The University of Toledo’s Path to Excellence

Strategic Plan

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Strategic Planning Co-Chairs
Laurie Dinnebeil, distinguished professor and department chair, Early Childhood and Special Education
Anthony Quinn, associate professor and assistant dean for Diversity and Inclusion, College of Natural Sciences and Mathematics

strategicplanning@utoledo.edu

GLOSSARY FOR KEY TERMS

I: Student Success and Academic Excellence

We define student success as the added value that a college education brings to a student’s life. This includes securing a job and pursuing a successful career that will provide economic and social mobility, as well as work satisfaction. It encompasses the development of problem-solving, civic and global engagement, and applied learning. Within this agenda, UT endeavors to empower students for lifelong success as citizens, scholars and leaders to serve locally, nationally and globally through engagement and service.

Undergraduate retention and degree completion are complex processes best addressed through a multi-pronged application of best practices and nationally proven strategies. These include early arrival programs; success coaches; Starfish early alert progress surveys; TRIO programs (federal programs such as Upward Bound, Talent Search, Educational Opportunity Centers, Ronald E. McNair Postbaccalaureate Achievement, Student Support Services); co-remediation tutoring for English/writing and math courses; Ohio Math Initiative; quantitative reasoning for non-STEM majors as math gateway courses; military services; assertive academic advising and tutoring; mentorship; living and learning communities; departmental and student organizations; career exploration and assessments; internships; residential life programs; optimized course scheduling; cohort experiences; career exploration; College Credit Plus and other advanced placement options; mid-term grade reporting; and focus on drop-fail-withdraw (DFW) rates.

The UT Strategic Enrollment Plan articulates enrollment and retention goals and strategies.

We define co-curricular programs as learning that is related to a formal course of study or exists separate from it, as in cooperative education, internships, athletics, clubs, organizations, student employment and service, etc. Some call these extracurricular programs, but we see them as contributors to student learning. (Wankel, L.A., and Wankel, C. (2016). Integrating curricular and co-curricular endeavors. Bingley, UK: Emerald Group Publishing Limited, p. 5.)

A First-Year Experience Program incorporates aspects of early arrival programs, cohort programing, learning communities, etc. to help students acclimate to college and develop basic college skills and success skills. This would be a year-long extension of UT’s current early arrival program, incorporating a learning theme. A Second-Year Experience builds on these programs to continue to support students towards success and retention.

The Strategic Plan for Diversity and Inclusion 2016.

The first-year retention and six-year graduation rates are specified calculations from the U.S. government and reported by the U.S. Department of Education at https://nces.ed.gov/collegenavigator/. All U.S. colleges and universities report this data each fall in a common census process. The data is based on first-time, full-time undergraduate students who enroll initially in the fall term. This data does not capture students who commence their studies in the spring, part-time students or transfer students.

Underrepresented minorities as specified by the U.S. government include black or African-American, Hispanic/Latino, American Indian or Alaskan Native, or Native Hawaiian or Pacific Islander.

The National Survey of Student Engagement is a national survey designed to capture information about undergraduate students and their attitudes toward and experiences during college. UT conducts this survey every two years; it was last conducted in 2014-2015. Institutions typically compare their NSSE scores to those of comparable institutions in their Carnegie Classification (UT is an R2: Doctoral University).

UT currently provides alternate degree pathways, such as combined degree programs (MD/JD, MD/PhD, MD/MBA, PharmD/MBA), 3-year undergraduate degree pathways and multidisciplinary programs.

The UT health-care system comprises The University of Toledo Medical Center, University of Toledo Physicians and UT’s health-science colleges, including the Colleges of Medicine and Life Sciences, Health and Human Services, Nursing and Pharmacy and Pharmaceutical Services. The Academic Affiliation is an agreement between the College of Medicine and Life Sciences and ProMedica.

Many graduate and professional programs rely on standardized, multiple-choice examinations to help admissions offices assess applicants. The College of Medicine and Life Sciences uses the Medical College Admission Test (MCAT).The Law School Admissions Test (LSAT) is a standard measure of acquired reading and verbal reasoning skills that law schools use as one of several factors in assessing applicants for law school.

Institutional Student Learning Outcomes are being developed by the UT Assessment Committee in conjunction with the colleges for implementation in 2017. After the Institutional Student Learning Outcomes are established, the UT Assessment Committee will select a standardized tool with the data baseline established by AY 2017-18, with aspirational goals established thereafter.

Quality Matters is a nationally recognized, non-profit membership program that, through peer review against a rigorous rubric, establishes quality standards and provides certification for distance-learning courses and, through training and certification, of distance-learning educators.

Experiential learning includes internships, co-ops, research, field placements, clinical placements, study abroad, student teaching, service learning, and performances or exhibitions.

The undergraduate student placement rate equals the percentage of graduates who are employed, continuing education or pursuing post-graduate service or military within six months of graduation.

II: Research, Scholarship and Creative Activities

The Carnegie Classification of Institutions of Higher Education is recognized as the leading determiner of institutional diversity in the U.S. Its classifications are based on empirical data. UT has several classifications: It is an R2: Doctoral University due to its high level of research. It also qualifies as a Research Doctoral: Comprehensive Programs, with Medical/Veterinary School because of its graduate instruction. And it is classified as a Community Engaged Institution.

III: Faculty, Staff and Alumni

Retention rate, as defined by the Society for Human Resource Management, “is the number of individual employees who remained employed for the entire measurement period (such as a year, or a quarter) divided by the number of emloyees at the start of the measurement period, multiplied by 100.”

UT defines a friend as a person who is not a graduate of the University, but who shows significant and continued interest in and support of the institution, including, but not limited to financial support. Friends may be local or may reside outside northwest Ohio. UT defines a stakeholder as a person, or a person representing a company or organization, who has provided support to UT. That support may include, but is not limited to, hiring UT graduates, participating in and supporting research, providing speakers for courses and serving as mentors for students in programs affiliated with the company’s or organization’s core business.

IV: Fiscal Positioning and Infrastructure

UT Multiple-campus Master Plan

The annual Moody’s ratios measure the financial stability of leverage, credit and debt for corporations and nonprofit organizations, including colleges and universities. The two key ratios address leverage and overall debt burden.

The National Study of Instructional Cost & Productivity, also known as the Delaware Cost Study, is produced by the Higher Education Consortia, University of Delaware. The study provides a way for colleges and universities to obtain comparative analysis regarding faculty teaching loads, direct instructional cost and budgeted scholarly activity.

State Share of Instruction (SSI) is the formula through which Ohio public institutions of higher education are funded based on policies and incentives developed by Ohio’s governor and legislature. The formula is adjusted regularly in support of policy initiatives or “college incentive programs.”

A comprehensive review of administrative function areas, operational processes and indirect cost recovery would include those administrative areas vital to UT’s core mission and those that are useful and important, but secondary, to the core mission. For example, the grants office is core to the research mission, while a conference center would be helpful to the scholarship mission, but not vital to the core mission. Operational processes include a shared service center, automation of processes, flattened organization with increased span of control, and job redefinitions to reduce costs and boost productivity. Reviews might include benchmarking operations against those of peers, developing more efficient ways to accomplish administrative functions and devising means of automating processes for savings of time and monies, etc. Such analyses typically result in the development of performance metrics for administrative function areas that can inform continuous improvement of the operations in each area. Such analyses may identify function areas that are no longer needed, and that can be closed down so staff can be assigned to other areas that need additional staff to achieve optimal service levels.

V: Reputation and Engagement

UT will use national and international ranking systems appropriate to graduate and professional schools and recognized by disciplinary fields as being well-known, rigorous, validated and valued by faculty and institutions.

The Campus Climate Survey was developed by UT and first used in 2010.

CMS composite quality score is a hospital quality measure developed by the Center for Medicare and Medicaid Services (CMS). The CMS Value Based Purchasing (VBP) program is designed to reward hospitals for the quality of care they provide. CMS focuses on four key measures with a distribution of weighted incentive payments inclusive of: patient experience – 25 percent, safety – 20 percent, clinical care – 30 percent and efficiency and cost reduction – 25 percent. The University of Toledo Medical Center’s level of reimbursement is based on how well we perform in these key core measures.

The Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) is the “first national, standardized, publicly reported survey of patient’s perspectives of hospital care.” The CAHPS Hospital Survey is “a survey instrument and data collection methodology for measuring patients’ perceptions of their hospital experience.” HCAHPS is a product of the federal Department of Health and Human Services.

The total gift amount is defined as the amount of new gifts, pledges, gifts-in-kind and face value of deferred gift.

Last Updated: 7/14/17