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University of Wisconsin-Whitewater
Strategic Planning Goals Progress
Report 2012-2014
Summary of Accomplishments: 2012-2014 UWW Strategic Planning Goals
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A Special tribute to WARHAWKS for an amazing season of play in
2013-2014 year: (1) winning a record six National Championships,
(2) achieving unprecedented trifecta in the NCAA sports history,
and, (3) achieving best finish ever, second place in the 2013-14
NCAA Director’s cup (highest in UWW history).
Summary of Accomplishments: 2012-2014 UWW Strategic Planning Goals
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Final Report:
Summary of Accomplishments: 2012-2014 UWW
Strategic Planning Goals
The University of Wisconsin-Whitewater presents a two-year strategic plan at the beginning of
each biennium which recognizes key priority areas and goals to advance campus strategic
mission and values. This process is in line with the Higher Learning Commission’s guidelines
requiring institutions to engage in effective strategic planning on a regular cycle. The 2012-2014
strategic progress report, herewith, highlights goals and progress on each of the five strategic
priorities, celebrates accomplishments on several benchmarks, and outlines future
recommendations and action plans for consideration in the subsequent biennium and beyond for
continuous institutional effectiveness. As such, the five broad strategic themes are tied with
clearly defined goals and benchmarks which have been the campus road map for planning and
achieving success. The campus has embarked on an ambitious, outcome-based, plan to achieve
goals in the current 2012-2014 biennium related to: Programs and Learning, the Scholar
Educator Community, Diversity and Global Perspectives, Regional Engagement and
Professional and Personal Integrity. During the course of two years, several university-wide
working teams, comprised of representatives from multiple campus units, have been at work
planning and undertaking various initiatives in an effort to advance the goals. Thus, the report is
a collaborative effort of team leaders and a broad array of campus constituents.
The content is organized into four sections under each goal: executive summary, measures and
accomplishments, future themes /goals /recommendations, supporting material and links to
navigate easy reading.
PROGRAMS AND LEARNING
Goal I: Review the current academic program array (undergraduate and graduate), adjusting
program size and creating new academic programs that align with the university mission,
resources, evolving workforce, institutional plans for growth, and projected state, regional, and
national needs.
Measure: Did each academic college review its program array? YES
Team Leader: Greg Cook, Associate Vice Chancellor for Academic Affairs
Summary of Accomplishments: 2012-2014 UWW Strategic Planning Goals
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Team members: Christine Clements, Dean, College of Business & Economics; Katy Heyning,
Dean, College of Education & Professional Studies; David Travis, Dean, College of Letters &
Sciences; Mark McPhail, Dean, College of Arts & Communication; John Stone, Dean, Graduate
Studies & Continuing Education
Other participants: College assistant and associate deans, department chairs, department faculty
and staff.
Frequency of the meetings: Goal leaders discussed the project at many of the bi-weekly
meetings of the Deans Council.
Executive Summary:
The academic community within all four colleges and the school of graduate studies has been in
discussions from fall 2012 through spring 2014, reviewing their academic program array. The
Academic Affairs Staff had a retreat in August 2013 to address these issues, with each of the five
Deans issuing short summaries of their program array analysis and planning. Enrollment data
for the last ten years were available for each major, emphasis, minor, and graduate program, and
these data were reviewed within the academic departments and considered in relation to the
campus mission, student demand, market analyses, regional needs and other available
information. Summaries (measures and accomplishments) from each college are provided below.
Overall, the largest areas for potential growth are in health-related fields (health science, health
management, and health education), and the trends indicate further development and growth of
academic programs that are interdisciplinary in nature and/or represent global or international
issues.
a. Measures and Accomplishments:
1. College of Arts and Communication
College of Arts and Communication
Measures
Recommendations
Maintain
All programs
Increase
Decrease
 Media Arts & Game Development
 Art & Design
 Graphic Design
 Dance
 International Journalism
 Music Education
None
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Eliminate
Add
None
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Creative Enterprise
Sports Communication & Production
Interdisciplinary MSE in Digital Media & Game
Development
Revise the graduate program in Communication
Summary Statement: Although enrollments in the college have remained stable for the past
decade, the college has made significant contributions toward supporting increasing enrollments
across the university at large. Both GENED 110: World of the Arts (with a 44% expansion of
available seats over the period of review) and COMM 110: Introduction to Human
Communication (with a 22% expansion of available seats) have grown in response to increasing
demands of the university’s general education curriculum. The Music Department has also
contributed significantly by providing the Marching Band as a service to athletics programs and
as a General Education-physical education (GP) course.
2. College of Business & Economics
College of Business & Economics
Measures
Recommendations
Maintain
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All BBA majors (except, perhaps General Management)
M.B.A. (Business Administration)
M.P.A. (Accounting)
Increase
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Water Business
D.B.A. (Doctorate of Business Administration)—new for
Fall 2014
M.S. Applied Economics—new for Fall 2014
M.S. Environmental Safety & Health
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Decrease
Eliminate
Add
None
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Considering merging General Business and General
Management Majors. If so, this would lead to some of the
suggested management-related areas referred to below as
emphases.
Health Care Management
Not-for-Profit Management
Business Analytics (possibly)
The Finance Department is evaluating its curriculum
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against Certified Financial Planning (CFP) certification to
identify gaps in the curriculum, with a plan to develop
curriculum to close the gaps.
Explore: M.S. Finance
Integration of creativity and innovation into the business
curriculum, perhaps as a joint effort with faculty from the
college of Arts and Communication.
Summary Statement: Prominent interests emerged in health care management, social
entrepreneurship, and not-for-profit business. Developing programs that would attract more
female and under-represented minority students has been a focus. In addition to developing new
programs, it should be noted that current academic programs are constantly evolving and
improving in response to new knowledge in the disciplines, changes in the business environment,
and accreditation demands. Another important consideration is that the MBA market
(nationally) is not expected to grow, and enrollments are generally down in most MBA programs
due to the increasing number of available programs. Strategic development and expansion of
other graduate programs will be important.
3. College of Education and Professional Studies
College of Education and Professional Studies
Measures
Recommendations
Maintain
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UWSSLEC (library media program)
Secondary Education programs
All current programs in HPERC
PE Major with Licensure
Athletic Coaching Education minor
MSE-PD with Health, PE and Coaching Emphasis
All programs in Special Education
M.S. Counseling
M.S.E. Special Education
Increase
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All cohort licensure programs such as Gifted and Talented
program (graduate), Standards and Assessment (certificate),
International Study Abroad (travel study linked to iGEM),
Urban Education (currently module, would like minor)
Early Childhood Education – area of need in the U.S.
PE Major with HHPR emphasis
Health promotion minor
Recreation and Leisure Studies Minor
MSE-PD with an emphasis in HHPR
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Decrease
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Eliminate
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Add
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BSE in CC:LD/EBD and BSE in CC:CD (Special Education
due to high need in the state and nationally
M.S. Educational Leadership and Policy Analysis
M.S.E. School Business Management
M.S. Communicative Sciences and Disorders
Elementary education: steer students into other majors of high
demand
M.S.E. Business & Marketing Education
Possible elimination of higher education emphasis in
Counselor Education (now that we have HELEAD emphasis in
MSE-PD program)
Digital Media and Learning major (interdisciplinary)
Create a School of Allied Health Professions (interdisciplinary,
cross campus)
Pre-health general education science major with introduction to
clinical practice that entails some pre-professional rotations
(Communication Disorders and others)
Speech Assistant major
Add STEM or STEAM emphasis in secondary and elementary,
perhaps a new minor
Computer science education minor for some areas leading to
licensure
Strength and Conditioning minor, certificate and emphasis
Gerontology emphasis
Exercise Science, Sport Management and Personal Training
emphases, minors or certificates
Board Certified Behavior Analyst program at the Master’s
Level (Special Education)
M.S.E. Digital Learning
Certificates or emphases in Counselor Education in LGBT,
trauma, grief, aging populations
Web-based counseling program emphasis
Explore: Ed.D. Counseling
AuD program in Communication Disorders (shortage area)
EdD in Higher Education with tracks in Sports Administration
and Student Services
Summary Statement: Many of the educational futurists suggest that we will be offering fully
online teacher education programs with flexible and transferrable credits, and programs leading
to PK12 online teaching certification. They also anticipate moving more programs INTO the
PK12 schools with parents, teachers and administrators being the instructor of record for students
who are residents/interns in the school over a full year period. There’s an increasing need for
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dual licensure (with one license being content specific and the other being special education
specific) in all majors and minors.
4. College of Letters and Sciences
College of Letters and Sciences
Measures
Recommendations
Maintain
All programs currently offered except the ones listed under
increase, decrease, or eliminate. It is important to note that
several of the programs are evolving as interdisciplinary. This
means, the campus should allocate additional resources to
support shared programs, a paradigm shift in the way budgets
are allocated.
Engineering (Physics)
Legal Studies (Political Science)
Asian and Japanese Studies (Sociology, Geography, Foreign
Languages)
Environmental Science (Geography, Biology)
Computer Sciences (Computer Science)
Public History Emphasis (History)
Liberal Studies (Philosophy & Religious Studies)
Geographic Information Science Emphasis and Certificate
(Geography & Geology)
Geology Emphasis (Geography & Geology)
Professional Writing Emphasis (Languages & Literatures)
Film Studies Minor (Languages & Literatures)
Family Health Studies Minor (Sociology)
Race & Ethnic Studies Minor (Women’s Studies/Race &
Ethnic Studies)
Philosophy Minor (Philosophy & Religious Studies)
Integrated Science & Business (Interdisciplinary)
Increase
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Decrease
Eliminate
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Physical/Environmental Track in Geography (due to
Environmental Science Major)
Anthropology
Forensics
Creative Writing/Literature
Public History Certificate (replacing Public History Minor)
French and German Majors (lack of student interest; national
trends)
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Physical/Environmental Emphasis in Geography
English Writing Education (Languages & Literatures)
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Add
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Gender and Ethnic Studies Certificate (Women’s Studies)
Forensics Minor (Sociology, Criminology, and Anthropology)
Psychological Sciences Emphasis in Psychology
Public History minor (History)
Ecology Emphasis in Biological Sciences
Applied Math (Mathematics)
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Behavioral Health Emphasis (Psychology, Interdisciplinary)
Health Studies/Sciences Major or Minor (Sociology,
Interdisciplinary)
Water Science Major or Minor (Biology, Chemistry,
Geography & Geology, Interdisciplinary)
Linguistics Emphasis (Languages & Literatures)
Chinese Studies Minor (Sociology; Languages & Literatures)
Professional Spanish minor (Languages & Literatures)
Ecology, Evolution, and Behavior Emphasis (Biological
Sciences)
Nanotechnology Major (Physics, Chemistry, Biology)
Applied Statistics and/or Actuarial Math Emphasis
(Mathematics)
Biomedical Engineering Major (Physics, Biology, Chemistry)
Green Chemistry Emphasis (Chemistry)
Pharmaceutical/Medicinal Emphasis (Chemistry)
M.S.W. (Master of Social Work)
M.S. Computer Science
Explore: M.S. Applied Science (or Nanotechnology)
Explore: Psy.D. Psychology
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Summary Statement: Many programs are now aligned with the LEAP goals and embedded
within the fundaments of high quality liberal education. In cases where programs were not
considered robust, this was attributed to a lack of necessary resources and/or excessive demands
on faculty workload not allowing them to focus sufficiently on all programs. Three L&S
programs are accredited (Chemistry, Social Work, and the graduate program in School
Psychology), and programs within those departments are designed to balance fulfilling the
mission of the university and college while also fulfilling the requirements of their respective
external accrediting agencies.
The COLS appears to be moving towards five distinct areas of anticipated program growth and
development during the next 10 to 20 years. These are:
(1)
Programs with more of an applied emphasis (Applied Statistics, Biomedical Engineering),
including application towards local interests (Legal Studies, Public Policy).
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(2)
Programs with more of a skills-based emphasis to better prepare students for jobs in highskilled positions immediately following graduation (Nanoscience, Computer Science and
Linguistics).
Programs with a pre-professional and pre-graduate school emphasis which prepare students
for being as competitive as possible in getting admitted to medical or graduate schools
(Pharmaceutical/Medicinal Emphasis in Chemistry, Professional Spanish).
Programs that are interdisciplinary in nature to prepare students for positions that require a
wide range of knowledge and ability to work as part of a large team with a broad range of
expertise.
Programs with an environmental and resource sustainability focus (Green Chemistry,
Environmental Science; Water Science).
(3)
(4)
(5)
5. School of Graduate Studies
Summary Statement: Over the next 10-20 years, the most successful graduate programs will
target themselves professionally at addressing:
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Societal evolutions (e.g., geriatric population);
Job sector growth in areas related to service industries that cannot be exported,
including hospitality services, construction, car repair, social services, and healthcare.
Job sector growth in areas related to knowledge industries that use knowledge and
innovation to create tangible and intangible values, particularly in science, technology,
engineering, mathematics, new media, and education.
The planning process for future master’s-level programs at UW-Whitewater, in particular,
should address these principles:
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Designed to be market responsive and ready programs —addressing a need and
dissolving perhaps as quickly as they are created.
 Designed for short-term (7-10 year academic life spans).
 Positioned to the entrepreneurial nature (most likely of a single faculty member).
 Funded exclusively through self-supporting tuition revenue models.
 Rethinking what it means to be a “graduate faculty” member (skill set and qualifications
to look for when hiring future graduate faculty members).
b. Looking forward: Future themes/goals/recommendations
Overall themes across the Colleges:
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More interdisciplinary programs.
Add programs related to health: health science, health management, health education.
More global, international emphasis-matching workforce needs.
Other issues to address in developing the UW-Whitewater program array:
 Regional needs and student demand
 Achievement gap
 Average credits to degree
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Baccalaureate (LEAP) learning outcomes
High-impact educational practices
Next or further steps:
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Develop a process for ongoing review and improvement of the academic program array
Engage campus representatives to develop an academic plan to guide future development
c. Supporting material and links: Click here to view the report from goal group.
Goal II: Develop a comprehensive approach to improved advising that promotes an integrated
learning and enhanced general education experience, consistent with our campus LEAP
initiative.
a. Measure: Review current assessment of advising? Reviewed
1. AAEC surveys
2. NSSE surveys of freshmen and seniors
b. Measure: Define “comprehensive approach to improved advising”: Defined
c. Measure: Identify “best practices”: Identified
d. Measure: Establish criteria to evaluate advising according to best practices in a way that is
consistent with LEAP: Developed new outcomes for assessment that are consistent with LEAP
Team Leaders: Deb Heiber, Advising Council; Pam Tanner, Advising Council
Team Members: Tracy Arneson-Baker, Advising Coordinator, COEPS; Debra Heiber, Director
of Advising and Advising Coordinator COLS; Bob Mertens, Associate Dean and Advising
Coordinator COAC; Eric Roche, Senior Advisor and Advising Coordinator COBE; Pam
Tanner, Director of AAEC and Advising Coordinator
Other participants: Jan Olson, Asst. Dean, COBE; Tom Karthausser
Frequency of the meetings: Several meetings over the two-year period
a. Executive Summary: (Comprehensive Advising)-Advising, like learning, is a broad and
complex construct that can occur in many places and forms from admission to graduation. An
integral mission of the university is to serve its diverse student population achieve their
educational goals through effective advising. Aspects of advising are integrated throughout a
student’s educational experience beginning with recruitment, orientation, student services and
activities as well as in the formal advising structures with the institution. The institution strives
to provide well-balanced, holistic academic advising to its students, nonetheless.
For purposes of this study, the group did a comprehensive review of academic advising for
currently enrolled undergraduate students within the formal advising structures in the institution:
the Academic Advising and Exploration Center (AAEC) and the four undergraduate colleges
Arts and Communication (COAC), College of Business and Economics (COBE), College of
Education and Professional Studies (COEPS), and the College of Letters and Sciences (COLS);
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Elements examined were how advising varies among students levels: freshmen (up to 24 earned
credits and upper level students (sophomores 24 credits, juniors 60 credits and senior 90 credits).
The Learning Outcomes for Academic Advising (Appendix A) were established in 2005, when
the advising coordinators began assessment activities following the assessment model of the
National Academic Advising Association (NACADA). These advising outcomes define
advising within a framework of mutual goals for students and advisors: encouraging student
responsibility, providing effective advising interactions, and creating positive affective
outcomes. The group has reviewed all available advising assessment data and has been
identifying best practices for all aspects of a student’s advising career, attempting to capture a
“comprehensive” view of the students advising experience from Plan-It Purple to graduation.
Institutional Advising Structure (Appendix B flow chart)
Orientation
The entering freshman class attends an orientation program, Plan-It-Purple (PIP). Freshman are
oriented and advised at programs with over 200 students per program. After orientation sessions,
students are divided into groups by undeclared status or by the college of their majors. They are
advised by AAEC advising staff and select faculty advisors. Transfer students also attend an
orientation/registration program at which, most transfer freshmen are advised by the AAEC
while upper level students and freshmen in the Arts are advised at departmental or college
locations.
The faculty assisting at the freshman Plan-It Purple (PIP) programs have been designated as
“University Master Advisors,” a program created to support freshmen advising for the PIP
programs and by teaching the New Student Seminar (NSS). There has been no formal
assessment of this program, and it recently has been changed such that teaching the NSS is no
longer part of the University Master Advisor functions.
On-going Advising
After orientation, the structure of each advising unit varies depending on the level of the student,
the requirements of the curriculum and the needs of the students. The goals for freshmen
established by the AAEC are: clearly understand the purpose and format of the academic
advising report; understand the General Education Requirements, utilize WINS as a resource for
academic advising and registration, and be aware of the stages and locations of advising at UWWhitewater.
Advising needs for upper level students vary by level and choice of major. The complexity of
advising increases as students begin to focus on degree requirements, pre-requisite structures and
requirements in the major, as they plan for Internships, undergraduate research and other out-ofclass experiences. Upper level students may also be challenged by standards for admission to
professional programs and need to make difficult decisions about majors and minors.
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b. Measures and Accomplishments:
1. Measure: Review current assessment of advising
i. AAEC surveys
ii. NSSE surveys of freshmen and seniors
Accomplishments:
A. Analysis of data from external sources
Data from three external sources had been considered prior to reviewing campus survey data:
the National Academic Advising Association (NACADA), The Association of American
Colleges and Universities (AACU), and interviews with comparable institutions.
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NACADA recommendations from a national survey of advisors conducted in 2011:
1. regular assessment
2. assessing learning and not just satisfaction
3. assessing advising loads
4. assessing advisor training and development
AACU recommendations on philosophy of advising should:
1. be based on a philosophy/mission for academic advising
2. identify clear outcomes for student learning and the delivery of academic advising
3. develop systematic processes of assessment; include comprehensive and ongoing
professional development programs
Interviews: The team interviewed five institutions which are comparable in size, degree
programs and admissions standards: UW-Superior, UW-Green Bay, UW-Oshkosh,
Western Illinois and Winona State. Based on interview conversations and assessment of
UW-W advising practices by external schools (system) several best practices were
identified (see measure b).
B. Analysis of data from UW-Whitewater Assessment
1) Comparison of results for NSSE, SOAS and UAS
The team considered three sources of information about advising effectiveness: the
National Survey of Student Engagement (NSSE), the Senior Outcomes Assessment
Survey (SOAS) and the Undergraduate Survey of Academic Advising (UAS). This
report focuses on the results of the UAS data since 1) it was constructed specifically to
assess advising outcomes, and not simply satisfaction, and 2) the UAS provides the
most comprehensive information on how students experience advising from freshman
to sophomore year.
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The chart below compares student satisfaction with the quality of advising in freshman
and senior years.
Source
Average
for all
Freshmen Sample
Average
across all
colleges
for
Seniors
Sample
Semester
NSSE
3.27
589
2.73
777
Spr. 2011
UAS
3.52
160
3.15
342
Spr 2011
SOAS
N/A
N/A
3.26
1087
Spr. 2010
Satisfaction with advising as reported in the Table above by students taking the NSSE shows
that although senior advising has improved over the years, it is still below both UW-W
freshman and comparable institutions (see Appendix C). However, the UAS reports that both
freshman and senior satisfaction with advising is considerably higher than that reported by the
NSSE. Similarly, the SOAS shows even higher advising satisfaction for seniors. SOAS
Information by college is presented in Appendix D, and indicates that seniors in Letters and
Sciences have higher satisfaction than in other colleges, which may indicate satisfaction with
the on-going advising relationship developed in the L&S advising model.
2) Undergraduate Advising Survey (UAS): 2011-Administration of UAS to all
undergraduate students
3) Conclusions from the 2011 UAS: 2011 Survey Responses (see Appendix E)
b. Measure: Define “comprehensive approach to improved advising”: A comprehensive
approach to improved advising enables a diverse student body to achieve educational goals
through effective advising. It includes policies, procedures and structures that support
advising, with an emphasis on 1) students’ transitions throughout their academic careers, 2)
adequate resources at all academic levels, and 3) faculty engagement.
c. Measure: Identify “best practices”: Identified
Best practices for general advising from the interviews:
 Advising should be required for all students each semester
 Advising needs to be supported with appropriate resources
 Sustainable advising loads are critical to provide effective advising
2. Other schools noted that best practices specific to UWW campus:
Summary of Accomplishments: 2012-2014 UWW Strategic Planning Goals
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 Advising assessment plan was more fully developed
 UWW Advising Coordinator structure is a good decision making model in addition
to a large Advising Council
d. Measure: Establish criteria to evaluate advising according to best practices in a way that
is consistent with LEAP: work in progress- developed new outcomes for assessment that are
consistent with LEAP (Appendix F).
Additional Comments: 2011 UAS Survey Response Summary-Learning Outcomes for Advising
(see Appendices E)
#’s Survey Questions
Response Feedback
Understanding of university resources and
preparation for advising
Discussions with advisors about course
planning, information and referral, and goals
Positive growth from freshman to senior year
3
Students’ interactions with their advisors
Advisor knowledge is positive from freshman to
senior year and across all colleges while advisor
availability and productive relationship are
highest during the freshman year and for upper
level students in COLS.
4
Effective outcomes
Students are uncertain about their academic goals
throughout their academic experience. Values
for confidence for degree completion and
satisfaction with the quality of advising are higher
in COLS.
5
Overall satisfaction
Underrepresented minorities have a slightly more
positive advising experience than the general
student body. Students with higher GPAs were
more positive on every outcome.
1
2
Freshmen and COLS upper level students
responded positively with the highest values
across all questions.
c. Looking forward: Future themes/goals/recommendations
Recommendations for further assessment
 Revise 2005 advising outcomes in accordance with LEAP outcomes to reflect increased
awareness of competencies and student involvement in High Impact Practice (in
progress).
 Revise existing undergraduate advising survey to reflect outcomes and allow college
specific questions (in Progress). Qualtrex should allow us to better define student groups
for improved information.
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Conduct student focus groups to explore areas of concern from survey, and advising
process/transition questions that are difficult to assess in a survey.
Survey professional and faculty advisors on their goals, perceptions and knowledge.
Assess how our advising structure affects the quality of advising for transfer students.
Recommendations for advising practices
This review of advising suggests that the campus should provide additional resources to
support advising for all level students:
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Develop strategies that support required, one-on-one advising for upper level students.
Develop advising practices that focus on student transitions.
1. Entering transfer students
2. Freshman transition to sophomore year
3. Students transitioning between colleges, especially those with academic issues.
Create incentives for faculty engagement with advising.
Provide additional college level support for students and advisors
Examine sustainable advising loads for faculty and professional advisors.
Review the campus University Master Advisor position description.
d. Supporting material and links:
1. (See http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Implications-forassessment-2011-National-Survey.aspx)
2. (http://www.aacu.org/peerreview/pr-wi08/pr-wi08_AcAdv.cfm )
3. Appendix A: Learning Outcomes for Academic Advising
4. Appendix B: Flow Chart
5. Appendix C: NSSE Advising Chart 2001-2010
6. Appendix D: SOAS chart
7. Appendix E: 2011 Survey
8. Appendix F: 2014 Learning outcomes revision draft
Goal III: Develop an institutional approach to consider assessment data across campus units
including strategies to evaluate the data, improve teaching and learning, set curricular and cocurricular goals and methods, and communicate the findings to the campus community.
a. Measure: Define criteria for “considering assessment data”: Y/N
b. Measure: Number of assessment reports exhibiting criteria defined in “a” submitted to
ELARC by campus units.
c. Measure: Number of reported uses of assessment data
1) To improve teaching and learning
2) To set curricular and co-curricular goals
3) To communicate findings to campus community
Team Leader: Joan Cook, Director of Assessment
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Other participants: ELARC Committee (The committee includes representatives from
administration, faculty committees, Academic Staff Assembly, Classified Staff Advisory
Council, and Whitewater Student Government (see www.uww.edu/acadaff/assessment/elarc for
information on current membership).
Frequency of the meetings: The ELARC committee met 12 times a year and some of those
discussions were related to goal 3. Additionally, two specific meetings were held to discuss the
progress and to prepare the final report.
a. Executive Summary: The institutional approach to assessment includes formation and
development of the Essential Learning and Assessment Review Committee (ELARC). Formed
prior to the development of SPBC Goal 3, this administrative committee considers data from
direct or indirect assessments of student learning, receiving reports from both curricular and cocurricular units across campus (Students Affairs, Andersen Library, each academic college,
Multicultural Affairs and Student Services, Audit and Review Committee, Degree Qualifications
Profile Project, General Education Review Committee, Writing Still Matters Rubric Group). Its
annual report of highlights and recommended actions is distributed to the corresponding units
(colleges/departments). Thus far, ELARC’s recommendations have addressed two broader areas
of need, 1) enhance a positive culture of assessment that facilitates active faculty, staff, and
student engagement along with resource issues; and, 2) areas that directly impact teaching,
learning, and curricular and co-curricular goals and methods. Some examples include: UW-W
Writing Matters Rubric, assessments of critical thinking and information literacy skills. Based
on feedback from the data, curricular changes have been made and professional development
opportunities were made available. At this point, however, there is no campus-level process for
reporting data to use other than a 5-year Audit & Review (A&R) process. A&R asks programs
to describe the process for considering assessment data in making changes to the curriculum,
student learning outcomes, and other aspects of the program, but not to catalog changes made
and specific data on which they are based. Programs report data on student learning and most
provide some interpretation of the data, but do not adequately address how the data could
effectively be used for program improvement. We need, institutionally, to do a better job of
chronicling and cataloging efforts to use assessment data.
b. Measures/Achievements:
Measure a. Define criteria for “considering assessment data”:



ELARC defined the criteria for considering assessment data:
Assessment of data related to student achievement of the baccalaureate student learning
outcomes (ELOs)
Quantitative (such as exam scores, rubrics, survey responses on Senior Exit Survey or
NSSE) or Qualitative (such as comments from exit interviews, internship or field
placement supervisors)
Summary of Accomplishments: 2012-2014 UWW Strategic Planning Goals
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
Direct (samples of student work) or Indirect (advisory board’s view of student learning,
student self-reporting of perceptions of learning)
Measure b. Number of assessment reports exhibiting criteria defined in “a” submitted to ELARC
by campus units.



Over the past three years, reports have been submitted by: Each academic college, the
Degree Qualifications Profile project, Office of Student Affairs, Office of Multicultural
Affairs and Student Services, Andersen Library, Institutional Research, Audit and
Review Committee, General Education Review Committee, and the Writing Still Matters
Rubric Group
2011: 9 reports ; 2012: 8 reports ; 2013: 9 reports were received. A total of 26 reports
over a three-year period.
The data considered are reviewed so as to summarize them into themes, write
recommendations and monitor progress toward meeting the recommendations.
Recommendations made by ELARC so far address the overall campus culture on
assessment, allocation of resources to support assessment of student learning,
development of rubrics and campus activities focused on improving students’ writing and
critical thinking.
Measure c: Number of reported uses of assessment data:
1. To improve teaching and learning
 Faculty development opportunities
 LEARN Center workshops on writing
 Sessions on instruction and assessment of critical thinking
 Rubrics development
 UWW Writing Matters rubric data led to curricular changes in English 101/102 and Gen
Ed 390
 Critical thinking skills enhanced in Math 141 and Finance and Business Law
2. To set curricular and co-curricular goals
 Structures to foster student writing across the curriculum; defining “writing intensive”
courses
 Improving instruction and assessment of critical thinking
 Revision of campus policies to support and reward faculty and staff engaged in
assessment
 Development of a strategic plan to advance assessment of the learning outcomes.
3) To communicate findings to campus community


Draft report is sent to several groups on campus and upon receiving feedback, the final
report is posted on the ELARC webpage.
ELARC observed its data collection and analysis that programs report data on student
learning with some interpretation of the data but most do not provide a meaningful
Summary of Accomplishments: 2012-2014 UWW Strategic Planning Goals
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
discussion on how it could be used for program improvement. Also, reporting data use is
currently limited through only the Audit and Review process. A more systematic and
streamlined reporting of the use of data assessment is recommended.
ELARC received 8-9 assessment reports from various programs/units in the last three
years and met monthly to observe themes and make recommendations but did not
specifically address the SPBC Goal 3. It does look forward to improving the strategies
for disseminating its reports to a wider audience and ensuring the recommendations are
considered by units across campus and identifying ways in which data are used to
improve curriculum and instruction, student learning outcomes and programs are
encouraged to document the effectiveness of these data-based changes. It suggests
moving to a two-year reporting cycle so the units have time to respond to the
recommendations as well as the committee could summarize and disseminate results,
recommendations and ongoing assessment from across campus.
c. Looking forward: Future themes/goals/action plans
Recommendations to improve the current process







Continue to require assessment reports as part of each unit’s annual report. Include
information about the unit’s student learning outcomes, alignment of the unit’s SLOs with
the ELOs, summary of data organized by SLO, and summary of data-based actions taken
by the unit (curricular, co-curricular, and/or class-based). Ask that units copy these reports
to their respective college assessment committees and to the Office of Academic
Assessment.
Consider establishing a parallel but separate committee to review data on campus/student
statistics such as enrollment trends, retention and graduation statistics (overall, by
subgroups), identify achievement gaps, and make data-based recommendations regarding
these issues.
Improvements in the ELARC process:
Improve the strategies for disseminating ELARC reports ensuring that recommendations
are considered by units across campus.
Increase the focus on identifying ways in which data are used to improve curricula and
instruction, and encourage units to collect data to document the effectiveness of these databased changes.
As ELARC gathers more data on the ELOs, begin to look for trends within subgroups.
Continue to identify gaps in the assessment data being collected and make
recommendations for assessment data still needed.
Consider moving to a two-year reporting cycle so that units have time to respond to
ELARC recommendations and the committee can develop strategies to better summarize
and publicize results, recommendations, and ongoing assessment work from across
campus.
d. Supporting material and links:
Summary of Accomplishments: 2012-2014 UWW Strategic Planning Goals
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1. ELARC reports for 2012 and 2013 can be found at:
http://www.uww.edu/acadaff/assessment/elarc
THE SCHOLAR EDUCATOR COMMUNITY
Goal IV: Increase support for faculty, staff, and students to engage in research, creative, and
scholarly activity.
a. Measure: Define “support for research activities”: Defined
b. Measure: Determine baseline for various support categories: info lacking
1. Funding
2. Release time
3. Number of awards given (campus grants, releases, etc)
4. Other support
c. Measure: Numbers of students, faculty, and staff involved in research activities
Team Leaders: Denise Ehlen, ORSP
Team Members:
a. Executive Summary: Support for research, creative, and scholarly activity is defined as
gift/grant/contract or other funds leveraged to facilitate research, creative, and scholarly activity
by faculty, staff, and students. Support may also include in-kind contributions (access to
equipment, for example). The group conducted an inventory of “support for research, creative,
and scholarly activity” based on definitions, and began to review literature, previous grant
programs/mechanisms, and best practices to determine model support mechanisms. The
institutional inventory indicated strong commitment to enhance faculty/staff and student research
activities; (1) Research and scholarly activity support is available for faculty and staff at both the
college and institutional level. Support is provided through course releases/reassignments,
publication charges, and travel/collaboration development. (2) Support for research and
scholarly activity is available at both the formal (grant programs, college research releases, etc.)
and informal (mentoring/networking opportunities, etc.) level. (3) Ample opportunities exist to
support research by undergraduate students across campus, either through the Undergraduate
Research Program or other mechanisms (individual faculty/staff awards, Office of the Provost
funds, etc.). (4) With the exception of the College of Business and Economics, there are no
formal mechanisms to incentivize research and scholarly activity by faculty/staff. There are,
however, other methods to incentivize, but not at the level utilized by College of Business and
Economics. (5) Faculty/Staff professional development in grant writing and proposal
development has been centered on developing applications to internal grant programs as a
method to develop skills and establish a research track record. The group identified a list of key
strategies as potential mechanisms to increase research capacity along with clear assessment
strategies (to view the recommendations, scroll down to section c, looking forward).
Summary of Accomplishments: 2012-2014 UWW Strategic Planning Goals
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b. Measures/Accomplishments
Measures
a. Measure: Define
“support for research
activities”
Recommendations
Operationalized “support for research, creative, and scholarly
activity”: conducted a literature review to identify common
definitions and sought feedback from researchers (faculty and staff)
and administrators.
Support for research, creative, and scholarly activity definition
would include: gift/grant/contract or other funds leveraged to
facilitate research, creative, and scholarly activity by faculty, staff,
and students. Support may also include in-kind contributions
(access to equipment, for example).
b. Measure: Determine baseline for various support categories as below
1. Funding 2. Release time 3. Number of awards given (campus grants, releases, etc) 4.
Other support
Conducted an inventory of “support for research, creative, and scholarly activity” based on
definitions, and began to review literature, previous grant programs/mechanisms, and best
practices to determine model support mechanisms.
Feedback was provided from the Deans on existing support mechanisms for tenure-track
faculty, tenured faculty, and academic staff. Information on support mechanisms for each of
the Colleges is provided below.
College of Arts and Communication: support to faculty/staff research and scholarly activity




The Visiting Artist Fund, which provides travel/honorariums to artists willing to visit
UW-Whitewater;
Professional Development Plan [PDP] funds, which support faculty/staff development as
outlined in the campus policies;
Funds to support projects within the College that have a focus on Inclusive Excellence
(diversity, inclusion, equity, etc.);
Funds are provided to support faculty and staff engaged in assessment activities; and
course releases, for those projects that align closely with the College’s strategic plan,
mission, values, and/or priorities.
College of Business and Economics: support to faculty/staff research and scholarly activity



Additional funding to support faculty/staff presentations at conferences, workshops,
symposiums, etc. (approximately $4,000), in addition to PDP funds;
Course releases, along with mechanisms to control course preps when possible;
Summer Research Grants, which provide summer stipends/salaries;
Summary of Accomplishments: 2012-2014 UWW Strategic Planning Goals
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


Funds to support projects or priorities that align with the College’s Association to
Advance Collegiate Schools of Business [AACSB] Accreditation process or
requirements;
Funds to support projects that encourage inter-disciplinary or cross-college
collaborations;
Funds that support mentoring opportunities between senior and junior faculty.
Additionally, the College has developed a research incentive program, which allows faculty and
staff to earn credits towards incentives such as publications, presentations, awards, etc. These
credits accumulate and may be used to “purchase” course release, summer stipends/payments,
additional travel funding, etc. The College also provides modest funding to support networking
and collaboration opportunities, such as brown bag lunches, retreats, discussions that allow
faculty/staff to “map” activities, and/or other opportunities to promote research and scholarly
activity.
College of Education and Professional Studies: support to faculty/staff research and scholarly
activity
 Course (or student supervision) releases for research and scholarly activity that align
closely with the college’s or campus’ strategic plan or priorities;
 Funds for projects/activities that align with pre-tenured faculty long-term professional
development goals;
 Additional funding to support travel, in addition to PDP funds;
 The Administrative Fellows Program, which provides funding for special projects or
leadership development/training [tenured faculty];
 Tuition remission for advanced degrees [academic staff];
 Additional funding for Academic Staff Development Grant and awards.
College of Letters and Sciences: support to faculty/staff research and scholarly activity




Funds to support the cost of publishing/presenting research and scholarly activity;
Research releases, which provides support for a one or two-course release to support
research and scholarly activity;
Match funding to support external grant applications—funds may support travel, course
releases, summer stipends, etc.; and
Funds to support the development of research agendas/tracks or outfit laboratorie
Institution Level Support-support to faculty/staff research and scholarly activity
The University of Wisconsin-Whitewater supports a host of grant programs that provide funding
to support faculty/staff engaged in research and scholarly activity, including but not limited to:



Research releases provided by the Office of the Provost;
The Academic Staff Development Grant Program, which supports individual professional
development/training opportunities that contribute to the needs of the institution.
The Faculty Development Grant Program, which supports expanding scholarly resources
in faculty fields of study
Summary of Accomplishments: 2012-2014 UWW Strategic Planning Goals
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



The Faculty Sabbatical Program, which enables faculty to engage in intensive study to
become more effective teachers and scholars. The program permits tenured faculty to
take leave for either one semester with full compensation or an academic year with sixtyfive percent compensation.
The Faculty/Staff Publication Award, which funds publication costs (i.e., “page charges”)
or partial subsidies related to the cost of publishing scholarly books or research
monographs. A 1:1 match is required (through personal, department, and/or college
funds).
The Grant Writing Fellowship Program, which supports summer stipends to fellows to
develop external grant applications of $50,000 or greater.
The Education Outreach Grant Program, which supports projects that establish or build
upon previously developed partnerships/ collaborations with area schools and/or school
districts; or which foster mutually beneficial relationships between UW-Whitewater and
the Cooperative Educational Service Agency #2. All projects must have the broader
intention of improving PK-12 student learning, the professional development of
educators and/or administrators, and the performance of area schools.
Additionally, through student support, faculty/staff receive an opportunity to mentor
undergraduate and graduate students through a host of programs. These opportunities provide
support for pilot/seed projects and/or establish the faculty/staff member’s experience in
mentoring, which is useful for a number of external grant opportunities. Support includes:




Graduate Research Grants, which funds single or multiple-student research projects that
involve supervision by a member of the graduate faculty. Funding may support travel,
supplies, photocopying, telephone charges, or student wages (other than the student
investigators).
The Research Scholars Program, which seeks to enhance undergraduate research among
new mentors and faculty/staff in traditionally underrepresented departments through a
pilot program in which faculty may request salaries to hire undergraduates to assist them
in their research.
Summer Undergraduate Research Fellowships, which fund for traditional research
projects and community-based research.
Both tracks support student stipends,
faculty/staff mentor stipends, and supplies, services, and travel expenses.
Undergraduate Research Grants, which provides opportunities for students to conduct
undergraduate research, scholarship, and creative activity in partnership with faculty/staff
mentors.
c. Measure: Numbers of students, faculty, and staff involved in research activities


Research and scholarly activity support is available for faculty and staff at both the
college and institutional level.
Support is provided through course
releases/reassignments, publication charges, and travel/collaboration development.
Support for research and scholarly activity is available at both the formal (grant
programs, college research releases, etc.) and informal (mentoring/networking
Summary of Accomplishments: 2012-2014 UWW Strategic Planning Goals
24



opportunities, etc.) level.
Ample opportunities exist to support research by undergraduate students across
campus, either through the Undergraduate Research Program or other mechanisms
(individual faculty/staff awards, Office of the Provost funds, etc.).
With the exception of the College of Business and Economics, there are no formal
mechanisms to incentivize research and scholarly activity by faculty/staff. There are,
however, other methods to incentivize, but not at the level utilized by College of
Business and Economics.
Faculty/staff professional development in grant writing and proposal development has
been centered on developing applications to internal grant programs as a method to
develop skills and establish a research track record.
Key Takeaways:
Based on the information above, the following key themes emerged from the institutional
inventory:
 Research and scholarly activity support is available for faculty and staff at both the
college and institutional level.
Support is provided through course
releases/reassignments, publication charges, and travel/collaboration development.
 Support for research and scholarly activity is available at both the formal (grant
programs, college research releases, etc.) and informal (mentoring/networking
opportunities, etc.) level.
 Ample opportunities exist to support research by undergraduate students across campus,
either through the Undergraduate Research Program or other mechanisms (individual
faculty/staff awards, Office of the Provost funds, etc.).
 With the exception of the College of Business and Economics, there are no formal
mechanisms to incentivize research and scholarly activity by faculty/staff. There are,
however, other methods to incentivize, but not at the level utilized by College of Business
and Economics.
 Faculty/staff professional development in grant writing and proposal development has
been centered on developing applications to internal grant programs as a method to
develop skills and establish a research track record.
c. Looking forward: Future themes/goals/recommendations
The following strategies were identified as potential mechanisms to increase research support
[potential assessment strategies in brackets]:
Provide match funds for extramural proposal applications [proposal submissions versus proposal
awards, along with relevant budget data];
Establish mechanisms for proposals to undergo an internal review prior to submission to the
sponsor [proposal submissions versus proposal awards, along with relevant review data];
Summary of Accomplishments: 2012-2014 UWW Strategic Planning Goals
25
Link promotion and merit pay decisions with undergraduate and graduate research outcomes
[undergraduate and graduate research outcome data; promotion and merit pay review
decisions/data];
Increase the visibility of faculty, staff, and student research accomplishments through publicity
by Marketing and Media Relations [proposal submissions versus proposal awards, along with
relevant publicity data];
Leverage existing Professional Development Funds to support research and scholarly activity
[review of outcomes tied to Professional Development Funds];
Provide additional training/technical assistance to faculty and staff, with topics such as: Success
in Publishing; Fostering Interdisciplinary Research; Grant Writing/Mentoring; Internal Proposal
Reviews/Editing [outcomes data reported by attendees, ORSP, LEARN Center, and/or other
campus departments];
Develop partnerships between high schools, industry, and/or UW-Whitewater that would
combine apprenticeships and college credit, leading to a degree [outcomes data reported by
partners, ORSP, individual departments/colleges, and the School of Graduate Studies and
Continuing Education];
Provide “major” summer research grants (to include applied research/outreach), which provide
support for projects with a high expectation for outcomes [proposal, award/contract, and final
reporting data];
Provide additional support to department chairs, through additional release and/or compensation,
to allow department chairs additional time/resources for research and scholarly activity
[outcomes data];
Better market programs, through targeted campaigns in specific programs, technical
assistance/training sessions, or other marketing strategies to increase the number of faculty/staff
participating in undergraduate research programming [proposal, award, and marketing data];
Increase the support for curriculum development and redesign, for which faculty/staff engaged in
these activities receive little support [proposal, award, accreditation, and outcomes data];
Provide funding/resources to support outreach initiatives or activities in their initial planning
stages, especially on those initiatives that are closely tied with institutional or college strategic
plans, mission, values, or priorities [outcomes data];
Redirect unused PDP funding to productive faculty/staff in order to leverage existing funds [PDP
plans and outcomes data];
A list of best practices/strategies have been identified at predominately undergraduate
institutions to enhance the research productivity. Click here to view the complete list.
Summary of Accomplishments: 2012-2014 UWW Strategic Planning Goals
26
d. Supporting material and links: Click here to view the report from goal group
Goal V: Collect, review and disseminate data regarding the levels of participation and
effectiveness of high-impact educational practices for various student populations, and use these
data to improve our high-impact practices.
a. Measure: Identify specific high impact practices to record: Identified
b. Measure: Record # of students involved in each HIP by student group: Data provided on
some HIP programs
c. Measure: Define “effective” and establish criteria to identify and measure: Specific criteria
were identified and measured
d. Measure: Record effectiveness of HIPs by student group: Measured
e. Measure: Create a report to disseminate: Yes
f. Measure: Each involved HIP identifies and notes changes based on data: Partial data
available and the work is ongoing
g. Suggested HIPs to include:
a. Learning Communities
b. Undergraduate Research
c. New Student Seminar
d. Internships
e. Campus student employment
Team Leader: Matt Aschenbrener, Assistant Vice Chancellor of Enrollment & Retention
Team Members: Bob Barry (University Center), Brent Bilodeau (Student Affairs), Catherine Chan (UG
Research), Candace Chenoweth (Center for Global Education), Joan Cook (Assessment), Adrianna
Guram/ Beth John (First Year Experience/Learning Communities), Rex Hanger/ Marjorie Rhine
(Honors), Liz Hachten (Letters & Sciences), Richard McGregory (Multicultural Affairs and Support
Services)
Frequency of the meetings: The committee met several times between March 2013 through
April 2014. Each of the HIP sub-committees met within their constituent groups to obtain
information about student participation in the program, define the level of participation and level
of effectiveness with the program and write a summary of the program.
a. Executive Summary:
In the Fall 2012, the UW-Whitewater Strategic Planning and Budget Committee formed a
committee to review “High Impact Practices” (HIPs). In addition to the HIPs articulated by
George Kuh in High-Impact Educational Practices: What They Are, Who Has Access to Them,
and Why They Matter (2008), the committee split the Diversity/Global Learning category into
the two subareas of diversity and global learning. Further, the committee the areas of cocurricular activities, honors, and on-campus employment. The committee categorized the HIPs
into three groups: Course-based, classroom-based and program-based.
Summary of Accomplishments: 2012-2014 UWW Strategic Planning Goals
27
The Strategic Planning and Budget Committee (SPBC) (and Academic Affairs Staff, AAS)
developed a list of “Potential Objectives” for the HIP committee. Those objectives are:
1) Identify a list of High Impact Programs currently offered at UW-Whitewater.
2) Identify the number of students participating in the High Impact Programs and compare
to overall number in student body (identify multiple years to study?)
3) Identify a list of various student sub-populations to study:
4) Define “level of participation” and “level of effectiveness”
5) Define metrics
6) Make recommendations to SPBC/AAS on future improvements.
First-Year Cohort and Retention Data for the student sub-populations studied.
Number of Students in First-Year Cohort
Year
2012
2011
2010
2009
2008
2007
2006
Underrepresented
minority
319
285
250
223
201
197
129
Men
Wome
n
First
generation
Pell Eligible
Total in Cohort
1,062
994
1,060
1,000
1,107
1,055
944
941
973
999
1,093
1,050
993
836
953
923
929
898
NA
NA
NA
695
681
706
644
634
603
423
2,155
1,993
2,033
1,941
2,132
2,048
1,780
Retention Rate of Students in First-Year Cohort
Year
2012
2011
2010
2009
2008
2007
2006
Underrepresented
minority
63%
76%
68%
67%
73%
63%
76%
Men
Wome
n
First
generation
Pell Eligible
Total in Cohort
74%
78%
75%
76%
77%
75%
77%
80%
82%
79%
81%
79%
77%
77%
73%
78%
76%
78%
NA
NA
NA
74%
82%
75%
81%
87%
80%
81%
77%
80%
77%
79%
78%
76%
77%
Summary of Findings:
At the start of the review the committee did not realize how complex of a task was at hand. We
found that many areas being reviewed actually contained multiple programs or could be looked at
through multiple lenses; thus we had many conversations on what to review and how to review it.
Undergraduate Research, for example, has the traditional Undergraduate Research Program (URP)
as well as the Research Apprenticeship Program (RAP); both programs needed to be reviewed.
The same was true for study abroad where short-term travel study programs could be viewed much
differently than semester or year-long programs. Other HIPs such as common intellectual
experience and collaborative assignments were more nebulous and a challenge to quantify. Data on
Summary of Accomplishments: 2012-2014 UWW Strategic Planning Goals
28
other programs such as internships, capstone courses, and service learning were also difficult to
gather due to the nature of those specific programs.
But we found that many of the High Impact Programs at UW-Whitewater are serving students
quite effectively with high numbers of participation (e.g.. participation in co-curricular programs,
New Student Seminar). Some HIPs showed surprising retention rates – specifically on-campus
employment. Other programs, such as learning communities, had demonstrated success over the
years. Some programs demonstrated they are more effective for particular sub-groups. For
example, female students tend to participate in more HIP programs at higher levels. Other subgroups such as URM students participate in study abroad and learning communities at the same or
higher rates as the overall student population. Other HIPs had significantly lower URM
participation, such as honors and on-campus employment.
b. Measures/Accomplishments:
a. Measure: Identify specific high impact practices to record
The committee identified 14 areas of “High Impact Practices” on the UW-W campus (listed below in the
table) as opposed to the Kuh model which lists 10 educational practices. The additional four HIPs include:
The Diversity/Global Learning category was split into two areas – diversity and global learning. The nonLEAP HIPs include: co-curricular activities, honors, and on-campus employment.
High Impact Educational Practice
Co-curricular activities
Diversity (split from Global Learning)
Global Learning
Honors
Learning Communities
On-campus employment
Service Learning/Community-Based Learning
Undergraduate Research
Capstone courses and projects
First-Year Seminars and experiences
Internships
Collaborative assignments & projects
Common Intellectual Experiences
Writing Intensive Courses
UW-Whitewater
Type
Program
Program
Program
Program
Program
Program
Program
Program
Course
Course
Course
Classroom
Classroom
Classroom
Initial Group Leader/Current
Page in
Report
Brent Bilodeau
Richard McGregory
Candace Chenoweth
Rex Hanger/Marjorie Rhine
Adrianna Guram/Beth John
Bob Barry
Matt Aschenbrener
Catherine Chan
Joan Cook
Adrianna Guram/Beth John
Ron Buchholz
Joan Cook
Liz Hachten
Liz Hachten
4
6
7
12
16
20
26
28
35
37
40
46
49
51
b. Measure: Record # of students involved in each HIP by student group:
For the purposes of assessing, quantifying and reporting accurate data under each HIP practice,
the HIPs were ultimately categorized into three groups: course-based, classroom-based and
program-based. As such, the sub-committees were organized to review specific metrics for
student groups and assist with reporting final outcomes. Representative data from Learning
Summary of Accomplishments: 2012-2014 UWW Strategic Planning Goals
29
Communities, Global Education, On-Campus employment and Undergraduate Research are
given below.
1. Learning Communities: Learning Communities (LC) at UW-Whitewater started in 2004 with 38
students in one LC. Learning Communities began as its own department that reported to Continuing
Education and Graduate Studies until the fall of 2012 when the department was merged with First Year
Experience. During the fall 2013 there were 26 LC options with over 542 students participating, nearly
one-third of the first-year class. Students who participated in LCs at UW-Whitewater have been retained
at a higher rate than other students; this rate has varied from 3% (2010) to +7% (2008, 2012). Success
(student engagement and retention) has been found in the LCs due to the cohort model where students are
connected through multiple courses and because of the involvement of faculty members outside of class.
Programming in the LCs is also a draw for students. Successful trips to Chicago and locations across
Wisconsin and northern Illinois have engaged students.
Year
2013
2012
2011
2010
2009
2008
Underrepresented
minority
85
95
78
78
79
49
Number of Participants in Learning Communities
Men
Women
First
Pell Eligible
generation
248
248
159
166
172
101
307
345
253
250
265
137
238
166
189
188
NA
2012
2011
2010
2009
2008
2012
2011
2010
2009
2008
Difference
Total N in
Program
Retention
rate
First Year
GPA
Total N
Not in
Program
Retention
rate
First Year
GPA
Difference
Retention
rate
Difference
First Year
GPA
596
412
416
437
238
82.0%
84.7%
78.8%
82.6%
84.0%
3.044
3.170
3.073
3.105
3.112
1,559
1,581
1,617
1,504
1,894
75.0%
79.2%
76.4%
77.3%
77.2%
2.948
2.996
2.952
2.967
2.932
7.0%
5.5%
2.4%
5.3%
6.8%
.096
.174
.121
.138
.180
Metrics in Learning Communities for URM Students
URM Students IN LCs
URM Students NOT IN LCs
Year
554
596
412
416
437
238
182
139
160
163
88
Metrics in Learning Communities for All students
Students IN LCs
Students NOT IN LCs
Year
Total Number
in Program
Difference
Total N in
Program
Retention
rate
First Year
GPA
Total N
Not in
Program
Retention
rate
First Year
GPA
Difference
Retention
rate
Difference
First Year
GPA
95
78
78
79
49
70.5%
79.5%
70.5%
68.4%
85.7%
2.679
2.909
2.716
2.752
2.776
224
207
172
144
152
60.3%
75.4%
66.3%
66.0%
69.1%
2.588
2.796
2.621
2.633
2.644
10.2%
4.1%
4.2%
2.4%
16.6%
.091
.113
.095
.119
.132
Summary of Accomplishments: 2012-2014 UWW Strategic Planning Goals
30
Metrics in Learning Communities for Male Students
Male Students IN LCs
Male Students NOT IN LCs
Year
Total N in
Program
Retention
rate
First Year
GPA
Total N
Not in
Program
Retention
rate
First Year
GPA
251
159
166
172
101
78.1%
87.4%
75.3%
76.7%
83.2%
2.933
3.137
2.889
3.008
3.117
811
835
894
828
1,066
72.5%
76.8%
75.1%
75.7%
76.4%
2.877
2.927
2.850
2.905
2.888
2012
2011
2010
2009
2008
Difference
Metrics in Learning Communities for Female Students
Female Students IN LCs
Female Students NOT IN LCs
Year
Total N in
Program
Retention
rate
First Year
GPA
Total N
Not in
Program
Retention
rate
First Year
GPA
345
253
250
265
137
84.9%
83.0%
81.2%
86.4%
84.7%
3.120
3.191
3.190
3.163
3.109
748
746
723
676
888
77.7%
81.9%
78.1%
79.3%
78.0%
3.009
3.071
3.074
3.040
2.982
2012
2011
2010
2009
2008
Difference
Retention
rate
Difference
First Year
GPA
5.6%
10.6%
0.2%
1.0%
6.8%
0.056
0.210
0.039
0.103
0.229
Difference
Difference
Retention
rate
Differenc
e
First Year
GPA
7.2%
1.1%
3.1%
7.1%
6.7%
0.111
0.120
0.116
0.123
0.127
Metrics in Learning Communities for 1st Generation Students
1st Generation Students in LCs
Year
Total N in Program
Retention rate
First Year GPA
2012
2011
2010
2009
2008
238
166
189
188
NA
78.6%
78.9%
75.7%
80.3%
NA
3.026
3.079
2.991
3.095
NA
Metrics in Learning Communities for Pell Eligible Students
Pell Eligible Students IN LCs
Year
Total N in Program
Retention rate
First Year GPA
2012
2011
2010
2009
2008
182
139
160
163
88
80.8%
80.6%
73.1%
79.1%
89.8%
2.937
3.078
2.933
3.000
3.013
2. Global Education
Each year, over 300 UW-Whitewater students participate in global education programs through the
Center for Global Education, including study abroad and exchange programs, faculty-led travel study
programs, international internships, and international student teaching placements. UW-Whitewater offers
programs in over 50 countries that range in academic focus, program model (e.g. enrollment in a foreign
Summary of Accomplishments: 2012-2014 UWW Strategic Planning Goals
31
university vs. in a UW-Whitewater faculty-led group program) as well as in length (from 10 days to a full
academic year).
Student engagement in high-impact practices has consistently been shown to improve graduation rates
(Astin 1990, Pascarelli & Terenzini 2005, Tinto 1993), a recent study by O’Rear, Sutton, and Rubin
(2012) found that study abroad participation specifically increased college completion rates. In keeping
with this previous research, the statistics of UW-Whitewater global education participation and
educational outcomes below indicate that participation in global education programs at UW-Whitewater
is strongly correlated with positive educational outcomes, including increased first year GPAs and 4, 5,
and 6-year graduation rates when compared students who did not study abroad.
Metrics in Global Education for All students
Students IN Global Ed
Students NOT IN Global Ed
Year
2012
2011
2010
2009
2008
2007
2006
4 yr
grad
rate
6 yr
grad
rate
First Year
GPA
N
4 yr
grad
rate
6 yr
grad
rate
First Year
GPA
Difference
4-year
Grad rate
Difference
First Year
GPA
5
39
114
144
175
154
123
44%
43%
36%
41%
87%
93%
3.361
3.303
3.290
3.329
3.295
3.224
3.267
2163
1967
1930
1809
1979
1909
1682
27%
25%
27%
28%
52%
55%
2.976
3.028
2.956
2.967
2.914
2.872
2.930
17%
18%
9%
13%
0.385
0.275
0.334
0.362
0.381
0.352
0.337
Metrics in Global Education for URM students
Students IN Global Ed
Students NOT IN Global Ed
Year
2012
2011
2010
2009
2008
2007
2006
2012
2011
2010
2009
Difference
N
4 yr
grad
rate
6 yr
grad
rate
First Year
GPA
N
4 yr
grad
rate
6 yr
grad
rate
First Year
GPA
Difference
4-year
Grad rate
Difference
First Year
GPA
0
8
23
28
35
21
18
32%
29%
14%
39%
67%
89%
2.992
3.140
3.143
3.103
3.044
3.061
322
282
228
200
173
182
121
10%
10%
8%
7%
35%
27%
2.621
2.819
2.590
2.592
2.566
2.537
2.635
22%
19%
6%
32%
0.173
0.550
0.551
0.537
0.507
0.426
Metrics in Global Education for Male Students
Male Students IN Global Ed
Male Students NOT IN Global Ed
Year
Difference
N
N
4 yr
grad
rate
6 yr
grad
rate
First Year
GPA
N
4 yr
grad
rate
6 yr
grad
rate
First Year
GPA
1
13
30
47
36%
-
3.355
3.152
3.168
3.319
1067
987
1036
956
24%
-
2.899
2.960
2.846
2.899
Difference
Difference
4-year
Grad rate
Difference
First Year
GPA
12%
0.456
0.192
0.322
0.420
Summary of Accomplishments: 2012-2014 UWW Strategic Planning Goals
32
2008
2007
2006
55
44
44
42%
25%
30%
91%
86%
3.336
3.186
3.279
1607
1023
909
24%
24%
24%
53%
50%
2.877
2.783
2.839
18%
1%
6%
Metrics in Global Education for Female Students
Female Students IN Global Ed
Female Students NOT IN Global Ed
Year
2012
2011
2010
2009
2008
2007
2006
N
4 yr
grad
rate
6 yr
grad
rate
First Year
GPA
N
4 yr
grad
rate
6 yr
grad
rate
First Year
GPA
4
26
84
97
120
110
79
47%
43%
40%
47%
87%
94%
3.363
3.377
3.332
3.333
3.275
3.239
3.259
1096
980
894
853
923
886
773
29%
27%
30%
34%
55%
57%
3.045
3.094
3.081
3.040
2.958
2.972
3.035
0.459
0.403
0.440
Difference
Difference
4-year
Grad rate
Difference
First Year
GPA
18%
16%
10%
13%
0.318
0.283
0.251
0.293
0.317
0.267
0.224
Metrics for 1st Generation students in Global Education
Entering
class year
2012
2011
2010
2009
2008
2007
2006
Total Number in
Program
4th Year Grad Rate
5th Year Grad Rate
6th Year Grad Rate
1st Year GPA
0
13
46
66
-
47%
-
-
-
3.298
3.181
3.307
-
Metrics for Pell Eligible students in Global Education
Entering
class year
2012
2011
2010
2009
2008
2007
2006
Total Number in
Program
4th Year Grad Rate
5th Year Grad Rate
6th Year Grad Rate
1st Year GPA
1
14
38
55
79
56
35
35%
27%
20%
23%
77%
68%
80%
80%
89%
3.106
3.152
3.178
3.237
3.218
3.206
3.148
3. On-Campus Student Employment:
Each year approximately 3,000 students are employed on campus at UW-W in jobs ranging from
office and clerical type positions, to student management positions and peer educators.
Summary of Accomplishments: 2012-2014 UWW Strategic Planning Goals
33
Additionally, 350 students are employed by dining services, a contracted service intentionally
intertwined with our self-operated campus services.
Studies conducted for this report have produced data that shows that students employed oncampus have 3rd year retention rates as much as 40 percentage points higher (96% vs. 56%) and
4th year retention rates as much as 43 percentage points higher (94% vs. 51%). The effect on
graduation rates are just as impressive with preliminary results showing 4-year graduation rates
as much as 25 percentage points higher (48% vs. 23%) and 5-year graduation rates as much as 30
percentage points higher (71% vs. 41%). These findings are very exciting in that, if UWW can
target on-campus employment programs towards students who have traditionally been retained
or graduating at lower than average rates than the overall population, their success could possibly
be multiplied exponentially.
Metrics in On-Campus Employment for All students
Students IN OCE
Students NOT IN OCE
Year
2012
2011
2010*
2009
2008
2007
2006
N
4 yr
grad
rate
6 yr
grad
rate
First Year
GPA
N
4 yr
grad
rate
6 yr
grad
rate
First Year
GPA
160
360
509
556
567
43%
41%
43%
43%
78%
81%
3.229
3.221
3.142
3.119
3.192
1873
1581
1623
1492
1213
25%
23%
22%
24%
46%
47%
2.953
2.942
2.885
2.807
2.833
Metrics in On-Campus Employment for URM students
Students IN OCE
Students NOT IN OCE
Year
N
4 yr
grad
rate
6 yr
grad
rate
First Year
GPA
N
4 yr
grad
rate
6 yr
grad
rate
First Year
GPA
2012
2011
2010*
2009
2008
2007
2006
24
44
72
59
56
20%
31%
14%
18%
63%
51%
3.039
3.029
3.009
2.901
2.904
226
179
129
138
73
10%
5%
6%
8%
22%
30%
2.603
2.575
2.440
2.416
2.542
Metrics in On-Campus Employment for Male Students
Male Students IN OCE
Male Students NOT IN OCE
Year
2012
2011
2010
N
4 yr
grad
rate
6 yr
grad
rate
First Year
GPA
N
4 yr
grad
rate
6 yr
grad
rate
First Year
GPA
65
-
-
3.026
995
-
-
2.843
Difference
Difference
4-year
Grad rate
Difference
First Year
GPA
18%
18%
21%
19%
0.276
0.279
0.257
0.312
0.359
Difference
Difference
4-year
Grad rate
Difference
First Year
GPA
10%
26%
8%
10%
0.436
0.454
0.569
0.485
0.362
Difference
Difference
4-year
Grad rate
Summary of Accomplishments: 2012-2014 UWW Strategic Planning Goals
Difference
First Year
GPA
0.183
34
2009
2008
2007
2006
130
233
251
289
39%
39%
36%
38%
77%
82%
3.203
3.075
3.061
3.125
870
874
804
655
23%
21%
21%
19%
44%
44%
2.877
2.859
2.708
2.732
16%
18%
15%
19%
Metrics in On-Campus Employment for Female Students
Female Students IN OCE
Female Students NOT IN OCE
Year
2012
2011
2010
2009
2008
2007
2006
Year
2012
2011
2010*
2009
2008
2007
2006
Year
2012
2011
2010*
2009
2008
2007
2006
N
4 yr
grad
rate
6 yr
grad
rate
First Year
GPA
N
4 yr
grad
rate
6 yr
grad
rate
First Year
GPA
95
230
276
305
278
44%
42%
48%
49%
79%
81%
3.366
3.231
3.198
3.166
3.263
878
711
749
688
558
27%
24%
23%
30%
49%
52%
3.074
3.020
2.915
2.921
2.947
Difference
Difference
4-year
Grad rate
Difference
First Year
GPA
17%
18%
25%
19%
0.292
0.211
0.283
0.245
0.316
Metrics for 1st Generation students in On-Campus Employment
Total Number
4th Year
5th Year
6th Year
in Program
Grad Rate
Grad Rate
Grad Rate
70
178
-
42%
-
-
-
Metrics for Pell Eligible students in On-Campus Employment
Total Number
4th Year
5th Year
6th Year
in Program
Grad Rate
Grad Rate
Grad Rate
52
151
200
209
175
38%
31%
29%
31%
62%
60%
65%
0.326
0.216
0.353
0.393
71%
77%
1st Year
GPA
3.156
3.207
-
1st Year
GPA
3.150
3.176
3.114
3.025
3.108
4. Undergraduate Research Program (URP) Participants
The following table reports Undergraduate Research Program participants as a function of the year they
enter as freshman in UW-Whitewater. Note that the following data only include full-time, first time
freshman students and therefore, exclude transfer students (149 students since 2006). This data also do not
Summary of Accomplishments: 2012-2014 UWW Strategic Planning Goals
35
include students who participate in Undergraduate Research as part of large group projects (about 80
students/ year in recent years) since the composition and therefore identity of students in these groups can
be very fluid. Students who participated in Undergraduate Research more than once (92 students since
2006) are only counted once here for this report. Hence, the following data underestimate the level of
participation in Undergraduate Research. Furthermore, data on students who are part of the Research
Apprenticeship Program are reported separately as this program is specifically designed to serve freshman
and sophomore students, especially students of opportunity, and is expected to have different
demographics compared to other program elements.
Year
All URM
2012
2011
2010
2009
2008
2007
2006
1 (0.3%)
2 (1%)
2 (1%)
3 (1%)
2 (1%)
5 (2%)
5 (4%)
Number and Percent of Participants in URP
All First
All Males
All Females
Generation
1 (0.1%)
6 (1%)
2 (0.2%)
18 (2%)
18 (2%)
14 (1%)
21 (2%)
23 (2%)
16 (2%)
18 (2%)
32 (3%)
18 (2%)
20 (2%)
20 (2%)
11 (1%)
29 (3%)
22 (2%)
15 (2%)
-
All Pell
Eligible
2 (0.3%)
9 (1%)
13 (2%)
17 (3%)
22 (3%)
16 (3%)
13 (3%)
Total Number
in Program
7 (0.3%)
36 (2%)
44 (2%)
50 (3%)
40 (2%)
40 (2%)
37 (2%)
The SPBC Committee was asked to review specific metrics for student groups. Below are tables
outlining the participation in the Undergraduate Research for all participants and then by other student
groups.
Metrics in Undergrad Research Program for All students
Students IN URP
Students NOT IN URP
Difference
Year
N
4 yr
grad
rate
6 yr
grad
rate
First Year
GPA
N
4 yr
grad
rate
6 yr
grad
rate
First Year
GPA
Difference
4-year
Grad rate
Difference
First Year
GPA
2012
2011
2010*
2009
2008
2007
2006
7
36
44
50
50
40
37
48%
40%
35%
41%
90%
92%
3.456
3.481
3.362
3.421
3.297
3.407
3.453
2161
1970
2000
1903
2114
2023
1768
27%
26%
27%
29%
54%
57%
2.975
3.024
2.968
2.985
2.942
2.891
2.944
21%
14%
8%
12%
0.481
0.457
0.394
0.436
0.355
0.516
0.509
Students in Undergraduate Research have higher 1st year GPA and 4th and 6th year graduation rate.
Metrics in Undergrad Research Program for URM students
Students IN URP
Students NOT IN URP
Difference
Year
N
4 yr
grad
rate
6 yr
grad
rate
First Year
GPA
N
4 yr
grad
rate
6 yr
grad
rate
First Year
GPA
Difference
4-year
Grad rate
Difference
First Year
GPA
2012
2011
2010*
2009
2008
1
2
2
3
2
33%
0%
-
3.589
3.307
3.645
2.979
2.993
321
288
249
225
206
12%
14%
-
2.616
2.819
2.641
2.671
2.671
21%
-14%
0.973
0.488
1.004
0.308
0.322
Summary of Accomplishments: 2012-2014 UWW Strategic Planning Goals
36
2007
2006
5
5
20%
20%
60%
80%
3.563
3.337
198
134
8%
11%
30%
40%
2.568
2.667
12%
9%
0.995
0.67
URM students in Undergraduate Research have higher 1st year GPA and 4th and 6th year graduation rate.
Note that the majority of URM students in Undergraduate Research are in the Research Apprenticeship
Program. That data are reported in a separate section.
Metrics in Undergrad Research Program for Male Students
Male Students IN URP
Male Students NOT IN URP
Year
2012
2011
2010
2009
2008
2007
2006
N
4 yr
grad
rate
6 yr
grad
rate
First Year
GPA
N
4 yr
grad
rate
6 yr
grad
rate
First Year
GPA
1
10
21
18
20
11
22
39%
55%
36%
45%
82%
91%
3.463
3.500
3.351
3.321
3.282
3.286
3.434
1067
982
1045
985
1102
1056
931
25%
24%
24%
24%
51%
54%
2.899
2.951
2.844
2.914
2.895
2.797
2.848
Metrics in Undergrad Research Program for Female Students
Female Students IN OCE
Female Students NOT IN OCE
Year
2012
2011
2010
2009
2008
2007
2006
N
4 yr
grad
rate
6 yr
grad
rate
First Year
GPA
N
4 yr
grad
rate
6 yr
grad
rate
First Year
GPA
6
18
23
32
20
29
15
53%
25%
34%
33%
93%
93%
3.454
3.462
3.373
3.475
3.311
3.450
3.480
1094
988
955
918
1012
967
837
30%
29%
31%
35%
57%
60%
3.044
3.094
3.094
3.058
2.992
2.990
3.049
Difference
Difference
4-year
Grad rate
Difference
First Year
GPA
14%
31%
12%
21%
0.564
0.549
0.507
0.407
0.387
0.489
0.586
Difference
Difference
4-year
Grad rate
Difference
First Year
GPA
23%
-4%
3%
-2%
0.41
0.368
0.279
0.417
0.319
0.46
0.431
There are more female student participants in Undergraduate Research. Students of both genders in
Undergraduate Research have higher 1st year GPA and 4th and 6th year graduation rate.
Year
2012
2011
2010
2009
2008
2007
Metrics for 1st Generation students in URP
Total Number
4th Year
6th Year
in Program
Grad Rate
Grad Rate
2
14
16
18
39%
Summary of Accomplishments: 2012-2014 UWW Strategic Planning Goals
1st Year
GPA
3.657
3.393
3.266
3.325
-
37
2006
-
-
-
-
Metrics for 1st Generation students NOT in URP
Total Number
4th Year
6th Year
in Program
Grad Rate
Grad Rate
960
934
933
905
27%
34*
32%
29*
10%
31%
16*
13%
38%
Year
2012
2011
2010
2009
2008
2007
2006
1st Year
GPA
2.897
2.960
2.901
2.957
2.977
2.530
2.717
* Campus did not systematically track student data on 1st Generation status in these years. 1st Generation
students in Undergraduate Research have higher 1st year GPA and 4th and 6th year graduation rate
(although the number of students in this category is low).
c. Measure: Define “effective” and establish criteria to identify and measure:
1. Define metrics – What to measure: Learning outcomes of current programs, first year GPA, final
GPA, retention, graduation, time to degree, NSSE questions, major, date of birth, class standing
2. Identify a list of various student sub-populations to study:
Ethnicity, first generation, Pell eligible, international students, gender
d. Measure: Record effectiveness of HIPs by student group:
Tables outlining specific metrics for student groups are presented in measure b. The data shows
an impressive correlation, in general, across all student groups, with HIP participants achieving
higher educational outcomes. Overall, students are more successful- They have higher 1st year
GPA, retention and graduation rates when compared to non-HIP participants. This observation
is also true for underrepresented populations (e.g., URM, 1st Generation, Pell Eligible students).
The table below shows trends in GPA averages over a six year period, 2006-2012, for select HIP
groups. With 95% confidence, it has been seen that each HIP has made a statistically significant
difference (p<0.05) in the GPA based on data collected over the last several years (2006-12).
Trends in First Year GPA Averages Over a Six-year period, 2006-2012, for HIP and Non-HIP
participants at UW-W
#’s
1
2
3
HIP Practice
On-campus Employment
Learning Communities
Honors
Students GPA in Students
HIP Programs
NOT
in
programs
3.18
2.88
3.10
2.96
3.71
2.93
GPA Difference
HIP
Summary of Accomplishments: 2012-2014 UWW Strategic Planning Goals
0.3
0.14
0.78
38
4
5
Global Education
URP
3.30
3.41
2.95
2.96
0.35
0.45
Engagement in HIP activities definitely plays a major role in the academic performance of
Freshman students and directly contributes to their satisfaction and continuous enrollment
beyond Freshman year.
HIP research tells us that it is not just one program or event that makes a difference; it is a
combination of programs and services. Additionally, the more HIPs students participate in, the
higher level of retention, etc.
e. Measure: Create a report to disseminate:
a link to the report is provided under section d, “supporting materials and links”.
f. Measure: Each involved HIP identifies and notes changes based on data:
The current practices seem to be working well as evidenced by increase in Freshman GPA and
retention rates over several years for each HIP category-the work is ongoing
g. Suggested HIPs to include: a. Learning Communities; b. Undergraduate Research; c. New
Student Seminar; d. Internships; e. Campus student employment
Highlights from HIP practices (learning communities, global education, campus student
employment and undergraduate research) are presented in this report. Review the full report,
under “supporting material and links” for summary reports on other HIP activities.
c. Looking forward: Future themes/goals/recommendations






A version of this committee should be continued during the next SPBC strategic planning
process to further explore the High-Impact Educational Practices and their impact on student
retention and graduation rates at UW-Whitewater.
SPBC should assist in the prioritization of expanding HIPs on campus. For example, the
SPBC could assist in identifying sources of additional institutional funding and which
programs should receive “priority” funding.
A centralized method is needed for collecting data on the students involved in HIPs. One
idea is that the data should be collected through “student groups” and maintained in WINS.
An annual report on participation in HIPs using “student group” data and NSSE data should
be conducted and reported to the campus community to show the activity in each area and for
accountability. Both qualitative and quantitative methods of evaluation should be used to
evaluate the programs and to learn more about each HIP.
The ability to gather information on specific sub-groups, i.e. first generation students,
student-employees, needs to be assessed.
Additional conversations need to occur around HIPs that extend across all academic
programs such as capstone courses, service learning, and internships. There are no common
Summary of Accomplishments: 2012-2014 UWW Strategic Planning Goals
39

definitions and little coordination (i.e. course numbering) between the colleges in the
offerings and thus these groups need to work closely to identify common issues, create policy
across colleges, and develop the infrastructure to build the programs so they can be
adequately staffed and evaluated.
Some of the programs that utilize community partners, such as community-based
learning/service learning and internships, need to not only build capacity with their external
constituent groups, but also improve the relationships with host organizations in a manner
that best represents UW-Whitewater. These programs also need to work closely to identify
common issues, create policy across colleges, and develop the infrastructure to build the
programs so they can be adequately staffed and evaluated.
d. Supporting material and links: Click here to view the report from goal group
DIVERSITY AND GLOBAL PERSPECTIVES
Goal VI: Increase the understanding of both domestic multiculturalism and international
perspectives as central to university curricular and co-curricular priorities.
Measure 1: Define multicultural and international learning outcomes, within major/minors and
select student affairs units/student organizations: YES
Measure 2: Identify student success in obtaining those outcomes
Team Leader: Pilar Melero, Associate Professor and Coordinator, Race and Ethnic Studies
Team members: Richard McGregory, Elizabeth Kim, Candace Chenoweth
Frequency of the meetings:
a. Executive Summary:
The committee focused its work on two key areas: the
development and expansion of “Inclusive Excellence” through the Chancellor’s Committee on
Inclusive Excellence, the creation of Inclusive Excellence Committees at the College Level (The
College of Business and Economics and College of Letters and Sciences now have a college IE
committee), and the development of a “Diversity Learning Rubric.” The plan was to assess
student growth and comprehension of both domestic multiculturalism and international
perspectives. As part of this work, a subcommittee has developed a diversity learning rubric to
test competencies in evaluating the knowledge and attitude of UW-W students towards issues of
“diversity.” Beginning with an expanded definition of “diversity,” a three day summit,
“Defining & Assessing Diversity” workshop, was held during Winterim 2013 to develop a draft
of the diversity learning rubric. Over the course of Spring 2013, the rubric was revised and
tested. Though it was originally intended for measuring student learning on diversity issues, it
has also been identified as a training tool by some campus organizations, such as the LGBTQ
Summary of Accomplishments: 2012-2014 UWW Strategic Planning Goals
40
Office. Members of the Chancellor’s Committee on Inclusive Excellence held question and
discussion sessions across campus with units of all types during the 2012-13 academic year on
issues of diversity and inclusive excellence. In addition, a group of UW-Whitewater’s Inclusive
Excellence members attended a two-day workshop at the University of Wisconsin-La Crosse in
August and have identified clear operational goals for inclusive excellence at UW-Whitewater,
the main objective being “graduating students who are able to thrive in a diverse environment.”
The annual Campus Diversity Forums have been held during September 27-28, 2012 and
November 7-8, 2013 bringing together people from across the campus units for rich discussions.
The themes were “Student Leadership and Inclusive Excellence”, in 2012 and “It Gets Better
Live Pre-Show” in addition to guest lectures and discussions and other campus events. Also, the
COBE and the College of Letters and Sciences have formed college-level IE committees. The
L&S IE Committee includes one or more members from each of the 13 academic departments
and has been in operation since the fall, 2013. This August (2014), the L&S IE Committee is
inviting a Fall Retreat speaker to address IE-related issues in the classroom. COBE will be
hosting the Fall 2014 Diversity Forum.
The Center for Global Education has been hosting annual International Education Week at UWWhitewater. Activities included cultural entertainment, a film showing reflecting on cultural
differences, faculty presentations, student presentations, International Trivia Contest in Wells
Residence Hall, a Global Experiences Fair, and a Global Experiences Scholarship Workshop.
The colleges have been revising and improving their curriculum to integrate global education in
key course offerings and to serve broader pool of students with these opportunities. Global
Education major continues to progress in the College of Education & Professional Studies
(COEPS). COEPS has reworked its College International Education committee, which now
overseeing all international initiatives. Undergraduate Research Program (URP) provides
additional grant funding to UR students whose projects require international travel and
collaborates with the Center for Global Education to provide more information and support for
students who would like to conduct research while studying abroad.
b. Measures and Accomplishments
Measure 1: Define multicultural and international learning outcomes, within major/minors and
select student affairs units/student organizations:
Explicit definition on multicultural and international learning outcomes has not been identified.
Accomplishments:
1. INCLUSIVE EXCELLENCE
 Chancellor’s Committee on Inclusive Excellence Core Group
 L&S Inclusive Excellence Committee
 Inclusive Excellence Milestone (a second IE requirements for all students)
 New Initiatives: LEAP Committees
 DIVERSITY FORUM-The campus continues to hold annual diversity forums during the
Summary of Accomplishments: 2012-2014 UWW Strategic Planning Goals
41


fall semester.
The College of Arts & Communication has created “Inclusive Excellence Award” to
reward faculty and staff who have made significant contributions to the college’s
inclusive excellence efforts. Mr. Michael Flanagan and Professor Barbara Penington
received the first awards.
The College of Letters & Sciences (L&S) developed and approved a new Disabilities
Studies Certificate, which includes two new courses: English 305: “Literature of
Disability,” and Political Science 331: “Disability Politics and Policy.”
2. DIVERSITY- RACE AND ETHNIC CULTURES
 New leadership for Race and Ethnic Cultures
 Change in name to Race and Ethnic Studies, recognizing the many areas of study in
the program
 Updated minor in Race and Ethnic Studies (RES; update in progress)
 Two new emphasis for RES minor:
 African-American Studies Emphasis (change in progress)
 Chican@/Latin@ Studies Emphasis (change in progress)
 Change in the name of the Chicano Studies to Chican@/Latin@ Studies or CHILAS
to reflect that the program now includes Latin@ studies beyond the traditional
Chican@ area
 Upcoming: two new courses (one-time trial):
 Native American Travel Study
 Hmong-American Travel Study
 Diversity Leadership certificate-Developed by Lauren Smith through funding from
LEAP.
3. DIVERSITY COMMITTEE
 New leadership
 The Committee now has a non-voting member in the UCC to ensure that there is dialogue
between the Diversity Committee and the UCC courses proposed for diversity credit and
other issues.
Measure 2. Identify student success in obtaining those outcomes
Accomplishments:
New Initiatives related to student success:




Diversity Leadership Certificate (new academic program)
The UW-Whitewater Diversity Learning and Intercultural Competency Rubric to
measure student learning
Conversations on Race (a multidisciplinary effort by faculty in L&S and others across
campus to engage in difficult topics on race to commemorate the Civil Rights Movement,
50 years later
The Foreign Language unit of the Languages and Literatures department revised its
popular Language Day for local high school students into "World Languages and
Cultures Day,” held February 22, 2013. The revision changed the focus of the festival
Summary of Accomplishments: 2012-2014 UWW Strategic Planning Goals
42









from language competition to cultural learning, and was designed to increase
participation by UW-W students.
ICIT assisted the Center for Global Education in transitioning its operations to the webbased software StudioAbroad, which is a complete information center for students and
faculty traveling abroad.
The University created and approved an Intensive English Program, intended to attract,
integrate, and keep a greater number of international students at UW-W.
The Center for Global Education (CGE) made major efforts to increase international
student enrollment, travelling and researching student recruitment in China as well as
increasing and improving marketing materials aimed at bringing international students to
UW-W.
CGE has implemented an attractive “Global Ambassador program” designed to foster the
academic success, satisfaction with first-year experience, and to provide opportunities for
international and U.S. students to live with and learn from one another. The Office of
Career and Leadership Development is lending their expertise to strengthen this initiative.
COEPS’s global education program continues to grow and attract broader pool of
students. The teacher education program in Jamaica is newly re-focused, and COEPS
strengthened programs in Sweden and Mexico. The Ecuador program will now involve
service learning in addition to student teaching.
L&S introduced a curriculum for a Global Engagement Certificate, and the first student
to earn the certificate graduated in May 2013.
The Academic Advising & Exploration Center teamed up with the Center for Global
Education to create an orientation for new international students.
CGE will implement their international student enrollment management plan for 20132014 by participating in recruitment fairs in China, Hong Kong, Vietnam, Malaysia,
Indonesia, and Singapore during Fall 2013 and a Latin American fair in Spring 2014.
The School of Graduate Studies & Continuing Education is exploring ways to offer new
and existing travel study programs that address domestic multiculturalism as part of their
course objectives.
c. Looking forward: Future themes/goals/recommendations
The Diversity Learning rubric group recommends the following initiatives:
 Share the rubric across campus units and meet with relevant parties to discuss plans for
testing, revising and deployment. The evaluation plan focuses on assessing student growth in
understanding of both domestic multiculturalism and international perspectives.
 Initiatives to enhance recruitment and retention of women and multicultural students, ways to
enhance student and faculty multicultural competence, and plans for the fall 2015 Diversity
Form.
d. Supporting material and links: None
Goal VII. Identify, examine and implement models for success for students of opportunity.
Summary of Accomplishments: 2012-2014 UWW Strategic Planning Goals
43
a. Measure: Identify existing programs (1. Pathways to success, 2. Tutoring, 3. New Student
Seminar, NSS, 4. Learning Communities, LC, 5. Non-traditional student programs, 6. Summer
Business Institute, SBI, 7. FTP )
b. Measure: Examine success of existing programs ( 1. Retention, 2. GPAs, 3. Success in
qualifying for entry into major, 4. Graduation)
c. Measure: Identify “models for success” at other universities and compare to our own
Team Leaders: Richard McGregory and Matt Aschenbrener
Team members:
Frequency of the meetings: multiple
a. Executive Summary: Diversity has the potential to increase the quality of learning.
Diversity in the college classroom can foster intellectual development, reduce students’ level of
racial prejudice, increase tolerance towards racial and gender differences, and facilitate students’
explorations of diverse perspectives (http://www.asha.org). In 2000, racial/ethnic minorities
comprised 30% of the U.S. population and were projected to represent approximately 50% of the
total U.S. population by 2050 (U.S. Census Bureau 2000). Thus, UW-Whitewater must become a
leader in recruiting and retaining students of opportunity to grow and succeed in the future.
Drs. Aschenbrener and McGregory have led the efforts to review models for success for
students of opportunity as part of the 2012-2014 strategic planning process. As Dr.
Aschenbrener works with Enrollment and Retention functions and Dr. McGregory works with
Multicultural Affairs and Student Success functions at UW-Whitewater, they identified,
examined, and discussed many of the existing challenges and opportunities for current and
prospective students at UW-Whitewater. During multiple meetings, the team outlined process
for executing the tasks to move the review forward. Initial focus was to review National Best (or
Sound) Practices for Underrepresented Multicultural (URM) student recruitment, retention and
success.
Best or Sound Practices: The review led to first examining pre-admission and recruitment
programs at Whitewater. The next step was an inventory of best practices aimed at orientation
programs as well as academic and cultural support”. Further, the dimensions of existing UW-W
programs including measures of success as set forth by the SPBC committee, such items as:
retention rates, college GPA, entry into major, and graduation rates were examined. The last
phase of the inquiry focused on recommendations for future programs or opportunities at UWWhitewater. After reviewing a number of state university system reports, articles, papers from
national organizations dedicated to higher education advocacy efforts in the recruiting and
retaining students of color, it was noted that themes emerged across the states and types of
institutions. These articles indicated the need to provide students’ support through a myriad of
programs that span the following: pre-college and bridge programs, orientation programs,
academic and cultural support programs.
Summary of Accomplishments: 2012-2014 UWW Strategic Planning Goals
44
We came across a good example of best or sound practices from the Minnesota State Colleges
and University system where an inventory lists programs and activities from across its 31
institutions, (http://www.asa.mnscu.edu/AccessandOpportunity/Index.html). This inventory lists
programs and activities from across its 31 institutions. The best practices for undergraduate
retention indicated were: 1) Summer bridge program 2) Learning Communities 3) Intrusive
Advising, and 4) Supplemental Instruction.
The list below shows two sets of major activities; Pre-college programs aimed at the recruitment
of minority students and a myriad of Freshman-Senior general and targeted retention programs to
assist in college success and life-skills (see the list under measure b).
1. Progression of Underrepresented Students through current UW-W Programs and
Initiatives
As outlined in the Best Practices section, pre-college programming is vital to the overall
recruitment of minority students. Outreach and awareness campaign programs must be directed
to where minority students are located. Thus, understanding the demographics of the school
district and individual school levels are important. Through admissions recruiting and the TRiO
Upward Bound program, UW-Whitewater has been able to develop programs to reach URM
students in the K-12 environment.
The UW-Whitewater Admissions office has counselors assigned to the top feeder high schools in
Wisconsin and Illinois. Counselors visit those schools annually and read prospective student
applications from those schools. Targeted admissions recruitment of URM students at UWWhitewater occurs primarily through Rob Gambsky. Mr. Gambsky works with high schools in
the Milwaukee Public School district. He conducts “Wheels to Whitewater” programs where
UW-Whitewater pays for busses from the districts to UW-Whitewater. Of the 361 first-year,
URM students enrolled at UW-Whitewater during the Fall 2012 semester, 306 (84.7%) were
from Wisconsin, and 131 (36.3%) had a Milwaukee address.
Some examples of precollege/admissions/college transitional programming at UW-Whitewater
include: Upward Bound Program/Summer Academic Camps/Great Lakes (Office of Precollege
Programs); Summer Business Institute (MultiCultural Business Program); Future Teacher
Program (College of Education); King/Chavez Scholarship/Summer Transition Program; Plan It
Purple; U LEAD; Club U-Dub-Dub. Periodically, funds have been obtained from external and
internal entities to sponsor selected transition initiatives (e.g. Biology Bootcamp, QVVEP,
STAR).
Wheels to Whitewater is designed to give multicultural students the opportunity to visit the
UW-Whitewater campus while also exposing them to specific areas such as Admissions,
Academic Advising, Athletics, Financial Aid and Multicultural Affairs and Student Success.
This comes at no cost to the high schools as transportation and meals are covered by UWWhitewater. Historically, the program has served 325-400 students each year. Moreover,
Wheels participants that apply to UW-Whitewater have a higher than average yield rate.
The Office of Pre-College Programs administers the Upward Bound Program, Pre-College
Academic Camps, and Saturday College Program. The Upward Bound Program, which is
funded by the U.S. Department of Education, provides academic advising, tutoring, mentoring,
Summary of Accomplishments: 2012-2014 UWW Strategic Planning Goals
45
and a six week summer academic enrichment experience to 68 college-bound students each year
in grades 9-12 at targeted schools in Milwaukee and Racine. The Pre-College Summer Camps,
which are largely funded by the State of Wisconsin Department of Public Instruction, provides
200-300 low-income, first generation, and underrepresented multicultural students each year
with academic, career, and cultural/recreational activities in a one, two, or three week residential
experience to.
Once URM students have transitioned to UW-Whitewater, they are served by a myriad of
general and targeted retention initiatives. These include programs offered by First Year
Experience (New Student Seminar, Learning Communities) and support units such as MASS and
AAEC (Pathway for Success) as well as targeted retention initiatives offered in academic
colleges (COBE, COEPS) and support units. Students that progress into their sophomore years
and beyond are encouraged to participate in broadly defined high impact practices such as
undergraduate research, travel study/study abroad, work and research internships, campus
leadership and employment, service learning broadly defined; and, the University Honors
Program.
b. Measures and Accomplishments
Measure a: Identify existing programs (1. Pathways to success, 2. Tutoring, 3. NSS, 4. LC, 5.
Non-traditional student programs, 6. SBI, 7. Future Teacher Program, FTP )
Descriptions of Current Programs and Initiatives
1. Pathways to Success and Tutoring (1&2): The Pathways for Success Program provides
specialized academic advising and support services geared toward developing self-responsibility
and motivation for learning as well as a defined academic and career plan. The program was
developed to better coordinate instruction, advising, and support services to assist students with
remedial needs toward degree completion. The first four cohorts of Pathways suggest an
improvement in first to second year retention of approximately ten percentage points.
The King/Chavez Scholars Program is designed to attract and retain exceptional incoming
multicultural and first-generation undergraduate scholars for participation in high impact
educational programs and initiatives such as: McNair Scholars Program; University Honors
Program; Undergraduate Research Program; First Year Fall and Spring Semester Seminar; travel
for conference presentations. Students receive a scholarship during their freshman year. The last
five King/Chavez cohorts have had an average first to second year retention rate of 85%.
Moreover, participants from the 1997-2006 cohorts have had an average graduation rate that
exceeds 60%.
2. NEW Student Seminar, NSS and Learning Communities, LC (3&4): The Office of First
Year Experience hosts learning communities and the new student seminar. First year students
are invited to live and study with peers who share similar interests in learning communities
(LCs) where approximately 25 students live together and share common courses. Learning
Summary of Accomplishments: 2012-2014 UWW Strategic Planning Goals
46
Communities are led by faculty members who mentor students and encourage them to carry
classroom discussions into their residential communities. Moreover, more than 90% of each
incoming freshman class enrolls in the one credit New Student Seminar that helps students
connect with the campus, achieve academic success, succeed in a changing world. Data
consistently has shown higher first to second year retention rates for students that participate in
learning communities and the New Student Seminar.
3. Multicultural Business Program (MBP) and Summer Business Institute (SBI) (6): The
Multicultural Business Program (MBP) is a specialized support program, and a cooperative
effort between the College of Business & Economics, campus Academic Support Programs, and
industry. The early identification of academically talented minority students for participation in
summer internships and scholarship opportunities is a major benefit to students who participate
in the program. In addition, students who actively participate in MBP interact and develop
supportive relationships with other business majors; discuss current issues confronting
professionals in the business arena, and gain insight into the expectations of business
professionals. The Summer Business Institute is a program offered by the Multicultural Business
Program to help students of color successfully transition from high school to college at the
University of Wisconsin-Whitewater. The SBI enrichment experience promotes excellence and
provides its participants opportunities to gain a competitive edge as they pursue a business
degree and go on to hold leadership positions in the business community. SBI participants have
had an average first to second year retention rate of over 87%.
4. Future Teacher Program (FTP) (7): The Future Teacher Program (FTP) is an initiative for
recruitment and retention designed to increase student learning and provide practical application
of the knowledge received in their teacher education courses. Students receive focused academic
and professional support from freshman year through graduation. Preliminary data suggests that
FTP participants have an average first to second year retention rate of 80-90%.
5. Other Programs: Biology Boot Camp is a program that welcomes 15-20 incoming freshman
and returning sophomores to UW-Whitewater for a two-week summer session. Students learn
how to: work in a laboratory; take good notes; access campus resources; and improve their
writing and oral communication skills. Participants in the Biology Boot Camp have had a first to
second year retention rate of over 86%.
The McNair Scholars Program, which is funded by the U.S. Department of Education,
prepares first-generation, low-income, and multicultural students for doctoral study and eventual
careers as college professors. The program: matches each student with a faculty mentor in their
major; provides resources for undergraduate research projects; enhances students’ quantitative,
technology, test taking, research methods, and critical thinking skills; provides students with
opportunities to present research findings at regional and national conferences; and provides
Summary of Accomplishments: 2012-2014 UWW Strategic Planning Goals
47
stipends for on-campus and external summer research internships. Over 80% of participants
have gone to graduate school, approximately 55% of graduates have earned Master’s degrees,
and over 10% of graduates have earned terminal degrees.
UG Research Undergraduate Research Program supports inquiry-driven research scholarship
and creative activity. The program is an advocate for expanded experiential learning that
enhances engagement in undergraduate research, scholarship and creative activity, including
faculty-mentored research and curriculum-based projects. One of the program’s goals is to create
more opportunities for inclusive participation.
b. Measure: Examine success of existing programs ( 1. Retention, 2. GPAs, 3. Success in
qualifying for entry into major, 4. Graduation)
The UW-W has an impressive list of programs to choose from, as listed in measure a, for URM
students’ academic, leadership and career success. Each program narrative provides qualitative
and quantitative (retention and graduation) indicators related to program goals and success.
Overall, the data demonstrates high level of students’ satisfaction and success in achieving their
educational goals.
1. Pathways to Success and Tutoring: The first four cohorts of Pathways suggest an
improvement in first to second year retention of approximately ten percentage points.
King/Chavez Scholars Program: first to second year retention rate of 85%. Moreover,
participants from the 1997-2006 cohorts have had an average graduation rate that exceeds
60%.
2. NEW Student Seminar, NSS and Learning Communities: Data consistently has shown higher
first to second year retention rates.
3. Summer Business Institute (SBI): SBI participants have had an average first to second year
retention rate of over 87%.
Multicultural Business Program: Students who actively participate in MBP interact and
develop supportive relationships with other business majors; discuss current issues
confronting professionals in the business arena, and gain insight into the expectations of
business professionals
4. Future Teacher Program (FTP): Preliminary data suggests that FTP participants have an
average first to second year retention rate of 80-90%.
5. Biology Boot Camp: Participants in the Biology Boot Camp have had a first to second year
retention rate of over 86%.
6. McNair Scholars Program: Over 80% of participants have gone to graduate school,
approximately 55% of graduates have earned Master’s degrees, and over 10% of graduates
have earned terminal degrees.
Summary of Accomplishments: 2012-2014 UWW Strategic Planning Goals
48
c. Measure: Identify “models for success” at other universities and compare to our own
 Models for success at other campuses (a literature review): Provide students’ support through
programs that span the following: pre-college and bridge programs, orientation programs,
academic and cultural support programs.
 From Minnesota State Colleges and University System (MnSCU): Summer Bridge program;
Learning Communities, Intrusive Advising, and the use of Supplemental Instruction.
Based on successful models identified at other campuses and a quick review of programs at UWWhitewater, the institution’s commitment is readily apparent considering an impressive list of
programs, certainly at or above the national norms, targeted to enhance students’ of opportunity
success.
c. Looking forward: Future themes/goals/recommendations
The reality in the United States is that a major proportion of racial/ethnic minority students have
unequal access to higher education (Ntiri, 2001). Many experience a variety of personal,
environmental, and institutional barriers that result in limited or no access to college and
university education (Opp, 2001; Thomason & Thurber, 1999). Some of these barriers include
financial difficulty and lack of financial aid, the need to work full-time, lack of family support,
lack of information about the college preparation and application process, low scores on
traditional college admission tests, and often, an absence of role models who have gone to
college (Lee, 1991; Ntiri, 2001). As we develop future programs at UW-Whitewater, we need to
not only take into account the existing programs that have been successful for us, but also take
into account the barriers that inhibit or prevent students from attending the university.
The following is a listing of programs and initiatives that could be
developed/implemented/expanded to enhance the success of racial/ethnic minority students at
UW-Whitewater:
 Expand URM Special Program Recruitment (Wheels)
 Expand the number of King/Chavez Scholarships from 50-60/year to 75-100/year
 Expand Summer Transition programming to impact more students:
o This would also require greater coordination and collaboration between existing
programs (i.e. Biology Bootcamp, King/Chavez, Center for Students with
Disabilities, Summer Business Institute, Future Teacher Program)
o This could also involve the development of an extensive “bridge” program for
students needing developmental coursework and/or admitted conditionally such as
the Summer Collegiate Experience (SCE) offered by UW-Madison
 Expand STEM initiatives to include “Science camps” targeted toward URM students in
grades 6-11
o
This could complement campus efforts such as Biology Bootcamp, Research
Apprenticeship Program (RAP), and McNair Scholars Program
o
This could also evolve into a 4-year program for URM students in STEM areas
similar to FTP and MBP
Summary of Accomplishments: 2012-2014 UWW Strategic Planning Goals
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

Commit to institutionalize and institutionally customize TRIO type efforts to support
students
o
This would be similar to the campus commitment to institutionalize Pathways for
Success at 100 students per entering cohort in light of the fact that the Pathways
model is similar to the federal Student Support Services (SSS) model
o
Expansion of the King/Chavez Coordinator from 50% to 100% position: could
be expanded to customize and institutionalize efforts to engage URM students in
undergraduate research, which will be particularly important if there are future
funding challenges for the federal McNair Scholars Program
Provide additional staffing to support URM students
o
Full-time staff members could better support African American, Latino,
Southeast Asian, and Native American students through intrusive advising where
Multicultural
Retention
Initiatives
in
MASS
currently
utilize
graduate/undergraduate peer advisors
d. Supporting material and links: None
DIVERSITY AND GLOBAL PERSPECTIVES
Goal VIII. Examine and improve campus policies, procedures, and practices to increase the
diversity of students, faculty, and staff, as a way to enhance the learning environment for all.
Goal Leader: Elizabeth Ogunsola, Assistant to the Chancellor for Affirmative Action &
Diversity
Team Members: Richard McGregory and Mark McPhail.
Other participants : Faculty/Staff Diversity Recruitment & Retention Committee
Workforce Diversity Team and Chancellor’s Committee on Inclusive Excellence Steering
Committee
a. Measure: Define “Diversity”: YES
b. Determine existing make up of faculty, staff, student population
c. Identify best practices
d. Establish peer benchmarks
a. Executive Summary: The committee reviewed the changes made to improve campus
policies, procedures, and practices within colleges, Student Affairs, and other units. There are
several great examples of measures in the colleges. The College of Business & Economics has
joined the KPMG Ph.D. project, which provides scholarships to minority students studying for
Summary of Accomplishments: 2012-2014 UWW Strategic Planning Goals
50
PhDs in business fields. Members are given access to students as they enter the job market via
receptions and e-mail notifications of program completion. The college discussed this issue of
student diversity during the last five years at its strategic advisory group meetings, generating
annual goals to help us improve numbers.
An example from the College of Arts & Communication shows its efforts to work closely with
the Office of Human Resources and Diversity to improve its effort to attract a diverse pool of
candidates for positions in the college. Policies in position descriptions have been revised to
address explicitly the University’s commitment to inclusive excellence, diversity and global
learning, and to include these in the qualifications that they are seeking in potential candidates.
The college will also target search opportunities at Historically Black Colleges and Universities
(HBCUs), Hispanic Serving Colleges and Universities (HSCUs), and Native American Tribal
Colleges and Universities. Additionally, it is planning to offer instructional opportunities to two
alumni of color, currently working at the university, both of whom have expressed an interest in
teaching in the college. These efforts are clearly aligned with the University’s strategic goals of
Diversity and Global Perspectives, and also connect with the strategic goal of Personal and
Professional Responsibilities.
The committee reviewed the current data to determine the existing make-up of faculty, staff and
student population. Details are provided under measures/accomplishments section. The data on
faculty/staff diversity did not show a significant change over the four years while the student
enrollment data (2002-2012) showed enhanced diversity.
b. Measures and Accomplishments:
a. Measure: Define “Diversity”
The diversity of a university’s faculty, staff, and students influences its strength, productivity,
and intellectual personality. Diversity of experience, age, physical ability, religion, race,
ethnicity, gender, and many other attributes contributes to the richness of the environment for
teaching and research. We also need diversity in discipline, intellectual outlook, cognitive style,
and personality to offer students the breadth of ideas that constitute a dynamic intellectual
community. (WISELI – Benefits and Challenges of Diversity in Academic Settings)
Information from Institutional Research and the Office of Human Resources and Diversity
detailing the proportions of faculty, academic staff, and classified staff by gender and
racial/ethnic groups was reviewed to determine the current diversity of the workforce at UWWhitewater. Currently, taken as a whole, faculty and academic staff from multicultural groups
are represented at approximately the same proportions on campus as they are in southeastern
Wisconsin. However, there are major variations across the multicultural groups. Classified staff
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personnel from all multicultural groups are underrepresented on campus. Currently faculty and
academic staff are evenly split between males and females. However, there are disparities in
individual programs.
Measure b. Determine existing make up of faculty, staff, student population
The committee reviewed the current data to determine the existing make-up of faculty, staff and
student population. The Affirmative Action Plan/Workforce data breakout by department,
gender and ethnicity/HRS data (click here to view “UW-Whitewater Workforce Data for
2009-2010 and 2013-2014 from Institutional Research”) was shared with the Chancellor
Committee on Inclusive Excellence, the Strategic Planning & Budget Committee, LEAP
Workforce Diversity Team and the Faculty/Staff Diversity Recruitment & Retention Committee.
The data did not show a significant change over the four years.
Institutional Research data on students from “headcount on racial/ethnic heritage headcount &
percentages of each sub-group of fall enrollment from 2002 to 2012” indicates increased student
diversity. The chart below shows the trend in student diversity, data from 2010-2014 for
racial/ethnic student populations. However, several underrepresented groups appear to be
experiencing stagnation in terms of increased representation on campus.
Institutional Reserach Data on Race/Ethnic Student
Populations
700
600
African American
500
Latino
400
Native American
300
Southeast Asian
200
100
0
2010-11
2011-12
2012-13
2013-14
Plans have been established to work with Director of Institutional Research regarding
Recruitment & Retention data.
An example of a college making efforts to determine the existing make-up of faculty, staff, and
student population is provided in the College of Business & Economics CoBE. Every year, the
college reports on the diversity of its faculty and instructional academic staff to its accrediting
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agency, AACSB. The CoBE Inclusive Excellence Committee has been considering the ethnicity
and gender of its student body for the last two years and discussing strategies for increasing the
recruitment and retention of American minorities and women. Prior to the existence of the CoBE
Inclusive Excellence Committee and back to the time of the Equity Scorecard, the college has
tracked its diversity enrollments and undertaken initiatives to enhance retention. The Summer
Business Institute (SBI) Program and introduction of Supplemental Instruction (SI) in
sophomore level business courses are examples of initiatives between the college faculty and
instructional staff and the Minority Business Programs office (now the Multicultural Business
Programs office).
Measure c: Identify Best Practices:
Current Best Practices and Accomplishments Toward Diversifying the Whitewater Community:
A. Review Colleges/Units Annual Reports on Best Practices:
The Chancellor’s Committee on Inclusive Excellence is currently reviewing summary reports of
colleges/units on “global learning, diversity and inclusive excellence accomplishments” for
academic year 2013-2014 and plans to provide its summary report shortly.
B. Current Campus Policies, Procedures, and Practices to Increase the Diversity of Students,
Faculty and Staff:
A host of programs are available on campus to provide support services to multicultural
faculty/staff/students. Some are listed below. To view a detailed list of program goals and
services, click here;
2. a. Multicultural Affairs & Student Success; McNair Scholars Program; Future Teacher
Program (FTP); Multicultural Business Program (MBP) & The Summer Business Institute
(SBI); Pathway for Success Program; Grow Our Own Forum; Inclusive Excellence
Fellowship Program; Hiring Process/Search & Screen Process; Admissions Office (Wheels
to Whitewater); International Education Recruitment.
Grow Our Own Forum: The “GROW OUR OWN” Forum is a systematic means of
identifying individuals with potential is being developed. This structure will allow existing
faculty and staff to suggest individuals for this program and also permit individuals to
nominate themselves. The structure will monitor the academic and professional development
of those individuals.
Inclusive Excellence Fellowship Program: The Inclusive Excellence Fellowship Program
supports the university’s commitment to fostering greater understanding of individual,
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societal and group differences at every level of university life. Fellows play a critical role in
intentionally integrating those differences into the core aspects of the institution. The
Fellowship Program is open to all individuals who are academic or creative professionals
who have completed a terminal degree within the last five years or who will have completed
a terminal degree by September 1, 2014. Applicants should be able to demonstrate a
commitment to their academic field as well as a commitment to the principles of Inclusive
excellence. Faculty/Staff Diversity Recruitment & Retention Committee are designing
strategies to sustain the Inclusive Excellence Fellowship Program at UW-Whitewater.
c. Select articles from a literature review on “best practices in increasing diversity of
faculty/staff”
 A Guide to Recruiting and Retaining a More Diverse Faculty prepared by The College of
Sciences and Humanities Task Force on Diversity – Ball State University, Dec 2008
 Best Practices: Recruiting/Retaining Faculty/Staff of Color, Western Washington
University, 2009
 Searching for Excellence & Diversity: Evaluation of WISELI workshop at UWW - Sept
2007
 New Levels of Excellence: Faculty Recruiting for the 21st Century Resource List,
University of Wisconsin System, Office of General Counsel
 How to Diversify the Faculty by Daryl G. Smith
 Search & Screen Strategies for Diversity-Inclusion – Oregon State University
 Strategies for Increasing Faculty Diversity - Women in HE
 VCU-Strategies for Successfully Recruiting Diverse Faculty – Virginia Commonwealth
University
 Eastern Kentucky University Comprehensive Diversity Plan, Academic Year 2011-2015
Measure d. Establish Peer Benchmarks (Students/Faculty/Staff)
1) Trends in “Enrollment of Multicultural Students” from 2010-11 to 2013-14
2010-11
2011-12
2012-13
2013-14
African American
541
546
573
551
Latino
371
399
460
490
Native American
28
21
22
28
Southeast Asian
92
90
111
102
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2) Review of current data as of 12-6-2013 for faculty, staff, & graduate assistants
Ethnicity
Total
%
9
Graduate
Assistants
0
9
1%
81
6
87
6%
54
5
59
4%
23
4
27
2%
5
2
7
<1%
7
1
8
1%
White
1180
63
1243
86%
Total
1359
81
1440
100%
American
Indian/Alaska
Asian
Black/African
American
Hispanic/Lati
no
NativeHawaii
an/Pacific
Not Specific
Faculty/Staff
c. Future themes/goals/action plans
Pursue the Workforce Diversity LEAP Team goals



Design and develop resources and strategies to assist with the successful recruitment of
diverse faculty and staff.
 Create strategies to develop vita banks within colleges, units, and departments.
 Network with UW-W faculty/staff currently working on workforce diversity initiatives to
share ideas & resources
 Identify successful model for diversifying the workforce diversity that can be duplicated
in department/unit.
 Effective communication strategies for engaging individuals in their department/unit in
having conversations about diversifying the workforce in their areas.
 Develop long term strategies to enhance and prepare potential individuals to participate in
the Grow Our Own forum and Inclusive Excellence Fellowship Program.
Review summary reports of college/unit global learning, diversity and inclusive excellence
accomplishments for the last two years.
Endorse, encourage and support College Inclusive Excellence Committees initiatives.
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



Support the implementation of the Inclusive Excellence Fellowship Program and work to
make it a sustainable program along with the Grow Our Own Forum.
Empower the Chancellor Committee on Inclusive Excellence Steering Committee to
monitor the implementation of the UW-Whitewater Institutional Inclusive Excellence
Goals.
All of our graduates can thrive and succeed in diverse environments
Achieve a higher level of compositional diversity
 Faculty/staff to mirror student body
 Students to mirror surrounding area
 Curriculum diversity initiatives to be in place throughout the departments and colleges
 Students will have explicit identity and cultural development experiences
 Develop and apply tools to measure growth in intercultural development for students,
faculty, and staff
 Members of the UW-Whitewater can demonstrate an ability to articulate insights about
their own identity in multiple contexts
 Expand diversity learning to include social class and employment status
d. Supporting material and links:
1. 2009-2010 UW-W Workforce Data
2. 2013-2014 UW-W Workforce Data
3. List of support services to multicultural faculty/staff/students Workforce Data
REGIONAL ENGAGEMENT
Goal 9: Improve community and regional connections in ways that enhance UW-W capacity
to align educational, cultural and athletic programs and services with community and regional
needs, and assess the outcomes of these efforts.
1. Measure: Define operational terms like “improve” and “community and regional needs.”
2. Measure: Assess number of programs, UWW students, and members of the public involved
in relevant “connections:” a. educational b. cultural c. athletic
Team Leaders: Tom Rios, Vice Chancellor for Student Affairs; Paul Plinske, Director of
Athletics
1. Executive Summary: The committee discussed operational terms like “improve” and
“community and regional needs.” Civic/Community Engagement has become somewhat of a
catchphrase in higher education, and thus, it is difficult to define one size fits all; it could mean
various things to various people bringing diverse set of ideas and perspectives to the table.
Moreover, the practice of community engagement has become, for many, though not all students,
obligatory and perfunctory. Indeed, several schools are mandating a certain number of service
Summary of Accomplishments: 2012-2014 UWW Strategic Planning Goals
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learning/community engagement hours as part of undergraduate curriculum for their students.
The definition for improvement, is recommended that “improvement” center on assessment of
activities; more specifically, on aspects of student learning and practice within community.
Indeed, the Carnegie Community Engagement Certification process revealed various approaches
to assessing community engagement currently being undertaken. Nonetheless, our campus could
benefit by having broader conversation about what community engagement means — as it
relates to creating learning experiences for our students.
2.
Measures and Accomplishments
Measures
1. Define
operational terms
like “improve”
and “community
and regional
needs”.
2. Assess number of
programs, UWW
students, and
members of the
public involved in
relevant
“connections:
a. Educational
Accomplishments
Improve: “improvement” center on assessment of activities; more
specifically, on aspects of student learning and practice within
community
Community and Regional needs: Civic/Community Engagement
has become somewhat of a slogan in higher education, and thus, it
could mean various things to various people bringing along diverse
view points and perspectives to the conversation.
The University of Wisconsin-Whitewater, through its Whitewater
Incubation Program (WhIP) and the University Technology Park,
has been of excellent resource and profile providing additional
services to advance university-community connections, nurturing
entrepreneurship and identifying pathways to engage citizens in the
economic development of Wisconsin. A host of services are offered
at the innovation center and in addition a mix of educational events
of interest in the form of seminars, workshops and lecture are being
held throughout the year.
 Elements for Success monthly seminar series is being held
at the Whitewater University Technology Park Innovation.
 Building Partnerships to Launch and Grow Your BusinessChoton Basu, faculty, COBE and James Jackson of Slipstream.
A mobile-based software app called GOStrive was developed in
partnership with the National Parks and Recreation Association.
It’s a great navigation tool enabling citizens to find out what’s
happening in the community.
 The Fairhaven Lecture Series is celebrating 30 years of
community discourse this current year. UWW hosts these
events and the faculty give talks and lead discussions at the
Fairhaven Retirement Community in Whitewater. The lectures
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







b. Cultural


are open and free to the public.
InterActiv Conference and Technology Academy targeting K12 and Higher Ed Educators was held at UW-Whitewater in
June 18-21, 2013. Sessions were designed to provide valuable
professional development for attendees. It is estimated that over
300 educators have attended the conference.
The College of Education and Professional Studies sponsored a
Collaborative Rube Goldberg type machine building event in
conjuction with Fond du Lac Stem Academy and Whitewater
LINCS Charter School. ICIT provided the technology support.
Blackthorne Capital Management, the first private business
tenant of the Whitewater Innovation Center, has been partnering
with UW-Whitewater to develop software systems for the
purpose of managing financial investment portfolios. UWWICIT is providing network infrastructure and security
consultation services for the project.
The Andersen Library hosted a History Resources Workshop
On August 22, 2012, as part of an educational outreach event
The College of Letters & Sciences created a new Science
Outreach Coordinator position. The coordinator facilitates
outreach activities to local schools, area libraries, museums,
engaging faculty and students.
JumpStart program (group advising) has been implemented by
the Academic Advising and Exploration Center during first 3
weeks of the semester with 73% of first-year class attending in
Fall 2013.
The School of Graduate Studies & Continuing Education
(SGSCE) engages the community by distributing a semi- bimonthly newsletter chronicling its activities and highlighting
those that impact the community. Five newsletters were sent to
a list of approximately 1,150 email addresses in AY 12-13 with
an average open rate of 26.5% and 18.6% of SGSCE-related
links clicked.
The Andersen Library and the Children’s center co-sponsored a
cultural event for young children, on April 19, 2013 to
participate in the library’s First Annual Stuffed Animal
Sleepover.
The University of Wisconsin Digital Collection’s Photo
Digitization project-the Special Collections at Anderson
Library provided 200 campus building photographs and
associated metadata to the project and developed call numbers
and identified local collections expanding the database to
benefit the community.
“Walworth County Genealogical Society research evening”
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
hosted by Special Collections on May 7, 2013.
The Financial Aid office Financial Aid Nights at regional high
schools and participated in Wisconsin Goal Sunday (part of
National College Goal Sunday) to provide financial aid
presentations and assistance with preparing the FAFSA.
None Identified
c. Athletic
3. Future themes and Recommendations:
Key areas to explore and bolster Learning and Assessment related to:



Insight. Into oneself, one’s community, and one’s world. How we think about ourselves,
our work, our relationships with others.
Practice. Learning how to dwell in a place — “being in community” as opposed to just
“working in community.” Norms of engagement that make community/regional
engagement a reciprocal relationship versus “let us come in and do for you.”
Promise. Gathering compelling evidence that community engagement becomes real —
that it prompts new “ways of being” and complements other disparate forms of learning.
The committee recommends forming a “Council,” with representation from Student Affairs and
Academic Affairs, to develop action plans based upon the areas for exploration (insight, practice,
and promise). The Task Force recommends Student Affairs to assume a leadership role.
d. Supporting material and links:
Goal 10: Increase campus capacity to connect students, faculty, and staff in service
engagement, entrepreneurship, and economic development in ways that advance student learning
and foster community and regional partnerships.
Measure:
a. Service Engagement: assess number of students involved and quality involvement
b. Entrepreneurship and Economic development: assess number of students, faculty, and
community members involved; assess financial value
c. Identify community and regional needs
Leaders: Denise Ehlen, ORSP; Seth Meisel, Continuing Ed.
Team Members:
Frequency of the meetings:
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a. Executive Summary:
Over the last two years, the group has defined and operationalized “service engagement,
entrepreneurship, and economic development” and “community and regional partnerships” for
the purposes of campus activities, as well as conducted a thorough literature review and asset
mapping for the campus. Much of this work has informed the campus’ application to the
Carnegie Community Engagement Certification (completed in April 2014), and has generated an
invaluable list of key institutional strengths and weaknesses for further development.
Additionally, group members have developed institutional strategies to increase community
engagement and outreach activities across campus, leveraging or reallocating existing
programs/resources to increase the institution’s visibility in the areas of engagement,
entrepreneurship, and economic development.
b.
Measures and Accomplishments
The group operationalized "service engagement, entrepreneurship, and economic development"
and "community and regional partnerships" for the purposes of campus activities and this goal
An inventory of "service engagement, entrepreneurship, and economic development" activities
were steered based upon the definitions/best practices derived from the literature and conducted
a needs assessment of community/regional partners. This information was also used to assess
the value of “service engagement, entrepreneurship, and economic development.” Below is a
summary list of the institution’s strengths and weaknesses.
Measure a: Service Engagement: assess number of students involved and quality involvement


There are institutional (campus-wide) learning outcomes for students’ curricular
engagement with community. Community engagement is integrated into curricular
(for-credit) activities.
 On 15 April 2014, the University of Wisconsin-Whitewater submitted an application
for the Carnegie Community Engagement Certification. Drs. Susan Johnson, Barbara
Beaver, and Seth Meisel spent months compiling information for the UW-Whitewater
application, which included data provided by all of the campus’ colleges and units
regarding partnerships within the region. A decision on the classification is anticipated
by January 2015.
 The Undergraduate Research Program has worked, in collaboration with the Office
of Research and Sponsored Programs and the Whitewater University Technology Park
Innovation Center, to expand opportunities for undergraduate students by placing them
into suitable applied projects affiliated with the Center.
Created promotional materials (videos, for example) that demonstrate LEAP POEs to
increase awareness and recruit a more diverse student population into the Launch Pad
and iCorps.
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
Explored strategies to align all WhiP components with existing UW-Whitewater HIPs
(i.e. Undergraduate Research experiences for iCorps, model Learning Community best
practices in the iCorps, recruit iCorps participants from Learning Communities).
 The LEARN Center sponsored a campus workshop on best practices in employing
reflection papers to advance student learning in service learning courses led by Kim
Jensen (Marquette University) in October 2013 with 24 faculty and staff in attendance.
Measure b. Entrepreneurship and Economic development: assess number of students, faculty,
and community members involved; assess financial value
 There are examples of faculty and staff scholarship associated with outreach and
partnerships activities (technical reports, curriculum, research reports, policy reports,
publications, etc)
 UW-Whitewater is developing a Service Learning Curriculum. During the 2012-2013
academic year, seven faculty Community-Based Learning Fellows trained under
coordinators Seth Meisel and Deilee Calvert-Minor. The goal was to "provide a year long
professional development program for faculty interested in developing best practices in
service learning courses and in assessing student learning." A second cohort of
Community Based Learning and Teaching Fellows have been recruited and trained to
develop service learning courses focused on civic engagement for year long projects,
which will run from Spring to Fall 2014.
 iHUB Showcases have featured presentations by participants in the Whitewater Incubation
Program (WhIP): iHUB Fellows, Mentors, and Scholars. WhIP consists of a number of
different programs designed to provide coaching, mentoring, support, and service to new
business ventures linked to the Whitewater University Technology Park Innovation Center.
 Whitewater Incubation Program (WhIP): Created a Whitewater Incubation Program
mission that aligns with LEAP, entrepreneurship program/major learning outcomes, and
the College of Business and Economic Outcomes Assurance of Learning (AOL)
objectives.
Measure c: Identify Community and Regional needs
The group conducted an inventory of "service engagement, entrepreneurship, and economic
development" activities based upon definitions and conducted a needs assessment of
community/regional partners. This information was also used to assess the value of “service
engagement, entrepreneurship, and economic development.” Below is a summary list of the
institution’s strengths and weaknesses.
STRENGTHS


The institution indicates community engagement as a priority in its mission, vision and
strategic priorities statement.
The executive leadership (Provost, Chancellor, Deans, etc.) explicitly promotes
community engagement as a priority. Community engagement is emphasized in strategic
planning, marketing materials (website, brochures, etc.), recognition through formal
campus-wide awards, infrastructure support, budgetary allocations, staffing plan, targeted
Summary of Accomplishments: 2012-2014 UWW Strategic Planning Goals
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
outreach programs for community, systematic campus-wide
tracking/documentation/assessment and professional development support for faculty and
staff.
There are institutional (campus-wide) learning outcomes for students’ curricular
engagement with community. Service learning is integrated into curricular (for-credit)
activities, diversity and inclusion work (for students, faculty, and staff). Community
engagement is connected to efforts aimed at student retention and success.
WEAKNESSES



Limited external funding to support institutional engagement with community.
The institution does not maintain systematic campus-wide tracking or documentation
mechanisms to record and/or track engagement with the community and its associated
uses.
There are no or limited institutional, college/school and/or department level policies for
promotion (and tenure at tenure-granting campuses) that specifically reward faculty
scholarly work that uses community-engaged approaches and methods.
C. Looking Forward: Future Themes/Goals/Action Plans




Increase efforts on assessing “engagement for student learning and identity”. There
appears to be a disconnect between the value of an engaged university and how students’
perceive the value of their service learning or community engagement degree
requirements.
Identify and increase funding to support community engagement activities: External
funding is not generally dedicated to supporting institutional engagement with
community. The institution should identify strategies to increase the amount of external
funding dedicated to support community engagement, along with aligning existing funds
to support these efforts.
Address deficiencies in systematic campus-wide tracking or documentation mechanisms
to record and/or track engagement with the community and its associated uses. UWWhitewater should identify mechanisms and individual(s) responsible for tracking
community engagement efforts and outcomes.
Encourage faculty/staff personnel rules revisions to reflect recognition for scholarly work
that uses community-engaged approaches and methods.
d. Supporting material and links:
PROFESSIONAL AND PERSONAL INTEGRITY
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Goal 11: Develop a fair and reasonable structure for workload and compensation for faculty,
staff, and students.
a.
1.
2.
3.
Measure: Define “fair and reasonable” workload and compensation Y/N
For student workers
For staff
For faculty
b. Measure: Determine campus status related to benchmark/standard (to be identified) Y/N
c. Measure: Identify campus/unit targets
1. Course loads, advisee loads, case loads
2. SCH/FTE
3. Salary and Compression
Leaders: Mark McPhail (coordinator)
Team members: Ron Buchholz and Faye Schouten (Student Employment Advisory Committee);
Denise Ehlen, George Clokey, and Curt Weber (Academic Staff Assembly); Denise Ehren and
Amy Sexton (non-exempt classified staff); Susan Messer (Faculty Senate Executive Committee).
Other interested parties who attended some of the committee’s meetings: Aimee Arnold, Judi
Trampf, Hephzibah Kumpaty, Elena Pokot, Brandi Neimeier, Connie Putland, Michael Sacco,
and David Munro.
Frequency of the meetings: The committee met eight times between September of 2013 and
March of 2014 (4-28-13; 4-22-13; 9-30-13; 11-4-13; 12-16-13; 1-26-14; 2-17-14; 3-17-14);
Additionally, each constituency group representing the main committee held additional meetings
within its units to address the charge.
a. Executive Summary:
The SPBC Workload and Compensation team brought together members from different
constituency groups to determine how a fair and reasonable structure for workload and
compensation could be developed and implemented at UW-Whitewater. The groups represented
included Academic Staff Assembly (Instructional & Non Instructional); Exempt Classified Staff;
Faculty Senate Executive Committee; Non-Exempt Classified Staff; and the Student
Employment Advisory Committee. The group developed a set of definitions, key measures and
objectives (outlined under measures and accomplishment section) to guide its work on
“workload and compensation”. The committee also registered several other issues and concerns
during its deliberations, that framed the broader conversations as well as the individual reports,
and provided the foundation for future work related to Workload and Compensation.
Summarized here, they are:
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1). Differentiating Compensation and Workload Issues: The committee recognized that it could
have little impact on compensation issues, since these were largely determined by legislative and
budgetary functions beyond the university’s direct control. Consequently, much of the
discussion focused on issues of workload and work environment quality, although the committee
did recommend that more information regarding how budgets are determined and the constraints
faced by the university in terms of compensation should be discussed more fully at various levels
(e.g. Department Chair training,), and that more emphasis should be placed on communicating
the efforts that the university has made in the past several years to addresses issues of
compensation (i.e. compression & market adjustments, Discretionary Merit Adjustments, lump
sum adjustments, etc.). The committee also suggested that the university consider establishing as
a strategic goal achieving and sustaining an out of state student population at the limit
established by the legislature, as the funds secured through out of state tuition are one of the few
revenue sources that can allow the university to address compensation issues.
2). Realignment of Strategic Planning Efforts: The committee recommended that the university
shift its strategic planning efforts away from the two year cycle presently utilized toward a more
systematic five year planning cycle that focuses on establishing specific and measurable goals,
reviewing the extent to which they have been achieved, and initiating action plans in the event
that goals were not met in terms of expected outcomes. A five-year planning cycle allow for a
process which emphasizes reporting as a function of accountability instead of as an end in and of
itself. A five year cycle that incorporated accountability based reporting would also help the
university to prioritize and focus its strategic planning efforts by illustrating clearly when goals
had been achieved, and providing specific directions in the event that they were not completed.
This would effectively “close the loop” on the reporting function, and thus make the process
more productive and meaningful for those directly and indirectly involved in it.
3). Data Access and Integration: The committee recommends that the university make data
management and accessibility a strategic priority due to the numerous reporting demands placed
on the institution and its various units. All of the constituencies represented on the committee
agreed that the university should provide whatever resources are required to established
information management systems that result in increased ease of use through technological
means, as well as clearer and more carefully defined policies and procedures. Furthermore,
reducing redundancies when possible, and providing information that is consistent, transparent,
and accurate, would play a significant role in decreasing workload stress, improving work
environment quality, and reducing the effects of what several members of the committee
described as “mission creep,” the ever-increasing number of projects and reports that are
demanded by both external and internal reporting requirements.
In addition to these broader recommendations, each of the constituency groups of the committee also
presented an individual report that represented the specific issues, concerns, and recommendations
presented by its area. The following reports were submitted by the Academic Staff Assembly, the
Classified Staff Advisory Council, the Faculty Senate Executive Committee Subcommittee, and the
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Student Employment Committee
Measures and Accomplishments:
a. Measure: Define “fair and reasonable” workload and compensation: YES
1. For student workers
2. For staff
3. For faculty
Definition: A fair and reasonable structure for workload and compensation reflects a
consistent, transparent, accurate, and equitable system of policies and procedures governing
employment responsibilities and rewards that is appropriate to position, classification, and
university goals, mission, and values and is consistent with best practices at peer and
aspirational institutions.
b. Measure: Determine campus status related to benchmark/standard (to be identified) Y/N
1: Consistency & Accuracy
UW-Whitewater policies and procedures governing workload and compensation should be
consistent with external entities (e.g. statutory, UW System, other comprehensive Universities),
as well as internally consistent across administrative and academic units.
Objective #1: Evaluation and Alignment
The University should conduct a review and evaluation of existing policies related to workload
and compensation, and where inconsistencies exist initiate the appropriate governance processes
to revise and update such policies.
Objective #2: Clarification and Coherence
The review of existing policies should distinguish between policies as formal rules and
procedures as commonly accepted practices to insure that they are coherent and clearly related,
and to rectify inconsistencies between policies and procedures.
2: Transparency
UW-Whitewater policies and procedures governing workload and compensation should be easily
accessible and available to all faculty, staff, and students.
Objective #1: Inventory & Consolidate
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The University should conduct an inventory of all existing documentation related to workload
and compensation and establish a centralized authority for the maintenance and dissemination of
such documentation.
Objective #2: Accessibility & Availability
The University should assess and refine existing methods and mechanisms for obtaining
information related to workload and compensation to insure that it can be easily accessed, and
establish processes for improving accessibility and availability where these are inadequate or
lacking.
3: Equity
UW-Whitewater policies and procedures governing workload and compensation should be
applied equitably across divisions and units, and measures of assessment and accountability
should be implemented to insure equitable personnel and budgetary decisions by supervisors and
managers.
Objective #1: Minimizing Arbitrariness
The University should establish and enforce a consistent set of policies and practices for the
merit and salary adjustments that is consistent across divisions and minimizes subjective or
arbitrary decision-making.
Objective #2: Ensuring Fairness
The University should provide budgetary and personnel training for all individuals in supervisory
positions to insure that financial and managerial decisions are consistent, transparent, and fair.
c. Measure: Identify Campus/Unit Targets
1. Course loads, advisee loads, case loads: specific targets have not been identified
2. SCH/FTE: an excerpt from Faculty constituency report.
Faculty workload includes teaching, scholarship and service responsibilities and expectations.
While SCH/FTE calculations may be useful in regard to some aspects of faculty work, that ratio
alone misses many components of faculty workload. “Teaching” itself is not a unitary
factor. However, the hours devoted to teaching go beyond those classroom hours. In some
instances, outside-of-classroom teaching involves new work assignments that provide support for
University mandated initiatives related to providing support for student learning activities:
Undergraduate Research Mentorship; increased engagement in Leadership and Community
Outreach activities; creation and/or revision of curriculum; and First Year programming
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activities.
An Illustrative List of Faculty Activities in Addition to SCH/FTE:
Teaching Activities
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Write study guides, instructor’s manuals
Present programs in continuing education, executive development, or certification
Give faculty workshops (e.g., Learn Center)
Write instructional software
Develop online and digital instructional resources for courses
Develop new programs, new courses
Teach off campus – e.g. Madison and Waukesha
Maintain safe instructional and learning environments
Maintain and upgrade discipline specific equipment
Support community engagement in instructional and educational activities
Develop and conduct international travel study courses (overload)
Oversee and replenish inventories of equipment and supplies utilized in classes by
students
Develop Lab Mod proposals for enhancement of instructional spaces
Create and/or revise program curriculum
Develop and implement assessment plans for all degree programs
Participate in re-training and other educational activities (e.g. technology delivery
systems, D2L, new software)
Scholarship Activities
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Publish books, monographs, or chapters in books
Publish refereed journal articles
Publish professional journal articles
Write grants
Present papers at conferences
Member of a discussant panel at conferences
Editor of a professional publication
Editorial board member of a refereed or professional publication
Professional consulting
Attendance at professional meetings (not presenting or discussing)
Reviewer of articles for publication in refereed journals
Department, College, University, and Professional Service
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Faculty advisor to student organizations
Officer, leader or active committee member in a professional organization (discipline
related)
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Member of University, College and Department committees
Officer of a community organization or an active member of a public advisory committee
(based on expertise and unpaid)
Student Advising – academic and career
Help prepare students for professional exams
Supervision of students in a project for an outside organization
Supervision of students in a project inside the university e.g., ISBM senior projects,
McNair Scholars, undergraduate research
Supervision of independent studies
Mentor to faculty
Evaluate junior faculty and academic staff for retention/promotion/tenure
Serve on Search and Screen Committees to hire new faculty
Develop and lead targeted student recruitment activities
Maintain and provide content for department websites
Serve as Judge for student and community based competitions
Write recommendations (e.g. job and graduate school) and give verbal recommendations
(e.g. when contacted by companies)
Participate in University Initiatives: e.g. LEAP, Undergraduate Research, Leadership
Initiatives, PIE program with area high schools, Community Engagement projects
College Initiatives: e.g., integration of the core, assessment, accreditation, integration of
technology, distance education
Attend meetings – University, College, and Department
Provide service to the community (public readings and lectures, literacy instruction,
language translation work, presentations to the media, etc.
3. Salary and Compression:
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The university shall effectively communicate efforts made in the past several years to
addresses issues of compensation (i.e. Compression & Market adjustments, Discretionary
Merit Adjustments, lump sum adjustments, etc.).
Establish a strategic goal-achieving and sustaining an out of state student population at the
limit established by the legislature, and use the surplus funds secured through out of state
tuition as one of the few revenue streams to address compensation issues.
Identify long-term plans to address pay plan inequities and deficiencies across all
employment designations.
Improve public perception of compensation issue; seek strategies to share the impact on A)
the recruitment of highly qualified and diverse faculty and B) the retention of experienced
and proven faculty, and the impact of A and B on the quality of student instruction and the
vibrancy of the institution.
The awarding of discretionary merit compensation (DMC) at Whitewater shows inequities
between divisions, classes, and departments for the awards given as in comparison to other
UW System schools. Requirements to receive a DMC and the documentation needed to
apply for one are not available on the UW-Whitewater website. (review full report from
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classified staff council for a detailed analysis of DMC awards at UW-Whitewater and other
UW system schools).
Include specific information regarding campus policies which define salary adjustments
based on compression, retention, and merit. Policies included should address these
questions:
o What are the campus policies regarding compensation?
o Where does authority for this policy reside within campus structure?
o How are decisions being made on compression and retention salaries? And, when
does the money become available for these adjustments?
o Knowing that the definition of FTE varies among departments and constituencies,
who is responsible for this definition?
o How do current compensation issues play out in relationship to current hiring
practices? i.e., how these policies impact and shape guidelines for hiring.
C. Future themes/goals/action plans:
Academic Staff Assembly:
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The group completed an inventory of University of Wisconsin / System policies and
procedures governing performance review, titling, retitling, and promotion of academic
staff, and those of other UW System institution and reviewed UW-Whitewater’s current
policies and procedures for weaknesses and gaps.
The Subcommittee completed a preliminary analysis of UW-Whitewater’s Titling
policies and procedures as compared to best practices at other UW System institutions.
The committee recommends adopting La Crosse policy as an effective addition to
Whitewater policies, by both enhancing the retitling process and addressing deficiencies
in the annual review process. The Workload and Compensation Subcommittee will
continue review of academic staff titling, retitling, evaluation, and promotion processes
and best practices.
Classified Staff Council:
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Create a central location for all policies and procedures applicable to classified staff and
make department-specific policies and procedures available to all.
Define clearly the definition of policy versus procedure.
Update the Classified Staff Employee Handbook to include all policies affecting classified
staff and to reflect additional work-related policies by department.
The awarding of discretionary merit compensation at Whitewater shows inequities
between divisions, classes, and departments for the awards given as in comparison to
other UW System schools. Requirements to receive a DMC and the documentation
needed to apply for one are not available on the UW-Whitewater website. (review the
full report for complete analysis, section D, supporting materials and links).
Request the Office of Human Resources & Diversity implement mandatory supervisor
training that is comprehensive with updated information disseminated to supervisors and
employees in a timely manner.
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Faculty Senate:
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Develop a dedicated repository to include an inventory of data related to compensation
that includes reports on comparative analysis of salaries within the UW-System and
among peer institutions and within disciplines. This information should be available to
employees of the university.
The committee identified a list of institutional best practices on faculty compensation:
Read the full report, Faculty Senate, section D, supporting materials and links.
Follow-through on the list of recommendations presented in the SPBC #11 Workload and
Compensation Workgroup final reports; include a prioritized list of proposed and/or
completed responses and actions.
d. Supporting material and links:
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5.
Academic Staff Assembly Report:
Classified Council Report
Faculty Senate Report
Student Government Report
Faculty Activities: COBE Handbook;
http://www.uww.edu/Documents/colleges/cobe/Faculty%20Staff/Documents/Faculty%20Handbook_11_
02_10.pdf
Goal 12: Assess and enhance the campus culture where respect, civility, personal
responsibility, and honesty are valued, modeled, and affirmed.
Measure: Operationally define term: Defined
Measure: Based on definitions, identify existing initiatives. Produce a list of initiatives currently
in place.
Team Leader: Mary Beth Mackin, Dean of Students
Team Members: Barbara Beaver, James Bronson, Ron Bucholz, Hephzibah Kumpaty, Mary
Beth Mackin, Mark McPhail, Mary Pinkerton, Linda Yu.
Frequency of the meetings: Bi-weekly meetings during spring semester, 2013.
a. Executive Summary:
During the 2013 spring semester, an ad-hoc committee (Beaver, Bronson, Bucholz, Kumpaty,
Mackin, McPhail, Pinkerton, L. Yu) met every other week to discuss team’s charge. The work
focused on defining relevant terms, identifying and reviewing existing campus documents and
policies relevant to campus culture, and formulating recommendations for continuous
improvement. Key definitions include “Respect”: Recognizing and demonstrating the worth or
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value of persons, property and community; “Civility”: Demonstrating respect by behaving
towards others as you would desire them to behave towards you; “Honesty”: Sincere expression
of the truth; and “Personal Responsibility”: Fulfilling individual and organizational obligations
and commitments with equity, integrity, accountability, and acceptance of the consequences that
come from our actions as well as an understanding of how those actions affect others.
The committee spent considerable amount of time reviewing a variety of online UWW
documents and policies related to the terms defined in the goal and assessed them for
consistency, clarity, availability and relevance. This review process illustrated the fact that the
institution’s policies are sometimes difficult to identify and often lack clarity to be able to
interpret and execute to a particular scenario. Additionally, some of the policies do little to
insure the tenets of respect, civility, personal responsibility and honesty.
The committee identified a broad range of existing campus initiatives and programs that relate to
the identified terms and recommends several action plans for consideration in the future.
b. Measures/Accomplishments: Summary Table
Measures
Accomplishments
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1. Operationally
define terms
2. Identify existing
initiatives.
Produce a list of
initiatives
currently in place.
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Respect: Recognizing and demonstrating the worth or value of
persons, property and community.
Civility: Demonstrating respect by behaving towards others as you
would desire them to behave towards you
Honesty: Sincere expression of the truth
Personal Responsibility: Fulfilling individual and organizational
obligations and commitments with equity, integrity, accountability,
and acceptance of the consequences that come from our actions as
well as an understanding of how those actions affect others
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Student Conduct Process
Make a Difference Day
Residence Life programs
NSS Academic Integrity sessions
Student Organization Conduct Process
Anti-hazing webinar/hotline/education
CARE Team
Sexual Harassment Webinar
COBE Student Honor Code
MapQuest
Learning Communities
Anti-hazing quiz
Hazing training done for police
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ADA Compliance Fund
Greek Community Standards Process
Panhellenic Council statement on
Roommate Contracts
transgender students Pride Center
Warhawk Connection Center
Student Employment Practices/training
Career counseling and advising model
Intramural Sportsmanship Ratings
Establishment of Classified Staff Council
Inclusive Excellence Work
Sexual Assault Prevention work (SASA)
Sexual harassment training video
Annual Safety & Security Report
Warhawks CARE campaign
Student employee online integrity quiz
Student Affairs Programs
Diversity Advocate Program
Bystander Intervention Program
Outreach programming regarding student behavior
LEAP ELO – Personal & Social Responsibility
Center for Global Education’s work with international students
c. Future Goals/Recommendations
The committee recommends the following action items for future work to improve campus
culture and values of integrity.
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Promote the “Guide for Citizenship” throughout the campus. Include in orientation for
students and faculty/staff, New Student Seminar classes, Learn Center sessions,
Department meetings, Chancellor’s staff, AAS, Dean’s Council and others.
Combine the Student Handbook and Undergraduate Catalog so that expectations and
policies for students are all presented together in one place and are more accessible.
Include training on integrity issues for all student employees.
Review the Honor Code in the College of Business & Economics and consider creating
similar codes for each college (or University-wide).
Form workgroups to create shared and understood definitions of “Academic Freedom”
and “Shared Governance” for UW-Whitewater.
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Explore the possibility of having Learn Center workshops related to shared understanding
of Academic Freedom and Shared Governance.
Infuse topics of respect, civility, personal responsibility and honesty into sessions at
student orientation and new faculty/staff orientation.
Infuse this goal (or an expanded statement of civility) throughout the student culture, as
well as the faculty and staff cultures.
Examine the intersection of “professional responsibility” and the various sets of
personnel rules in use.
Consider how to infuse the five university values into performance reviews.
Consider adding the university values statement to position descriptions (or at least a
modified statement).
Create employee awards that recognize personal responsibility and integrity.
d. Supporting material and links: click here for the entire report
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Thank You
Summary of Accomplishments: 2012-2014 UWW Strategic Planning Goals