Strategic Plan Metrics
Strategic Initiatives:
I.
The University will provide students with transformative, collaborative, flexible and career-relevant learning experiences.
II.
The University will deliver innovative programs that enhance the vitality of the region.
III.
The University will be a diverse community that attracts, supports, and recognizes high-achieving students and employees.
IV.
The University will establish and maintain an infrastructure to promote accountability, sustainability, and continuous improvement.
Abbreviations:
ADAA
Associate Dean of Academic Affairs
DOF
Dean of Faculty and Graduate Studies
PBC
Planning Budgetary Council
APRC
Academic Program Review Council
DOS
Dean of Students
PPP
Program Prioritization Process
AVCAA
Associate Vice Chancellor for Academic Affairs
GRO
Grants and Research Office
SPCT
Strategic Planning Core Team
AVCEM
Assistant Vice Chancellor for Enrollment Management
HIPS
High Impact Practices
TBD
To be determined
CAEO
Center for Adult Education and Outreach
HLC
Higher Learning Commission
TLRC
Transportation and Logistics Research Center
CBO
Chief Business Officer
HR
Human Resources
UAAC
Undergraduate Academic Affairs Council
CCEL
Center for Community Engaged Learning
IAS
Instructional Academic Staff
UR
University Relations
CETL
Center for Excellence in Teaching and Learning
LSNERR
Lake Superior National Estuarine Research Reserve
URMS
Under Represented Minority Students
CIO
Chief Information Officer
LSRI
Lake Superior Research Institute
URSCA
Undergraduate Research, Scholarship and Creative Activity
CVNT
Center for Veterans and Non-Traditional
MEI
Making Excellence Inclusive
VCCL
Vice Chancellor for Campus Life
DEPTS
Academic Departments
NAU
Non-Academic Units
VCF
Vice Chancellor of Finance
DL
Distance Learning
OIE
Office of Institutional Effectiveness
VCUA
Vice Chancellor for University Advancement
Draft Updated 5/5/2014
Page 1
Strategic Initiative I: The University will provide students with transformative, collaborative, flexible and career-relevant learning experiences.
The University will deliver a curriculum that unites learning and practical application. This “Superior Plan” incorporates our longstanding commitment to educating the whole student through experiential learning and to do
so in the context of our geographical location and affinity with the Northland. Beginning with their very first semester at the University, students will not only study content and gain critical thinking, writing, and problemsolving skills, they will also engage in a variety of experiential learning exercises that focus on outcomes, thus being shaped by the best of both a liberal and a practical education.
Goal 1: Ensure that all students are engaged in experiential learning
Action Step
1. UW-Superior students will be
involved in two experiential
learning activities through their
comprehensive major or their
non-comprehensive major and
minor programs
Data Source
/ Evidence
Annual
DEPTS
Reports
Frequency
Annual
Success Standard
Experiential learning
requirements will be integrated
into all academic programs,
with comprehensive majors
including two experiential
learning requirements in their
curriculum and noncomprehensive majors and
minor programs each including
one experiential learning
requirement in their
curriculum
Must meet institutional quality
standards to be implemented
by May 2017
2. UW-Superior students will be
involved in three High Impact
Practices (HIPs) through their
comprehensive major or their
non-comprehensive major and
minor programs
Annual
DEPTS
Reports
Annual
HIPs will be integrated into all
academic programs with
comprehensive majors
including three HIPs in their
required curriculum and noncomprehensive majors
including two HIPs and minor
programs including one HIP in
their curriculum by May 2016
Progress
FY 15
FY 16
FY 17
(July 1, 2014-June 30, 2015)
(July 1, 2015-June 30, 2016)
(July 1, 2016-June 30, 2017)
CETL Advisory
Committee, with input
from stakeholders,
reviews best practices,
establishes quality
standards and defines
experiential learning by
December 2014
100% of academic
major programs will
name two experiential
learning requirements
and dedicate a place in
their curriculum for
them by May 2016
100% of academic
major programs will
have implemented two
experiential learning
requirements that meet
University quality
standards along with
an evaluation plan by
May 2017
CETL sponsors an
opening week session on
experiential learning in
January 2015
HIPs Coordinators
review best practices and
establish University
standards by December
2014
100% of academic major
programs will name
three HIP requirements
and dedicate a place in
their curriculum for them
by May 2015
Draft Updated 5/5/2014
Implement
ation
Oversight
Participants
Faculty and Staff
time
DOF
UAAC
Faculty
Senate
Travel
DEPTS
CCEL
Community
partners
[To be included in
September 2017
annual department
report]
Establish process to
ensure inclusion of
interdisciplinary majors
(IDM) by May 2015
Complete inventory of
HIPs by program by
September 2014
Resource
Implications
CETL
Advisory
Committee
AS-L
100% of academic
major programs will
have at least three HIPs
that meet University
quality standards
included in their
curriculum along with
an evaluation plan by
May 2016
100% of academic
major programs will
include an evaluation
of their HIPs activities
in their department’s
annual report by
September 2016
Faculty and Staff
time
ADAA
UAAC
Faculty
Senate
DEPTS
HIPs
Coordinators
AS-L
Page 2
Goal 2: Ensure that a student’s curricular and co-curricular experiences are intentionally linked and facilitated
Action Step
1. UW-Superior students will be
involved in two co-curricular
activities through their
comprehensive major or their
non-comprehensive major and
minor programs
2. Provide opportunities for
departments and programs to
coordinate and synergize event
scheduling and publicize campus
efforts through a campus-wide
calendar
Data Source
/ Evidence
Annual
DEPTS
Reports
Implementatio
n of a campuswide calendar
with a
structure for
continuous
updates
Program
reports at
annual
Planning
Forum
regarding
attendance
and
participation
at campus
events
Draft Updated 5/5/2014
Frequency
Annual
Annual
Daily, as
events are
scheduled
Success Standard
Progress
FY 15
FY 16
FY 17
(July 1, 2014-June 30, 2015)
(July 1, 2015-June 30, 2016)
(July 1, 2016-June 30, 2017)
Co-curricular activities will be
identified and promoted for all
academic programs, with
comprehensive majors
identifying two co-curricular
activities and noncomprehensive majors and
minor programs each
identifying one co-curricular
activity annually to be piloted
during the 2016-17 academic
year
Develop a taskforce to
explore connecting cocurricular learning with
academic programs and
develop a plan for
implementation by May
2015
Dedicated oversight function
in UR to establish and
maintain communication with
campus programs and continue
daily upkeep of calendar by
June 2015
UR implements an
online calendar model as
part of website redesign
by January 2015
Improved campus-wide events
calendar with dedicated
oversight and staffing that
engages the campus
community in promoting its
events by August 2015
Increase numbers in
attendance at campus events
by August 2016
100% of academic
major programs will
have recognized two cocurricular activities to
support and promote on
an annual basis by May
2016
100% of academic
major programs will
have piloted their
linkage to two cocurricular experiences
during the 2016-17
academic year
Resource
Implications
Implement
ation
Oversight
Participants
Faculty and Staff
time
DOF
Faculty
Governance
DEPTS
Campus Life
Student Orgs
Academic programs
inventory existing links
with co-curricular
activities by May 2015
Hold the first annual
April Calendar Planning
Forum (DEPTS Chairs,
Campus Life, Athletics
and so forth) in April
2015
Campus-wide calendar
planning process is
evaluated annually and
continually updated
Hold the second annual
April Calendar
Planning Forum
(DEPTS Chairs,
Campus Life, Athletics,
and so forth) in April
2016
Hold the third annual
April Calendar
Planning Forum
(DEPTS Chairs,
Campus Life, Athletics
and so forth) in April
2017
Campus-wide calendar
planning process is
evaluated annually and
continually updated
Campus-wide calendar
planning process is
evaluated annually
and continually
updated
Administrative
time
Chancellor
UR
DEPTS
Software Expense
(subscription/
development)
Campus Life
Athletics
Centers
Student Orgs
Tech Services
Admissions
CAEO
Dedicated oversight
function in UR to
establish and maintain
communication with
campus programs and
continue daily upkeep of
calendar by June 2015
Web Team
Page 3
Goal 3: Invest in the development of delivery modes that reflect the continuum of learning access options
Action Step
1. Create and maintain an
integrated sustainable Distance
Learning model that incorporates
online course offerings into oncampus departmental academic
program planning
2. Increase flexibility of program
delivery to accelerate time to
degree completion and decrease
cost (e.g., incorporate more
evening and summer programs,
year-round schedule, short
modules, cohort models,
accelerated degrees, satellite
locations, and competency-based
and certificate options)
Data Source
/ Evidence
Annual
DEPTS
Reports
Frequency
Annual
Bi-Annual
Faculty Load
Reports
Annual
DEPTS
Reports
Annual
Success Standard
Integrated DL Model
developed by May 2016 that
incorporates online course
offerings into on-campus
departmental academic
program planning
Progress
FY 15
FY 16
FY 17
(July 1, 2014-June 30, 2015)
(July 1, 2015-June 30, 2016)
(July 1, 2016-June 30, 2017)
Implement Transition
plan to reduce overload
of online courses by
March 2016
Implement DL plan
(with staffing
indicating no more
than 20% of online
courses being taught as
overload by Fall 2017
DL Director hired by
May 2015
No more than 20% of online
courses being taught as
overload by Fall 2017
DL Interim Director,
DEPTS Chairs and DOF
create a 2-year transition
plan by May 2015 to
greatly reduce overload
teaching of online
courses
Identify at least 10 academic
programs that can be offered
using alternative delivery
modes not currently in use;
and develop these delivery
modes by June 2017
DOF and DEPTS Chairs
establish baseline
information on
departmental alternative
delivery modes already
in use by October 2014
Determine whether or not
changes are needed to the
academic calendar to
implement alternative delivery
models by April 2015
DOF and DEPTS Chairs
develop an incentive
structure contingent
upon increased
enrollments by
December 2014
DL Model developed
by May 2016
Resource
Implications
Implement
ation
Oversight
Participants
Chair time
Provost /
AVCAA
DOF
Departmental
budgets
DEPTS
Chairs
DL budget
DL
CAEO
Registrar
Feasibility study done
of each proposed plan
by DEPTS Chairs and
SPCT with decisions for
implementation by
December 2015
Necessary governance
approval by March
2016
Marketing plan to
promote new programs
begins by May 2016
All departments with
successful proposals
will begin
implementing those
proposals during the
2016-17 academic year
Budget to support
staffing
Faculty and Staff
time
DOF
DEPTS
Chairs
DL
Governance
Departmental
budget
Capacity
development
Tech Services
UR
CAEO
SPCT
January 2015 – Seminar
during Enhancement
Day for departments to
understand and explore
possibility of flexibility of
program delivery
Programs will have
proposed what
alternative delivery
models they would like
to employ by May 2015
Draft Updated 5/5/2014
Page 4
Action Step
Data Source
/ Evidence
Frequency
Success Standard
Progress
FY 15
3. Develop and implement a
comprehensive Campus
Technology Plan that will
support the Strategic Plan,
program growth, and innovative
delivery models
Campus
technology
plan
Annual
Campus Technology Plan
created and put in place be
May 2015
Phases I and II completed by
May 2016 and May 2017,
respectively
FY 16
(July 1, 2014-June 30, 2015)
(July 1, 2015-June 30, 2016)
CIO hired by August
2014
Phase I of Campus
Technology Plan
completed by May 2016
Draft Technology plan
by February 2015
Identify funding to
support the Technology
plan by May 2015
Resource
Implications
Implement
ation
Oversight
Participants
Faculty and Staff
time
CIO
Tech Services
FY 17
(July 1, 2016-June 30, 2017)
Phase II of Campus
Technology Plan
completed by May
2017
DEPTS
Technology Budget
NAUs
Computer
replacement plan
cost
Provost
VCF
Segregated fee’s
Campus Technology
Plan finalized with
implementation
beginning by May 2015
Draft Updated 5/5/2014
CETL
Tuition model
Compensation
Page 5
Goal 4: Build strong transition programs from undergraduate study to careers and graduate/professional school
Action Step
1. Establish advisory groups for
academic programs (including
alumni and regional community
members) to strengthen student
preparation for careers or
graduate/professional study
Data Source
/ Evidence
Annual
DEPTS
Reports
Frequency
Annual
Success Standard
100% of academic programs
have an official advisory group
in place and functioning (or
have received an exception
from the DOF) by December
2016
Progress
FY 15
FY 16
FY 17
(July 1, 2014-June 30, 2015)
(July 1, 2015-June 30, 2016)
(July 1, 2016-June 30, 2017)
January 2016 –
Enhancement Day
session discussing the
importance of the role
of advisory groups and
how to develop them
100% of academic
programs have
developed an advisory
group, schedule of
meetings, and goals by
December 2016 (or
have received an
exception from the
DOF)
Resource
Implications
Implement
ation
Oversight
Participants
Organizational
staffing
DOF
DEPTS
Career
Services
Faculty and Staff
time
CCEL
OIE
Alumni
First meeting of
advisory groups in
Spring 2017
Community
Members
VCUA
2. Academic programs develop ties
with Career Services and create
pathways for juniors and seniors
to transition into the workforce
Annual
DEPTS
Reports
Annual
Agreement
with Career
Services
100% of academic programs
commit to an approach to
create pathways for junior and
senior students connect with
Career Services by December
2016
100% of academic
programs develop an
approach and
commitment to help
their students connect
with Career Services by
May 2016
100% of DEPTS have
created pathways for
their junior and senior
students to connect
with Career Services
by December 2016
Faculty and Staff
time
DOF
DEPTS
Career
Services
Career Services
time
OIE
Alumni
Graduates
follow-up data
and reporting
3. Academic programs develop
pathways for juniors and seniors
to transition into
graduate/professional school
Annual
DEPTS
Reports
Grad School
Fair
Graduates
follow-up data
and reporting
Draft Updated 5/5/2014
VCUA
Annual
100% of academic programs
develop list of milestones for
juniors and seniors preparing
for graduate/professional
school by May 2016
Graduate Council organizes an
annual graduate/professional
school fair by Fall 2016
100% of academic
programs develop a list
of milestones for their
senior students that are
preparing for
graduate/professional
school by May 2016
Graduate Council
develops a plan for an
annual
graduate/professional
school fair by May 2016
Graduate/Professional
School Fair to
promote
graduate/professional
study (for UWSuperior graduate
programs and outside
graduate programs) is
held during the Fall
2016 semester
Faculty and Staff
time
Graduate Council
time
DOF
DEPTS
Graduate
Council
UR
OIE
Budget for grad
school fair
Page 6
Strategic Initiative II: The University will deliver innovative programs that enhance the vitality of the region.
Recognizing its distinctive location and role within the Northland, the University seeks to serve the needs of the region through strategic partnerships that leverage its expertise.
Goal 1: Become the region’s premier institution for community engagement
Action Step
1. Establish a Center for
Community Engaged Learning to
coordinate campus efforts
Data Source
/ Evidence
CCEL
existence as
designed
Frequency
Annual
Reporting of
efforts by
semester and
annual
evaluation of
outcomes
2. Create strong, mutually beneficial
partnerships with businesses,
nonprofits, community groups,
municipalities, tribal entities,
veterans groups, and other
governmental entities
DEPTS and
NAUs annual
reports
Catalog of
existing and
new
partnerships
(single
information
point/source)
Success Standard
CCEL fully operational as
intended/designed by
September 2015
Evaluation parameters and
process established by June
2016
Progress
FY 15
FY 16
FY 17
(July 1, 2014-June 30, 2015)
(July 1, 2015-June 30, 2016)
(July 1, 2016-June 30, 2017)
Resource
Implications
Implement
ation
Oversight
Participants
Provost or
AVCAA
(when filled)
Community
Engagement
Design Team
Community Engagement
Design Team established
by Provost by September
2014
Permanent staffing in
place and CCEL fully
operational by
September 2015
Community
Engagement
Design Team time
and costs
Structure and
composition of CCEL
determined by May 2015
Outcome evaluation
parameters and process
in place by June 2016
Staffing (new or
existing?)
CCEL
DEPTS
DOF
Relevant
NAUs
Space and budget
Initial operation,
coordination protocols
and staffing plan in place
by May 2015
Annual
Institutional advisory council
in place by June 2015
Process and timeline for
reporting and evaluation of
partnerships in place by July
2016
Catalog of existing and new
partnerships (a single
information point/source)
established and maintained by
July 2016
DEPTS and NAUs
inventory existing
partnerships (PPP and
other sources through
OIE) by May 2015
Chancellor appoints,
creates and defines role
of institutional advisory
group by June 2015
(initial partnership
inventory provides basis
for next steps)
Research on
models and best
practices
DEPTS and NAUs
identify and establish
new partnerships (with
input from CCEL and
the institutional
advisory group) to
support Strategic Plan
by May 2016
All units inventory and
evaluate partnerships
annually beginning
October 2016
Faculty and Staff
time
Advisory
Group (see
Action Step 2)
CAEO
ASL
OIE
HIPs
Chancellor
Institutional
advisory
group
Travel
CCEL
Outreach
DEPTS
Tracking software
NAUs
Advisory group
support
OIE
SPCT
CAEO
UR
Draft Updated 5/5/2014
Page 7
Action Step
3. Pursue and acquire the Carnegie
Community Engagement
classification
Data Source
/ Evidence
Milestones or
benchmarks in
application
and
classification
process
Dashboard
Frequency
Annual and
per given
steps of
process
Success Standard
Classification received in
January 2020 (and relevant
benchmarks achieved in
process to classification)
Receive (and maintain)
President’s Higher Education
Community Service Honor
Roll membership as
preparatory and
complementary process
Progress
FY 15
FY 16
FY 17
(July 1, 2014-June 30, 2015)
(July 1, 2015-June 30, 2016)
(July 1, 2016-June 30, 2017)
Initial research on
requirements of process
(Community
Engagement Design
Team) during FY 15
Identify institutional
resource requirements for
process and implications
by June 2015
Resource
Implications
Implement
ation
Oversight
Participants
Provost or
AVCAA
CCEL
Identify institutional
responsibility for
process by January
2016
Identify data and
evidence requirements
for application process
by September 2016
Community
Engagement
Design Team costs
and time
Institutional plan for
process completed and
approved by June 2016
Initiate formal campus
education process to
support application
effort by January 2017
CCEL resources
DEPTS
Faculty and Staff
time
NAUs
Align campus
processes and data
collection to process
via planning and
annual reports by June
2017
Travel
Advisory
group
OIE
CAEO
Professional
development
Prepare to apply
[Applications available
Spring 2018]
Draft Updated 5/5/2014
Page 8
Goal 2: Develop and maintain a portfolio of programs that meet current and projected regional and national employment needs
Action Step
Data Source
/ Evidence
Frequency
1. Use results of the program
prioritization process to guide
investment in strong or promising
programs and reduction or
elimination of others
Evaluation of
PPP (for three
years) and
Strategic Plan
implementatio
n
Annual
2. Conduct regular assessments to
identify regional needs for
existing and new undergraduate
and graduate/professional
programs
Annual
DEPTS
Reports
Annual
Employment
Trends and
Needs
Assessment
Success Standard
Progress
FY 15
FY 16
FY 17
(July 1, 2014-June 30, 2015)
(July 1, 2015-June 30, 2016)
(July 1, 2016-June 30, 2017)
Annual evaluation of PPP (and
the Strategic Plan)
implementation shows
intended outcomes and
completion by FY 17 (and
related implementation of
strategic plan initiatives)
Fully integrate PPP and
the Strategic Plan by
September 2014
All academic majors are able
to provide annual, updated
assessments and outcome
reports related to current and
anticipated demand for their
program offerings (both
regional and beyond) by June
2017
OIE works with DEPTS
build capacity for
program development
planning and assessment
Annual
DEPTS and
Unit Reports
Inventory of
current
articulation
agreements
and related
partnerships
Dashboard
Annual
Process and timeline for
regular reporting and
evaluation of partnerships with
other educational institutions
in place by July 2016
Catalog of existing and new
partnerships with other
educational institutions (a
single information
point/source) established and
maintained by July 2016
NOTE: This should be linked to
previous action step as possible
opportunities for collaboration are
identified
Draft Updated 5/5/2014
Implement
ation
Oversight
Participants
Chancellor
SPCT
Provost
DEPTS
Evaluation of first year
implementation of PPP
and implications for the
Strategic Plan initiatives
completed by October
2015
Evaluation of second
year of
implementation of
PPP and implications
for the Strategic Plan
initiatives completed
by October 2016
Faculty and Staff
time
DEPTS develop and
implement initial
program-specific
assessments of current
and anticipated demand
by May 2016
Annual DEPTS
Reports include initial,
annualized demand
assessment and
identified
opportunities (with
assessable outcomes
by program) by
October 2016
Faculty and Staff
time
NOTE: This needs to be linked
directly to integrated
planning/budgeting and
performance-based funding
3. Leverage collaborations and
partnerships with other
educational institutions to
expand our marketable offerings
of high-demand degree programs
Resource
Implications
Budget reduction
and resource
reallocation
NAU
Provost /
DOF
DEPTS
AVCEM
Research/reports
SPCT
NAU
OIE
Evaluate and
adjust/revise
assessment process by
May 2017
DEPTS build capacity
for identification and
development of strategic
collaborations and
partnerships with other
educational institutions
DEPTS inventory and
assess current and
potential partnerships as
part of Action Step 2 by
May 2016
Annual DEPTS
Reports include
existing partnerships
and related
opportunities by
October 2016
Evaluate and
adjust/revise
assessment process by
May 2017
Faculty and Staff
time
Chancellor
Provost
DEPTS
Travel
SPCT
Grad Council
UAAC
Relevant
NAUs
Faculty
Senate
NorthWERD
ADAA
Page 9
Goal 3: Support and promote signature programs, particularly those that meet regional needs
Action Step
1. Promote programs that are in high
demand, unique, meet regional
needs, and are mission centric
through the integrated
planning/budgeting and
performance-based funding
processes
Data Source
/ Evidence
Annual
DEPTS and
NAUs
Reports
Frequency
Annual
Success Standard
Process in place by May 2017
for identification and
promotion of existing and new
programs that directly support
the Strategic Plan initiatives
Progress
FY 15
FY 16
FY 17
(July 1, 2014-June 30, 2015)
(July 1, 2015-June 30, 2016)
(July 1, 2016-June 30, 2017)
Provost fully integrates
PPP and the Strategic
Plan by September 2014
SPCT establishes
identification process
and parameters for
support and promotion
of signature programs
and performance-based
funding processes by
May 2016
Provost closely monitors
the ongoing and
integrated
implementation of the
PPP and the Strategic
Plan throughout FY 15
SPCT incorporates the
above process into the
integrated planning,
budgeting, reporting,
and assessment
processes by May 2016
DEPTS and NAUs
identify signature
program proposals
with assessable
outcomes by October
2016 (in annual
reports)
SPCT assesses
proposals and makes
recommendations by
February 2017
Resource
Implications
Implement
ation
Oversight
Participants
Faculty and Staff
time
Provost
DEPTS
SPCT
NAUs
Reallocations or
Investments related
to promotion of
signature programs
OIE
CAEO
PBC
Faculty
Senate
Provost makes
decisions on annual
signature program
promotion by March
2017
Annualized process for
proposal assessment
and decisions finalized
by May 2017
Draft Updated 5/5/2014
Page 10
Goal 4: Support regional needs through applied research
Action Step
1. Institutionalize support and
incentives for grant making related
to place-based research
Data Source
/ Evidence
Levels of
grants
supporting
region-specific
research
Frequency
Annual
Success Standard
New processes and protocols
in place by FY 17, including
annual evaluation and
adjustment
Infrastructure established that
responds to compliance issues
by June 2016
Changes in
processes and
protocols
Progress
FY 15
FY 16
FY 17
(July 1, 2014-June 30, 2015)
(July 1, 2015-June 30, 2016)
(July 1, 2016-June 30, 2017)
Directors of TLRC,
LSRI, , and LSNERR
with GRO organize
working group by
October 2014
Working group gives
recommendations for
research support and
incentives to Provost by
March 2015
Necessary changes to
support new research
and support and
incentives processes and
protocols
institutionalized by
June 2016
New research support
and incentives
processes and
protocols fully
implemented by July
2016
Resource
Implications
Implement
ation
Oversight
Participants
Faculty and Staff
time
Provost
Research
Centers
VCF
More indirect costs
to centers and
DEPTS to support
place-based
research
GRO
DEPTS
NAUs
Provost announces new
research support and
incentives by May 2015
2. Champion faculty and student
research through heightened
visibility across the campus,
community, region, and state
3. Increase financial support for
undergraduate research
Media
coverage,
campus
coverage with
FY13 as
baseline
Semester or
Term
Level of
support for
undergrad
research
Annual
Dashboard
Research visibility plan created
and implemented by UR by
July 2016
Dedicated showcase built
into website redesign by
February 2015
Dedicated showcase built into
website redesign (UR seeks out
information from DEPTS and
Research Centers) by February
2015
UR, in consultation with
DEPTS, develops
research visibility plan by
May 2015
Financial support for
undergraduate research
increases 15% by June 2017
URSCA Director
assesses existing level of
support for
undergraduate research
with a comprehensive
inventory by January
2015
URSCA develops a plan
for increasing financial
support for
undergraduate research
by May 2015
Research visibility plan
implemented by UR
beginning September
2015
Plan approved by July
2015 and implemented
Financial support
increases 7.5% for FY16
Research visibility
plan implementation
continues by UR and
first evaluation
completed by July
2016
Promotion
resources
Financial support
increases 7.5% for
FY17
Foundation
support directed at
undergrad research
UR
DEPTS
DOF
Faculty and Staff
time and travel
Building undergrad
research into
community
engagement
Research
Centers
ADAA
Provost
URSCA
Director
SPCT
VCF
DEPTS
Foundation
GRO
CCEL
URSCA
Draft Updated 5/5/2014
Page 11
Strategic Initiative III: The University will be a diverse community that attracts, supports, and recognizes high-achieving students and employees.
As the regional comprehensive university in service of the Northland, UW-Superior seeks to attract and retain a learning community committed to excellence and personal fulfillment.
Goal 1: Recruit a diverse student body that will demonstrate a high likelihood for success and persistence
Action Step
1. Prioritize recruiting students from
key feeder institutions (both high
schools and college) through
outreach and sustained personal
contact, emphasizing the quality
and affordability of our programs
Data Source
/ Evidence
Number of
enrollments
from seven
key feeder
institutions
both high
school and
college both
freshmen and
transfer
(Admissions)
Frequency
Annual
Success Standard
Enrollments from the seven
key feeder institutions will
increase by 6% by Fall 2016
Baseline is Fall 2013
admissions data
Progress
FY 15
FY 16
FY 17
(July 1, 2014-June 30, 2015)
(July 1, 2015-June 30, 2016)
(July 1, 2016-June 30, 2017)
By December 2014,
develop outreach action
plans to key feeder
schools
Enrollments from key
feeder institutions will
increase by 4% (7
students) by 10th day of
Fall 2015
Enrollments from key
feeder institutions will
increase by 6% (11
students) by 10th day of
Fall 2016
Enrollments from key
feeder institutions will
increase by 2% (4
students) by 10th day of
Fall 2014
Resource
Implications
Implementa
tion
Oversight
Participants
Market Outreach
Budget
AVCEM /
Provost
consultation
Admissions
Faculty and Staff
time
UR
DOF/
ADAA
Travel costs not in
marketing budget
(mileage, rental
car, hotel)
DEPTS
FYE
(Key feeder
institutions:
LSC, Superior
Senior High,
FDLCC, UWBarron
County,
Denfeld High,
WITC, UMD)
2. Enroll more international students
through increased recruiting efforts
and use of Non-resident Tuition
Waivers
Enrollment
data
Tracking the
granting of the
NTWs (NTW
Committee)
Semester
By Fall 2016, international
admissions will have increased
by 12% (6 students)
By May 2016, NTW waivers
use levels will be at 80% of
capacity or greater
Baseline is Fall 2013
Admissions data
Enrollments of
international students
will increase by 4% (2
students) by 10th day of
Fall 2014
Enrollment of
international students
will have increased by
8% (4 students) by 10th
day of Fall 2015
Enrollment of
international students
will have increased by
12% (6 students) by
10th day of Fall 2016
Use of NTW will
increase to 60% of
capacity by May 2015
Use of NTW will have
increased to 80% of
capacity by May 2016
Maintain use of NTW
at 80% or greater
capacity by May 2017
Faculty and Staff
time
Admissions
Marketing Budget
Travel costs
Office of
International
Programs
NTW Funds
Financial Aid
Financial offset
needed with
NTW increase
UR
Increase budget
funds recruiting
(international:
$10,000) per
MacLean email
Draft Updated 5/5/2014
AVCEM
NTW
Committee
Consult:
Dean,
ADAA
Page 12
Action Step
3. Increase enrollment of Distance
Learning students
Data Source
/ Evidence
Enrollment
data
Frequency
Semester
Success Standard
DL enrollment will increase to
700 students by 10th day of Fall
2016
Progress
FY 15
FY 16
FY 17
(July 1, 2014-June 30, 2015)
(July 1, 2015-June 30, 2016)
(July 1, 2016-June 30, 2017)
Enrollments of DL
students will increase to
575 (4% increase) by 10th
day of Fall 2014
Enrollments of DL
students will increase to
625 (13% increase) by
10th day of Fall 2015
Baseline is Fall 2013
Admissions data
4. Increase enrollment of graduate
students
5. Streamline the recruitment and
admission processes through the
development of a coordinated
marketing initiative and
communications plan, and the
selective centralization of
admissions functions, increasing
new freshman and transfer student
enrollments
Enrollment
data provided
by Graduate
Office and
Admissions
Marketing
plan
Communicati
ons Plan
Centralized
admissions
operation
Admissions
Reports
Semester
Graduate student enrollment
increase to 225 students by 10th
day of Fall 2016
Baseline is Fall 2013
enrollment levels
Annual
Coordinated marketing plan in
place and in use by September
2014
Communication plan in place
and in use by September 2014
Centralized admissions
operation in place and
functioning by May 2015
Total new and transfer student
enrollments increase by 11%
(71 students) by 10th day of Fall
2016
Baseline is Fall 2013
enrollment data
Develop graduate
program enrollment
strategies by October
2014
Increase graduate
student enrollment will
increase to 175 (58%
increase) by 10th day of
Fall 2015
Enrollments of DL
students will increase
to 700 (27% increase)
by 10th day of Fall
2016
Increase graduate
student enrollment will
increase to 225 (103%
increase) by 10th day of
Fall 2016
Resource
Implications
Implementa
tion
Oversight
Participants
Faculty and Staff
time
Director of
DL under
direction of
AVCAA
DL
Travel costs
Marketing budget
UR
Additional
instructional time
DEPTS
Additional
instructional
development
dollars
DOF
Faculty Staff and
time
DOF/GS
Centralized admissions
operation in place and
functioning by May 2015
Enrollments of new
freshman and transfer
students will increase 1%
(6 students) by 10th day
of Fall 2014
AVCEM
Admissions
Marketing Budget
Grad Office
and DEPTS
Increase graduate student
enrollment will increase
to 155 (16% increase) by
10th day of Fall 2014
Coordinated recruitment
marketing/communicati
on plan in place by
September 2014
Admissions
UR
Graduate
Council
Enrollments of new
freshman and transfer
students will increase
4% (26 students) by 10th
day of Fall 2015
Enrollments of new
freshman and transfer
students will increase
11% (71 students) by
10th day of Fall 2016
Market Outreach
Budget
Provost or
AVCEM
Admissions
Grad Office
Faculty and Staff
time
DEPTS
Travel costs
FYE
Admissions
budget
CEE
DL
Athletics
UR
NOTE: Final targets in this row
are estimates and must be vetted
and in alignment with the SEM
plan
Draft Updated 5/5/2014
Page 13
Action Step
6. Renew and expand programmatic
articulation agreements with
regional and international colleges
and universities to encourage
seamless transfer to UW-Superior
Data Source
/ Evidence
Accounting of
articulation
agreements by
ADAA
Admissions
data
Frequency
Annual
Success Standard
Number of articulation
agreements will increase by 5%
from Fall 2014 by May 2017
NOTE: These targets were
included in the new student action
step of Goal 1 under this initiative
Progress
FY 15
FY 16
FY 17
(July 1, 2014-June 30, 2015)
(July 1, 2015-June 30, 2016)
(July 1, 2016-June 30, 2017)
ADAA provides ongoing review of current
articulation agreements
by October 2014
Number of approved
articulation agreements
increases 2% by May
2015
Number of approved
articulation agreements
increases by 4% by May
2016
Number of approved
articulation
agreements increases
by 5% by May 2017
Resource
Implications
Implementa
tion
Oversight
Participants
Faculty and Staff
time
ADAA
Admissions
DEPTS
Possible travel
budget
Faculty
Governance
Advisement
Transfer
Specialist
Draft Updated 5/5/2014
Page 14
Goal 2: Improve student retention and create clear pathways to timely graduation
Action Step
1. Implement a new advising model
focused on retention management
that includes an individualized
student advising plan in all
academic majors, regular advisor
training and evaluation for
program effectiveness
2. Strengthen Making Excellence
Inclusive efforts
Data Source
/ Evidence
Annual
Advising Unit
Report
Frequency
Annual
Annual by
FY 17
Advisor
evaluation
data (Advising
Office)
Admissions
data
Annual
Accountability
Report
Success Standard
Advising model in place May
2015
100% of academic advisors
trained to model by December
2016
Evaluation of model
demonstrates program
effectiveness
Annual
Increase enrollment of URMS,
Veterans, and Non-Traditional
Students by 10% each by June
2017 (Baseline is Fall 2013)
Increase the 6-year graduation
rates of URMS, Veterans, and
Non-Traditional Students by
6% each by June 2017
(Baseline is Fall 2013)
Fiscal sustainability established
for Veterans and NonTraditional Student Center and
the Gender Equity Center by
May 2017
Making Excellence Inclusive
integration plans established
and implemented by all
DEPTS and NAUs by May
2016
Draft Updated 5/5/2014
Progress
FY 15
FY 16
FY 17
(July 1, 2014-June 30, 2015)
(July 1, 2015-June 30, 2016)
(July 1, 2016-June 30, 2017)
67% of faculty and
other academic advisors
trained in new advising
model by June 30, 2016
100% of faculty and
other academic
advisors trained in
new advising model by
December 2016
New advising model
developed and in place
by May 2015
Advisor training
developed and 30% of
Advisors trained by
September 2015
Piloting of Evaluation
of advisor training by
May 2016
Development of
evaluation process for
advisors and the model
by May 2015
Increase enrollments of
students from these
groups by 3% each by
May 2015
Increase the 6-year
graduation rates of these
groups by 1% each by
May 2015
Plan for development of
permanent funding for
the two programs by
May 2015
100% of DEPTS and
NAUs will initiate
discussion about how to
integrate MEI into the
life of the DEPTS and
NAUs by December
2014
100% of DEPTS and
NAUs will have created
a meaningful MEI
integration plan by May
2015
Full-scale evaluation
of advising model
effectiveness
completed by May
2017
Resource
Implications
Implement
ation
Oversight
Participants
Budget to train
advisors
AVCEM
Advisement
Director and
Advising
Staff
Faculty and Staff
time to develop
advising model and
advising plan sheet
DOF /
DEPTS
Faculty and Staff
time to develop,
implement and
analyze evaluation
to address both
advisors’
effectiveness and
the training model
Increase enrollment of
students from these
groups by 6% each by
May 2016
Increase enrollment of
students from each of
these groups by 10%
by May 2017
Budgets to sustain
(Vet/NT and
Gender Equity
Centers)
Increase the 6-year
graduation rates of
these groups by 3%
each by May 2016
Increase the 6-year
graduation rates of
students from each of
these groups by 6% by
May 2017
Faculty and Staff
time
Fiscal sustainability
established for the
Gender Equity Center
by May 2017
Financial aid
dollars
SEM
Retention
Committee
Faculty
Governance
Chancellor
OMA,
VNTC, GEC,
FNC
AVCEM
Fiscal sustainability
established for Veterans
and Non-Traditional
Student Center by May
2016
100% of DEPTS and
NAUs will have
implemented their MEI
plans by May 2016
Marketing and
recruitment dollars
DEPTS
FA
FYE
Student
Success and
Advising
Student life
Foundation
Grants Office
MEI
Provost
Page 15
Goal 3: Reward employee excellence and promote institutional values
Action Step
1. Reduce by 2/3 the number of
committees and task forces in
order to provide more equitable
workload balance
Data Source
/ Evidence
Report from
Provost’s
Office
Frequency
Annual
Success Standard
Total number of standing
committees reduced by 2/3
from 2014 number by June
2016
Progress
FY 15
FY 16
FY 17
(July 1, 2014-June 30, 2015)
(July 1, 2015-June 30, 2016)
(July 1, 2016-June 30, 2017)
Committee reduction
plan completed by
January 2015
2/3 reduction in
number of committees
achieved by September
2015
Resource
Implications
Implement
ation
Oversight
Participants
Faculty and Staff
time
Provost and
Shared
Governance
Shared
Governance
structures
DOF
DOS
2. Move to a 12/9 (credit) faculty
teaching load by streamlining and
focusing curriculum to provide
time for meeting strategic
initiatives, particularly community
engaged learning
Report from
Provost’s
Office
Progress on
curriculum
and staffing
revision noted
in DEPT
annual reports
Annual
New Faculty Teaching Load
model fully operational by
June 2019
Curricular focusing and
streamlining accomplished and
implemented by Fall 2017
NOTE: The campus’ ability to
meet this action step is to be
aligned directly to increases in
student enrollments and successful
departmental curricular
streamlining and revisions
In September 2014
departments begin
process of streamlining
and refocusing
curriculum and Student
Learning Outcomes to
reflect strategic goals and
the PPP
November 2014
department receive 20152016 staffing budgets
based on PPP
Department curriculum
revisions proposed to
governance by October
2015
Student Learning
Outcomes evaluation
plans revised and in use
by February 2016
Budget to support
this, contingent on
enrollment growth
and budget
reallocation
Faculty and Staff
time
Provost
DEPTS
DOF
Faculty
Governance
VCF
HR
May 2016 governance
oversight complete
(sooner if possible)
By March 2015
departments have
developed initial plans to
streamline and refocus
curricula per PPP and to
complement new staffing
arrangement
Student Learning
Outcomes for all
programs revised by May
2015
Draft Updated 5/5/2014
Page 16
Action Step
Data Source
/ Evidence
Frequency
Success Standard
Progress
FY 15
3. Clarify personnel standards and
processes to ensure alignment with
the Strategic Plan (workload
equity, recognition for effective
campus work, and meaningful
engagement in the campus
initiatives)
4. Design and implement cost-ofliving and performance-based
compensation plans that are
market-sensitive and address salary
compression
Personnel
Standards for
each level of
employees
Report from
Chancellor’s
Office on
resource
development
Reports from
plan working
groups to
governance
and
administration
Annual
Annual
Personnel standards for
classified and unclassified
faculty and staff revised to
align with the Strategic Plan by
June 2017
Performance-based
compensation plan and cost-ofliving plan (including goals,
standards, procedures, and
budget implications)
implemented by June 2017
Plan must include the
following aspects to be
considered successful:
1. Creation of meaningful
merit system for faculty,
academic staff, and classified
staff
2. Clearly defined criteria for
merit increases as well as for
compensation related to rank,
tenure and post-tenure review
NOTE: Implementation of
compensation plans will be directly
tied to increased enrollments
Draft Updated 5/5/2014
FY 16
(July 1, 2014-June 30, 2015)
(July 1, 2015-June 30, 2016)
Shared governance work
groups established by
October 2014
Personnel committees
of Faculty Senate,
Academic Staff Senate
and Classified Advisory
groups propose initial
drafts by March 2016
Process developed
through shared
governance to address
classified and
unclassified faculty and
staff personnel standards
by May 2015
By October 2014
Administration and
governance groups
develop cooperative
approach to
accomplishing this
planning task
By November 2014,
working group to
develop plan named,
charged, and convened
By December 2014, an
administrative working
group is charged with
developing resources to
support merit increases,
and increases related to
rank, tenure, and
compression
By April 2015, working
groups report initial
conclusions on how to
accomplish this plan at
open campus meeting,
Reviewed by DEPTS
and NAUs by May
2016
Resource
Implications
Implement
ation
Oversight
Participants
Faculty and Staff
time
Provost and
Shared
Governance
DEPTS and
NAUs
FY 17
(July 1, 2016-June 30, 2017)
Revisions made by
various Personnel
Committees by
December 2016 and
reviewed and final
revision made by
various shared
governance bodies by
January 2017
Shared
Governance
groups:
Faculty
Senate,
Academic
Staff Senate,
and
Classified
Advisory
Group
Departments and units
submit revised
personnel rules by
April 2017 to be
implemented by June
2017
By December 2015, first
draft of clearly defined
criteria to govern merit
increases (faculty,
academic staff, and
classified) is shared with
governance groups and
administration by work
group
By March 2016,
campus wide feedback
on the first draft is
received by the working
group
By December 2016,
final proposal of
clearly defined criteria
to govern merit
increases is shared
with governance and
administration by
work group
By February 2017,
governance groups
review, revise, and
adopt proposal
By March 2017,
departments and HR
have developed
procedures for merit
that complement the
governance approved
criteria and process
HR
Budget for
compensation and
compression
Faculty and Staff
time
Chancellor
Provost
Shared
Governance
groups
DOF
DEPTS and
NAUs
VCF
HR
By April 2017, the
department procedures
are proposed to Senate
for approval
Page 17
Action Step
Data Source
/ Evidence
Frequency
Success Standard
Progress
FY 15
(July 1, 2014-June 30, 2015)
FY 16
(July 1, 2015-June 30, 2016)
followed by a two week
open comment period
Resource
Implications
Implement
ation
Oversight
Participants
Budget to support
Chancellor
and/or
Provost
Academic
and
Classified
Staff
FY 17
(July 1, 2016-June 30, 2017)
[By September 2017
department criteria
have been approved
and plan is
implemented for 20172018 academic year]
[By September 2017
resource acquisition
and base established]
5. Design and implement internal
advancement and workplace
flexibility opportunities for
academic and classified staff
Report from
Chancellor’s
Office
Annual
Plan (including goals,
standards, procedures)
implemented by May 2016
Proposals
from working
groups
regarding plan
and resource
development
Work group established
to develop plan by
October 2014
Work group established
to develop resources
needed by October 2014
Plan developed for
advancement and
workplace flexibility by
June 2015
By September 2015 plan
proposed to Academic
staff senate and
classified committee for
review, revision and
approval
Faculty and Staff
time
Academic
and
Classified
Governance
structures
Resources to support
plan developed by April
2016
Plan implemented by
June 2016
VCF
HR
6. Develop meaningful recognition
and community-building activities
to support a campus of culture of
inclusion, respect, and engagement
Report from
Chancellor’s
Office
Annual
Plan fully operational by end
of May 2016
By December 2014
develop draft plan of
community building
activities and means of
evaluating them
By December 2015
revisit and revise
activities planning,
based on pilot
evaluation
By April 2015 pilot and
evaluate initial activities
By May 2016 the plan is
fully operational
Budget to support
activities
Faculty and Staff
time
Chancellor
CETL
DOF and/or
ADAA
DEPTS
Student Life
Governance
units
(consultation)
MEI
Draft Updated 5/5/2014
Page 18
Strategic Initiative IV: The University will establish and maintain an infrastructure to promote accountability, sustainability, and continuous improvement.
As a public university, UW-Superior is highly accountable to many constituencies and must, therefore, have programs, policies, and systems that establish standards and benchmarks, mechanisms for accountability, and
processes for continuous improvement in all areas, especially student learning.
Goal 1: Establish and monitor assessment structures and processes in all academic and non-academic programs
Action Step
1. Develop an academic program
assessment process that is robust
and includes a streamlined set of
institutional student learning
outcomes that integrates general
education learning outcomes and
outcomes for HIPS as
recommended by the 2013 HLC
site visit team
Data Source
/ Evidence
HLC
Monitoring
report
Annual
DEPTS
Reports
Program
review of
general
education
Assessment of
common
learning
outcomes
Frequency
One time
Annual
Success Standard
Progress
FY 15
FY 16
FY 17
(July 1, 2014-June 30, 2015)
(July 1, 2015-June 30, 2016)
(July 1, 2016-June 30, 2017)
December 2015 HLC
Monitoring report receives
positive review (criterion 4
and 5 met with no concerns)
Task Force develops a
common set of learning
outcomes by October
2014 (roll out to campus)
The institution has developed
a common set of learning
outcomes by October 2014
Identify those common
learning outcomes that
that are met through the
General Education
Program by May 2015
General Education program
review complete by October
2015
Assessment plan for common
learning outcomes is
developed and
implementation begins by
May 2016
Assessment Plan for the
Common Learning Outcomes
is implemented by June 2016
2016-17 HLC site visit
successful
Resource
Implications
Begin integration of the
HIPs within General
Education as appropriate
and throughout the
curriculum by May 2015
Develop an assessment
plan for the student
learning outcomes by
May 2015
Submit Monitoring
report to HLC by
December 31, 2015
General Education
program review
completed by October
2015
HLC monitoring report
indicates no concerns
(June 2016)
Implement Phase I of
Assessment Plan for
Learning Outcomes
completed (May 2016)
HIPs are integrated
throughout the
curriculum (General
Education and
Programs) by May 2016
HLC Assurance
Argument and
Evidence File
submitted (TBD)
HLC Site Visit and
Assurance Review
(TBD)
Implement Phase II of
Assessment Plan for
Student Learning
Outcomes by May
2017
Summer Task
Force Faculty
Stipends for 2014
Implement
ation
Oversight
Provost
OIE
Participants
Faculty and
co-curricular
Task Force
Faculty and Staff
time
General
Education
Committee
OIE Director
position must be
funded
DOF
HLC annual
conference costs
PBC
Consulting costs
for General
Education
HLC site visit
expenses
APRC
DEPTS
Chair
Associate
Dean
Faculty
Senate
Faculty, IAS
HIP
Coordinators
NAU as
appropriate
UAAC
Draft Updated 5/5/2014
Page 19
Action Step
2. Develop a regular review process
for all academic and non-academic
programs
Data Source
/ Evidence
Academic
Program
Reviews
Annual
DEPTS and
NAU Reports
Frequency
Each
program
every 5-7
years
Annual
Success Standard
APRC process is revised to
inform planning and budgeting
decisions
Annual reports tie into budget,
program proposals, planning
and resource allocation
General Education Program
review template and review
process is developed
Progress
FY 15
FY 16
FY 17
(July 1, 2014-June 30, 2015)
(July 1, 2015-June 30, 2016)
(July 1, 2016-June 30, 2017)
APRC aligns 5-7 year
program review template
with the Strategic Plan
(December 2014)
Both DEPTS and NAU
Annual Reports are
submitted using the
revised process in
September 2015
Faculty Senate approves
APRC program review
process (February 2015)
ACADEMIC:
Annual Report /
program review and
proposal template for
academic programs is
refined to feed into
APRC review (March
2015)
General Education
Program Review
template is developed by
October 2014
Annual Reports
submitted by September
15, 2015
HLC Monitoring
Report Submitted by
December 31, 2015
HLC monitoring report
indicates no concerns
(June 2016)
HLC Assurance
Argument and
Evidence File
submitted (TBD)
HLC Site Visit and
Assurance Review
(TBD)
Annual Reports
submitted by
September 15, 2016
Resource
Implications
Implement
ation
Oversight
Participants
Faculty and Staff
time
Provost
APRC
DOF
Summer Stipends
for 2014 work
Governance
(APRC, PBC,
Faculty Senate
time)
OIE Director
position must be
funded
Gen. Ed
Committee
DEPT Chairs
Governance
NAU
OIE
PBC
SPCT
General Education
Program review is
completed by October
2015
NON-ACADEMIC:
Develop an annual
report/program review
and proposal template
for non-academic
programs that mirrors
the PPP process, and
aligns with strategic
planning by February
2015
Draft Updated 5/5/2014
Page 20
Goal 2: Ensure that the budget and planning process of the University is transparent and grounded in the Strategic Plan
Action Step
1. Create the new Strategic Planning
Core Team (SPCT) to replace the
Continuous Improvement and
Planning Team (CIPT) and
Executive Budget Group with a
planning and budgeting process
that is streamlined, inclusive,
nimble and transparent
Data Source
/ Evidence
HLC
Monitoring
Report
Frequency
Annual
review of
process
Success Standard
2015 HLC Monitoring report
indicates no concerns as
planning informs the budget
SPCT planning and budgeting
process is streamlined and
communication plan in place
by December 2014
Progress on the Strategic Plan
is visible to all by September
2015 (see Action Step 3;
dashboards)
Progress
FY 15
FY 16
FY 17
(July 1, 2014-June 30, 2015)
(July 1, 2015-June 30, 2016)
(July 1, 2016-June 30, 2017)
HLC Monitoring report
submitted (December
2015)
HLC Assurance
Argument and
Evidence File submitted
(TBD)
SPCT created in May
2014
Executive Budget Group
refined by October 2014
SPCT planning and
budgeting process is
streamlined and
communication plan in
place by December 2014
HLC monitoring report
indicates no concerns
(June 2016)
Resource
Implications
Implement
ation
Oversight
Participants
OIE Director
position must be
funded
Chancellor
DEPTS
Provost
NAU
SPCT
HLC Site Visit and
Assurance Review
(TBD)
Governance
input on
members
OIE established as the
unit for monitoring the
Strategic Plan
OIE Director hired by
September 2014
2. Design a budget development
process and two-year planning
cycle that links program and unit
performance and assessment to
institutional budgeting and
planning
Annual
Budget
submission
Annual
Annual planning and budget
cycle process is revised to link
assessment, planning, and
budgeting and implemented for
the 2016 budget year by
November 2014
Cabinet and SPCT
reviews and refines the 2year budget and planning
cycle by September 2014
(cycle incorporates
annual reports,
assessment reports,
funding proposals and
budget requests)
Assess Year 1
implementation and
revised
Assess Year 2
implementation of
budget process and
revised as needed
Faculty and Staff
time
CBO
Provost
Chancellor’s
Cabinet
DOF
Year 2 implementation
of budget cycle
SPCT
OIE
PBC
SPCT implements
budget/planning cycle
for March 2015 budget
development deadline for
FY16
3. Create and regularly update
Academic Plan in line with the
Strategic Plan
Draft Updated 5/5/2014
Strategic Plan
Annual
DEPTS
Reports
Bi-Annual
(odd years)
Completed updated Academic
Plan every other year (2015,
2017, 2019…)
PBC uses the Strategic
Plan, results of Program
Prioritization, and the
2013 Academic Plan to
devise and propose a
new Academic Plan by
Governance
Faculty Senate feedback
used to revise the draft
Academic Plan by
October 2015
Faculty Senate adopts
PBC reviews and
revises 2015 Academic
Plan and presents first
draft to Faculty Senate
by April 2017
Faculty and Staff
time
PBC
Faculty
Senate
DEPTS
APRC
Page 21
Action Step
Data Source
/ Evidence
Frequency
Success Standard
Progress
FY 15
(July 1, 2015-June 30, 2016)
April 2015
final Academic Plan by
December 2015
Faculty Senate receives
proposed Academic Plan
by April 2015
4. Develop and maintain a dashboard
for the reporting of unit and
institutional progress relative to the
stated goals and metrics of the
Strategic Plan
Draft Updated 5/5/2014
Dashboard
Quarterly
Dashboard developed to show
quarterly progress on strategic
plan goals (transparent)
FY 16
(July 1, 2014-June 30, 2015)
Review best practices
and propose dashboards
by May 2015
Academic Plan
implementation begins
January 2016
Dashboard developed
by the SPCT and OIE
and made transparent
so all may see progress
on goals (September
2015)
Resource
Implications
Implement
ation
Oversight
Participants
FY 17
(July 1, 2016-June 30, 2017)
Faculty Senate receives
proposed Academic
Plan revision by April
2017
Review and revise
dashboards annually as
strategic goals are
accomplished
SPCT
Chancellor
Provost
OIE staff time
OIE
SPCT
Page 22
Goal 3: Ensure resources and facilities are appropriate to support the University as an institution committed to excellence
Action Step
1. Ensure that the Campus Master
Plan supports the Strategic Plan
Data Source
/ Evidence
Strategic Plan
Metrics
6-year
physical
development
plan
2. Develop and implement a strong,
creative financial model to align
fiscal and human resources (this
ties closely with Goal 2)
Campus
Annual
Budget
Allocations
Frequency
Success Standard
Progress
Resource
Implications
Implement
ation
Oversight
Participants
Biennial update of 6
year Physical
development plan
completed by
November 2016
Staff time
CBO
SPCT
Implement in year 3
Faculty and Staff
time
FY 15
FY 16
FY 17
(July 1, 2014-June 30, 2015)
(July 1, 2015-June 30, 2016)
(July 1, 2016-June 30, 2017)
Every 2
years as part
of biennial
budget
process
Goals of 6-year Physical
Development plan align with
the Strategic Plan and Master
Plan
Biennial update of 6-year
Physical development
plan completed by
November 2014
Annual
Structural deficits eliminated
and unit operational goals are
met
Evaluate existing
financial model, identify
weaknesses and needs
not being met
Develop new financial
model
State Capital
Budget
Campus
stakeholders
CBO
Chancellor
Cabinet
Provost
SPCT
PBC
Governance
DEPTS
NAU
3. Maximize the use of physical
infrastructure and services for
revenue growth
4. With the UW-Superior
Foundation, develop a fundraising
program to support key elements
of the Strategic Plan
Draft Updated 5/5/2014
Facility
utilization
statistics (YU,
Wessman,
MWC,
Residence
Halls,
Classrooms
and so forth)
Ongoing
Strategic
Needs
Ongoing
Increased utilization and
increased revenue
Review utilization for all
areas
Implement phase I of
plan
Implement Phase II of
plan
Staff time
Cabinet
Additional revenue
Provost
DOF
Develop increased
utilization plan
DEPTS
Chairs
Auxiliary
Managers
Increased Foundation support
for Strategic Priorities to allow
implementation of Strategic
Initiatives
Develop list for
Foundation investment
Use Strategic Initiatives
for Foundations next
Capital Campaign
Implement Foundation
Capital Campaign
Assess progress on
Capital Campaign
goals
Staff time and
positions
VCUA
Chancellor
Budget allocations
to assist the
Foundation
Donors
Alumni
SPCT
Cabinet
Faculty/Staff
UR
Page 23
Glossary of Terms:
Academic Plan
The UW-Superior Academic Plan summarizes the institution’s current academic program array, including existing, developing, and new programs and initiatives. Since February
2008, the Education Committee of the UW-System Board of Regents (BOR) has required institutions to periodically present a campus academic plan. This allows the BOR to
better understand each institution’s academic program array as well as its alignment to the institution’s mission and identity. Citation:
http://www.uwsuper.edu/aboutuwsuperior/upload/academicplan.pdf
Advisory Groups
A body that offers support and guidance to an organization. An advisory group offers informed suggestions to the organizational entity that are non-binding, and the advisory
group does not have legal fiduciary responsibility. While it often takes an active role in helping an organization identify and implement its goals and objectives, it is not ultimately
responsible for the health and well-being of the organization. It can help staff solve day-to-day problems, provide a forum for feedback from program stakeholders, share expertise,
and represent the interests of a program within the larger community environment. Citations: http://iveybusinessjournal.com/topics/governance/the-role-and-value-of-aneffective-advisory-board#.U06zBZUU_IU; http://en.wikipedia.org/wiki/Advisory_board
Campus Technology Plan
Campus Technology Plan is the strategic plan for instructional and information technology that demonstrates the ways the entire campus community can manage IT and how
technology can support the mission of the University. The goal of a campus technology plan is to think about the business of the University and how and where information and
instructional technology can add the most value.
Community Engagement
Community engagement describes collaboration between institutions of higher education and their larger communities (local, regional/state, national, global) for the mutually
beneficial exchange of knowledge and resources in a context of partnership and reciprocity. The purpose of community engagement is the partnership of college and university
knowledge and resources with those of the public and private sectors to enrich scholarship, research, and creative activity; enhance curriculum, teaching and learning; prepare
educated, engaged citizens; strengthen democratic values and civic responsibility; address critical societal issues; support economic development; and contribute to the public good.
Citation: http://classifications.carnegiefoundation.org/descriptions/community_engagement.php
Carnegie Community
Engagement Classification
The classification for Community Engagement is an elective classification, meaning that it is based on voluntary participation by institutions. It involves data collection and
documentation of important aspects of institutional mission, identity and commitments, and requires substantial effort invested by participating institutions. It is an institutional
classification; it is not for systems of multiple campuses or for part of an individual campus. The classification is not an award. It is an evidence-based documentation of
institutional practice to be used in a process of self-assessment and quality improvement. The documentation is reviewed to determine whether the institution qualifies for
recognition as a community engaged institution. The Community Engagement Classification takes place on a five-year cycle. Because the classification requires gathering and
providing evidence of community engagement by a campus through an application, the process begins two years prior to the classification date. For example, for the 2020
classification cycle (classified campuses announced in January of 2020) the applications will be available in the Spring of 2018. Citation:
http://classifications.carnegiefoundation.org/descriptions/community_engagement.php
Center for Community
Engaged Learning
This new UW-Superior center will provide leadership for the Strategic Plan goal to “become the region’s premier institution for community engagement”. The specific functions,
structure, programmatic outcomes, faculty/staff support, and so forth, of this center will be determined by the Community Engagement Design Team to be named by the Provost.
Co-Curricular
University sponsored or endorsed activities and experiences beyond the course curriculum that compliment and enrich the academic learning experience. For example:
participation in athletics, writing for student publications, and memberships within student professional groups.
Draft Updated 5/5/2014
Page 24
Dashboard
Dashboards often provide at-a-glance views of KPIs (key performance indicators) relevant to particular objectives or processes (e.g., enrollment, revenue, degree completion, and
so forth). This term originates from the automobile dashboard where the driver is able to monitor the major functions of the automobile by glancing at the instrument panel. In
higher education, dashboards give signs about aspects of the institution to let members know which things are meeting outcomes and which are not. Often dashboards show
summaries, key trends, comparisons, and exceptions.
Diversity
The concept of diversity encompasses acceptance and respect. It means understanding that each individual is unique, and recognizing our individual differences. These can be
along the dimensions of race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious beliefs, political beliefs, or other ideologies. Citation:
http://gladstone.uoregon.edu/~asuomca/diversityinit/definition.html
Experiential Learning
Process whereby students gain knowledge, skills and practical experience through their formal engagement with community partners. These activities may include cooperative
education opportunities, internships, field experiences, practica, and so forth. The students then reflect on these experiences and apply them to their academic studies.
Faculty Teaching Load
12 credits per semester or the equivalent.
FY (Fiscal Year)
July 1 to June 30; named for the year in which June falls (e.g., FY 14 ends June 30, 2014).
High Impact Practices
High-Impact Practices (HIPs) are techniques and designs for teaching and learning that have proven to be beneficial for student engagement and successful learning among
students from many backgrounds. Through intentional program design and advanced pedagogy, these practices can enhance student learning and assist in narrowing achievement
gaps across student populations. The UW-Superior HIPS currently include: Writing Across the Curriculum (WAC), Senior Year Experience (SYE), First Year Experience (FYE)
and First Year Seminar (FYS), Academic Service Learning (AS-L), Global Awareness (GA), and Undergraduate Research, Scholarly and Creative Activities (URSCA). Citation:
http://leap.aacu.org/toolkit/high-impact-practices
Individualized Student
Advising Plan
This is a blueprint created jointly with an individual student that lays out semester by semester, from time of entry until graduation, what his or her curricular plan will be. It can
be revisited and revised during regularly scheduled advisement sessions when circumstances in the student’s life may change. The plan should be dated, a copy given to the
student for his or her use in planning, and a copy kept by the advisor for revisiting as needed. It is flexible and serves to assure the student that he or she is moving forward,
provides an opportunity to discuss the circumstances surrounding advisement activities, and assists the student in moving forward.
Key Feeder Institutions
Key Feeder Institution is a name applied to schools, colleges, universities, or other educational institutions that provide a significant number of graduates or individuals who intend
to complete some or all of their education at UW-Superior. These might include high school graduates, transfers from two year community colleges or
Making Excellence
Inclusive
Making Excellence Inclusive is UW-Superior’s version of Inclusive Excellence. The central premise of Inclusive Excellence holds that UW System colleges and universities need
to intentionally integrate their diversity efforts into the core aspects of their institutions—such as their academic priorities, leadership, quality improvement initiatives, decisionmaking, day-to-day operations, and organizational cultures—in order to maximize their success. Citation: http://www.wisconsin.edu/vpacad/Inclusive_Excellence/
Non-Resident Tuition
Waivers
The Non-resident Tuition Waiver (NTW) Program offers financial assistance to non-Wisconsin and non-Minnesota students who enroll at UW-Superior. Citation:
https://www.uwsuper.edu/admissions/forms/ntw.cfm
Partner of Choice
External partners look to UW-Superior first to work in collaboration.
Draft Updated 5/5/2014
Page 25
Performance-Based
Compensation Plan
A performance based pay plan, which is an incentive-based form of compensation, is established through an organizational blueprint linking compensation to job performance
through clear, well-established criteria. Such criteria are established through job descriptions or personnel standards. An example of such a schema is:




Satisfactory Performance – Base Salary Increase Recommended (which may involve an annual performance improvement plan).
Unsatisfactory Performance, Retained – No Base Salary Increase Recommended (which must involve a performance improvement plan that addresses specific areas in need of
improvement).
Unsatisfactory Performance, Non-Retained (involves letting go classified or academic staff who have demonstrated insufficient improvement over a given period of time; rules for
retention and non-retention of faculty are established through state statute and Regents’ policies).
Meritorious, Receives One-Time Bonus Compensation, No Permanent Increase to Base Pay (a separate action in which consideration is given for this after satisfactory performance
achieved; rated on a well understood, generally agreed upon set of criteria, which establishes exceptional performance over a given time period; may not have set predetermined amount; generally given only for exceptional performances).
Citations: http://user.txcyber.com/~gena/HRPage/articles/062099.shtml; http://www.kean.edu/admin/uploads/pdf/hr/managerial_performance_evaluation_procedures.pdf
Performance-Based
Funding
Performance-based funding refers to a funding formula that allocates resources based on performance indicators aligned with established goals, priorities, and outcomes. Best
practices include: measurement flexibility across programs/units, engaging all stakeholders, phasing such a system in to make the transition easier, simple funding formulas, and
preserving academic quality. Citation: http://www.ncsl.org/research/education/performance-funding.aspx
Place-Based Research
Research directly related to the region and place. It offers opportunities for place-based education, which seeks to help communities through employing students and staff in
solving community and regional problems. Place-based education promotes learning that is rooted in what is local—the unique history, environment, culture, economy, literature,
and art of a particular place. This does not mean that international and national issues are peripheral to place-based education, but that students should be grounded in their
surrounding environment before moving on to broader subjects. Citation: http://www.promiseofplace.org/
Student Focused
All major decisions will be guided by what will best serve our students and their education. (Student focused is not the same as student centered.)
Draft Updated 5/5/2014
Page 26