PDF version of Strategic Plan

CLAYTON STATE UNIVERSITY STRATEGIC PLAN
2011 - 2015*
I.
PRESIDENTIAL REFLECTIONS
I applaud the work that our University community has undertaken to complete this
University Strategic Plan. Since my arrival on campus, I am never ceased to be amazed
by the extraordinary commitment our faculty and staff have of the students with whom
they interact.
This Plan has been developed through a series of in-depth conversations among the
members of the President’s Extended Cabinet, has been informed by interviews and focus
groups, and has received the input of our University colleagues in Town Hall meetings
and through surveys and input on our intranet. Several drafts of earlier documents have
been circulated and reviewed. Data and documentation have been collected and analyzed
and used to further inform the contents of this Plan.
Throughout, I have been impressed with the determination to make this Plan a living
document that we will utilize and amend as necessary to ensure that we are successful in
living our values and fulfilling our vision and mission on a daily basis.
I am also impressed by this university’s historic capacity to serve an inclusive student
community. Although many institutions aspire to become inclusive and articulate their
vision to do so, we are and have been there for decades. Further, we have begun to reach
out to the community in which we reside to engage intentionally business, civic, and
social leaders with our students and faculty.
Most importantly, this document reflects an authenticity – an understanding of areas of
learning in which we have established foundations for model work. We can be a model
for ways to actualize our values and our goals.
Successful plans are measured by the degree to which they are implemented – and we
will continue to work as a campus to move our goals forward. As always, we will engage
our campus to make movement toward our goals a reality. And, as has long been the
case, we will succeed because of individual actions on campus and communication about
these actions across campus and beyond. The source of success will be innovative
approaches to learning in individual classes or on-line programs. The source of success
will be new ways we find to engage students in a community and their own learning.
And so in advance, I say thanks.
With all good wishes,
Dr. Thomas J. Hynes, Jr.
President
Clayton State University
Page 1
*Modified 19 Nov 2014
II. WHAT IT MEANS TO BE A DIVERSE UNIVERSITY
For a number of years now, U.S. News and World Report has ranked Clayton State
University as having the most diverse student population in the Southern United States.
The Service area from which the University draws its students is very diverse and is
expected to become more so. In 2000, there were 2,438 white students enrolled and in the
year 2010, 1,632 were enrolled. During that same period, the number of Black students
grew from 1,643 to 4,078, the number of Hispanic students grew from 98 to 241 and the
number of Asian students grew from 166 to 292. These trends simply attest to the fact
that Clayton State University has become among the most racially and ethnically diverse
institutions in the United States. This diversity has driven pedagogical innovation and has
resulted in the institution’s ability to adapt positively and intentionally to a changing geodemographic and social environment. And NSSE results in which our students report at
significantly greater (compared to national and statewide peers) interactions with people
unlike them established genuine strides in true diversity.
Even more significant are the changing demographics that are currently flowing through
the K-12 pipeline in the University’s catchment area. For example, over the next ten
years, Hispanic student enrollment in that K-12 pipeline will increase by over 250% and
the Asian population will grow by approximately 15%.
These significant demographic trends coupled with a high enrollment of female students
(70%), signal the need to think even more creatively about the next generation of
diversity. What careers will these students want to pursue? What impact will the family
commitments of these students have on their status as part-time students? What student
support services will they require? How can the University provide students a meaningful
global education while being relatively place bound? What will the financial needs of this
next generation of students be?
It is with these and many other questions in mind that our five-year Strategic Plan focuses
intentionally on ensuring that Clayton State University does, indeed, serve as a model for
the next generation of diversity that characterizes not only our service area but also the
region and the world in which we live.
III. WHAT IT MEANS TO BE A UNIVERSITY ENGAGED
Today, most universities aspire to become engaged with the community and region in
which they reside. For Clayton State University, this has always been the case. The
University’s initial founding as a junior college in 1965, its rapid trajectory to
baccalaureate status and subsequently to university status in 1994 and the granting of its
first graduate degree in 2008 speaks to a University on the move, one dedicated to
serving the needs of metropolitan Atlanta and one enabling students to succeed
educationally and professionally.
Page 2
*Modified 19 Nov 2014
Not many institutions of higher learning can boast that they have faculty and staff who
remember the founding days of their University. Clayton State can. What is unique about
Clayton State is the passion that our faculty and staff have for engaging students at every
turn in their educational experience. We attribute this to our roots as a junior college and
our collective memory of those founding days dedicated to engaging students actively.
Ironically, our dedicated cadre of faculty and staff are even more relevant today given the
restless, global economic times in which we live. And our residential life experiences
provide an additional component to foster, to reinforce and to accelerate engaged student
learning.
In addition to engaging students from Clayton County, the University has broadened its
reach to Fayette County, offering both baccalaureate and MBA courses in Peachtree City.
It engages the greater Metropolitan Atlanta community through the world-class Spivey
Hall. Its proximity to the state of Georgia Archives and the National Archives provides
the potential for further outreach to a more expansive geographic base.
IV. VISION STATEMENT
Through a distinctive combination of proven and innovative methods of teaching and
learning, Clayton State University will excel in preparing students from many walks of
life to meet the challenges of living and working in a dynamic, global society.
V.
MISSION STATEMENT
Clayton State University cultivates an environment of engaged, experienced-based
learning, enriched by active community service, that prepares students of diverse ages
and backgrounds to succeed in their lives and careers.
VI. VALUES STATEMENT
Clayton State University is committed to:
1.
2.
3.
4.
5.
Active Learning and Student Success
Teaching and Scholarship
Inclusiveness
Ethics and Integrity
Community Engagement
Page 3
*Modified 19 Nov 2014
VII. OUR OVERARCHING GOALS
A. Create an outstanding educational experience that stimulates intellectual curiosity,
critical thinking, and innovation.
B. Engender a spirit of openness, understanding, collaboration, and mutual respect
throughout the University.
C. Foster learning that engages students, faculty, staff, alumni, and the greater
community.
D. Expand and allocate resources strategically according to Mission and Values, to
support overall institutional effectiveness.
E. Provide an inviting and supportive campus community for faculty, staff, and students.
F. Reposition Clayton State University in the higher education marketplace and beyond.
VIII. WHAT WE INTEND TO DO. OUR GOALS, ACTION STEPS
A. Create an outstanding educational experience that stimulates intellectual
curiosity, critical thinking, and innovation.
Action Step I: Develop innovative academic programs to better support the workforce
and economic development needs of the region and state.
Action Step II: Invest in and promote excellence and distinctiveness within each of
the colleges and academic departments and programs.
Action Step III: Enhance the educational experience of students through the support of
student research/scholarship/creative endeavors and student engagement with faculty.
Action Step IV: Broaden students’ global perspective through appropriate curricula,
experiential and social opportunities.
Action Step V: Obtain, expand and maintain accreditation from national, professional
and specialized accrediting organizations.
Action Step VI: Increase externally funded research, scholarship, and creative
endeavors.
Action Step VII: Invest resources to recruit, retain, and support dynamic and inspiring
faculty and staff.
Page 4
*Modified 19 Nov 2014
Action Step VIII: Promote excellence in scholarship, research, creative endeavors, and
innovation.
Action Step IX: Foster development of active learning experiences in every major
and/or degree or certificate program.
Action Step X: Expand the quality of technology, both equipment and training, to
support academic innovation, student learning, and the further development of hybrid
courses and on-line learning.
Action Step XI: Foster a cross-disciplinary approach in developing or revising courses
and programs within and among departments and colleges.
Action Step XII: Enhance the effectiveness of off-campus instructional sites by
improving their integration into main campus activities and as a corollary assure that
the off-campus sites are supported sufficiently to maintain excellent services and
programs.
B. Engender a spirit of openness, understanding, collaboration, and mutual respect
throughout the University.
Action Step I: Address the cultural competencies of University faculty and staff.
Action Step II: Develop and implement student, faculty and staff recruitment and
retention plans that target underrepresented groups.
Action Step III: Maintain and expand student programs and services that enable
students to put into perspective their own view of diversity within a global context.
Action Step IV: Initiate a curriculum review to determine how multiculturalism can be
woven throughout the student’s overall learning experience.
Action Step V: Provide the opportunity for the study of international cultures utilizing
current University resources.
Action Step VI: Develop and implement innovative study abroad opportunities and
exchange programs for students, faculty and staff.
Action Step VII: Create no later than December 2011 a two-phase “contract of social
responsibility” for each enrolled undergraduate and graduate student that initially
commits.
•
All enrolled students to adhere to the principles of academic citizenship (e.g.,
academic honesty, tolerance of opposing views, representing University values);
and subsequently enabling students to make a deeper commitment by taking a
Page 5
*Modified 19 Nov 2014
specified number of courses in service learning and by agreeing to fulfill a certain
amount of hours of community service, if they so aspire.
C. Foster learning that engages students, faculty, staff, alumni, and the greater
community.
Action Step I: Devise intentional efforts to connect alumni with current students
through the creation of Alumni liaisons within each academic program, Student
Affairs, Athletics, and Continuing Education.
Action Step II: Assess the needs of adult learners and their families to address the
most effective ways to engage them with the University and the community.
Action Step III: Assess the role of University Housing, Greek Life, Athletics, and
Campus Recreation in fostering a continuous student-alumni learning environment.
Action Step IV: Develop innovative Continuing Education opportunities for alumni,
family members, and their employers.
Action Step V: Develop and implement programs and activities that encourage alumni
to return to campus, participate in teaching and learning opportunities, and connect
with current students.
Action Step VI: Provide a means to document a student’s affinity groups and transfer
the information to Alumni Relations after graduation.
Action Step VII: Collaborate with community partners to plan and implement campus
events to bring together students, alumni, and community members.
Action Step VIII: Work in partnership with the Boards of Education of Clayton
County, Fayette County, Fulton County, and Henry County to develop a pre-K-16
pipeline that encourages students to seek a baccalaureate degree and beyond.
Action Step IX: Create internships that actively improve the civic life of Clayton,
Fayette, Fulton, and Henry counties with local organizations.
Action Step X: Develop strategic partnerships with local as well as global
institutions/corporations to provide learning opportunities for students, faculty and
staff that will make them more aware of global complexity and its social impact on
the state and region.
Action Step XI: Seek to attain classification as a Carnegie Community-Engaged
institution by 2015.
Action Step XII: Document and increase the development of meaningful research
projects and service learning opportunities that benefit Clayton, Fayette, Fulton, and
Page 6
*Modified 19 Nov 2014
Henry counties, focusing on such issues as education reform, political engagement,
immigration, transportation, economic development and the environment.
D. Expand and allocate resources strategically according to Mission and Values, to
support overall institutional effectiveness.
Action Step I: Develop and implement Corporate and Foundation fund-raising
programs to benefit university activities.
Action Step II: Assess how to strengthen advocacy efforts with federal, state and
local governments to secure new appropriations for the University.
Action Step III: Create a budget process that enables the reallocation of resources to
invest in the goals set forth in the University’s new Strategic Plan.
Action Step IV: Increase service levels through continuous process improvement,
making use of technology and enabling users to engage in self-service.
Action Step V: Fund a Sponsored Program Officer position to work with faculty to
identify grant-funding opportunities and provide grant writing support and related
training.
Action Step VI: Develop where possible differential tuition and fee schedules for high
demand academic programs.
Action Step VII: Create and implement Continuing Education activities and programs
as well as on-line learning that provide learners an enriched experience and generate a
financial return on investment for the benefit of the University.
E. Provide an inviting and supportive campus community for faculty, staff, and
students.
Action Step I: Enrich and enhance the cultural, intellectual, and personal experience
of the entire University community (faculty, staff, students, trustees) by recruiting and
retaining individuals with diverse backgrounds and perspectives.
Action Step II: Provide the University community with a variety of campus services
in a friendly, convenient, and efficient manner that improves the overall experience of
our students and the professional experience of our faculty and staff.
Action Step III: Create a supportive work environment that encourages input and
collaboration that enables faculty and staff to optimize their personal and professional
development.
Page 7
*Modified 19 Nov 2014
Action Step IV: Adopt best practices, support innovative approaches, and continue to
embrace technology to enhance research and administrative functions and improve
learning and communication.
Action Step V: Cultivate a campus culture and environment that encourages all
campus members to engage and participate with the University community in a
variety of activities.
Action Step VI: Continue to implement the campus facilities master plan, enhance
physical work space, and promote the integration of environmental sustainability in
construction, learning, research and practice.
F. Reposition Clayton State University in the Higher Education Marketplace and
Beyond
Action Step I: Articulate the distinctive vision and mission of Clayton State
University in bold and compelling terms through sustained efforts in strategic
communications, including advertising and public relations.
Action Step II: Identify the overriding communication objectives from Goals A-E.
Action Step III: Develop a budget for a campus-wide comprehensive marketing and
branding strategies that reposition Clayton State University along the key attributes
identified in Goals A-E.
Action Step IV: Implement chosen communications plans to support achievement of
Goals A-E.
Action Step V: Develop ongoing system of assessing, tracking and reporting
communications effectiveness to be conducted concurrently with Plan
implementation.
Action Step VI: Identify and adjust any effectiveness gaps in the communications
plans.
Page 8
*Modified 19 Nov 2014