Strategic Plan Draft
Western Connecticut State University capitalizes on its outstanding faculty and its location in the greater New York metropolitan area to create a diverse university community that— in its range of quality academic programs and in its enriching and supportive student-focused environment— is characteristic of New England’s best small private universities, but with much more affordable costs.
Strategic Planning Goals
- Outstanding Faculty: Attract and retain faculty who excel in their subject area and discipline and are committed to excellence in teaching, ensuring student success, and advancing the university.
- Location: Create opportunities for students and faculty by capitalizing on Western Connecticut State University’s location in Danbury, Connecticut, a New England city characterized by its economic vibrancy and its diverse citizenry, as well as our proximity to the educational and cultural riches of New York City.
- Diverse University Community: Further develop an environment that values and affirms the unique contributions of Western’s many constituent populations, recognizes the learning opportunities that differences can create, and strengthens connections among our various community members.
- Range of Quality Academic Programs: Offer a range of quality academic programs, including featured signature programs, that together educate a diverse student population, and meet the needs of the state and region.
- Enriching and Supportive Student-focused Environment: Foster a holistic approach to intellectual and social growth and development that prepares students to be productive citizens of the state of Connecticut and the world by developing their knowledge, experience, and critical thinking and by fostering life-long learning characterized by intellectual curiosity, imagination, and creativity.
- Cost: Deliver outstanding value to students through effective management of the university and the provision of student financial assistance, thereby maintaining the affordability and access of a mid-sized public university while creating the quality experience of the best private institutions.
Attract and retain faculty who excel in their subject area and discipline, and are committed to excellence in teaching, ensuring student success and fostering a diverse academic community.
1.1 Facilitate recruitment, hiring, and first year success of best fit faculty through process improvements. Toward this end, the university will explore the feasibility of the ideas listed below:
- Flexibility in the total compensation package to attract and retain strong faculty.
- Possibilities for supporting faculty housing (both rental and purchase properties).
- Graduated moving expenses for office contents based on distance of move.
- Adequate office space and clerical, secretarial, and technical support for all faculty, full-time and part-time.
- Research/creative activities “start-up” funds for new faculty.
- Reduced load in first year for new faculty.
- Sufficient financial support throughout the faculty search process.
1.2 Express the set of preferred faculty qualifications and characteristics that best fit WCSU’s conviction of outstanding faculty within our teaching and student-focused mission and vision. Evaluate candidates relative to these qualifications and characteristics when making hiring decisions.
- Define the qualifications and characteristics that typify outstanding faculty for WCSU and determine how to assess those credential in candidates. Include excellence in subject area and discipline, commitment to excellence in teaching, excellence in creative activities, commitment to student success, and commitment to fostering a diverse academic community.
- Clearly communicate in recruitment materials and emphasize in the recruitment process the preferred characteristics and qualifications for WCSU as defined above.
1.3 Develop and maintain an enriching academic environment consistent with WCSU’s mission and vision that contributes to retention and development of outstanding faculty.
- Hire full-time faculty adequate to the needs of the students and their programs of choice. Develop objective criteria for determining appropriate numbers of faculty (adjunct credits, overload credits, etc).
- Schedule courses so that our class sizes fit the recommendations of disciplinary and/or accrediting bodies.
- Provide office and classroom spaces that are quality environments and appropriate for program needs.
- Explore the feasibility of educational and professional opportunities, such as those listed below:
- Increased resources for special initiatives such as the “President’s Initiative for Global Realities”.
- Increased resource allocations for faculty success, especially among non-tenured and adjunct faculty, e.g. travel money for faculty to attend conferences, funds for faculty performances, guest lectures, etc.
- Increased resources for adjunct faculty to participate in classroom enrichment experiences.
- Additional opportunities for team teaching and other collaborative learning experiences.
- Increased opportunities for faculty to study abroad and for faculty exchange programs abroad and in the states.
- Faculty in residence concept.
- Increased funding for faculty-student collaborations (research and creative activities).
- Funding for the creation of endowed chairs.
- Engagement of senior faculty members in activities which enrich their professional development and add value to their discipline and to the university and are consistent with the vision statement elements.
1.4 Support and promote quality academic advising as an attribute of outstanding faculty, especially as related to ensuring student success.
- Offer advisement training in the Advisement Center and encourage departments to improve student advisement. For degrees that are collaborative between departments, involve both departments in the process.
- Generate a rubric for defining good advisement in the disciplines and in General Education.
- In order to facilitate optimal advisement conditions for students and faculty mentors, determine the appropriate number of advisees for full-time faculty and full-time advisees using guidelines from accreditation associations and other appropriate sources. For example, ACT suggests no more than 20 students for full-time teaching faculty (defined as teaching 12 credits or more per semester) and 300 students per full-time staff advisors.
- Strengthen advisement in the summer. One possible means to consider is possibly using faculty who would like to assume responsibility for advisement in their areas during summer and intersession terms and offering load credits for summer advisement.
- Offer new training programs for advisors that include input from student, staff, faculty and professional associations, recognizing the different types of advisement that are necessary for fostering student success.
1.5 Develop a uniform and transparent faculty evaluation process with clearly articulated expectations. Include expectations for demonstrating excellence in subject area and discipline, excellence in teaching and creative activity, ensuring student success including the role of student advisement, and fostering a diverse academic community.
Create opportunities for students and faculty by capitalizing on Western Connecticut State University’s location in Danbury, Connecticut, a New England city characterized by its economic vibrancy and its diverse citizenry, as well as our proximity to the educational and cultural riches of New York City.
2. 1 Enhance the teaching and learning environment for WCSU students and faculty by developing and drawing on relationships with prominent businesses and other organizations, and with individuals in the region in areas spanning the arts, business, science, and technology.
Develop and expand relationships
- Determine the types and nature of relationships in the region that would be beneficial for the university overall and for each area (science, business, arts, etc.) to develop.
- Compile lists of organizations and individuals in the region that meet the criteria.
- Determine and document in a compelling manner for the university and for each area/discipline how WCSU can help the organizations and individuals, and the benefits they will receive from helping WCSU.
- Contact organizations and individuals by drawing on introductions from advisory boards and faculty (full and part time), through identifying mutual connections, and through cold calling. Continually cultivate relationships for the benefit of WCSU.
Leverage educational benefits of relationships
- Bring representatives of the region’s rich cultural and professional mosaic into the classroom to serve as lecturers, student mentors, and advisors on student projects.
- Create a professional/artist in residence, depending on the expert’s background. Publicize the professional/artist in residence internally and externally.
- Use experts as adjunct professors.
- Create advisory boards for all relevant university programs.
- Tap advisory board members for assistance in areas such as creation of internship and cooperative experiences, development of a speakers’ bureau, and fundraising for specific initiatives.
- Carve out a role as facilitator/resource for conferences/symposiums for region’s leading professionals and their organizations (perhaps by developing a dedicated conference facility).
- Foster and arrange opportunities for student to attend and participate in cultural enrichment programs (e.g. Yale Repertory Theatre, Metropolitan Museum, Tanglewood Arts Center).
2.2 Take advantage of and seek opportunities for integrating global perspectives into curricular and non-curricular activities that are a function of the cultural diversity of the NY/CT metropolitan area.
- Articulate goals and metrics for globalization of curricular and non-curricular areas and organizations that support these goals. For example, develop short and long term goals for the integration of global issues into curriculum, and create measures which assess progress towards these goals. Additionally, build on community and organizational partnerships that offer cultural diversity to our students and faculty in student life activities.
- Use experimental opportunities such as the President’s Initiative as a platform for creating global content for courses.
- Identify grants from funding sources that emphasize/ focus on global education initiatives.
2.3 Improve placement opportunities for students by drawing more effectively on business and artistic resources in the community.
- Use contacts from advisory boards, faculty etc., to create placement opportunities.
- Highlight student work in areas such as service learning, art exhibits, etc. to create a portfolio /dossier to make a case for student employment opportunities.
- Join relevant professional associations and generate placement leads/opportunities from organization placement services.
- Create additional student internship/coop opportunities.
2.4 Develop and implement a robust fundraising program in Fairfield, Litchfield, Westchester, and Putnam Counties and New York City for scholarships, the general endowment, and other needs.
- Develop a series of compelling cases for support based on programmatic and strategic plans.
- Hire fundraising researchers and develop donor profiles and strategies geared towards targeted donors/groups of donors.
- Consult with advisory boards, faculty, etc. to develop fundraising leads.
- Cultivate sponsorship of programs (e.g. lecture series, arts events, degree programs, schools) based upon the identified and potential strengths of programs.
- Create sponsorship levels/opportunities e.g. Provost’s Circle, Dean’s Circle, etc.
2.5 Form partnerships with organizations that will enhance the viability and sustainability of the University Centers, programs, and initiatives.
- Join appropriate/ high profile professional organizations associated the area of expertise with Centers, programs, etc. Where possible, assume responsible positions within these organizations, sponsor/ co-sponsor conferences/ symposiums, etc.
- Develop and expand relationships as referenced in 2.1.
- Develop sponsorship opportunities and levels for strategic partner participation in centers. For example, Gold, Silver, etc., where each level has clearly identified benefits based on the expertise of the Center.
2.6 Publicize our regional distinctiveness.
Include a regional distinctiveness component in WCSU branding and marketing efforts.
Further develop an environment that values and affirms the unique contributions of Western's many constituent populations, recognizes the learning opportunities that differences can create and strengthens connections among our various community members.
3.1 Expand and enhance the diversity of our student body.
- Further develop and implement our Strategic Enrollment Management (SEM) plan to identify all the types of students that WCSU wants to recruit (demographics, majors, etc.), and include immediate and long-term goals.
- Include strategies which address student, faculty and staff orientation activities, as well as ongoing academic and student life programs, in order to develop and sustain a diverse university community.
- Involve faculty in defining criteria for use in targeted recruitment by major or program. Academic department should establish criteria that identify a prospective student profile that is consistent with student success and with the department’s goals and the university’s mission.
- Raise the competency bar for incoming freshmen, thus improving their graduation rate. Required applicant essays are one method to do so.
- Establish target profiles for full-time incoming students and recruit accordingly. Targets would include GPA, SAT, in/out of state, major, residential/commuter, athletics, others.
- Include special populations at WCSU such as part time, summer, graduate students, and online CSU, in overall SEM plan.
- Benchmark results of the implementation of the SEM to the criteria annually.
- Identify and expand recruitment strategies consistent with the SEM plan.
- Expand inquiry pool and increase applications through targeted recruitment and outreach activities directed toward prospective student populations including those in high schools, community colleges and non-traditional student sources.
- Provide mechanisms for sharing "lessons learned" among faculty for best practices of high school student recruitment by department/program.
- Strengthen appeal of WCSU to community college students through increased visits/presence, targeted scholarships, articulation agreements.
- Ensure that the SEM plan is in alignment with all other relevant university plans such as marketing, financial aid and development plans. Use the SEM Plan in conjunction with marketing, recruitment, and scholarship award decisions.
- Increase faculty involvement in the recruitment process, with a goal of 100% participation by academic departments in conversion activity.
- Solicit faculty who would be willing to allow prospective students to attend their classroom lectures on specified occasions. Have outstanding faculty provide special "one time" lectures for prospective students on high visibility occasions, e.g., honors student recruitment.
- Involve faculty in advisement and/or teaching programs with prospective students both on and off campus.
- Solicit information from each academic department about the activities/programs that prospective students in their discipline are likely to be involved with; use this information for targeted recruitment by major.
- Involve students, alumni, and parents in the recruitment process. For example:
- Establish a Student Ambassador Program for recruitment and as a resource for converted students, and explore structuring the ambassador program "for credit" as an internship.
- Ask parents to provide testimonials for marketing.
- Involve alumni in recruitment—to answer questions, and to demonstrate the value of the WCSU experience.
- Foster representation at admissions fairs.
- Support the SEM plan with an comprehensive institutional marketing plan and a robust financial/aid scholarship program — especially as it relates to developing an environment that values diversity, access, and excellence.
- Identify key audiences, messages, and vehicles; be willing to expand prospective student audience beyond the traditional feeder areas and schools.
- Develop marketing efforts that focus on the diversity of on-campus programs and activities and design specialized marketing approaches to highlight unique programs.
- Create a cohesive WestConn scholarship program with a marketing identity; promote and administer the program to recruit targeted students using a combination of need and merit/talent based awards. Develop specific scholarship program elements designed to recruit specific student profiles, e.g. possibly offer scholarships to every valedictorian in key recruiting areas.
- Increase fundraising efforts to grow the number of merit/talent based scholarships available for student recruitment.
3.2 Recruit and support a diverse faculty, staff and administration.
- Expand efforts to create diverse candidate pools. Increase collaboration among the academic and administrative departments, Human Resources, and the Director of Multicultural Affairs and Affirmative Action in developing recruitment strategies.
- Explore grant and other funding opportunities to support diverse faculty and diverse interests.
- Develop a mentoring plan that supports a diverse faculty and staff.
- Generate synergy between faculty recruitment and the University’s marketing plan so that diversity can become a selling point for potential hires.
- Generate synergy between the community opportunities and a diverse faculty and staff.
- Enhance the appreciation for the diversity of positions in the University by creating a “job shadowing” program.
3.3 Enhance and promote academic programs that promote diversity in academic disciplines. Also, provide support for existing or innovative programs that enhance and develop diversity in the areas of library resources, software, travel, etc..
3.4 Enhance and expand connections between students, faculty, and programs and the diverse community surrounding WCSU.
- Promote areas of excellence in the university and invite the Danbury and regional communities to participate in WCSU’s activities and programs that highlight diversity as a way to enrich all parties.
- Provide expertise, service and representation from university personnel to organizations whose missions are similar to WCSU’s. (e.g. Hord Foundation, The Bridge to Independence Through Career Opportunities).
- Encourage WCSU alumni to return to campus for special events, and assure them that their donations and participation are important to the University.
- Ensure that development activities reflect the great diversity of programs, people, and activities on campus and in the community (e.g. Macricostas Endowed Chair).
- Tie alumni invitations to campus to activities that encourage or promote diversity.
- Tie requests for alumni giving to programs that encourage or promote diversity.
3.5 Build on the diverse student body, faculty, staff, administration, and community, by developing and encouraging programs, events, initiatives, and opportunities that promote and reflect diversity.
- Identify, expand, and enhance places where these diverse interactions can occur.
- Encourage and promote student participation in university committees.
- Promote alumni involvement in the campus community.
- Identify alumni liaisons to various aspects of the university.
- Involve alumni in orientation and student life activities.
- Establish student support programming by alumni such as resume writing and career networking.
- Involve alumni in the annual graduation ceremony.
- Involve parents in orientation, student life, and parent’s club.
- Offer the opportunity each semester for parents to address faculty and staff regarding their expectations of WCSU for their children (focus/feedback groups).
- Provide a role for parents in fundraising.
- Plan academic and student support programs with diversity in mind.
Offer a range of quality academic programs, including featured signature programs that together educate a diverse student population, and meet the needs of the state and region.
4.1 Develop and apply guidelines that balance and prioritize components of the objectives of (a) offering a range of programs that educates a diverse student population and meet the needs of the state and region, and (b) offering quality programs, which generally requires limiting the number of programs to ensure adequate resources necessary to sustain quality.
4.2 Identify the range of academic programs to be offered at the university, both at the undergraduate and graduate level, across all schools.
- Investigate and provide the appropriate mix of academic programs which is responsive to student educational interests and needs.
- Begin to benchmark the university’s offerings with peer and aspirational institutions’ programs.
- Develop a template that allows for comparison of academic program offerings with the university’s mission statement.
- Improve and support ongoing advisement of students across all programs, including undergraduate and graduate, part-time and full-time, day and evening, non-traditional and transfer populations.
- Increase opportunities for experiential, cooperative and internship experience across academic programs.
- Prepare students to be life long learners and productive citizens.
- Provide a meaningful first-year experience for all incoming freshmen and transfer students where appropriate.
- Promote and support university-wide interdisciplinary activities that encourage interaction of diverse populations such as the President Initiatives, common readings, performing arts events, student cultural passports, distinguished speaker and athletic events.
- Utilize the university website and other media to promote activities to students, faculty and staff.
- Group activities together to maximize participation across diverse populations.
- Consider offering credit for attendance at activities that promote learning across disciplines.
- Develop a methodology for identifying and responding to state and regional needs within the context of WCSU’s mission, vision, and resources.
4.3 Identify quality standards for each academic program in keeping with the mission and vision of WCSU. Engage in continuous assessment of all programs to ensure that they meet established quality standards. Develop and implement improvement plans for any programs that fall below the standards.
Quality standards potentially may include:
- All programs eligible for accreditation will develop a plan to achieve this quality standard; those without accrediting bodies will engage in program review in their discipline.
- Student learning outcomes will meet specifically identified standards.
- Pass rates on professional examinations such as Praxis II, CPA, NCLEX.
- Placement rates with employers.
- Graduate school acceptance rates.
- Evidence of ongoing creative activity that supports faculty members’ teaching and provides currency in their disciplines.
4.4 Provide resources and foster activities that promote quality in university programs.
- Provide sufficient full-time faculty to maintain program integrity.
- Improve opportunities for faculty development.
- Provide infrastructure and support for faculty to meet student and program needs.
- Full-time faculty: provide release time for scholarly activity;
- Adjunct faculty: create the appropriate physical and technological environment, communicate university policies and procedures, and explain paths for career development.
- Link planning, budgeting, quality considerations, and academic programs.
4.5 Improve and maintain facilities that encourage university-wide interaction.
- Public spaces such as cafes, lounges, computer labs, quad areas, library group study spaces, Student Center facilities, Ives Concert Hall, Higgins Art Gallery and the opportunities at the new Westside Campus Center should be available to students, faculty and staff.
- All university gathering spaces should be listed in one location, and individuals and groups should be assisted in reserving such facilities.
- Faculty areas should be developed on each campus.
- University members should receive regularly an up to date list of facilities available for academic and non-academic activities.
- Technology enhancements, such as wireless gathering areas, should be explored, with a goal of bringing diverse university groups together.
4.6 Develop a process to define and articulate our signature programs for the purposes of branding and marketing, recruiting, and creating an identity for the university.
Potential criteria for Signature Programs may include:
- Strengthen our partnerships with the people and institutions of Connecticut.
- Meet the needs of the state and region.
- Personal and professional development
- Contribute to and be consistent with the university’s unique identity.
- Be attractive to donors, potential students, and faculty in relation to the mission, goals, and objectives of the university.
- Enhance recruitment of students.
- Improve institutional advancement opportunities.
- Serve as an intellectual and cultural center for the region.
- Be accredited, have potential for accreditation, or external recognition if no accrediting body exists.
4.7. Communicate effectively to targeted audiences about the range and quality of academic programs; incorporate messages and descriptions in institutional marketing plan.
Foster a holistic approach to intellectual and social growth and development that prepares students to be productive citizens of the state of Connecticut and the world by developing their knowledge, experience, and critical thinking and by fostering life-long learning characterized by intellectual curiosity, imagination, and creativity.
5.1 Expand opportunities to strengthen partnerships between faculty and students in the academic arena in order to strengthen the collaborative nature of the educational experience provided by WestConn.
- Implement first year experience proposed by the General Education Committee.
- Promote extra-curricular student research and scholarship.
- Create permanent learning communities.
- Strengthen faculty/student connections.
- Encourage respect and respectful treatment for all people by incorporating the values into the university culture.
- Strive to maintain small class size.
- Create places for faculty and students to “hang out”.
- Utilize technology as a means of facilitating communication between faculty and students.
5.2 Emphasize connections between learning opportunities on campus and the regional and global environments.
- Develop and promote social action programs for students (e.g. American Democracy Project, community service opportunities, etc.).
- Build connections with the Danbury community.
- Encourage study abroad experiences.
- Integrate existing work experiences with learning experiences.
- Encourage experiential learning for every student.
5.3 Strengthen and expand academic support practices so that our students are more likely to realize their potential and better able to take advantage of the opportunities that our university provides.
- Establish a consistent and sustained effort to prepare freshmen before and during their first year for college-level work, and assess their overall and academic performance carefully and frequently.
- Provide timely intervention with at-risk students.
- Recognize and celebrate outstanding students.
- Explore additional support for students in reading and developmental math; explore increasing the number of student tutors in learning labs.
- Explore additional support for students with learning disabilities and other situations that affect academic success.
- Create a “Student Success Center” in which all support services are packaged together and located in student-accessible space.
- Coordinate retention efforts systematically.
- Educate community about support systems.
5.4 Further develop and maintain a campus culture that appeals to students, faculty, staff and the community.
- Create a Master Plan to improve physical campus.
- Right size housing to improve housing experience.
- Establish a Visitors Center on each campus.
- Improve transportation between campuses.
- Improve physical facilities for student/faculty/staff to “hang out”.
- Enhance and focus student life programming to meet student interests while providing intellectual and social development.
- Improve recreation and fitness/wellness programming to appeal to and engage the majority of residential students.
- Establish and maintain a perpetual calendar of regular and predictable activities.
- Position and promote intercollegiate athletics in university life to develop university pride and affinity among students, alumni, faculty, and staff.
- Define and assign responsibilities for summer school and intersession.
- Continue to examine and revise non-credit programming.
- Plan and implement ongoing cultural programs for students including music, the arts, theatre, dance and film events aimed at intellectual and social growth as well as entertainment.
- Develop protocols for communication of campus events to students on a regular basis (e.g. electronic, print and other media).
- Develop and implement a plan for the best use of new Westside campus center to meet university needs and priorities.
- Develop an awareness of specialized services such as counseling, career development, campus ministries and disabilities office among those who would benefit from them.
- Establish joint academic/student affairs programs in the residence halls such as faculty in residence, theme housing, arts in the residence halls, featured lectures, and international programs, when beneficial.
5.5 Improve and enrich the advising experience so that both faculty and students value advising as an integral part of life at a university.
- Improve advisor training by:
- Creating a comprehensive advisement manual and website.
- Designing and offering an advisement training module for new and existing faculty members and new students.
- Hire faculty members who value the priorities and environment of a primarily teaching institution.
- Incorporate advising into faculty evaluation.
- Strengthen advisement during the summer.
5.6 Enhance scheduling to optimize the academic experience.
- General education course scheduling
Within departments, courses that fill general education requirements should be available in both MWF and TR schedules, with reasonable balance between these two formats.
- Evening scheduling
- Schedule multiple-section evening courses (particularly developmental courses and general education courses) on two evenings rather than one where practical and desirable.
- Offer more evening classes so that evening students may complete their degrees in a quicker time frame.
- Standard time slots
Schedule all courses below the 300 level taught between 8:00 AM and 3:00 PM in standard MWF and TR slots.
- Use software to project course scheduling needs to allow students to move through their programs in a more timely fashion.
- Restricted registration in general education courses
Upper-level students who have not filled particular general education requirements should be given priority registration for the required general education course, followed by lower-level students, and last by upper-level students who have already filled the general education requirement in question.
Deliver outstanding value to students through effective management of the university and the provision of student financial assistance, thereby maintaining the affordability and access of a mid-sized public university while creating the quality experience of the best private institutions.
6.1 Effective university management through integrated planning and decision-making
- Develop and maintain a cohesive set of plans to set the direction and guide the decisions of the university. Ensure all plans reflect the university vision and incorporate fundamentals of institutional quality and student affordability. Establish processes to review the plans periodically, regularly assess progress vs. plans, and make adjustments as warranted. Plans to include:
- Strategic plan (Target plan “completion” Fall semester 2006). The strategic plan sets forth the vision and goals of the university and the primary strategies for achieving these goals. All other plans are developed to support the strategic plan.
- Academic plan
- Financial plans, both capital and operating (budgets)
- Strategic enrollment management plan
- Physical plant master plan. (Target plan “completion” March 2007)
- Information technology plan
- Fundraising and campaign plan
- Student Affairs (student engagement and support) plan
- Institutional identity and marketing plan
Establish and enhance institutional identity through the incorporation of WCSU’s comparative advantages such as outstanding faculty, small class size, and location. Enhance visual identity (university name, colors, logo, mascot, print standards, etc.) and utilize consistent branding in all university communications.
Assign responsibility for institutional marketing to Institutional Advancement, with recruitment/enrollment management as a primary constituent; assign responsibility for University web site to Institutional Advancement accompanied by the necessary resources.
6.2 Affordability and access through scholarship and student aid
Develop and apply a well-funded scholarship and student aid program, consisting of need, merit and talent based awards, to facilitate recruitment and retention of targeted students and to maintain access and affordability.
- WCSU scholarship program
Create a cohesive WestConn scholarship program with a marketing identity; promote and administer the program to recruit targeted students using a combination of need and merit based awards. Develop specific scholarship program elements designed to recruit specific student profile, e.g. possibly offer scholarships to every valedictorian in key recruiting areas.
- Fundraising campaign for scholarships
Establish fundraising goals and the case for support for the need and merit based scholarship program; kick-off and implement scholarship fundraising campaign.
- Packaging/marketing financial aid and scholarships
Coordinate administration and communication of awards for need, merit and talent for admitted students; package, label, and market combined awards to recipient students on a more timely basis for greater impact. Convey the total amount of all awards, and clearly reference the % of total tuition and fees covered by the combined award when appropriate for recruitment. Institute deadlines for scholarship applications.
- Recognition of scholarship recipients
Institute annual traditions honoring incoming and returning scholarship students (and possibly prospective students not yet committed); consider a recognition event with students, faculty and donors; consider a special event at orientation for scholarship recipients.
- Maximization of scholarships and other student aid for recruitment purposes
Give first priority for all WCSU and WCSU Foundation scholarship and student financial aid awards to the admissions office to use in recruitment, including those designated by major; if not awarded via recruitment, then departments would take responsibility for awarding for retention. Exception: talent-based scholarships that require auditions; these programs would work with the admissions office to provide selection criteria and would make the final decision.
- Student employment
Provide meaningful student employment opportunities on campus, at expanded levels if possible. Communicate effectively to students, faculty, and staff regarding the availability of student employment opportunities and how to participate.
- Internal student aid
Explore potential internal techniques for increasing student aid, such as summer housing discounts, increasing the tuition set-aside, earmarking E&G (spell out) funds for student aid. Analyze the cost/benefit of these potential techniques to the university within the context of its plans and strategic objectives.
6.3 Strategic resource allocations system-wide
Work with the CSU System Office to improve resource allocation methodology as appropriate.
- Pursue establishment of optimal enrollment goals for WCSU and each university – to avoid the need to increase student head count for purposes of preserving or increasing relative state fund allocation.
- Pursue adjustment of the funding distribution model to promote equitable base distributions among the universities and the system office given the enrollment goals and status and other strategic and practical factors. The adjusted model would take part-time students into account as well as full-time students.