2012 Six-Year Plan Review
OLD DOMINION UNIVERSITY
September 27, 2012
General Comments:
1. Reallocations: The General Assembly provided specific reallocation amounts for all
higher education institutions as part of their appropriation.
Please include a
statement in your remarks indicating whether or not you have met your reallocation
requirement. If you have not met your reallocation requirement, please provide an
explanation.
Old Dominion University has met the reallocation requirements of $1,361,685 in fiscal
year 2013 and will reallocate $1,815,581 in fiscal year 2014 (as identified in the Six-Year
Plan) from current E&G program funds to support institutional initiatives that help meet
statewide goals.
The reallocations as identified in the Six-Year Plan include: $475,000 in FY2013 and
$200,000 in FY2014 to increase student employment opportunities on campus;
$180,000 in FY2013 and $360,000 in FY2014 to streamline business services, enhance
customer service and utilize technology to automate business processes; $706,685 in
FY2013 to address faculty compression and competitive salary offers.
Additional reallocations in FY2014 will include $241,581 to increase the summer school
courses and enrollments; $150,000 for Quality Enhancements in student learning;
$154,000 for student success programs; $360,000 to develop on-line instruction; and
$350,000 for expansion of STEM and health care degree programs.
2. Financial Aid: (a) All schools are required to provide a detailed narrative on their
financial aid plan. This narrative should include steps that the institution is taking to
mitigate the impact of the increase in tuition on low-income and middle-income
students. The narrative should also include the definition of middle-income that the
institution is using and the size of their student population receiving aid that falls
within that definition. It would also be helpful to know what portion of financial aid is
going to each student group, i.e. low-income aid recipients, middle-income aid
recipients. Please include the narrative on the Financial Aid worksheet. (b) If your
institution does use T&F revenue for financial aid, please state this on the Financial
Aid worksheet. (c) If the amount of T&F revenue collected for financial aid does not
equal the amount disbursed for financial aid, please note the difference and how
these additional funds were used.
(a) Old Dominion University (ODU) awards financial aid to students showing need in low
and middle income groups after other federal and state aid is awarded.
The process is as follows:
 Package students with federal and state aid and grants first.
 For students in lower and middle income groups whose financial needs have not
been met using federal and state aid, award institutional aid. The inclusion of
middle income students will address unmet need and ensure that middle income
students are not left behind.
Additionally, the University has invested over $500,000 in our Learn and Earn Advantage
Program (LEAP), a program created to specifically meet the growing financial challenges
faced by students in middle income ranges. Freshman students whose income levels do
not qualify for Federal Work Study are offered the opportunity to participate in LEAP.
The program allows students to work on campus for 15 hours per week, renewable for
one additional year. National statistics verify that students who work on campus have a
better retention and graduation rate than students who work off campus. At ODU, more
than 50% of our students work more than 20 hours per week, and the LEAP program
allows them to do so in a supportive environment conducive to a successful higher
education experience.
ODU used the definitions of low and middle income provided by SCHEV.
Table 1.
Definition of Low and Middle Income Categories for financial aid purposes
Family of 4
Family of 6
Family of 8
Low
Income
22,350 44,700
29,990 59,980
37,630 75,260
Middle
Income
44,700 78,225
59,980 104,965
75,260 131,705
Table 2.
(b) Students by Income category who received institutional scholarships.
scholarships are funded with tuition and student fee revenue.
Family of
>=4 < 6
Family of
>=6 <8
Family of >=8
These
Low
Income
179
38
5
Middle
Income
292
41
9
(c ) If the amount of T&F revenue collected for financial aid does not equal the amount
disbursed for financial aid, the difference reverts to the institutional scholarship fund
balance to be used to provide additional one-time scholarships in the subsequent year.
3. General Fund Assumptions: All schools are required to provide a detailed summary of
the assumptions they are using for their financial projections, i.e. assuming zero
incremental increase in general fund appropriation.
Old Dominion University’s plan includes a 3.3% tuition and 4.4% fee increase in FY2013
and a 6% tuition and 4% fee increase in FY2014. These increases will generate
approximately $8.4 million in nongeneral fund revenue in FY2013 ($4.2M E&G and
$4.2M Auxiliary) and $11.3 million in additional nongeneral fund revenue in FY2014
($7.3M E&G and $4.0M Auxiliary). Requests for nongeneral fund appropriation
increases were approved by the Secretary of Education and submitted in the Budget
Process on September 21, 2012. These nongeneral funds will be used to invest in
instruction and academic support, student recruitment and retention initiatives, campus
infrastructure, and campus life and retention programs. Without any increase in
general fund support, the University will not be able to fulfill many of the goals outlined
in its Six-Year Plan. However, should the University receive additional General Fund
dollars, we will contemplate lowering the assumed tuition and fee increase for FY14,
similar to the University’s tuition and fee actions for FY13.
4. Proposed Cost Saving Measures: All schools are asked to highlight initiatives that are
expected to produce cost savings. Over the past 18 months, with the assistance of
Ellucian, ODU has been re-engineering its administrative and business processes, to
improve both efficiency and effectiveness. Thus far, the University has scrutinized the
processes in Accounts Payable, Human Resources/Payroll, and Accounts Receivable,
embedded best practices, and substantially reduced costs related to both personnel and
non-personnel expenses while improving service delivery. This process works to
incorporate the identification of key performance indicators/metrics and the
development of follow-on reporting structures to continuously monitor actual
performance versus proposed outcomes. To date, the cost savings associated with this
initial phase (80% completed) has resulted in the abolishment of eight positions,
reduced postage and other non-personnel-related expenses, and has produced tangible
improvements in service delivery. These outcomes were recognized by Ellucian through
Old Dominion’s selection for the Institutional Performance Award among the company’s
2,300 colleges and universities. In addition University Business selected ODU for one of
16 Model of Efficiency awards. A second phase focused upon Student Financial Aid,
Recruitment/Admissions, and Student Records and Registration will begin this fall.
Similar results are expected with the second phase.
 In addition, the University also continues to review its academic programs and support
services to identify opportunities for program elimination and/or greater efficiency.
Since July 2011 the following efforts have been undertaken: Distance Learning Partners in
Progress Initiative to capitalize on changing technologies, growing student expectations, faculty
needs, and community college synergies to grow online course capacity and program diversity.
Significant progress over the last two years with ongoing collaboration with the addition of 34
academic programs.
 Ongoing collaboration with NOVA+ODU see
http://nova-odu.com/ for a complete online education.
 Thorough assessment, review, and consultant engagement for examining
University assets in Distance Learning, the three Higher Education Centers,
and Continuing Education Programs to align resources with a more strategic
focus and a rapidly changing marketplace in higher education. Anticipate
major organizational changes to realign directions.
 The automation of the Faculty Activity System for tracking faculty
instruction, research and community service. The system module
substantially improves upon data collection, analysis and daily utilization of
course specific data by all faculty. Collaboration has begun with other
Virginia universities to compare and enhance functionality of the system
modules for the collective benefit. Significant report programming is
underway to standardize customary reports, identify outliers, and integrate
with costing methodologies.
 The refinement of Annual College Reviews of all programs utilizing standard
templates in collaboration with Institutional Research & Assessment. This
annual review process provides the executive framework for resource
allocation and re-allocation issues prior to the budget planning cycle.
 Implementation of People Admin System for faculty recruitment
 BPM initiative for automating graduate tuition waivers process and
employment
 Graduate Program Reviews in relation to economic and international trends
impacting recruitment
5. Lab Schools Planning Grant: Schools currently receiving lab school planning grants
should provide a narrative on their progress and include the amount they received
under academic initiatives. Any school considering applying for a planning grant
during the next round should include that information in their six-year plan.
Not Applicable: Old Dominion University receives no lab school planning grants.
6. Deletion of Strategies/Initiatives: For institutions that deleted initiatives or strategies
from their plans, please include a narrative in the comments field outlining your
rationale, i.e. lack of funding or change in strategy.
Two strategies were deleted: Quality Enhancement Plan and Faculty Salary
Compression/Retention. Both of these initiatives were institutional priorities and were
funded through a reallocation of resources and supplemented with general and
nongeneral funds.
7. Prioritization: Please insert a column to the left of the ‘Delete Initiative’ column on
the Academic-Finance worksheet to indicate the priority of each initiative with ‘1”
being the highest priority.
Refer to attached Six Year Plan Worksheet for priorities.
Institution Specific Comments: Old Dominion University
1) Please provide narrative on your collaboration efforts with Fort Monroe for the ODU
Military Connection Center.
There are approximately 108,000 Navy and Marine Corps personnel stationed in the
Hampton Roads region, as well as more that 58,000 retired military men and women,
and approximately 118,300 dependents of active duty/civilian personnel. The total
Hampton Roads Navy community numbers 318,000 individuals. Each branch of the
armed forces is represented in the region, bringing over $11 billion into the economy
annually.
Around 25% of Old Dominion University’s student population is military-affiliated, and
the University is committed to providing these students with the unique support critical
to their academic success and their transition from active duty to civilian life. The Old
Dominion Military Connection Center, supported as a “Best Practice” by the American
Council of Education, would provide a comprehensive model to support our military
students as well as the broader military community by providing support services,
interdisciplinary research, and outreach programs to the military community.
Throughout the past few months, the university has been engaged with both the
Secretary of Veterans Affairs and Homeland Security and the First Lady’s Policy Office
regarding how the University could partner with the Freedom Center at Fort Monroe to
provide the Freedom Center with a Southside presence. The University shares many of
the same objectives of the Freedom Center in our dedication to serve as a centralized
clearinghouse for military support programs, create a system to vet programs and place
them on a centralized online database and resource center for veteran and military
resources, collaborate with industry, government, and public organizations to address
economic and public policy concerns, seek opportunities for community engagement in
veterans and military events or projects, and broaden the delivery of our nationally
recognized distance learning network to the military community. It would be
advantageous to all for these services to be provided on both the Peninsula and the
Southside of Hampton Roads and partnering together will make this a reality.
2) Please clarify the impact (if any) of the addition of Division I football on your athletic
fee.
The decision by the Board of Visitors to move to Division I football and Conference USA
was predicated on the ability to make such a move without reliance on new student
athletic fees.
3) Please provide a short narrative on your Advance Virginia initiative.
Old Dominion University (ODU) submits for consideration a proposal to modernize and
advance a longstanding collaboration with the Virginia Community College System
(VCCS), by expanding access to affordable, convenient, quality degree programs in high
demand, online. Advance Virginia through 2+2 online will enable citizens of Virginia to
complete an undergraduate degree program online by taking the first two years of
course work through the community college system and the last two years with Old
Dominion. Old Dominion University takes pride in its long history of working in
collaboration with other institutions to provide citizens, statewide, access to high
quality, public higher education. As early as 1994, Old Dominion University was awarded
state funding to establish a partnership with the Virginia Community College System to
improve access to degrees in high demand throughout Virginia. For over fifteen (15)
years, numerous ODU undergraduate programs have been articulated and thousands of
degrees have been awarded, contributing to the growth and economic development in
local communities throughout Commonwealth. Together, our institutions can
collaborate to leverage our existing relationship and infrastructure to expand access,
improve quality, employ new delivery options, and better serve citizens of the
Commonwealth by continuing to provide a cost effective solution to acquiring a college
education now.
Advance Virginia 2+2 will:
 Create online degrees that are co-owned and co-marketed by ODU and the VCCS
colleges to optimize resources at both institutions
 simplify the student experience by creating a seamless transition from the
community college to Old Dominion University
 reduce the time to degree completion for students across the Commonwealth
 make better use of consumer resources; and, promotes greater availability of
programming in the state
 Expand access to STEM and health care degree programs by creating new online
degree programs, undergraduate 2+2 degree completion programs and graduate
programs
 Expand capacity to provide course development, instruction and student support
by hiring additional faculty resources in key program areas.
 Increase opportunities and decrease time to degree completion by promoting
the Guaranteed Admissions Agreement signed September 28, 2009 formally
outlining the need for “specifically articulated” agreements for Applied Science
degree programs, thus streamlining the student’s experience by eliminating
unnecessary coursework. As these agreements are critical to extending the full
benefits to potential transfer students, Old Dominion University has been
working with the VCCS to put in place current articulation agreements in a
variety of program areas.
 Expand outreach in critical regions of the state by collaborating to promote
online solutions for undergraduate degree completion programs, as well as
graduate degrees. Due to significant budget reductions in 2007 and 2008, ODU
withdrew support at six community college locations and in Northern Virginia.
This reduction severely impacted our ability to provide degree opportunities to
citizens in SouthSide and Southwest Virginia, as well as in Northern Virginia. Old
Dominion University has re-established partnerships with Northern Virginia
Community College and Paul D. Camp Community College to promote online
degree opportunities in criminal justice, nursing, and psychology beginning in
Fall 2011.
 Migrate programs from live, synchronous models to hybrid or asynchronous
models in accelerated formats, to meet student demand for flexible learning
opportunities and convenient student services. Adult learners, military affiliates,


and traditional students are demanding this convenience and flexibility to
accommodate the demands of their individual lifestyles.
Create programs with blended field and distance components where students
are immersed in real world environments in internships, collaborative projects
and work experiences prior to graduation.
Utilize a best practice distance learning infrastructure that combines the most
compelling collaboration capacity, two-way interaction, group interaction,
mobile interaction, media and resource sharing, and other advanced electronic
capability that permit advanced instructional activities at a distance.
Further, Old Dominion will scale up the instructional demand by supplementing full-time
faculty with adjunct instructors trained in the online learning environment. Thanks in
part to the University’s extensive background in distance learning activity and course
development; the Office of Distance Learning’s Center for Learning Technologies has
instructional design teams available to collaborate with faculty subject matter experts to
produce online courses.
Focusing on online degree programs in the areas of science, engineering, mathematics,
and health care, the 2+2 Partnership will support practical, high demand fields across
the Commonwealth. Expanding upon the on-site 2+2 Partnership between the VCCS and
Old Dominion University leverages existing resources and past investments in this area
and expands access to academic programs through various synchronous and
asynchronous delivery options. Promoting 2+2 online to high school juniors and seniors
will provide families, struggling to make ends meet, an affordable solution to the high
costs of a college education. Providing high school student’s information about this
opportunity will permit planning upon entry to the community college for continuation
through the bachelor’s degree. By collaborating with the Community College System to
develop online programs that align with military experience, the 2+2 Partnership
provides these students an opportunity to complete an undergraduate or graduate
degree that fits their lifestyle and their career goals. With college credits already under
their belts, many of these individuals, and others like them, will benefit from the
opportunity to have their existing credits assessed for transfer and the convenience of
online courses.