Strategic Plan - Coppin State University

Transcription

COPPIN STATE
UNIVERSITY
2013 – 2020
Strategic Plan
Soaring Like an Eagle
CONTENTS
Executive Summary1
Planning Process & Principles
2
Timeline3
Goals, Mission and Vision
4
Core Values5
Environmental Scan6-8
S.W.O.T. Analysis9
Goals and Themes Alignment
10
Goals: Sub-goals & Strategies
11-24
Accountability Matrix25-26
Strategic Planning Committee
27
MESSAGE FROM THE PRESIDENT
Coppin State University has a proud and illustrious history as an anchor
institution of higher education in Maryland committed to providing
educational access and opportunity for the communities in which it has
faithfully served since 1900. Without question, Coppin State University
(Coppin) and higher education in general face challenges fueled by the
economic downturn, high unemployment, shifting demographics and
new approaches to learning, all of which create a new landscape that we
must navigate with a clear vision and focus on the future.
Our strategic plan sets forth such a vision and a rigorous agenda for
moving Coppin forward with a strong focus on enhancing graduation
and retention rates, reinvigorating our academic model, addressing
critical workforce shortages, while improving our stewardship and fiscal
effectiveness. Strategic planning at Coppin State University has been a collaborative and participatory process engaging
stakeholders from faculty, staff, students, administrators and individuals external to the university. Through collaborative
leadership and shared governance, the strategic planning process brought campus constituencies to the table for a
thoughtful review of Coppin’s future direction, mission and core values for reclaiming and restoring Coppin’s legacy.
Coppin’s 2013-2020 Strategic Plan is the culmination of several recent comprehensive reviews of the university and is
inclusive of the recommendations presented in the Coppin Special Review Committee Report issued in May of 2013, which
paved the way for the development of Coppin’s Implementation Plan approved by the University System of Maryland
(USM) and the Board of Regents in June of 2013. We stand today at the intersection of a year’s worth of informed and critical
analysis that will shape our direction for the next seven years and beyond.
Our charge is clear. Our vision, mission and core values provide the beacon that will light the path forward for Coppin. I join
the Coppin Strategic Planning Committee in expressing appreciation to all members of the Coppin Campus Community,
faculty, staff, students, administrators, alumni and other stakeholders who invested their time and talent to the development
of this comprehensive plan. Together, we provide the wind for Coppin to soar like an eagle for years to come.
Mortimer H. Neufville, Ph.D.
President
EXECUTIVE SUMMARY
There have been many changes in our society since
Coppin State University developed its last Strategic Plan.
These changes were fueled by the economic downturn,
high unemployment, changing demographics and new
technologies. Higher education has felt a direct impact
from these changes such as decline in student enrollment
and reduced campus budgets. In addition, Coppin
experienced a change in administrative leadership.
Under new leadership, the 2013 – 2020 Strategic Planning
process brought campus stakeholders to the table for
a review of Coppin’s vision, mission and core values
resulting in minor changes and a renewed commitment
to continue the legacy of a “proud” institution of higher
education. The vision statement was revised to emphasize
the university’s aspirations and commitment over the
next seven years. Coppin’s vision is to become nationally
recognized for specific program offerings while remaining
firmly committed to the students and community it serves.
The university’s core values were expanded to include all
stakeholders: students, faculty, staff and administrators
who share common standards. These values represent
a broad scope of characteristics the university wishes to
embrace. The development of the 2013 – 2020 Strategic
Plan is grounded in “best practices” for strategic planning:
visionary, data driven, adaptable to challenges, aligned
with USM Goals and Themes, focused on a core mission,
and shared governance.
Strategic planning at Coppin State University has been a
collaborative and participatory process engaging stakeholders
(faculty, staff, students, administrators and selected individuals
external to the university) in the creation of a document that will
guide the university for the next seven years.
1 COPPIN STATE UNIVERSITY
PLANNING PROCESS
PLANNING PRINCIPLES
Strategic Planning at Coppin State University has been
The 2013 – 2020 Coppin State University Strategic Plan is
a collaborative and participatory process engaging
guided by the following principles:
stakeholders (faculty, staff, students, administrators and
selected individuals external to the university) in the
1. The plan should be visionary with goals and strategies
creation of a document that will guide the university for
that address critical educational, economic and social
the next seven years. The Strategic Plan represents a
issues; and ensures the achievement of Coppin’s full
diversity of ideas, perspectives, and experiences offered by
potential as a leader in the academic community.
Coppin stakeholders. This process allowed stakeholders
to review trends in higher education that impact
2. The plan must reflect the core mission of the university
Coppin’s relevant financing issues, and the complexity
and strategies that represent priorities and potential
of both internal and external challenges. In addition, the
positive outcomes.
discovery and learning process allowed for the creation
of shared aspirations, visions and goals that will enable
3. The process must be inclusive and participatory,
the institution to “soar like an eagle.” The process began
involving the entire campus community to have a
with the appointment of a Strategic Planning Committee
voice in both the development and implementation
that identified and aligned Coppin’s goals with the USM
phases. This process ensures shared vision and
goals and themes. Smaller working groups were assigned
ownership as well as expected commitment by
the task of developing sub-goals and strategies. During
stakeholders to change and progress.
the planning process, several drafts of the Strategic Plan
were shared with the campus community via an e-mail
document and stakeholders were invited to provide
feedback. In addition, strategic campus groups were asked
to discuss the document and provide feedback. After
incorporating recommendations from stakeholders, the
Strategic Planning Committee held campus-wide forums
for individuals to provide additional feedback and ask
questions of committee members. The final opportunity
for shared governance and input into the Strategic Plan
was a survey to the entire campus community. Comments
were once again incorporated in the Strategic Plan and a
final draft prepared by a subgroup and circulated to the
Planning Committee. After final editing, the document
was forwarded to the President for review.
2013 - 2020 STRATEGIC PLAN 2
STRATEGIC PLANNING TIMELINE
Jan. 29, 2013
First Strategic Planning Committee meeting held; committee received charge from President Neufville; Mission Statement approved by Chancellor Kirwan
Feb. 19
Committee expanded; met and developed a draft of the Vision Statement and Core Values
Mar. 8 Reviewed and edited the Vision Statement and discussed the Core Values
Apr. 9 Convened committee to review and revise the Mission, Vision and Core Values; Circulated proposed revisions campus-wide for feedback
May 7
June 12 July 29
Aug. 12
General Meetings:
Sub-committees began working on goals and sub-goals with meetings starting in June, 2013
Aug. 12
Mission, Vision and Core Values were finalized
Aug. 15
University Day – Shared Mission, Vision, and Core Values to the Campus Community
Aug. 22
“All Hands on Deck” working group meeting
Sept. 13
Mission, Vision, Core Values and Strategic Plan sent to campus community
Sept. 16
Held a Campus Forum to engage stakeholders through face-to-face interaction and personal discussions
Sept. 19
Full Strategic Plan and Sub-Committee Meeting
Oct. 9
Committee reviewed comments from the Open Forum and discussed next steps
Oct. 11
Developed and disseminated a survey to stakeholders to get additional feedback on goals and strategies for the Strategic Plan
Oct. 20
Incorporated feedback from the campus after circulating a draft of the Strategic Plan
Oct. 30
Sub-committee drafted the Strategic Plan document incorporating feedback from the campus community
Nov. 4
Met with University Relations to discuss photos to be included in the document
Nov. 4-13
Final revisions of the Strategic Plan, Environment Scan and PowerPoint documents
Nov. 15
Final draft circulated to the Strategic Planning Committee
Nov. 18
Strategic Plan document submitted to President for final approval
STRATEGIC PLAN GOALS
The 2013 – 2020 Strategic Plan has five strategic goals accompanied by sub-goals and action strategies that build on the
strengths and chart the future of Coppin. The recent Special Review Committee Report included several recommendations
that are addressed in Coppin’s Implementation Plan and embedded in this document. There is a renewed commitment to
these priorities: recruiting a higher quality student population, revamping academic programs to create a niche reflective of
today’s market demands, increasing the number of students completing college and improving administrative operations.
The future is looking bright and promising for Coppin State University.
The university’s Strategic Plan sets a rigorous vision for moving Coppin forward with a strong focus on enhancing
graduation and retention rates, reinvigorating our academic model, addressing critical workforce shortages, improving our
stewardship, as well as enhancing our economic and fiscal effectiveness.
MISSION
Coppin State University is an urban, comprehensive, and Historically Black Institution. Building on a legacy of excellence
in teacher preparation in the metropolitan community, the university offers quality undergraduate and graduate programs
in teacher education, liberal arts, health professions, technology and STEM disciplines.
Coppin as an anchor institution is committed to providing educational access and diverse opportunities for all students
while emphasizing its unique role in educating residents of Metropolitan Baltimore and first-generation college students.
Coppin is committed to community engagement and partnering with businesses, governmental and non-governmental
agencies to meet workforce demands; preparing globally competent students; strengthening the economic development of
Baltimore, Maryland and developing stronger strategic partnerships.
As a constituent institution of the USM, Coppin will continue to adopt and support USM’s strategic goals.
VISION
Coppin State University aspires to be a preeminent Urban Comprehensive Historically Black Institution distinguished by
its academic programs and its legacy of empowering students to be transformational leaders.
OUR CORE VALUES
Lifelong Learning
Diversity
We support opportunities to learn and develop
We respect the uniqueness that all individuals bring to
continuously in every aspect of life.
the university.
Excellence and Professionalism
Scholarship
We seek to obtain the highest level of performance,
We value pursuing knowledge and making meaningful
ethical standards and personal development in
contributions to fields of study.
everything we aspire to achieve.
Pride
Civic and Social Responsibility
We encourage and embrace Coppin’s historic spirit and
We are committed to making the world in which we live a
identity.
better place by promoting social justice and parity.
Leadership
Community Engagement
We are committed to developing student leaders who
We promote strategic partnerships with the local
excel in their communities.
community through shared goals and values.
Innovation
Teaching
We value innovation in teaching and keeping abreast of
We value exemplary teaching and assess student
current trends in research, technology and information
learning.
management.
ENVIRONMENTAL SCAN
Environmental scanning is the systemic gathering
$49,500.1 Yet, some of the long-term economic problems are
of external information that may influence the future
impacting families’ abilities to pay for college education
direction of colleges and universities. The intent of an
and for universities to thrive on unstable operating
environmental scan is to identify scientific, technical,
budgets. Such economic problems include stagnation of
economic, social and political trends and events
wages for lower income families, inadequate investment
important to the management of educational institutions
in deteriorating infrastructure, rapidly rising medical and
and to define potential threats, opportunities or changes
pension costs of an aging population, energy shortages,
that alert leadership of converging trends. Coppin State
sizable current account and budget deficits- including
University has experienced internal changes in leadership
significant budget shortages for state governments.
and organizational structure since our last Strategic
President Obama has established a goal that by 2020, the
Plan (2010). With the use of environmental scanning,
United States once again will have the highest proportion
the institution is better positioned to consider external
of college graduates in the world. Meeting that goal is vital
factors that may influence future enrollment, funding and
to our long-term economic security. However, reaching
academic programs at the university.
the goal requires comprehensive education reforms from
elementary through post-secondary education, reforms
The United States has the largest and most technologically
that result in assisting students to adapt to constant
powerful economy in the world with a per capital GDP of
changes in a demanding global economy.
1. GDP refers to the gross domestic product. This is the total market value of all final goods and services produced in a given period.
TRENDS
National
Local
Today, educational trends are mixed. There is an increase
Coppin State University is located in the western sector
in student enrollment nationally and the cost of a college
of Baltimore City. The city leads in scientific research
degree, a reduction in state allocation of funds for higher
and development through two highly acclaimed medical
education, as well as increased competition from for-
institutions, Johns Hopkins Hospital and the University
profit institutions and private institutions. In response,
of Maryland Hospital. According to the 2010 census, the
universities are increasing online course offerings and
City population has reached 621,000, which represents a
degree programs to improve college completion and to
4.7% increase since 2000: 46.7% are male and 53.6% are
attract groups of students with diverse interests. In fall
female; 63.6% are African American and 29.7% are White.
2013, a record 21.8 million students were expected to
Asian and “other race” categories are presented as follows:
attend American colleges and universities, constituting an
Asian (2.4%) and other races (8.5%). The median household
increase of about 6.5 million since fall 2000. In fall 2014,
income for Baltimore residents is $37,395 and the percent
traditional college-age students will be joined by about
of the City population 16 years of age and older who are
8.7 million older students ages 25 and older. Increasing
unemployed is 11.1%. As to educational attainment among
numbers of African American and Hispanic students are
residents 25 years and older in Baltimore City, 52.6%
attending college.
possess a high school education or less while only 25.0% of
individuals 25 years and older possess a bachelor’s degree
or higher. In 2012, Baltimore City Public School System
State
awarded 4,634 diplomas.
Maryland ranks 42nd in size among the 50 states and
19th in population. Its median household income is the
Coppin State University is a comprehensive urban
highest among the states. The economy is rooted in high
institution offering programs in liberal arts, sciences
technology, biosciences and services, as well as revitalized
and professional disciplines. The tree-lined campus is
manufacturing and international trade. Transportation
located in West Baltimore on West North Avenue on 65
resources include the Port of Baltimore and the Baltimore/
acres.
Washington International Thurgood Marshall Airport.
and 12 graduate degree programs serving students
The top employers in the state are Fort George Meade,
from the Baltimore metropolitan area and from around
University System of Maryland and the Johns Hopkins
the world. Coppin is accredited by the Middle States
University Hospital and Health Systems. Over 88.1% of
Commission on Higher Education and four disciplines
Maryland residents are high school graduates or higher,
are fully accredited by specialized associations: teacher
36.1% have a Bachelor’s degree or higher and 16.4% have
education programs, nursing programs, social work and
advanced degrees. The pace of job growth in 2012 for
rehabilitation counseling. Coppin is one of four public
Maryland and the nation exceeded gains in 2011. Maryland
Historically Black Colleges and Universities (HBCUs) in
ranks third among states in educational attainment –
Maryland. Coppin is the only higher education institution
36.1% of Maryland’s population age 25 and above hold a
in Maryland to locate and operate a public high school on
Bachelor’s degree or higher. Maryland’s leadership has set
its campus.
a goal of having at least 55 percent of its adult population,
age 25 and older, attain a college degree- either a two-year
associate or a four-year baccalaureate degree.
The university offers 34 undergraduate majors
Coppin State University has a current enrollment of 3,383
students. As to enrollment, about 10% of the students
are non-African Americans and 47% are Baltimore City
residents. During the spring of 2013, the following degrees
were awarded: 409 Bachelors and 72 Masters.
Although National trends indicate that enrollment in
college and universities will increase during 2013, Coppin
has sustained a decline in enrollment for the past three
years: from 2011 to 2012, a decrease of 5.3%; and from
2012 to 2013, a 6.76% decrease. The decline reflects the
challenges faced by students such as limited family
financial support and reduced educational funding from
national and state resources. A decline in funding directly
impacts enrollment, student retention, and graduation.
Although Coppin is the most affordable institution in
the University System of Maryland, offering a tuition
cost of $6,252 for the 2013-2014 academic year, students
who are unable to meet funding gaps must stop out,
which impacts matriculation/persistence to degree in
six years.
One of the major challenges faced by the
university is increasing the second-year retention and
six-year graduation rates of students. The second-year
retention rate has declined from 64% in 2011 (fall 2010
cohort) to 60% in 2013 (fall 2012 cohort). However, Coppin
State University has developed several initiatives to help
Maryland achieve its 55% educational attainment goal.
As incorporated in Coppin State University’s Strategic
Plan 2013-2020, a comprehensive multi-year enrollment
management plan has been adopted that sets forth three
key priorities:
increase enrollment to 5,000 students;
increase the transfer population and improve the quality
and diversity of students; and improve persistence to
graduation and student academic services. The goal is to
achieve a second-year retention rate of 73% and a six- year
graduation rate of 44% by 2020.
Coppin State University will remain true to its mission,
vision and students while investing in the State’s economy
and workforce to enhance the quality of life for all students
the university serves.
Coppin State University will
remain true to its mission,
vision and students while
investing in the State’s economy
and workforce to enhance the
quality of life for all students
the university serves.
STRENGTHS, WEAKNESSES, OPPORTUNITIES & THREATS (S.W.O.T.) ANALYSIS
Coppin State University is an urban HBCU anchor institution, steeped in a tradition of excellence in education and
community involvement. Our mission is to provide access to high quality academic instruction and to be a catalyst and
partner in transforming the surrounding community.
Strengths
• Anchor institution for the surrounding urban
community
• Establish Centers of Excellence that contribute to
teaching and learning, professional development,
• Selected market driven academic programs
continuing education, university engagement,
• Excellent technology infrastructure
technology, new businesses and entrepreneurship
• Modern campus facilities
• Attract more of the “Best and Brightest” students by
• Legacy of training urban educators
establishing strong relationships with local school
• Access for historically underrepresented
systems and community colleges
populations
• Committed faculty and staff
• Increase collaborative STEM initiatives
• Partner with other institutions in the USM to
offer dual degrees, more online courses and
Weaknesses
• Decline in enrollment
• Low retention and graduation rates
• Limited funding for scholarships/fellowships and
related support for students
internationalize the curriculum
• Introduce more aggressive fund development
initiatives for scholarships and faculty endowments
• Develop partnerships with local businesses for job
training and professional development
• Limited resources for academic support services
• Limited online course offering
• Absence of a structured communications and
marketing office
• Absence of a Sponsored Programs and Research
Office to increase external funds
Threats
• Continued questioning about the need for HBCUs
• External and internal negative perceptions of the
university
• Economic fluctuation
• Dependency on limited state and federal funding
Opportunities
• Establish an Office of Communications and
Marketing to promote the university and its
accomplishments
• Create a niche for new program offerings based on
“market demands” and enhance existing programs
that meet this criterion
• Establish an Office of Sponsored Programs and
Research to increase external funding, promote
internal collaborations, and external partnerships.
Take advantage of the close proximity of Coppin to
Washington, D.C., where federal agencies are located
GOALS AND THEMES ALIGNMENT
USM 2020 Goal
Coppin Goal
USM 2020 Theme
Coppin Theme
GOAL I
GOAL 1
Theme 1: Access, Affordability and
Theme 1: Recruitment, retention and
USM academic programs will respond
Increase college completion rates.
Attainment
college completion.
to meet the changing educational
Access, affordability and attainment –
and leadership needs of our state, our
Helping the State of Maryland achieve
nation and an increasingly diverse
its goal of 55 percent college completion
undergraduate and graduate student
(Associate through the Baccalaureate),
population.
while maintaining quality.
GOAL II
GOAL 2
Theme 2: Economic Development and
Theme 2: Economic Competitiveness,
Throughout its educational, research
Ensure that Coppin’s graduates are
Competitiveness
Health, and Quality of Life for Maryland
and outreach activities, the USM will
competitively prepared for entry into the
Maryland’s economic development
Citizens.
strive to produce graduates who are
workforce and first-rate graduate and
and the health and quality of Life
knowledgeable of and sensitive to the
professional schools.
of its citizens – ensuring Maryland’s
cultural, environmental and technological
competitiveness in the New Economy.
issues facing a global economy; who
understand the importance of and the
responsibilities inherent in citizenship
and community; and who have the
knowledge, skills and integrity to lead
effectively the people and organizations
they serve.
GOAL III
GOAL 3
Theme 3: Academic Transformation
Theme 3: Academic transformation,
USM research and scholarship will
Transform Coppin’s instructional
Transforming the academic model to
leadership and engagement.
position Maryland as a national and
modalities to improve teaching and
meet the higher education and leadership
international leader in science and
learning. Increase Coppin’s engagement
needs of Maryland’s 21st Century
technology, the arts and humanities,
in the community.
students, citizens and businesses.
GOAL IV
GOAL 4
Theme 4: Efficiency and Effectiveness
Theme 4: Stewardship, quality and
The USM will achieve national eminence
Improve stewardship and effectiveness of
Identifying new and more effective
eminence.
as mandated by the State legislature and
Coppin’s resources.
ways to build and leverage the resources
and the professions, creating and
disseminating knowledge to ensure
the State’s continued economic
growth, sustainable development and
international competitiveness.
will relentlessly pursue its fundamental
available to the USM for the benefit of
mission to serve the public good.
Maryland and its citizens.
GOAL V
GOAL 5
Theme 5: National Eminence
Theme 5: Achieving and sustaining
The USM will adhere to the highest
Invest in and support people, programs
Most importantly, achieving and
national eminence.
standards of stewardship in all of its
and facilities.
sustaining national eminence through the
endeavors and will promote the effective,
quality of our people, our programs and
efficient and principled use of state and
our facilities.
private resources.
GOAL 1
INCREASE COLLEGE COMPLETION RATES.
T
his goal focuses on “Recruitment, Retention and
1.1.5 Increase pool of funding to offer more
College Completion.” Three factors contribute to the
scholarships to incoming students.
goal of increasing college completion rates: a) helping
1.1.6 Appoint staff to facilitate recruitment and
the State of Maryland to achieve its goal of 55% college
admission of transfer, non-traditional, and
completion among the adult population, age 25 and older;
international students.
b) a decline in Coppin’s student enrollment in recent years,
particularly among first-year full-time freshmen and c) the
Sub-goal 1.2: Increase Retention & Graduation Rates
Coppin status of having the lowest six-year graduation
Strategies:
rate among USM’s comprehensive universities. This
1.2.1 Implement proactive academic advising
reality among other issues led to a special review of
interventions using best practices from
Coppin followed by a report with key recommendations
for action.
1.2.2 Increase resources needed to implement strategies
Coppin has responded to the recommendations in the
2013 Implementation Plan, which is embedded in the
1.2.3 Review all advising and student support
freshman through senior years.
for increasing retention and
graduation rates.
2013-2020 Strategic Plan. The University is committed
operations to determine major weaknesses that
to developing a Strategic Enrollment Management Plan,
impact retention and graduation rates and use
using best practices in communications and marketing
to recruit greater numbers of excellent students while
results to make appropriate changes.
1.2.4 Implement a “Near Completers” program that
providing access to those who do not fit this profile.
includes financial assistance and support services.
1.2.5 Improve the pass rates in “gatekeeper” courses
A variety of strategies will be used to increase student
retention and six-year graduation rates. Among them
by mandating students’ usage of the math, reading
and writing labs.
will be intrusive advising, improved customer services,
1.2.6 Advocate for the State to broaden the
additional financial information and assistance.
One
traditional metric for academic success to
aspect of this goal is to focus on the “total student
include graduation rates of transfer and non-
experience” at Coppin and provide a nurturing and
supportive environment from freshmen year to graduation.
traditional students.
1.2.7 Increase funding and provide more
scholarships for academic and need-based
students.
Sub-goal 1.1: Increase Student Enrollment
1.2.8 Identify factors that lead to poor academic
Strategies:
1.1.1
Develop and implement a Strategic Enrollment
performance and plan appropriate strategies
to address the problems.
Management Plan to include a blend of firsttime full-time freshmen, transfer, graduate,
international and non-traditional students.
1.1.2 Establish dual enrollment/ articulation
agreements with area high schools and
community colleges.
1.1.3 Increase student enrollment in STEM
disciplines by recruiting at schools with strong
emphasis on the STEM disciplines.
1.1.4 Identify and implement “best practices” for
recruiting students to HBCUs.
GOAL 2
ENSURE THAT COPPIN’S GRADUATES ARE COMPETITIVELY PREPARED FOR ENTRY
INTO THE WORKFORCE AND FIRST-RATE GRADUATE & PROFESSIONAL SCHOOLS.
C
oppin is strategically located in a city (Baltimore)
and state (Maryland) where the role of education has
2.2.2 Enhance career services resources to assist students
in preparing for careers in these and related areas.
played a major role in preparing students for Maryland’s
workforce, particularly in such critical areas as nursing,
education, and information technology. Deeply rooted in
Sub-goal 2.3: Continue Coppin’s legacy of preparing
teachers for grades K-12.
Coppin’s history is a belief that education is the primary
Strategies:
means by which individuals and communities advance
2.3.1 Identify and target groups of potential educators
economically, socially, morally and intellectually.
during recruitment.
2.3.2 Provide scholarships to potential education majors
Therefore, the university is committed to its legacy of preparing teachers for grades K-12 and nursing profession-
and support for PRAXIS preparation.
2.3.3 Continue partnerships with public school systems to
als to improve the health and quality of life for Maryland
provide professional development for teachers and
citizens. Coppin will continue to identify and offer other
paraprofessionals.
academic programs designed to alleviate key workforce
shortages such as those in STEM and cyber security. The
university aims to continue promoting graduate and pro-
Sub-goal 2.4: Promote graduate and professional
education among Coppin students.
fessional education among its students to be more com-
Strategies:
petitive in the workforce. This goal includes promoting a
2.4.1 Improve career services for all students.
culture of innovation and entrepreneurship in a variety of
2.4.2 Require academic programs to emphasize career
disciplines that can lead to collaborative initiatives among
and post-graduate preparation.
faculty and academic units for partnerships external to the
2.4.3 Encourage junior and senior level students to
university. Such involvement can create new ideas, knowl-
use the services of the Career Center and the
edge and products that ultimately translate to economic
Standardized Testing Center to prepare for graduate
development and improved quality of life for the citizens
and professional schools and for other career
of the state, nation and world.
opportunities.
2.4.4 Improve alumni connections to gain a sense of the
competitiveness of Coppin graduates.
Sub-goal 2.1: Promote a culture of innovation and
entrepreneurship.
Sub-goal 2.5: Promote an on-campus culture of
Strategies:
internationalization that prepares students for the
2.1.1 Identify strategies for promoting a culture of
global workforce.
innovation and entrepreneurship in a variety of
Strategies:
disciplines.
2.5.1 Facilitate collaboration between the Office of
2.1.2 Promote collaborative initiatives among
faculty and academic units for partnerships
with businesses, governmental agencies and
community-based organizations.
International Programs (OIP) and academic
departments to increase international activities.
2.5.2 Develop new and maintain existing MOUs with
Study Abroad Partners to support international
experiences for faculty and students.
Sub-goal 2.2: Strengthen and promote programs
2.5.3 Improve processes that facilitate study abroad
designed to alleviate key workforce shortage in
activities and linkages to the international
disciplines such as nursing, STEM, and teacher
community.
education.
2.5.4 Promote campus international engagement
Strategies:
activities and disseminate information to internal
2.2.1 Target potential students for these majors and
and external stakeholders.
seek funding for more scholarships.
2.5.5 Establish an International Training Institute.
GOAL 3
TRANSFORM COPPIN’S INSTRUCTIONAL MODALITIES TO IMPROVE TEACHING AND
LEARNING. INCREASE COPPIN’S ENGAGEMENT IN THE COMMUNITY.
T
he Special Review Committee strongly recommended
Sub-goal 3.1: Support course transformation and
redesign to meet workforce and leadership needs.
strengthening academic programs and faculty.
This recommendation includes restructuring academic
Strategies: programs to focus on those of highest priority based
3.1.1 Encourage and support faculty in course
on student enrollment, market demand and career
transformation and redesign using system wide
opportunities; facilitating maximum collaboration across
best practices in various disciplines.
all academic units to capitalize on faculty strengths and
programs; and offering courses in flexible formats and
timeframes to ensure students have timely access to
courses needed for graduation.
3.1.2
Increase the use of technology in teaching and
learning.
3.1.3 Develop and offer additional on-line courses
and degree programs. Consider collaborative
arrangements with other USM institutions.
Coppin is committed to improving its delivery of
instruction and program offering.
Goal 3 not only
3.1.4 Review and adopt innovative pedagogy models
that have proven success with increasing the
focuses on transforming the academic model to improve
retention and graduation of under-represented
teaching and learning but also on increasing university
populations.
engagement in the community through service learning
3.1.5 Explore ways to infuse international and
and faculty scholarly activities. Coppin will continue to
comparative perspectives in the curriculum to
support course redesign and other best practice strategies
better prepare students for the global workforce.
to improve teaching and learning; to obtain and reaffirm
national accreditations for eligible programs; and to
increase online courses and degree program offerings.
Sub-goal 3.2: Explore the capacity to offer unique and/
or critical degree programs to address workforce
needs.
As academic programs are restructured, the university
Strategies:
will also explore its capacity to offer unique and critical
3.2.1 Identify critical need for new academic programs.
degree programs that address workforce demands and
3.2.2 Review current academic programs to determine
strengthen programs in the STEM areas.
and eliminate those that are no longer critical to
the university’s Mission.
Coppin State University recognizes that institutional
3.2.3 Explore budgetary support for enhancing existing
competitiveness is predicated upon both academic
successful programs and/or shifting resources to
excellence and a clearly articulated agenda regarding
growth programs.
positive relations and outcomes in the surrounding
3.2.4 Expand off-site program offerings.
community. By embracing urban problems as a central
focus on scholarly and civic engagement, the university
benefits in terms of environmental improvements and
Sub-goal 3.3: Obtain and reaffirm national
accreditations for eligible programs.
Strategies:
increased standing in the community.
3.3.1 Continue to provide resources and support for
Leadership
in
the
workforce
requires
theoretical
understanding not only of contemporary issues, but also
hands-on experience of how issues and policies directly
impact people and communities. A responsive university
that is in tune with community concerns will increasingly
be looked to as a source for such leadership.
programs seeking accreditation and reaffirmation.
3.3.2 Seek accreditation from national accrediting
associations for academic programs, where
appropriate.
3.3.3 Maintain university accreditation from the Middle
States Commission on Higher Education.
Sub-goal 3.4: Improve teaching/learning and campus/
3.6.3 Publicize existing community engagement activities
community environments.
in all divisions of the university.
Strategies:
3.4.1 Restructure Coppin’s academic programs to focus
Sub-goal 3.7: Design and implement a campus-wide
on those of highest priority based on enrollment,
infrastructure to promote, support and evaluate
market demand and career opportunities and
community engagement initiatives reflecting the
discontinue low enrollment degree programs.
university as an anchor institution.
3.4.2 Develop and implement program accountability,
job descriptions, personnel selection and evaluation
Strategies:
3.7.1 Identify service-learning and community-based
across the university.
3.4.3 Encourage and support professional development
research opportunities.
3.7.2 Seek and advocate for resources to support
for faculty, administrators and staff.
3.4.4 Review policies on hiring adjunct and contractual
community engagement activities.
3.7.3 Promote fee-based community usage of university
faculty as well as policies that address teaching
loads of full-time faculty.
services and facilities.
3.7.4 Encourage the entire Coppin campus to participate
3.4.5 Continue to improve customer service throughout
in community engagement activities.
the university through training workshops.
3.4.6 Enhance student space/environments including
Sub-goal 3.8: Integrate service learning across the
university curricula.
commuter student lounge spaces.
3.4.7 Implement policies and procedures for tenure
and post-tenure review that are aligned with USM
Strategies:
3.8.1 Provide a series of workshops for faculty to learn ways
policies and best practices.
3.4.8 Develop an Academic Outcome Assessment Plan
of integrating service learning into the curricula.
3.8.2 Revise the Academic Rank and Tenure (A.R.T.)
for continuous improvement of teaching and
document to recognize faculty scholarly engagement
student learning and use outcomes assessment
in the community.
results for decision-making.
3.8.3 Develop and implement a system to coordinate
and evaluate student involvement in community
Sub-goal 3.5: Review academic policies.
engagement activities.
Strategies:
3.5.1 Review, develop and align Coppin and USM
Sub-goal 3.9: Support expansion of the professional
and community development initiative into
academic policies.
an Interdisciplinary Center for Professional
Development and Continuing Education
Sub-goal 3.6: Define, develop and implement a
comprehensive evidence-based service learning
program that maximally leverages university and
community resources.
Strategies:
3.6.1 Survey Coppin administrators, faculty and staff to
establish baseline data on community engagement.
3.6.2 Create an inventory of the various community
engagement programs/ activities to be tracked
and measured for community engagement and
university impact.
(NOTE: This initiative is currently housed in the
College of Behavioral and Social Sciences.)
Strategies:
3.9.1 Establish an Interdisciplinary Center for Professional
Development and Continuing Education.
3.9.2 Expand existing program and certificate offerings
to include other academic disciplines with similar
interests.
3.9.3 Acquire additional resources for operations until the
Center becomes self-sufficient.
GOAL 4
IMPROVE STEWARDSHIP AND EFFECTIVENESS OF COPPIN’S RESOURCES.
C
oppin has developed strategies for improving
administrative
operations
that
include
the
following: creating a culture of accountability, leveraging
existing resources to improve effectiveness, aligning
the university’s budget to the Strategic Plan, enhancing
business and financial planning, aligning fundraising
4.1.7 Promote a customer-service-oriented culture and
establish service-level agreements.
4.1.8 Update policy and procedure manuals and
handbooks for faculty, staff and administrators.
4.1.9 Perform annual evaluation for all Coppin
employees.
goals with the university’s strategic priorities, engaging
in environmental stewardship and restoring the Office of
Sponsored Programs and Research to increase external
funding.
Sub-goal 4.2: Leverage Existing Resources to Improve
Operational Effectiveness.
Strategies:
4.2.1 Identify necessary functions and personnel in
Balancing the university’s operational budget and
allocating adequate funds to support strategic goals are
Coppin’s priorities.
Administration & Finance (A&F) based on the
USM study and begin phased restructuring.
4.2.2 Compare staffing and organizations at Coppin
to those of other similarly sized productive
institutions.
Sub-goal 4.1: Develop a Culture of Accountability
across campus.
Strategies:
4.1.1 Perform “desk audits” of all necessary functions
and personnel identified campus-wide. Ensure
4.2.3 Begin realignment of campus administrative
personnel to improve efficiency.
4.2.4 Create a campus-wide steering committee to
redesign processes and practices.
4.2.5 Consolidate resources by forming partnerships
appropriate skills and qualifications, as well as
within the institution to avoid duplication of
attitude for maximum performance.
efforts. Capitalize on economies of scale.
4.1.2 Improve Student Accounts Receivable Collections
through stronger collaboration, cooperation and
Sub-goal 4.3: Implement a Distributive Decision
communication on the part of the affected units
Making Model, which employs Responsibility
(Bursar, Registrar, Financial Aid, Admissions).
Center Management (RCM) of Budgetary
Reassess the use of PeopleSoft the Student
Resources.
information module and consult with other USM
Strategies:
institutions for “best practice” solutions.
4.3.1 Align the university’s budget to its Strategic Plan
4.1.3 Improve levels of service and collaboration
among Student Financials, the Bursar, Registrar
as financial implications are identified.
4.3.2 Meet the university’s Fund Balance Goal
and Financial Aid by relocating all three units in
(with exception of approved one-time Coppin
the same physical location on campus. Address
Implementation Plan expenditures).
attitudes/behaviors that undermine service
quality and explore utilizing virtual technology.
4.1.4 Establish an Ombudsman Unit in Student Affairs,
Sub-goal 4.4: Improve business and financial planning.
Strategies:
staffed with individuals who focus on resolving
4.4.1 Adopt the RCM Budget Model.
student issues that cut across multiple offices.
4.4.2 Begin Long Range Financial Planning.
4.1.5 Implement effective controls by reviewing USM
internal audits, addressing findings and resolving
the problems.
4.1.6 Establish performance goals and professional
development plans.
4.4.3 Reactivate the University Budget Advisory
Committee. Define its roles and responsibilities.
4.4.4 Schedule annual external reviews of the federallyfunded Title III programs. Use reports when
making budget and program decisions.
students, faculty, staff and administrators.
Sub-goal 4.5: Technology: Leverage our cutting-edge IT
4.6.5 Involve the academic units in fund development
resources and best practices.
to assist with seeking scholarships, assistantships
Strategies:
4.5.1 Implement an Information Technology Summer
and endowed professorships.
4.6.6 Collaborate with the academic units to “brand”
Training Institute.
Coppin.
4.5.2 Assist Financial Aid Office in Implementing
existing Best Practices in PeopleSoft.
4.5.3 Establish collaboration between the IT
Department and the Provost’s Office to support
Sub-goal 4.7: Improve Environmental Stewardship.
Strategies:
4.7.1 Formalize and implement guidelines and policies
Course Redesign and Academic Transformation
for promoting environmentally conscious business
and explore usage of MOOCs (Massive Open
practices.
Online Courses).
4.7.2 Provide public reports on climate neutrality efforts
4.5.4 Collaborate with the Provost’s Office to infuse
instructional technology tools in teaching and
such as reductions or conservation of energy use.
4.7.3 Finalize and implement the American College and
learning as well as in training adjunct faculty and
University Presidents’ Climate commitment to the
students.
USM.
4.5.5 Leverage IT to improve the efficiency and
effectiveness of campus operations.
Sub-goal 4.8: Restore the Office of Sponsored Programs
and Research.
4.5.6 Update IT infrastructure continuously.
4.5.7 Leverage the Bring Your Own Device (BYOD)
trends to provide agile and flexible IT
Strategies:
4.8.1
research and program development/enhancement.
environment for our students.
4.5.8 Restructure existing IT services and introduce new
4.8.2
Sub-goal 4.6: Align Institutional Advancement’s
fundraising goals with the university’s strategic
priorities.
Strategies:
4.6.1 Enhance Alumni Programs/Giving through
better usage of data systems and Coppin Alumni
research.
4.6.2 Reorganize Institutional Advancement in a
way that consolidates key functions, including
marketing and University Relations. Centralize
communication functions and reorganize existing
University Relations staff to optimize efficiency.
4.6.3 Increase Coppin’s capacity to raise funds
through an expanded Coppin State University
Development Foundation (maximum 25) and
develop a Corporate Advisory Board.
4.6.4 Promote the concept of giving among senior
Assist in securing external funds to support
undergraduate and graduate students’ research.
ones that are more suitable for the ever-changing
mobile workforce.
Support faculty and staff in grant writing for
4.8.3
Assist in securing contracts for the university.
GOAL 5
INVEST IN AND SUPPORT PEOPLE, PROGRAMS AND FACILITIES.
T
his is a lofty university goal in light of declining state
financial support for higher education. Yet, the goal
b. Construction of a new College of Health Professions Building
is critical to improving academic programs and facilities,
5.3.2 Invest in operational resources to support
hiring/retaining highly qualified faculty, staff and recruit-
academic programs that engage the local
ing the best and brightest undergraduate, graduate and
first-professional students.
community:
a. Coppin Academy
b. Early Childhood Laboratory
The university will continue to engage its faculty/staff/
c. Rosemont Elementary/Middle School
students in shared governance and services, strengthen its
5.3.3 Construction completion of a new “State of the
legacy of teacher preparation and empowering students
Art” Science and Technology Facility.
to be transformational leaders, seek funds to build
and maintain world-class facilities, and use marketing
strategies to “brand” Coppin.
Sub-goal 5.4: Develop a marketing and
communications plan to “brand” Coppin.
Strategies:
5.4.1 Involve the campus, alumni and community in the
Sub-goal 5.1: Support faculty, staff and student
participation in shared governance and services.
Strategies:
process of “branding” the university.
5.4.2 Implement the marketing plan via a variety of
communications venues.
5.1.1 Adopt a Shared Governance Policy with an
emphasis on increasing communications with
various campus constituencies.
5.1.2 Review and update governance documents as
needed.
5.1.3 Improve the campus intellectual climate by
establishing a standing committee to develop and
implement ideas and themes for campus-wide
programs/activities throughout the academic year.
Sub-goal 5.5: Enhance and monitor campus-based
student support services that contribute to
increasing retention and graduation rates.
Strategies:
5.5.1 Promote an environment that values the physical
and mental health of students.
5.5.2 Review student behavior policies to ensure due
process and protection.
5.5.3 Increase mental health counseling services at the
Sub-goal 5.2: Continue to strengthen Coppin’s legacy
of excellence in teacher preparation and student
transformational leadership.
Strategies:
Campus Health Center.
5.5.4 Develop a Mentorship Program and recruit
juniors and seniors in good academic standing as
mentors.
5.2.1 Establish a Teaching and Learning Center that
exposes faculty to best practices in teaching,
mentoring, and student learning strategies.
5.2.2 Recruit, retain and support high quality students
and faculty across disciplines.
Sub-goal 5.3: Continue to build and maintain worldclass facilities and renovate existing buildings
when needed.
Strategies:
5.3.1 Focus on capital investment for the following:
a. Renovation of the Percy Julian Science Building
ACCOUNTABILITY MATRIX
Coppin Goals
Sub-Goals
Responsibility
Goal 1: Increase college completion rates.
Sub-goal 1.1: Increase Student Enrollment.
Academic Affairs; Student Affairs
Sub-goal 1.2: Increase Retention and Graduation
Rates.
Goal 2: Ensure that Coppin’s graduates are
Sub-goal 2.1: Promote a culture of innovation and
Academic Affairs;
competitively prepared for entry into the workforce and
entrepreneurship.
Information Technology
Sub-goal 2.2: Strengthen and promote programs
Academic Affairs
first-rate graduate and professional schools.
designed to alleviate key workforce shortage such as
nursing, STEM, and teacher education.
Sub-goal 2.3: Continue Coppin’s legacy of preparing
Academic Affairs
teachers for grades K-12.
Sub-goal 2.4: Promote graduate and professional
Academic Affairs
education among Coppin students.
Goal 3: Transform Coppin’s instructional modalities
Sub-goal 3.1: Support course transformation and
Academic Affairs;
to improve teaching and learning. Increase Coppin’s
redesign to meet workforce and leadership needs.
Sub-goal 3.2: Explore the capacity to offer unique
Academic Affairs
engagement in the community.
and/or critical degree programs to address workforce
needs.
Sub-goal 3.3: Obtain and reaffirm national
Academic Affairs
accreditations for eligible programs.
Sub-goal 3.4: Improve the teaching/learning and
All Divisions
campus/community environments.
Sub-goal 3.5: Review academic policies.
Academic Affairs
Sub-goal 3.6: Define, develop and implement a
Academic Affairs;
comprehensive evidence-based service learning
Institutional Advancement
program that maximally leverages university and
community resources.
Sub-goal 3.7: Design and implement a campuswide infrastructure to promote, support and evaluate
community engagement and community development
initiatives reflecting the university as an anchor
institution.
All Divisions
Sub-goal 3.8: Integrate service learning across the
Academic Affairs
university curricula.
Sub-goal 3.9: Establish an Interdisciplinary Center for
Academic Affairs
Professional Development and Continuing Education.
Goal 4: Improve stewardship and effectiveness of
Sub-goal 4.1: Develop a Culture of Accountability
Coppin’s resources.
across campus.
Sub-goal 4.2: Leverage existing resources to improve
All Divisions
All Divisions
operational effectiveness.
Sub-goal 4.3: Implement a Distributive Decision
Administration and Finance
Making Model that employs Responsibility Center
Management (RCM) of Budgetary Resources.
Sub-goal 4.4: Improve business and Financial
Planning.
Sub-goal 4.5: Technology: Leverage our cutting-edge
IT resources and best practices.
Sub-goal 4.6: Align institutional advancement’s fund
All Divisions
raising goals with the university’s strategic priorities.
Sub-goal 4.7: Improve environmental stewardship.
Sub-goal 4.8: Restore the Office of Sponsored
Administration and Finance; Academic Affairs
Programs and Research.
Goal 5: Invest in and support people, programs and
Sub-goal 5.1: Encourage and support faculty, staff
facilities.
and student participation in shared governance and
Academic Affairs
services.
Sub-goal 5.2: Continue to strengthen Coppin’s legacy
Academic Affairs;
of excellence in teacher preparation and student
transformational leadership.
Sub-goal 5.3: Continue to build and maintain world-
class facilities. Renovate existing buildings when
needed.
Sub-goal 5.4: Develop a marketing and
Institutional Advancement
communications plan to “brand” Coppin.
Sub-goal 5.5: Enhance and monitor campus-based
student support services that contribute to increasing
retention and graduation rates.
2013 STRATEGIC PLANNING COMMITTEE MEMBERS
Mortimer H. Neufville, President
Felix Abeson
Mortell Gaynor
Sadie Gregory, Provost
Alcott Arthur
Rodrick Johnson
Michael Bowden, Co-Chair
Glynis Barber
Sherrye Larkins
Judith Kehe, Co-Chair
Linda Bowie
Ackneil Muldrow
E. Francine Stokes McElveen, Co-Chair
Habtu Braha
Rolande Murray
Cherlyn Brace, Sub-Goal Chair
Virletta Bryant
Beverly O’Bryant
Franklin Chambers, Sub-Goal Chair
Debora Burgess-Brunson
Maqbool Patel
Ahmed El-Haggan, Sub-Goal Chair
Marcia Cephus
Derrick Ramsey
Nicholas Eugene, Sub-Goal Chair
Elise Collier
Kelly Rice
Seth Forrest, Sub-Goal Chair
Ronnie Collins Sr.
Shawna Rodgers
Elgin Klugh, Sub-Goal Chair
Marcella Copes
Ray Sikharini
Mary Owens, Sub-Goal Chair
Poetri Deal
James Takona
Gary Rodwell, Sub-Goal Chair
Lisa Early
Tara Turner
John Spinard, Sub-Goal Chair
Reginald Exum
Mary Wanza
Daphine Miller-Clarke, Executive Assistant
Aladdin Fouad
Ron Williams
Retia Scott Walker, External Evaluator
Paul Gass
Madeline Yates
2500 West North Avenue
Baltimore, Maryland 21216
(410) 951-3800
www.coppin.edu

Strategic Plan - Coppin State University

Transcription

Similar documents

Now - Coppin State University

2014 Maryland General Assembly Testimony

Now - Coppin State University

Campus SBB

this is a school worth visiting because james madison high school

Gift Basket. - Lauren Monroe

college official`s report curry college

June 2015

NexDine Catering Information

The Soft Skills of Nursing