Goal 1: Foster Transformative Education
Foster transformative education by creating a community that values and supports all members in their pursuit of lifelong learning.
Objective 1.1: Build curricular strengths. Shape our program array and curricula to build on our programmatic strengths.
Objective 1.2: Promote academic and career success. Create curricular and co-curricular experiences that promote students’ academic and career success.
Objective 1.3: Create an inclusive educational experience. Enhance students’ diversity, equity, and inclusion competencies through curricular and co-curricular experiences.
Objective 1.4: Enhance student support. Provide equitable, high-quality services and programs that enhance the academic experience and promote student success.
Accomplishments
This section will be updated each semester to highlight key accomplishments related to each goal. More information to come after the first semester of implementation.
Key Performance Indicators
Dashboards with metrics specific to each goal are currently under development.
Current Status
Each year the university will identify a top priority for each goal. These priorities will change as the university evolves. The top priorities will be worked on in conjunction with other parts of the plan.
| Section | Name | Contact | FY20 | FY21 | FY22 | FY23 | FY24 |
|---|---|---|---|---|---|---|---|
| 1.1 |
Build curricular strengths. Shape our program array and curricula to build on our programmatic strengths. |
Susan Hanson Craig Wilson Mike Compton |
- | - | - | - | |
| 1.1.a |
Invest in curricular strengths and support innovative programs. Continue to advance our curricular strengths to support academic rigor and innovative curricula and pedagogies. |
- | - | - | - | ||
| 1.1.b |
Develop new associate's, bachelor's, and master's degree programs. Explore new degree programs that align with prospective students' interests and industry needs. An emphasis will be placed on two-year degrees and developing a pipeline of students seeking four-year degrees and alternative education opportunities (such as certifications). |
- | - | - | - | ||
| 1.1.c | Build community engagement by enhancing connections with K-12 partners. Enhance partnerships with K-12 teachers and administrators by emphasizing earlier opportunities for career exploration. These activities will provide collaborative programming that includes K-12 students and faculty, university students, university faculty and staff, and industry representatives where appropriate. | - | - | - | - | ||
| 1.1.d |
Seek community partnerships that connect curricula and experiential learning opportunities to industry and regional strengths.Identify and build on connections between the curricula and our regional strengths. Partnerships can enhance regional economic, ecological, and cultural resources and promote university growth. |
- | - | - | - | ||
| 1.2 | Promote academic and career success. Create curricula and co-curricular experiences that promote students' academic and career success. | Susan Hanson Linda Mulroy-Bowdwn Eric Fleming |
- | - | - | - | |
| 1.2.a | Research the implementation of meta-majors to highlight and connect core programmatic strengths with student interests. Improve students' ability to navigate their academic path and reduce time to graduation by exploring the use of meta-majors. Meta-majors are groupings of majors connected by general interest areas (such as "STEM" or "Arts & Humanities"). Meta-majors assist students with academic planning, reduce the penalty for changing majors by focusing on student's general interests form the onset of their academic career, and help connect general education goals to majors. |
|
- | - | - | - | |
| 1.2.b | Expand delivery of educational programs through multiple modalities, such as hybrid and streaming courses, and 100% online and collaborative programs. Provide support for expanding program delivery options and potentially expanding our course offerings. Identify definitions, options, parameters, support mechanisms, impact on funding structure, etc. |
Top Priority
|
- | - | - | - | |
| 1.2.c | Augment educational experiences that develop essential skills, such as critical thinking, communication, and problem solving. Align pedagogies to encourage students' development of competencies desired by employers. Help students understand the connections between their coursework, career development activities, and their desired career aspirations. |
|
- | - | - | - | |
| 1.2.d | Provide more opportunities for career development and exploration outside of the classroom. Offer earlier opportunities for career development and exploration outside of the classroom, such as job shadowing and career fairs. | - | - | - | - | ||
| 1.2.e | Develop robust, well-supported processes for gathering data about alumni's career pathways. Commit to university-level processes for gathering and sharing information about the post-graduation pathways of alumni, including alumni surveys, the First Destination Placement Survey, data mining, etc. This strategy will be beneficial to curricula planning, recruitment, and marketing efforts and allow us to better understand career pathways and industry connections. | - | - | - | - | ||
| 1.3 | Create an inclusive educational experience. Enhance students' diversity, equity, and inclusion competencies through curricular and co-curricular experiences. | Chanaka Mendis Emily Stier Melissa Gormley |
- | - | - | - | |
| 1.3.a | Infuse diversity, equity, and inclusion competencies into the curricula. Collaborate with academic program to infuse diversity, equity, and inclusion competencies into general education and major coursework. Effective diversity, equity, and inclusion education is not ad hoc, but integrated into the curricular and co-curricular content. | - | - | - | - | ||
| 1.3.b | Create a comprehensive diversity, equity, and inclusion training model to increase outreach and accessibility. Expand programming and training platforms. Current university data shows that there is a need to focus on topic areas of mental health, disability, sexual violence, race, gender identity, and sexual orientation. Topic areas are subject to change to fit trends of institutional, political, national, state, and regional climate. | - | - | - | - | ||
| 1.3.c | Embed diversity, equity, and inclusion competencies into employee orientation, professional development, and evaluation. Commit to providing developmental opportunities for all university employees that encourage the acquisition of diversity, equity, and inclusion competencies. | - | - | - | - | ||
| 1.3.d | Enhance collection and dissemination of campus climate data and foster initiatives to address areas of need. College and disseminate campus climate data to improve the experiences of students, faculty, and staff. A more consistent approach will allow the university access to the information it needs to encourage meaningful change. | - | - | - | - | ||
| 1.4 | Enhance student support. Provide equitable, high-quality services and programs that enhance the academic experience and promote student success. | Karen McLeer Laura Franklin Jodi McDermott Kate Demerse |
- | - | - | - | |
| 1.4.a | Access equity gaps in academic benchmarks and ensure direct student services are provided to address disparities. Identify equity gaps in key measures of student success and academic quality. Develop and maintain a continuous cycle of assessment to align strategy with student services to eliminate equity gaps. | - | - | - | - | ||
| 1.4.b | Formalize an advising framework, provide professional development, and articulate expectations for professional and faculty advisors. Provide the structural framework necessary to clarify and value the role of advising as a teaching practice. Articulate an evaluation process for all advisors and develop standards for the evaluation process. |
|
- | - | - | - | |
| 1.4.c | Integrated and promote use of a student success management system. Provide holistic support for students by streamlining communications and appointment scheduling, providing a central place for notes and information about the student's academic progress, and giving students more direct self-service tools and easy access to services across campus. This system will also provide advisors with more timely, actionable information as they support students. As part of a UW System investment, UW-Platteville has already begun implementation of Navigate (formerly Compass). |
|
- | - | - | - | |
| 1.4.d | Enhance support services to align with student needs. Align the academic support programs and student services areas to better meet the out-of-classroom needs of current and potential students. Special emphasis will be placed on the support services available at the branch campuses. Solutions will need to be unique for each campus to best serve their respective student populations. | - | - | - | - | ||
| 1.4.e | Develop a sophomore year experience to enhance student retention. Help sophomore students persist and graduate by implementing a sophomore year experience. National research indicates that sophomore students face uncertainty about their major choice if they cannot see a clear connection between coursework and career. Sophomores may also struggle with their sense of identity, connection to campus, and financial obstacles. | - | - | - | - |
