversity programs is not consistent and a commitment to an annual
budget is a challenge. While there is an ongoing effort to have more groups participate in
the University Forum and other educational venues which provide information on transcultural literacy, cultural competency and international education--coordinating,
organizing, and promoting diversity programs is a challenge. Also, attracting and
including a more diverse group to participate in these educational formats can be
difficult. Finally, the goal of infusing trans-cultural literacy into the overall curriculum
will continue to be a focus and a challenge on campus.
Identification and coordination of diverse services and groups on campus may be
strengthened. This may be the work of the Chief Diversity Officer.
Meeting the goals of the Strategic Plan requires an overall responsible party to assess
diversity-related needs and resources, leverage the strengths of existing offices,
initiatives, and persons on campus, and coordinate as well as further develop
programming on campus to promote a positive climate and academic excellence. Thus
creating a “Chief Diversity Officer” position, identifying the position responsibilities and
hiring for this position will be critical over the next six months.
Recruitment, retention, and promotion of a diversity faculty and staff.
On April 13, 2015, a multicultural faculty initiatives meeting was held to review the
mission, focus, and level of participation of current diversity organizations on campus.
The group will continue its work in the fall to identify areas of need and focus in order to
address strategies for the recruitment and retention of a diversity faculty and staff.
Recruitment, retention, and degree completion of a diversity study body
The University should review the data concerning URMs and their persistence on
campus. The Equity Scorecard report and its recommendations should be more widely
publicized. The University should follow-up with the Equity Scorecards’
recommendations and how colleges/units, and departments are implementing strategies to
close the achievement gap.
Student and campus safety relations
As a response to some incidents on campus an ad hoc group of faculty, administration,
campus police, and students met in the spring 2015 to plan a forum in the fall 2015. The
event, tentatively entitled, Race and Town/Gown Policing aims to create a campus
dialogue on race and policing in order to increase understanding between the student
body and campus police
Financial and Budgeting Actions
 The current structure includes inconsistency in funding among current diversityrelated offices on campus (in some cases based more on historical chance than on
current need) and inefficiency in programming (e.g., similar trainings being
offered by different diversity-related offices without coordination in the
planning).
 Meeting the goals of the Strategic Plan requires an overall responsible party to
assess diversity-related needs and resources, leverage the strengths of existing
offices, initiatives, and persons on campus, and coordinate as well as further
develop programming on campus to promote a positive climate and academic
excellence.
Engagement
Executive Summary
The Engagement Theme in Building on Excellence directs WCU to be a leader in
community engagement, building mutually-beneficial relationships with external
stakeholders locally and globally. These collaborations will extend the University’s
impact within its home region and across the world, attract new resources to advance
learning and community well-being and focus campus talent on the pursuit of the public
good. To that end, four goals were established to guide progress on engagement:
strengthening academic, co-curricular and support programs through partnerships that
promote learning, increase institutional visibility and reputation, expand local community
involvement, and increase alumni outreach and partnerships.
These 4 goals had 16 active outcomes in Phase 1, Year 2. Of the 16 outcomes, 10
of the outcome actions were completed, four were nearly completed, one is at the midpoint and one is in the early stages.
All outcomes had high quality data reported on the system, providing excellent
information for assessing Year 2 progress. This theme stands out for excellent reporting.
Progress toward completion reflects considerable effort on the part of Engagement
stakeholders and SPAAC is impressed with the progress made in Year 2.
Major Accomplishments
 The number of students participating in study and research abroad has increased
by 70% in just two years.
 Social media efforts reach over 250,000 people each week, increasing our
visibility in the region and beyond.
 The Office of Service Learning and Volunteer programs increased course
selections resulting in 800,000 hours of service in the community
 The University’s main Social Networks continue to be a top marketing and
engagement tool – connecting with over 300,000 people per week
 The alumni network is more active than ever conducting over 80 alumni events
this past academic year and WCU is making its mark internationally with fourteen
new agreements with international institutions.
 The creation of two new majors, International Business and Global Studies, will
provide WCU students with additional opportunities to be engaged, global
citizens.
SPAAC wishes to recognize the work of campus stakeholders connected to
Engagement measures. These accomplishments strengthen our connections to our
immediate community, increase institutional visibility, and serve external stakeholders
with excellence.
Year 1 Recommendations
A number of recommendations SPAAC made at the end of Year 1 were
completed in Year 2.
 SPAAC recommended revision of 1.3A. This measure called for a 4% increase in
each of the next three years for a total of a 12% increase by June 2016. The Office
of Service Learning and Volunteer programs reports a 12% increase in Year 1.
SPAAC recommend the measure be revised with suitable targets for Years 2 and
3 of Phase 1. The 4% increase remained the same for Year 2, and was again far
surpassed at 22%. Revision of the percent increase may be suitable for year three.
 Great progress was made toward Objective 1.7, preparing students to be global
citizens. SPAAC recommended that progress toward the creation of a new major
in Global Studies continued in Years 2 and 3, with a goal of establishing the new
major by the end of Phase 1. This recommendation was adopted and tremendous
progress toward this outcome was made in Year 2.
 SPAAC recommend greater alignment with reported data and completion status.
Many action updates were reported clearly in Year 1, though a few were lacking
specificity. SPAAC recognizes the framework for reporting was established in
Year 1 and some reporting persons were not familiar with SharePoint or TracDat
prior to the spring of 2014. All outcomes for the Engagement Theme had high
quality, relevant data reported for Year 2.
Year 2 Recommendations

The 25 Live calendar system and central ticketing system should be listed as two
separate outcomes. The two outcomes are managed by two separate committees
and have two different outcomes and timelines and therefore should have separate
reporting persons and different reported data.
Summary
During the 2014-2015 year, there were a number of activities associated with the
Engagement Theme in West Chester University’s Strategic Plan. The Engagement theme
had 16 outcomes in Phase I, Year II. Of the 16 outcomes, 10 of the outcome actions were
completed, 4 nearly completed, 1 at the mid-point and 1 in the early stages. A brief
overview of the outcomes is listed below.
Overview of Theme Purpose
The Engagement Theme’s purpose is to increase the university’s visibility and reputation
while strengthening academic and co-curricular programs and expanding local
community and alumni outreach.
Outcome Updates
Student Engagement
1.3A The Office of Service Learning & Volunteer Programs will work with Academic
Affairs to increase the number of course sections offering service-learning by 12% (4%
each year) by June 2016.
This outcome is complete.
Course sections offering service learning increased from 544 in year 1 of the strategic
plan, to 600 in year 2 for an increase of 10% in year 2. Notably, over 7,500 students
participated in community based learning and performed over 800,000 hours of service in
the community in all service learning courses. These data are not complete for 2014-2015
as the outcome reporting happened before metrics for the end of the academic year were
complied.
The increase in courses per year far surpassed the target percentage increases (22%
combined in year 1 & 2). SPAAC recommends the Engagement Theme discuss whether
the outcome should remain active and if so, revise the target increase for year three of the
plan. Two positions have been identified as needed in order to support the growth in
service learning courses: a service-learning faculty associate and a permanent funding
source for the interim assistant director of service-learning and volunteer programs.
1.5A: Complete training and implementation of 25Live to centralize University calendars
and identify and implement a new system that is compatible with 25Live to provide
ticketing service for all campus events (2014-15).
This outcome is in-progress and nearing completion.
Implementation of a central calendar system (25Live), training, and usability testing are
well underway. The central calendar system, 25 Live, is scheduled to go live during the
Summer 2015. Several departments have received training on how to use the system, and
a test page was created. Testing is occurring throughout May, and a soft launch is
expected in June, followed by an expected full launch of the calendar system in August.
These achievements reflect an enormous amount of work and the efforts of the project
leaders.
The central ticketing software has not been selected, and SPAAC recommends that this
remains a priority for year three. Strategic plan approved funding for this outcome totaled
$65,000 for 2014-2015. Outcome leaders report $4,350 has been committed for a student
intern to assist in the spring and summer. It is unclear to SPAAC if the remaining
$60,650 has been used.
1.7A By 2015-16, the Center for International Programs (CIP) will add five new
agreements between WCU and other universities and institutions around the world in
which faculty and students are engaged in cultural and educational exchanges.
This outcome is completed.
CIP has completed 14 agreements in years one and two of the strategic plan, and will
complete two more this summer. CIP has met this target threefold and is to be
commended for their work. SPAAC recommends a revised outcome target be presented
for measurement next year.
1.7B: Annual participation in study and research abroad will increase to 500 students by
2016-17.
This outcome is in-progress, mid-stages.
Annual participation in study and research abroad for 2014-2015 increased 17% from 365
students in 2013-14 to 428 in 2014-15. This growth is in addition to the 45% increase
exhibited in year one. The number of students studying or researching abroad has
increased from 251 in to 428 just two years later, for a 70% increase over two years.
SPAAC finds these increases to be impressive and reflective of excellent work from the
CIP. At this rate of growth, we are on track to meet the 500-student growth target. The
growth was facilitated by strategic plan funding for study abroad scholarships this year.
SPAAC recommends the continuation of these scholarships to support an additional
increase of student participation abroad in year three.
1.7C: Create a new major in International Business in the College of Business and Public
Affairs; Create a new major in Global Studies in the College of Business and Public
Affairs
This outcome is in-progress and nearing completion.
Impact statements have been gathered from department Chairs, CAPC has been alerted, a
draft of the Letter of Intent has been written, and pending final approval in the fall
semester, the program will begin in Spring 2016. The work related to launching these
programs is impressive and SPAAC commends the CBPA for their work on this
outcome.
Visibility
The outcomes related to increasing the visibility of WCU in the region and beyond (2.1A,
2.1B, 2.2A, 2.2B) were surpassed in the past academic year. A new marketing plan is
currently being developed which will bolster WCU’s reputation even further in the
coming year.
2.1A: Based on findings from market research, develop and implement a plan to increase
WCU’s perceived value locally and in the Mid-Atlantic region by the end of 2015-16.
This outcome is in-progress, early stages.
The market research was completed and a plan to increase WCU's visibility and
perceived value in the Mid-Atlantic region was completed. Implementation will begin in
July 2015. Portions of the plan will focus on the Washington D.C. area and prospective
out-of-state students and parents. SPAAC recommends that strategic plan funding dollars
are committed to support the implementation of the plan and that this outcome remains a
priority in year three. Further, SPAAC recommends this measure be revised for year
three to evaluate plan implementation.
2.1B: By June 30, 2015, increase the coverage of WCU by print and electronic media by
12.5% (86 appearances) over the 2012-2013 levels (583 appearances ) as measured by the
number of stories printed and number of appearances in the media.
This outcome is complete.
WCU had 668 appearances this year, an increase of almost 21%.
2.2A Increase WCU’s main social media outlets: Facebook likes/fans to 18,000 and
twitter followers to 9,000 by the end of 2014-15.
This outcome is complete.
WCU surpassed this goal with 19,000 likes on FaceBook (a 27% increase over 2014) and
10,500 Twitter followers (a 35% increase over 2014). Also of note is WCU’s newest
social network, Instagram. Established September 2014, WCU’s Instagram gained 1,400
followers in only eight months. WCU’s Facebook page reaches an average of 250,000
people per week and WCU’s twitter account earns 100,000 impressions per week.
2.2B: Identify and implement methods for promoting WCU's unique programs, research,
and events to the campus community.
This outcome is complete.
Based on research findings, it was determined that a website which lists all public,
university events is the most needed for the campus community and the public. Now,
events at WCU can be viewed a semester in advance by anyone on the website, through
the university-wide 25Live Calendar. The web-marketing specialist collaborated with
Conference Services to promote the use of the WCU Events Calendar for any conference
or camp occurring on campus. Over a dozen conferences/camps have utilized the online
form. Also, WCU Faculty quotations and research that appear in Google Alerts are
shared via WCU’s social media. The #RamsInTheNews hashtag was developed to
capture or organize positive mentions of WCU in the media.
Community Engagement
3.1D: Enhance the partnership between the Borough and WCU by sponsoring a minimum
of 8 meetings each year with the Campus Community Coalition.
This outcome is complete.
The Community Campus Coalition (CCC) met nine times this academic year with the
meetings focused on the development and implementation of strategies designed to
reduce alcohol-related incidents in the Borough of West Chester. The meetings resulted
in collaboration between WCU and the Borough, including four grant proposals,
responses to celebratory drinking events, and a campaign to discuss and promote
community values. Planning is already underway for the continuation of these activities
into year three.
3.2A The University will annually involve neighbors and community groups from the
Borough/Townships in at least four (4) high profile community service, athletic,
educational/cultural/social events.
This outcome is complete.
WCU surpassed the target of four high profile community events with high attendance
from community groups and neighbors. These events included a WCU Women’s
Basketball game and reception, a special theatre performance and reception, a
presentation by former NBA basketball player Chris Herron, a Relay for Life event, with
strong support from the local community which resulted in raising $40,000 for The
American Cancer Society, a Film for Thought series featuring nine films dealing with
contemporary social issues, a WCU Arts Weekend, and a Play On, Philly! music
instruction event for children.
3.2B Create and implement a plan to grow annual attendance at campus arts events from
75,000 to 100,000 by the end of 2015-2016.
This outcome is in-progress, nearing completion.
Data were not submitted regarding the attendance at campus arts events this year.
Likewise, this data was not reported last year. Thus, SPAAC cannot assess progress
toward the ultimate goal of 100,000 participants at arts events on campus. However, a
number of activities were implemented to increase attendance during year two.
Traditional, digital and social advertising have been the main focus for growing visibility
of WCU’s campus arts events – including ads in local publications, social media
promoted posts, ads on radio stations throughout the area, and rail posters on the R5 line
and.
SPAAC recommends that outcome leaders convene to discuss how WCU can track and
report actual attendance in year three, so progress toward the outcome can be assessed.
Alumni Engagement
4.1A Double the number of alumni events held regionally and across the nation (from 30
held in 2011-12 to 75 held in 2014-15) to engage the diverse membership of the WCU
alumni body.
This outcome is complete.
The Alumni Office is on track to conduct 84 events by the end of the 2014-2015 fiscal
year, which far exceeds the goal of 60 events annually. Sufficient funding is needed to
support these events, or expand to more events, in year three.
4.1B The Twardowski Career Development Center will increase the services and support
offered to alumni clients by 6% (2% per year) by the end of 2014-15.
This outcome is complete.
Over 180 individual meetings have been held with alumni resulting in a 32% increase in
alumni clients. The Career Development Center is researching new digital solutions for
connecting with Alumni, no matter their location. This increase far surpasses the target,
and the Center is to be commended for their work.
4.2A: Increase the number of alumni participating in student academic, co-curricular and
volunteer activities by 25% when comparing 2012-2013 levels (37) to year end of 20142015.
This outcome is complete.
Over 80 WCU alumni events were held across the country, involving over 4,000 alumni.
These events represent an increase of 116% over the 2012-2013 levels, far surpassing the
goal of a 25% increase.
4.2B Develop an alumni mentor program with at least 50 alumni participants and 100
student participants annually by the end of 2014-15.
This outcome is in-progress and nearing completion.
During 2014-15, 44 alumni and 206 students participated in alumni mentoring programs
implemented by multiple units and offices across campus. The student participation goal
was exceeded by 100 percent, underscoring the importance of this program to WCU
students. The alumni participation goal was almost at the goal number of 50. It is
anticipated that the alumni goal will be exceeded in 2015-16. The WCUShadows
program was developed last year, and is already seeing tremendous activity in its first
year of implementation. SPAAC looks forward to the continued growth in year three.
Highlights and Successes
The work complete this year resulted in tremendous advancement in WCU’s engagement
goals.
 The number of students participating in study and research abroad has increased
by 70% in just two years.
 Social media efforts reach over 250,000 people each week, increasing our
visibility in the region and beyond.
 The Office of Service Learning and Volunteer programs increased course
selections resulting in 800,000 hours of service in the community
 The University’s main Social Networks continue to be a top marketing and
engagement tool – connecting with over 300,000 people per week
 The alumni network is more active than ever conducting over 80 alumni events
this past academic year and WCU is making its mark internationally with fourteen
new agreements with international institutions.
 The creation of two new majors, International Business and Global Studies, will
provide WCU students with additional opportunities to be engaged, global
citizens.
Areas in need of focus
 It was discovered this year that 25Live does not have the proper capabilities to
also manage the central ticketing system. Since that determination, it appears the
central ticketing software selection and implementation has been delayed.
Major Recommendations

The 25 Live calendar system and central ticketing system should be listed as two
separate outcomes. The two outcomes are managed by two separate committees
and have two different outcomes and timelines and therefore should have separate
reporting persons.
Financial and Budgeting Actions
 WCU must provide adequate support to the amazing expansion exhibited this year
in the areas of study and research abroad, serving-learning, and alumni
engagement. Funding should be made available or continue to provide
scholarships, staff, and events as needed by these offices.

Public Relations and Marketing requires adequate support to be able to implement
the market research plan to raise visibility in the region.