Transcript Welcome back! - Bemidji State University

BSUFA Senate Meeting
Spring 2013
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Academic Beliefs
Academic Mission
Academic Core Values
Academic Programming
Priority Areas
Goal Areas
Definitions
Process
MAP
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Mission
Vision
Themes
Values
Goals
Initiatives
Work Plan
Strategic Plan
Bemidji State University will offer students an
exemplary educational experience, both
residential and online. Regardless of a student’s
chosen pathway to a degree, BSU students will
demonstrate growth in academic learning, in
living BSU’s core academic values, and will rank
number one within the MnSCU System on the
following outcomes:
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As a leading regional public university in
the Upper Midwest, Bemidji State University
will be an international magnet for
educational excellence, innovative
instruction and enrichment through
service.
1. Percent of students passing state licensure
exams.
2. Percent of students with study
abroad/semester abroad experience.
Percent of students graduating with more than
one credential.
Percent of students participating in service
learning, practicums, internships and other
community-based educational experiences.
Percent of students engaged in environmental
stewardship activities.
MAP
Strategic Plan
Bemidji State University is
an undergraduate
institution with specialized
and distinct graduate
programs where academic
content and delivery of that
content is grounded in the
principles of social justice
and democracy.
MAP
Through distinguished
teaching, discovery and
diverse experience grounded
in liberal education, Bemidji
State University prepares
graduates who are confident,
compassionate and inspired to
lead lives of character and
significance in their chosen
field.
Strategic Plan
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Creative and critical
thinking.
Living democratic
principles.
Inclusion of students, staff,
faculty and administrators
in all aspects of university
life.
Highly interactive, relevant
and engaging teaching and
learning environments.
MAP
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Respect
Integrity
Diversity
Wellness
Leadership
Strategic Plan
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Health and human capacity
Personal and social
responsibility
Learning, knowing, and
understanding the role of
business related activities
Writing/reading/speaking/lis
tening across the university
Curricular integration,
particularly in liberal
education
MAP
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Environmental stewardship
International/multicultural
understanding
Civic engagement
Access to educational
opportunity
Appreciation for the rich
heritage of BSU and
northern Minnesota
Strategic Plan
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Financial sustainability
Distinctiveness
Internationally competitive
Organizational
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MAP
Connect to our
communities
Liberal Arts
Innovation, Access,
Persistence & Student
Success
Education of Enduring
Worth
Strategic Plan
Due to reductions in state aid, BSU is moving away from
dependence upon state funding and towards increasing
dependence on tuition and external funds.
 Pursue new budgeting models
 Strategically allocate all future faculty and staff positions
in Academic Affairs to support the master academic plan
 Expect that, whenever possible, future faculty positions
be interdisciplinary
 Expect that faculty members hired into those positions
are both willing and able to contribute to the liberal
education of our students, both on-ground and online
 New faculty lines will primarily come from expanding the
80/20 program model, providing accessibility to BSU
programs for new student populations.
Goal 1: Enhance and strengthen University outreach.
 Develop, foster and enhance opportunities for University students, faculty,
and staff to engage and connect with our constituents and the many
communities we serve through service learning, internships, mentorships,
community advocacy, field experiences, class projects, practicums, etc.
 Explore additional opportunities for partnerships between the University and
our local & regional community.
Goal 2: Explore new opportunities for community members to engage students,
faculty, and staff to enrich scholarship, research, and creative activity on
campus.
 Engage external stakeholders through expansion of Alumni in the classroom,
mentoring opportunities, expansion of SSCA Conference, new partnerships &
collaborations.
 Support the work underway to create the BSU Leadership Academy.
 Assist in the development of new ideas to engage external stakeholders.
 Provide opportunities for external community to comment on civic
engagement activities and campus/community partnerships.
Goal 3: Improve coordination and oversight of community engagement and
service learning opportunities.
 Establish a common understanding of civic engagement through enhanced
communications on campus and with community partners.
 Identify the responsible office/area that will provide the coordination and
facilitation of community engagement activities. (e.g. Creation of an Office
of Community Engagement )
 Establish an advisory group comprised of campus and community members
to help develop and implement community connections.
Goal 4:Access and promote ongoing community and civic engagement
activities.
 Conduct annual assessment of outreach activities by University students,
faculty, and staff.
 Publicize findings of the annual assessment to demonstrate the socioeconomic impact of service learning and other partnerships with the
community.
 Conduct external needs assessment to help inform and direct community
engagement efforts and activities.
 Perform a comprehensive review every five years of community engagement
activities conducted by students, faculty and staff.
 Explore becoming a Carnegie Foundation Community-Engaged Campus.
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While Bemidji State University is responsible to develop the
future workforce and to serve as an economic engine to grow
the regional economy of northern Minnesota, we are much
more than a school to work site. As a public, regional
university, we also have a civic responsibility and moral
obligation to enhance the intellectual, social, and cultural
capital of northern Minnesota. We know that potential
students have an array of educational opportunities in higher
education where admissions range from highly selective to
open access, where costs range from free to exorbitant, and
where quality ranges from questionable to exemplary. We
choose to be distinctively different from regional public and
private universities through the following:
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Infuse the AAC&U’s essential learning outcomes and high impact practices in
the BSU’s general education program.
◦ Initiative – Ask the Liberal Education Committee to identify a model by
October 15, 2013.
◦ Initiative – Share the model with the broader university by November 1,
2013 with feedback by December 15, 2013.
Establish additional graduation requirements that support the MAP.
◦ Initiative: Student experience with the signature themes
◦ Initiative: a non-English (natural or programming) language requirement
that can be met in a variety of ways such as, proficiency in a non-English
language acquired in high school, successful completion of study of a year
or more of a non-English language.
Create a freshman seminar and a senior seminar (capstone) that infuse
“problem solving” models to promote integrative and interdisciplinary
thinking.
Provide faculty enrichment opportunities focused on enhancing pedagogy.
◦ Initiative: High impact practices in teaching
◦ Initiative: The nature of the brain, cognition, and meta-cognition
◦ Initiative: Collaborative teaching
◦ Initiative: Course design and assessment
◦ Initiative: Problem solving, integrative and interdisciplinary thinking
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The entire university community must be globally astute and
able to help prepare Bemidji State University students for
living, working, and learning anywhere on the planet. The
increasing number of Americans working abroad, the
increasing number of international students coming into the
U.S. to pursue education, and the increasing number of foreign
workers immigrating to the U.S. confirms the need to prepare
our students for global life. This requires extended
experiences abroad for as many members of the BSU
community as possible and especially for our students, many
who come from small, rural communities throughout northern
Minnesota.
Goal 1. Foster a creative university environment that supports the
implementation of new ideas. Assessing the current status and future needs of
the university to create a structure to implement new strategies for innovation
and access.
Initiatives:
 Establish a task force of students, faculty and staff to specifically identify and
define root causes of barriers to creativity and innovation on campus.
 Establish a Center for Creativity & Innovation to foster the proposal of
solutions which address barriers to innovation and also champion new
campus initiatives in areas such as curriculum development, course delivery,
organizational structure, collaboration, accessibility of students, etc.
 Promote an environment of innovation and creativity through the search,
hiring and retention process for faculty and staff as well as encourage faculty
externships and exchanges.
 Promote an environment of learning, knowledge and competence in students
by increasing their level of participation and access to university resources
such as Honors Council Lectures.
Goal 2. Design and implement innovative strategies that demonstrate and
celebrate collaboration and partnering with students, faculty and staff.
Promoting a culture of innovation with students, faculty and staff who are all
aligned for the common good and benefits that come through true
collaboration and a mutually supportive organization.
Initiatives:
 Prepare students for the real world by requiring all degree programs to offer
a variety of experiences beginning in the freshman year with potential
employers, the community and across university departments including
activities such as practicums, field trips, job shadowing, service learning,
research projects, case studies, portfolios and e-mentoring.
 Develop and promote a university wide system to expand the availability of
individualized and competency based learning, including strategies such as
prior learning, test-out and work and life experience assessment.
 Create and implement a capstone “last year experience” course for
graduating seniors that would serve as a bookend with the First Year
Experience course and a transition for life and employment after graduation.
Encourage faculty and staff to take an active role in reaching out to students
through student campus organizations such as student senate and mentor
them to increase the level of student engagement as it relates to university
activities, committees and decision making processes.
Goal 3. Create an individualized student plan model for success that includes
purposeful advising which leads to degree completion. Developing processes to
focus on the needs, wants and expectations of students.
Initiatives:
 Implement a student advising skill training program for faculty and staff.
 Identify and implement personalized learning and retention strategies that
address the unique needs of a diversity of learners such as age, culture,
geography, social, economic and learning challenges.
 Identify and incorporate soft skill development strategies for students
throughout the university curriculum to address topics such as social and
interpersonal communication.
 Develop and disseminate a master 4-year campus course schedule.
 Create and install uniform faculty/staff photo directories for every
department/office on campus.
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The university is dynamic. Change is the only constant and
continuous quality improvement efforts are the only way to
productively manage change. We believe it essential to always
evaluate the organizational structure of the university and the
academic units within the university, moving where needed to
improve efficiencies, enhance quality, and provide
opportunities that help us live our vision, mission and values
while meeting our strategic goals.
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Inputs (internal university capacities/resources)
◦ Organize existing ongoing data collection(s)
 Graduate income
 Graduate rates
 Student employment
 And so on
 Accountability: Doug Olney’s office?
◦ Major capstone experience
 Students required to demonstrate learning appropriate to their major
 Departments decide how to accomplish this (internship, capstone, etc.)
 Accountability for measurement: Major programs
◦ Alumni Survey
 10 general questions (classroom experience, non-classroom
experience)
 10 program specific questions
 Accountability: Academic Affairs & Departments
◦ Advisory Boards
 Developed & administered by programs
 Accountability: Academic Affairs & Departments
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Outputs (external performance of graduates)
◦ Task: identify employers/ internship supervisors/ CEOs/ HR
managers
 Then: generate conversation about (1) whether programs
are preparing students appropriately? And (2) is the
communication process with BSU a valuable experience
for employers?
 Accountability: Academic Affairs or Faculty Senate?
◦ Students/Families
 Was the BSU experience valuable preparation for career?
 This should be longitudinal process
 Accountability: Doug Olney’s office?
◦ Community at large
 (This has not been defined at present)
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Comment period November 2012 through January 2013
Revisions/edits by deans’ council in February
Work plan/timeline with assignments created by deans’
council in February
Hard copy distribution of proposed final draft went out in
March for comment
Taken to M&C/BSUFA senate in March
Work plan implementation in fall 2013
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Drafting in small and large groups througout 2012-2013
Draft out for review now through April
External focus group reviews in March and April
Editing of draft end of April
Proposed first ‘final draft’ end of April/first of May
Proposed final draft goes through M&C process
Approval of final draft in fall 2013
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10% of BSU residential population is international
At least 120 BSU students will go abroad each
semester
Increase # of visiting professors to 4/year
Support at least 5 faculty abroad each year through
CIEE or work abroad opportunities
Internationalize campus and community
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Partnered with CIBT to recruit international students and link
us to quality universities for BSU students to go abroad at an
affordable rate
Bringing KGIC Global Learning Center and intensive English to
BSU January 2013
Created summer camps for international students
Added a full-time staff member to international program
center
Formed a university-wide internationalization team
Appointed Director of International Relations
Revising our International Studies program
CIBT Education
Group Inc.
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Signed as a member of American Association of State
Colleges and Universities international consortium with CAEIE
for 1+2+1 dual degree programs
 25 U.S. universities
 42 Chinese universities
Programs to consider
◦ Biology
◦ Design Technology
◦ Music
◦ Special education
◦ Psychology
◦ Business
◦ Computer science
◦ Others
Creation of course equivalencies and guides
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Exchange agreements signed with partner universities. Each
location will exchange 10-15 students each semester and most
have faculty work abroad opportunities:
 Weifang U, China
 Liaoning U, Shenyang, China (revised)
 U of Reykjavik, Iceland
 U of Comoros Islands, Comoros
 HELP University, Kuala Lumpur, Malaysia
 Kyung Hee University, Seoul, South Korea
 Global Institute of Management and Economics, Dalian,
China
 Beijing Institute of Science and Technology, China
 Capital Normal University, China
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Exchange agreements to sign this spring or summer
• U of Lucerne, Lucerne, Switzerland
• CIBT International College of Guangzhou U, China
• Sprott-Shaw Degree College, Vancouver, Canada
Seeking partnerships
• Two universities in Argentina
• Two universities in Brazil
Faculty teach abroad/exchanges
• Semester or year abroad in place at
o Weifang U, Weifang, China
o GIME, Dalian, China
o Liaoning U., Shenyang, China
o HELP, Kuala Lumpur, Malaysia
o BIST, Beijing, China
o Capital Normal, Beijing, China
o Kyung Hee University, Seoul, South Korea
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Two full scholarships to Guangzhou U for BSU
students available now
‘Passport program’ credential for students in
development, led by Tom Beech
Faculty coordinator (Janice Haworth) will assist
faculty and students in pursuing international
grants with Fulbright, Rhodes, Bush
opportunities for students and faculty
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Faculty research abroad opportunities through CIEE led by
Sanjeev Phukan
o 3 slots filled for summer 2013 for faculty to research
abroad approved
CIBT provides 6 positions for BSU students to work abroad
each Chinese educational term
BSU Student electronic music ensemble (Voltage) plus their
faculty mentor will visit Weifang U mid-May through midJune
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Meetings with local civic groups
Meetings with local leadership group: Greater Bemidji
Meetings with local Bemidji Chamber of Commerce
Media publicity
Enjoy spring in balmy Bemidji