| A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z | AA | |
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1 | ACADEMIC AFFAIRS DUE: July 15, 2023 | DIRECTIONS: Column B, ACCOMPLISHMENTS | DIRECTIONS: Column C, YEAR(S) ASSOCIATED WITH ACCOMPLISHMENTS | DIRECTIONS: Column D, EVIDENCE OF ACCOMPLISHMENTS | DIRECTIONS: Column E, COMPLETION STATUS | ||||||||||||||||||||||
2 | Think high-level, major initiatives for inclusion in this document. "Major initiatives," for example: Could span more than one year; could have had an impact on students across multiple programs; may have involved major restructuring of a particular program, school; could have required a significant financial invesment, etc. | 1. Enter accomplishments in Column B from 2018-2023 for each objective relevant to your division. SEE THE STUDENT AFFAIRS TAB FOR SUGGESTED STRATEGY TO ALIGN ENTRIES IN COLUMNS B-E (i.e., lettering the entries so they can be tracked across the columns). | For each accomplishment listed in Column B, indicate the year(s) associated with that work | 1. For each accomplishment listed, describe the evidence you have (i.e., evidence that exists) to demonstrate what was done and/or what the impact was of what was done | For each accomplishment listed in Column B, indicate its status: • Completed • Well underway • Developing • Not attempted • Other | ||||||||||||||||||||||
3 | 2. To add additional bullet points within a cell: Press Option + Return keys simultaneously (Mac) or Control + Enter (Windows) | 2. Evidence can be qualitatitative, quantitative, and/or descriptive/story | |||||||||||||||||||||||||
4 | |||||||||||||||||||||||||||
5 | 1. EDUCATIONAL EXCELLENCE | ||||||||||||||||||||||||||
6 | GOAL 1: Ensuring students graduate with the high-level knowledge, skills, and experience necessary for engaged citizenship and career success. | ||||||||||||||||||||||||||
7 | OBJECTIVE: Collaborating across Academic and Student Affairs to increase student engagement. | ||||||||||||||||||||||||||
8 | 1.1 Continue to develop courses that are interdisciplinary and immersive, which provide opportunities for deep learning and the cultivation of critical thinking skills. | • Every program in Arts & Sciences offers capstone courses that allow students to engage with their major and deepen learning in their discipline. Each capstone course also allows students to demonstrate mastery of core concepts including, public speaking, writing, critical thinking, and quantitative reasoning. • Three departments completed their program reviews • The B.A. Performing Arts now includes B.A. Theatre and Performance Studies, B.A. Music Studies, launching Fall 2023. M.A. Psychology planned for Fall 2024, pending Chancellor's Office approval. • The Minor in Public Policy was approved in AY 2022-23 by the Dean's Office on 1/26/22 and the Academic Senate on 4/18/23 within the Political Science Department. • Pursued ABET accreditation for Mechatronics Engineering | • 2020 • 2021 • 2022-2023 • 2022-2023 • 2022-2023 • 2022-2023 • 2022-2023 • 2022-2023 | • Arts and Sciences offered 31 interdisciplinary courses spanning seven distinct programs. • Over the past year, faculty have developed one new interdisciplinary course and, in collaboration with the Writing and Multiliteracy Center, submitted a proposal to the National Endowment for the Humanities (NEH) for the development of a Business and Information Multiliteracy minor, and the Micro-Internship Program to provide students with an immersive educational experience that allows them to gain hands-on experience through working with regional client partners. • Sociology is in the final stages with the department reviewing feedback from the Dean and Provost to incorporate in their MOU. Political Science has completed their external review and is awaiting the Dean’s response. Last, Health Science has completed their self-study and external review and is awaiting the external reviewers’ report. • The Theatre emphasis of the Performing Arts major will elevate to a B.A. in Theatre and Performance Studies (T&PS) in Fall 2023, pending final approvals. The new degree expands upon the successful CSU Channel Islands Mission-based learning outcomes already in the Theatre emphasis, integrates them more fully into an innovative, equity-focused curriculum, and creates more accessible pathways for introduction, development, and demonstration of proficiency, uniquely addressing the need for an affordable four-year theatre degree in the region. T&PS provides an inclusive learning environment that promotes and values creativity, collaboration, community, and culture through embodied performance, on stage, on screen, and in everyday life. Redesigned for the twenty-first century, the degree offers students a solid foundation of performance skills in theatre and new media. Coursework is anchored in imagination, individual experiences, local and global awareness, current and historical events, and the performance traditions and innovations of diverse cultures—all as sources of artistic expression, intellectual inquiry, and human connection. • The B.A. in Music degree at CSUCI offers a broad, integrated undergraduate experience in music that specializes in individualized attention from exceptional faculty who challenge students to achieve their best. Our diverse curriculum design offers students the necessary skills to be at the forefront of the music industry in the twenty-first century and emphasizes the multicultural global perspectives that are the hallmarks of CI. Emphasis will be placed on professional-level performance, current trends in the music industry, pathways to graduate school and music education skills. Students will gain a keen awareness of diversity, inclusion, and equity, and graduate with multicultural and international perspectives. • The B.A. in Art History expands field-related course offerings at CSUCI and equips student�citizens with knowledge, transferable skills, and experiences from which to approach the problems and careers of today and tomorrow. Art History is a portal to understanding creative expressions and visual culture in global sites by diverse communities through curriculum, course assignments, research and writing, and high impact practices. Art History analyzes and interprets the artistic, historical, political, and social frameworks of artmaking and addresses global and local identities, historical and contemporary events, and the role of visual and for material culture in society. It is inherently an interdisciplinary field that is not only focused on the Arts, but also engages with Anthropology, Communications, Ethnic Studies, History, and English. More importantly, Art History educates students to understand human creativity, past and current, while encouraging them to be active participants in the creation of our contemporary world. In preparation for their professional careers, Art History students gain experiences in a variety of settings and develop a wide range of field related skills. Art history majors and minors can pursue a broad range of professional opportunities in Research and Education, Museums and Galleries, Arts and Entertainment, Marketing and Advertising, and Travel and Leisure. Art History majors may also opt for further study to obtain teaching credentials; M.A. or Ph.D. degrees in Art History, Art Education, Museum Studies or other Humanities fields; or professional degrees in Information Science, Business, or Law. • The Master of Arts (MA) in Psychology degree at CSU Channel Islands offers an innovative advanced degree program for students interested in pursuing doctoral study in Psychology or a research-based career. Student training will emphasize breadth of knowledge in psychological theories and research, along with advanced quantitative and qualitative methodologies for application to research questions and real-world problems. The program provides the opportunity to work closely with faculty on a thesis project or with community partners on an internship. Intensive training in statistical analysis is another hallmark of the program. These opportunities will ensure that students graduate with the skills needed to transition successfully to their careers or a doctoral program. The program meets institutional learning objectives by training graduate students who have knowledge of theories that can help explain issues affecting human society, as well as the analytical skills to support data-driven understanding of these issues. Students will also gain experience with effective communication of complex issues and how to address problems. As such, the program supports all aspects of the mission of California State University Channel Islands. The program is currently being offered to help meet the demand for employees with strong analytical and communication skills in private and public sector in Ventura County, including the U.S. Navy, local education districts, social service agencies, hospitals, and biopharmaceutical companies. The degree will also help prepare students for entry to a doctoral program in Psychology by providing students the option of completing a thesis. • The Minor in Public Policy focuses on the design, development, implementation, and evaluation of public sector programs and initiatives, and equips graduates to better contribute to good, enlightened, and critical governance. Three additional new minors in the Political Science Department have been approved by the Dean’s Officer but are still pending full curricular approval: Minor in Peace and Conflict Resolution (Dean’s Office approved on 3/31/22), Minor in Public Administration (Dean’s Office approved on 3/31/22), and Minor in Pre-Law (Dean’s Office approved on 4/11/23). A new minor in Dance Studies was also approved (Dean’s Office approved on 3/15/23) • Mechatronics Engineering faculty members, Dr. Jason Isaacs and Dr. Vida Vakilian, led the planning process for securing ABET accreditation for the B.S. in Mechatronics Engineering. A Continuous Improvement Plan was developed that outlines how data will be collected on Student Outcomes and Performance Indicators. A Readiness Review self-study will be submitted to ABET in September 2023. We anticipate the application and review process for ABET accreditation to be completed by early Fall 2025. Once accreditation has been received from ABET for the B.S. in Mechatronics Engineering, it will apply retroactively to students currently in the program. | • | ||||||||||||||||||||||
9 | 1.2 Increase opportunities for students to engage with the regional community to apply their learning and address meaningful challenges. | • Strengthening Academic Leadership: We built leadership teams with clear roles, responsibilities, and expectations and provide support that allows division leaders to be successful in their roles • Developed a professional biotechnology workforce • Provided community outreach via the Library Lecture Series | • 2020 • 2021 • 2023 | • During AY18-19, students engaged formally with the community for a total of approximately 44,000 hours, providing $1.3m of economic benefit to the community. This work engaged 48 faculty and approximately 2,100 students. During this same period time, Arts and Sciences offered approximately 102 internships • The MVS School provides myriad opportunities for students to apply their learning to address meaningful challenges. The Institute for Global Economic Research (IGER), Entrepreneurship & Small Business Institute (ESBI), and MVS Experiential courses all present opportunities for students to connect with the regional community. • Despite the significant impact of the COVID pandemic on student engagement with the regional community, some students were able to contribute by volunteering for COVID vaccination administration, while faculty members and staff, such as Dr. Safa Khan, Dr. Britnee Veldman, Ricky Medrano, and Phil Hampton, collaborated with CI students and community members to 3D print face shield parts, resulting in the distribution of over 20,000 face shields globally. Additionally, in the 2018- 2019 academic year, approximately 2,100 students, supported by 48 faculty members • During the Spring 2023 semester, the Dean’s Office coordinated and hosted a series of events to introduce the campus community to the CSU Program for Education and Research in Biotechnology (CSUPERB). CSUPERB’s mission is to develop a professional biotechnology workforce through collaborative CSU student and faculty research, innovative educational practices and partnerships with the life science industry. Students, faculty, staff and administrators met with Dr. Ikhide Imumorin, CSUPERB Executive Director, to explore the professional opportunities available in the biotechnology sector. While on campus, Dr. Imumorin led a grant writing workshop for students, faculty and staff; met with campus leadership, consulted with Arts & Sciences chairs and administrators, and hosted an information online seminar for students. | • | ||||||||||||||||||||||
10 | 1.3 Continue to expand opportunities for students to develop a deep sense of civic engagement to become catalysts for social and economic progress in the community. | • Created a bridge between MVS and the community via a collaboration with Benefit Corporation that is mutually beneficial. • The Spotlight on Research program aims to boost faculty visibility, support scholarly projects, and encourage interdisciplinary collaboration. Recipients get a $1000 grant for various purposes. • Provided logistical support for student research and conferences • Implemented Community-Building Programming in the School | • 2021 • 2022-2023 • 2022-2023 • 2022-2023 | • The MVS School has actively engaged with the Benefit Corporation movement, i.e. B Corp, by organizing a panel, establishing a connection between B Corp and local partners, and using Dr. Maria Ballesteros-Sola's research for teaching and publications. • The goals of the Spotlight on Research program are (a) to increase the visibility of faculty scholarly and creative activities, (b) to provide support to stimulate ongoing and future faculty scholarly and creative projects, and (c) to encourage cross-disciplinary and interdisciplinary collaborations centered around scholarly and creative activities. Recipients of the Spotlight on 6 Research Seed Grant receive an award of $1000 which can be used for materials/books, travel/conference, publication charges, or other support to obtain preliminary results, or they can be transferred to the faculty member’s department for support of scholarly/creative works. Recipients of the AY 2022-23 Spotlight on Research Award are expected to participate in a panel presentation in early April 2024. Information regarding this program and how faculty may apply for one of the seed grants is available on the Spotlight on Research website. • Student research activities included travel to the Society for Advancement of Chicanos/Hispanics & Native Americans in Science (SACNAS) in San Juan, Puerto Rico; Model UN to New York; ESRM trip to New Orleans, LA, and Baja; and Math student travel to Denver, CO, to attend the Global-MindED DEI Pipeline event where they met the CEO of Red Helicopter. These select travel events were coordinated through the Dean’s office who coordinated travel documents and planning to ensure all liability and approvals were managed. The Dean’s office arranged timely reimbursements to all travelers through Accounts Payable. • As part of the School's goal to create inclusive relationships with the community, the School continued with the Library Lecture Series. After a two-year hiatus, the Library Lecture Series returned to community libraries with faculty offering in-person lectures in Fall 2022. Ventura County residents were provided with a range of topics including nature, social justice, wellness, current events, technology, and regional history. • Faculty and staff were provided with opportunities to build community in 2022-23 through various non-academic events. A series of afternoon activities, such as yoga, lawn games, improv, and popsicles in the Dean’s Office, provided faculty and staff breaks to unwind and practice self-care. The school hosted an end of year celebration at Mission Oaks Park in May 2023. Nearly one hundred student assistants, staff, and faculty attended this highly anticipated annual event. The highlight for the 2022-23 academic year was the inclusion of the students honored with academic achievement awards. | • | ||||||||||||||||||||||
11 | 1.4 Ensure that all students experience multiple high-impact learning opportunities through the course of their education (e.g., capstones, study abroad, living-learning communities, field courses, internships etc.). | • Continued to create High Impact Practices despite difficulties with Covid 19 via Summer SURF, International Courses, Internships and Capstones • Supported professional development through conference attendance, travel, library resources, and publication costs • Expanded opportunities for undergraduate research. | • 2019 • 2020-21 • 2022-2023 | • Ten faculty-led undergraduate research teams from the Arts and Sciences department participated in the 2019 Summer SURF program. Their research topics included historical laundry practices in Mexico City, contemporary homelessness issues in Oxnard, development of nucleoside analogues, innovation in monitoring endangered ground nesting shorebirds, identification of bat species through echolocation calls, and statistical analysis of retention and graduation rates among Chicano/a Studies students. • Approximately 90 students participated in UNIV 392 International Experiences Course led by the Arts and Sciences faculty. Countries experienced included India, New Zealand, Costa Rica, Switzerland, France, and Spain. During the Spring and Fall of 2019, Arts and Sciences programs taught 64 sections of various capstone courses, and 24 sections of internship courses, and facilitated 7 living learning communities. • The MVS School secured a $25,000 grant to enable the placement of 15 more students in paid internships through the HLI program, while also implementing an internship-for-credit course to enhance internship opportunities for their students. • Twelve (12) staff members attended the Academic Resources Conference (ARC) in Monterey Bay from May 30 – June 2. The conference focused on skill building sessions and networking with other CSU professionals in similar roles in the 23 California State University (CSU) campuses. Administrators, Analysts, Assistants, Coordinators, and Specialists from Humboldt to San Diego attended this multi-day annual conference in addition to our staff. • The mechanism by which students engage in undergraduate research varies by program area. Most of the 494 classes are associated with Independent Research with undergraduate students. The 497 classes are Directed Studies classes, however, the 494 classes in a few programs also carry this title. Directed Studies may or may not involve students engaged in undergraduate research. Finally, Capstone Preparation and Capstone Project classes in some majors (e.g., COMP, EMEC, and IT) may also involve students being engaged in undergraduate research. During AY 2022-23, 283 students were engaged in undergraduate research through 494 classes (see the below table). This number resembles AY 2021-22 enrollments in these classes. Enrollment in Directed Studies/Independent Studies classes during AY 2022-23 (65 students) decreased from AY 2021-22 (87 students). Additional students volunteered on research projects or received payment through grants and, as a result, these students are not reflected in this count. | • | ||||||||||||||||||||||
12 | 1.5 Expand opportunities for undergraduate research and creative activity across the curriculum. | • Facilitated student research by continuing Summer SURF Programs, providing funding for research opportunities, and working alongside students in field analysis. | • 2019-21 | • In total, 10 Arts and Sciences faculty-led undergraduate research teams in the 2019 Summer SURF program, exploring everything from laundry and laundresses in Mexico City in the 18th and 19th century, current issues of homelessness in the City of Oxnard, synthesis and evaluation of novel nucleoside analogues, anhydrobiotes, creating new technology to innovate monitoring of endangered ground nesting shorebirds, identifying new species of bats using recordings of their search-phase echolocation calls, and apply statistical analyses to explore retention and graduation among students taking Chicano/a Studies Courses. • In the Summer of 2020, the MVS School provided funding to support eight undergraduate students’ participation in research with faculty. • 22 students engaged in undergraduate research projects alongside MVS School faculty, investigating topics such as police militarization and deadly force, biopharmaceutical industry policies, cannabis market attributes, concealed firearms and crime, and the impact of wealth privilege on communities | • | ||||||||||||||||||||||
13 | 1.6 Expand on-campus student employment opportunities that directly improve student success while simultaneously fostering leadership, critical thinking and communication skills (e.g., peer mentoring, in class tutoring). | • Consistently increased the number of Student Assistant Positions available at MVS • Provided employment opportunities for students | • 2020 • 2021 • 2022-2023 | • The MVS School expanded student assistant opportunities within the school by 200% and also provided financial support for the addition of two tutors taking part in the MVS Peer Tutor Program offered through the Learning Resource Center (LRC). • The MVS School expanded student assistant opportunities within the School by 533% and also provided financial support for additional embedded tutors offered through the Learning Resource Center (LRC) and the Writing & Multiliteracy Center (WMC). • The MVS School increased MVS-sponsored student engagement opportunities by 66% between AY 17-18 and AY 18-19. New MVS sponsored events included the MVS Kick-Off BBQ, MVS Recognition Ceremony, Financial Literacy Workshops, and additional MVS Speaker Series panel events. • The School provided funded active learning opportunities for 25 students during the 2022-23 AY. Students were provided with role-specific training and professional development 12 opportunities. Positions for student assistants within the School of Arts & Sciences ranged from instructional, research, and administrative support. | • | ||||||||||||||||||||||
14 | 1.7 Increase co-curricular engagement to strengthen community and support the achievement of academic goals. | • MVS promoted greater participation in co-curricular endeavors to bolster community cohesion and build on academic skills | •2017-19 | • In collaboration with the Computer Science Department, EU will expand its course offering to include the first of its kind Amazon Web Service (AWS) cloud computing training course at CSUCI. | • | ||||||||||||||||||||||
15 | OBJECTIVE: Assuring faculty and programs are supported to promote educational excellence. | ||||||||||||||||||||||||||
16 | 1.8 Continue to improve tenure density to ensure student access to meaningful mentorship and guidance from faculty. | • Increased faculty headcount and reallocated tenure track members to better acomodate department needs • Increased tenure track Faculty | • 2018-19 • 2020 • 2020-21 • 2022-2023 | • In 2018-2019, Arts and Sciences successfully hired 11 tenure-track faculty to address persistent shortages in numerous departments. Tenure track lines were allocated based on demonstrated need in terms of total majors; student-faculty rations, and total number of tenured and tenure-track faculty already serving the program. • The MVS School welcomed our first tenure track faculty member in Business Ethics in Fall 2020. • In the 2019-2020 academic year, Arts and Sciences successfully recruited four tenure track faculty members to address departmental shortages, considering factors such as student enrollment, faculty ratios, and program needs. These hires aimed to contribute to student success and educational excellence by teaching in high-demand areas, serving multiple majors and general education programs, offering additional course sections, supporting timely graduation, accommodating growing student numbers, promoting mentorship and advising, and facilitating undergraduate research, innovative curriculum, faculty-student publications, High Impact Practices (HIPs), and integration with the Santa Rosa Research Station. • Seventeen (17) new faculty began tenure track positions in the School of Arts and Sciences in 2022-23. These tenure lines were distributed across several departments. | • | ||||||||||||||||||||||
17 | 1.9 Develop a comprehensive Academic Master Plan to outline projected academic degrees, certifications and credentials. | • | • | • | • | ||||||||||||||||||||||
18 | 1.10 Provide increased support for faculty development that enhances the quality of teaching, research and creative activity. | • Created practices to develop faculty skill and exercise beneficial apploications • Offered professional development for Arts and Sciences faculty and staff • Supported staff professional organization memberships • Provided multiple forums for School faculty, staff, and students to communicate with dean and each other | • 2019 • 2020-21 • 2022-2023 • 2022-2023 | • Arts and Sciences has been very active in support of this objective. Examples of formal activities include the creation and dissemination of "Surviving and Thriving: Arts and Sciences Lecturer Handbook," the Spring 2019 "Lecturer Listening Sessions," formation and support of Women for Inclusivity in Science and Engineering (WISE), the Arts and Sciences Summer Book Club, the dean's meetings with all first-year tenure-track faculty, and the dean's Chai Chats with members of the Arts and Sciences tenured/tenure-track faculty. Informal mentoring activities are provided on an ad hoc basis by both the dean and the associate dean. • Beginning in AY 2020-2021, the MVS School began offering regular mini-grants to support faculty, scholarship, incorporation of high-impact practices into the classroom, and professional development/programming to enhance diversity, equity, and inclusion within the MVS School. • RSS training: Risk Safety Solutions conducted in-person training for all our ISTs (Instructional Support Technicians). This training allowed for a hands-on deep dive into the use of the Chemical and Inspection applications of the software suite. • Safety talk: The first of a series of safety talks was held in Spring 2023 with a goal of bringing faculty, staff and students together to discuss the basics of lab safety and its implications for health and safety both on and off campus. • First Annual Safety Week: Lab safety week was established as an annual event to promote our campus community's health and safety. Each day of the week a different aspect of lab safety is highlighted. • Certified Chemical Hygiene Officer Certification: Scott Duffer and Bryan Swig trained during the first part of the year to qualify for the Certified Chemical Hygiene Officer exam. Both successfully took the exam in early February 2023. This certification shows a commitment to laboratory safety • Biosafety Conference: Jessica Dalton attended a conference on Biosafety. Her attendance is allowing us to improve the safety of our teaching labs. She will be creating SOPs for decontamination and disinfection of lab spaces after Biologicals are used, decontamination and disinfection of BSCs, and for proper handling of microbes. • Created process guide and workflows Academic staff collaborated to refine existing, and develop new, processes as workflows. The collection of procedural information is housed in a new accessible shared location for training purposes. • The IST staff were given the opportunity to join or renew their membership with a professional organization. NOASMM (National Association of Scientific Materials Managers) and ACS (American Chemical Society) are a couple of the more popular professional organizations that the ISTs belong to. | • | ||||||||||||||||||||||
19 | 1.11 Support staffing strategy for Academic Affairs to free faculty time to engage in instructional and scholarly pursuits. | • Reallocated funds and work hours to better support faculty and department needs • Provided reassigned time to support program administration, innovative, hands-on, and inclusive pedagogy • Supported student success by recruiting and training professional staff | • 2021 • 2022-2023 • 2022-2023 | • As part of the Arts & Sciences Collective Vision 2025, the department has implemented initiatives such as the Spotlight on Research program to recognize and encourage faculty research, the Women for Inclusivity in Science and Engineering (WISE) program, and virtual conference attendance and presentations • A total of 475 WTU’s were distributed across 19 programs to support curriculum coordination, lab coordination, accreditation, and other various program efforts. • The School successfully recruited an Instructional Support Technician (IST) for Nursing and created new temporary IST positions to support Performing Arts, Studio Arts and Biology • The Dean’s office hosted several functions to facilitate targeted conversations between Dean Kohli, faculty and staff. The small group discussions allowed various groups to communicate specific and collective issues of concern directly to the Dean. • Lecturer Coffee Klatch: The sessions provided NTTF an opportunity to meet with the Dean and Associate Dean to communicate issues and/or concerns and for NTTF to learn about A&S opportunities. • Chai Chats: To foster community and create an informal space for faculty and staff to raise questions or share concerns, Dean Kohli led regular Chai Chats via Zoom on a bi-weekly basis. Faculty and staff were encouraged to drop-in for as long as their schedules allowed. • Donuts with the Dean: This new initiative was launched in AY 2022-23 with the goal of offering programming for students in the School of Arts and Sciences. Dean Kohli met with students at two “Donuts with the Dean” events in Spring 2023. Beverages and donuts were available to students as they networked and shared their feedback and concerns with the Dean. Students also had the option to take a professional headshot from their LinkedIn profile by using the Career Services photobooth. • Department Chair Meetings: Chairs meetings are scheduled biweekly with the Chairs and Program Coordinators for academic areas. Additional meetings are scheduled as needed in off-weeks. Chairs have an opportunity to request Chair items to be added to the agenda for these meetings. At least one meeting each year is held jointly with the ASC’s and AAC’s who support academic programs. To facilitate transparency and far-reaching communication, the Dean’s office posts all Department Chair meeting agendas and minutes for review by the general campus. • Newsletter: The Arts and Sciences Newsletter is now recognized as a primary source for information about faculty, staff, and student accomplishments. It is normally published twice a semester, and, to date, three Newsletters have been distributed to the University community. • Website: The Arts and Sciences webpage is kept current to provide timely information. The site shares both formal and informal news related to activities and events as well as community building information such as recipes from the Dean’s office staff, as well as recommended, complimentary articles from the Chronicle of Higher Education. | • | ||||||||||||||||||||||
20 | 2. STUDENT SUCCESS | ||||||||||||||||||||||||||
21 | GOAL 2: Ensuring all students progress to degree completion in a timely manner regrdless of their background. | ||||||||||||||||||||||||||
22 | OBJECTIVE: Creating clear curricular pathways. | ||||||||||||||||||||||||||
23 | 2.1 Increase academic support for students in the first- year (e.g., proactive advising, embedded tutors, peer mentors, block scheduling). | • Created multiple programs to support students and facilitate academic aid • Supported program-level intrusive advising and tutoring • Expanded course offerings and post-graduate career awareness | • 2019-20 • 2022-2023 • 2022-2023 | • Arts and Sciences actively participated in the implementation of block scheduling for first-year students, collaborating with program chairs to determine recommendations for quantitative reasoning courses. They also utilized Course Redesign funds to provide embedded tutors in several first-year math courses and supported the Chemistry Program in implementing full block scheduling and mandatory advising for first-year students. • The School allocated a total of 96 WTUs during the academic year 2022-23 to support advising across 19 programs and departments. • During the academic year 2022-23, Arts & Sciences expanded career preparation course offerings with the following; Preparation for Careers in Dance, Careers in Public Service and Law, Navigating Careers in Psychology, Careers in Sociology, Spanish Careers and Professions. In addition, the school sponsored a photo booth for students to take professional ‘head shots’ for their LinkedIn profile at the Donuts with the Dean event. | • | ||||||||||||||||||||||
24 | 2.2 Improve timeliness of admissions and enrollment (e.g., implement an E-Transcript reader program). | • | • | • | • | ||||||||||||||||||||||
25 | 2.3 Implement a campus-wide approach to meet requirements of Executive Order 1110 to ensure that the curriculum, student support and placement procedures facilitate student success in mathematics and quantitative reasoning. | • | • | • | • | ||||||||||||||||||||||
26 | OBJECTIVE: Promoting timely degree progression. | ||||||||||||||||||||||||||
27 | 2.4 Provide timely access to student success and other relevant data to enable evidence based decision making across every division of the University. | • Created and continuing to improve assessment of MVS students' academic journeys | • 2020-21 • 2021 | • The MVS School has implemented improvements in the assessment of student learning outcomes, including the development of consistent rubrics and regular reporting and discussion of assessment data. These efforts have led to the creation of a foundation course to better equip students with the required skills for their upper-division coursework based on the analysis of quantitative assessment assignments. • The MVS School implemented a more meaningful assessment process for the Business, B.S., and MBA programs, which includes specific assessment tools for each Program Learning Outcome, Regular reporting and discussion of assessment data, and proactive measures to address areas of improvement such as enhancing students' communication skills through the development of a dedicated course. Additionally, they partnered with the Division of Student Affairs to develop a database for accurately tracking student participation in High Impact Practices (HIPs) and engagement opportunities. • A data series has been developed, combining data from CSU data dashboards and other sources, to enhance faculty and chairs' understanding of utilizing data for evidence- | • | ||||||||||||||||||||||
28 | 2.5 Examine and remove administrative barriers that impede timely degree progression. | • Analyzed shortcomings that impede streamlined degree progress and developed solutions via increased course count and course availability over summer and winter. | • 2021 | • The School of Arts and Sciences faculty and staff examined barriers to timely degree progression and offered an increased, and as yet indeterminate, number of courses to address unmet student needs. This took on many forms. First, we funded additional sections in bottleneck courses when a course waitlist indicated that additional students needed a course to graduate. Second, the faculty also took in more students and agreed to increase class caps in prerequisite courses. Third, programs offered bottleneck courses during the summer and winter intersessions to facilitate timely degree completion. Arts and Sciences offered a total of 25 courses in the summer and 16 in the winter session. • The faculty and staff of the School of Arts and Sciences proactively addressed barriers to timely degree progression by funding additional sections in bottleneck courses, increasing class caps in prerequisite courses, and offering bottleneck courses during summer and winter intersessions to accommodate student needs and facilitate timely degree completion. | • | ||||||||||||||||||||||
29 | 2.6 Ensure that students have the opportunity and structured support (including four-year degree maps for all programs) to complete 30 credits every year. | • Created new degree maps for transfers and ensured that existing maps for 4-year students are up to date. | • 2020-21 | • Specialized two-year degree roadmaps designed for transfer students were created and published on the A&S Website to assist and guide them towards timely degree completion, while existing four-year academic roadmaps were updated as necessary for each academic program. | • | ||||||||||||||||||||||
30 | 2.7 Expand evening, online and summer session offerings to enhance timely degree progression. | • Consistently created more course sessions across summer and winter | • 2018-19 • 2020-21 | • The MVS School expanded our winter and summer session course offerings by 50% and 42% respectively. • The School of Arts and Sciences offered classes in Summer 2020 (65 sections) and Winter 2020 (24 sections) through Extended University to support the timely graduation of students. | • | ||||||||||||||||||||||
31 | 2.8 Establish a Curriculum Action Team to review the full complement of our curriculum to eliminate confusing and unintended consequences of curricular complexity. | • | • | • | • | ||||||||||||||||||||||
32 | 2.9 Develop a comprehensive strategic enrollment management plan. | • | • | • | • | ||||||||||||||||||||||
33 | OBJECTIVE: Developing innovative partnerships between Academic and Student Affairs. | ||||||||||||||||||||||||||
34 | 2.10 Assess and modify orientation to directly support student success and ensure that students develop a strong sense of self-efficacy, belonging and accountability for learning. | • Empowered new and transfer students with more access to information about majors and programs offered at CSUCI | •2020-21 | • Arts and Science faculty created informative videos showcasing their academic programs' majors for online participation in the Admitted Dolphin Days program, providing details on academic requirements, hands-on learning opportunities, and postgraduate prospects. • Additionally, representatives from academic programs engaged in online informational sessions, offering freshmen and transfer students admitted for Fall 2020 and Spring 2021 the chance to learn about majors and receive academic advising from the faculty representatives. | • | ||||||||||||||||||||||
35 | 2.11 Use data to assess the overall effectiveness of student advising and develop a plan to provide proactive student support that leads to enhanced student success. | • Began implementing new technologies and training to better support students in need. • Updated Data Sources for Chairs Document | • 2020-21 • 2022-2023 | • The Business Program has taken part in a pilot with EAB Advising Software to use a more data-driven approach to proactive academic interventions. In addition, two MVS School faculty members and the Interim Dean have participated in the CSU Student Success Data Analytics Certificate Program offered through the Chancellor’s Office. • A revised version of the Data Sources for Chairs document was developed in Spring 2023 with new and updated sources of data such as PeopleSoft inquiries for accessing workload, FTES, and enrollments. The previous version of the document was developed and distributed in Fall 2020. | • | ||||||||||||||||||||||
36 | 2.12 Continue to improve seamless community college transfer and seek opportunities for enhanced collaboration with community college partners. | • Developed new processes to aid psych transfer students with aclimation and agency | • 2020-21 | • Psychology dept developed a cohort model for transfer students in their major. The intent is to facilitate a sense of self-efficacy, belonging, and accountability for learning among community college transfer students. | • | ||||||||||||||||||||||
37 | 2.13 Expand partnerships between career services, internships and alumni engagement to enhance post graduate success. | • Built the foundation for a program that bridges established alumni with graduates and integrating post graduate skills into courses • Offered community engaged internships, interdisciplinary explorations, and hands-on learning in the curriculum | • 2020-21 • 2022-2023 | • In collaboration with Career Development and Alumni Engagement (CDAE), the MVS School is in the process of developing an MVS School Alumni program. In addition, the faculty are working with CDAE to incorporate course learning outcomes that enhance post graduate success. • Individual academic programs provided internship opportunities through 492 sections which, in some cases, also included service-learning experiences. The table below shows the numbers of students who enrolled in internship classes in AY 2022-23. The School of Arts and Sciences increased the number of students who participated in these high impact practices by 26% over AY 2021 -22. | • | ||||||||||||||||||||||
38 | 2.14 Build partnerships with existing social service providers throughout the county to expand the basic needs resources available to support students. | • | • | • | • | ||||||||||||||||||||||
39 | 3. INCLUSIVE EXCELLENCE | ||||||||||||||||||||||||||
40 | GOAL 3: Fostering a campus culture that advances inclusive excellence. | ||||||||||||||||||||||||||
41 | OBJECTIVE: Developing a collective understanding of equity and inclusion. | ||||||||||||||||||||||||||
42 | |||||||||||||||||||||||||||
43 | 3.1 Build a shared understanding of inclusive excellence that includes the development of operational definitions. | • Wrote progressive change into the foundations of campus affairs | • 2020-21 | • Arts and Science programs have developed Equity bylaws and statements in support of Black Lives Matter and in support of our Asian American and Pacific Islander Community. We embrace the definitions that were approved by the academic senate. | • | ||||||||||||||||||||||
44 | 3.2 Establish a biennial climate survey and utilize results to enhance campus climate, equity and inclusion. | • | • | • | • | ||||||||||||||||||||||
45 | 3.3 Engage faculty, staff and students in structured opportunities for dialogue across divergent viewpoints. | • Promoted faculty engagement in scholarly and creative activities with undergraduate students • Supported inclusion in science and engineering through WISE • Established reading groups, and developed staffing policies that promote equity and inclusion • Challenged bias in the medical field communities | • 2022-2023 • 2022-2023 • 2022-2023 • 2022-2023 | •Nine faculty members and 26 undergraduate students from the School of Arts and Sciences participated in summer research through the Summer Undergraduate Research Fellow (SURF) program in Summer 2023. This program provides students with an opportunity to engage in a meaningful, faculty-mentored research project over an 8-week session during the Summer 2023 (June 5 - July 28). Students received a stipend, engaged in an interdisciplinary learning community and enjoyed professional development opportunities in this program. All students will present their research in a Fall Faculty-Student Research Showcase in Fall 2023. The Summer 2023 SURF program was coordinated by Dr. Luis Sanchez, Sociology. • The WISE: Women for Inclusivity in Science and Engineering networking group created opportunities for STEM faculty to network and help shape the dialogue around the intersections of equity, community development, and support groups who are historically underrepresented in Science and Engineering. The group, led by Lydia Dixon (Health Science) and Cynthia Flores (Mathematics), hosted several well-attended events during the 2022-23, including leadership panels and a networking academic article exchange. • The A&S Summer Reading Group provides a community building opportunity for A&S staff, lecturers, and faculty to explore and discuss diversity, equity and inclusion issues encountered on campus and in our communities. The Summer 2023 book selection, The Racial Healing Handbook, was chosen to complement the MPP Dismantling Racism discussion groups. Dr. Phil Hampton, Associate Dean, facilitated three group discussions on June 7, 14, and 21. • The Nursing Department received accolades in Pacific Coast Business Times for the department’s ongoing DEI work led by former chair, Dr. Lynette Landry, to better understand the role of bias, clinical judgement and decision making. A few of the strategic changes the department incorporated involved reevaluating their admissions criteria to ensure candidates were not excluded based on socioeconomic, racial or ethnic background, provided students with implicit bias training as care providers, and reimagined the department’s philosophical lens to incorporate a justice, equity, diversity and inclusion lens. | • | ||||||||||||||||||||||
46 | 3. 4 Celebrate campus accomplishments and highlight excellence in equity and inclusion. | • Applauded faculty that exemplify the progressive mindsight we seek at CSUCI • Implemented Faculty Excellence Awards Program | • 2020-21 • 2022-2023 | • The Arts and Sciences Faculty Excellence Awards program was launched in Spring 2021 which includes the Inclusive Excellence Award. This award will recognize faculty who have exhibited exemplary engagement in activities that promote the value of diversity and the importance of equity and inclusiveness in the School of Arts & Sciences, University, community, and professional fields. • The School of Arts and Sciences Faculty Excellence Awards is in its third year of implementation and eight faculty members are recipients of the AY 2022-23 A&S Faculty Excellence Awards. The following recipients of the A&S Faculty Excellence Awards were recognized at the Fall 2023 School of Arts and Sciences Welcome Back: • Excellence in Teaching Award: Prof. Jasmine Delgado, Assistant Professor, Art. • Excellence in Teaching Award: Dr. Thomas Clobes, Assistant Professor, Health Science. • Excellence in Research, Scholarly, and Creative Activities: Dr. Ahmed Awad, Associate Professor, Chemistry. • Excellence in Research, Scholarly, and Creative Activities: Dr. Cynthia Flores, Associate Professor, Mathematics. • Excellence in Research, Scholarly, and Creative Activities: Dr. Lydia Dixon, Associate Professor, Health Science. • Excellence in Service Award: Dr. Nancy Deans, Lecturer, Chemistry. • Inclusive Excellence Award: Dr. Tiina Itkonen, Professor, Political Science (joint appointment with the School of Education). • Excellence in Mentoring Award, Excellence in Mentoring of Faculty Colleagues: Dr. Dennis Downey, Professor, Sociology. • Dean’s Award for Collaborative Achievement: Mathematics Department | • | ||||||||||||||||||||||
47 | 3.5 Develop a framework that will allow for the development and review of University policies through an equity lens. | • Voiced stances on civil justice both publicly | • 2020-21 | • Arts and Sciences programs have developed equity bylaws in their respective programs and have publicized statements on racial justice in support of Black Lives Matter and in support of our Asian American and Pacific Islander Community. | • | ||||||||||||||||||||||
48 | OBJECTIVE: Improving graduation rates for students from historically underserved populations. | ||||||||||||||||||||||||||
49 | |||||||||||||||||||||||||||
50 | 3.6 Expand culturally responsive curricular and co-curricular offerings that infuse inclusivity and holistic student development throughout the student experience. | • Provided perspectives from diverse backgrounds in educational panels and student academic support • Attended DEI Conference to create just and equitable School communities • Participated in MPP Dismantling Racism DEI Initiative | • 2020-21 • 2022-2023 • 2022-2023 | • In order to achieve a more culturally responsive curricular and co-curricular offering we welcomed student representatives to work on our Collective Vision Plan. We expanded undergraduate research opportunities in collaboration with program faculty to include historically underserved populations • Faculty and administration participated in The American Association of College and Universities (AAC&U) Conference on Diversity, Equity and Student Success in March 2023 and explored through their conference attendance how the School can continue to achieve our diversity, equity, and student success goals (A&S Collective Vision Goal III: Make equity, diversity and inclusivity a habit that is implemented, practiced, and modeled consistently by all members). The group attended sessions, such as Departmental Action Planning: Embedding EDIB Practice at the Unit Level and Faculty Matters: An Ecological Institutional DEI Model That Supports College Student Success. • Dean Vandana Kohli and Associate Dean Phil Hampton participated in an IEAP initiative sponsored by the President’s Office entitled "Dismantling Racism: Text-Based Discussions for Campus Administrators," during AY 22-23. MPP teams met biweekly to monthly as a group and read and discussed the text, The Racial Healing Handbook. The goal of this initiative was to build CI's DEI leadership potential within administrative ranks and create a shared vision and shared understandings of DEI vocabulary, history, concepts, theories, and goals necessary for helping MPPs to lead this work. | • | ||||||||||||||||||||||
51 | 3.7 Develop a hiring strategy to ensure the continued expansion of diverse faculty and staff to advance academic excellence and student success. | • Created a more inclusive atmosphere for incoming faculty | • 2020-21 | • We successfully recruited a Latina lab technician to join the Biology department. We are revising position descriptions as they come up for recruitment to include inclusive language. This has already resulted in BI-POC and women being recent hires to our faculty. | • | ||||||||||||||||||||||
52 | 3.8 Analyze disaggregated student success data across the University to identify barriers to completion and develop a campus-wide strategy to eliminate student equity gaps. | • Incorporated technology to analyze shortcomings in equity and develop solutions | • 2020-21 | • The Dean introduced a Data Series to A&S Chairs that serves to provide transparent, current and historical information in order to strategically assess opportunities and actions that may be taken at program/school • The CIS has been collaborating and discussing ways to further support and expand Learning Communities (LC) based on assessing student learning goals, barriers, and needs, especially for first-year students. To this end, the CIS and UGS collaborated to offer a Learning Community Faculty Workshop this year, which provided an overview of available learning community models, the impacts of learning communities, assessment tools, and future action plans. | • | ||||||||||||||||||||||
53 | 4. CAPACITY & SUSTAINABILITY | ||||||||||||||||||||||||||
54 | GOAL 4: Taking action to sustain and advance a robust University in an era of declining state support. | ||||||||||||||||||||||||||
55 | OBJECTIVE: Building self-sustaining programs and initiatives that support an equitable and thriving community. | ||||||||||||||||||||||||||
56 | 4.1 Work in concert with business and community leadership to develop programs and initiatives that contribute to a robust economy and engaged citizenship. | • Connected with WISE, EDC, and VCEDA to form partnerships and serve community groups • Participated in community meetings | • 2020-21 • 2021 • 2022-2023 | • Close collaboration among WISE (Women for Inclusivity in Science & Engineering) and leadership at Port Hueneme Naval Base continues, with more concrete research projects and opportunities for students and alumni being identified. • The Interim Dean and faculty actively foster partnerships with community partners in Ventura and Santa Barbara Counties, engaging in activities such as serving on the Home Board, mapping the entrepreneurial ecosystem, liaising with local businesses, and participating in events and workshops facilitated by Chambers of Commerce, the Economic Development Collaborative (EDC), Ventura County Economic Development Association (VCEDA), and other organizations. • Community Meetings • Parker Hannifin • Health Workshop Jobs • Donor Events • Presidents Dinners • Dean Meetings • Chairs Meetings • CSU Systemwide Science Deans Meetings • CSU Systemwide Health and Human Services Deans Meetings • CSU Systemwide Engineering Deans Meetings • Guided Registration Taskforce • Enrollment Onboarding and Coordination Committee Meetings (AD) • CSU Systemwide Humanities, Arts & Social Science Meetings • Safety Committee • Facilities Update Group • Critical Learnings Collectives • CSUCI Scholarship Reader Committee • CSUCI Deans Council • CSUCI Provost Senior Leadership Committee • CSUCI NTTF Task Force • STEAM Carnival Planning Committee • CSU Staff Council • Field Assessment Committee | • | ||||||||||||||||||||||
57 | 4.2 Expand opportunities to serve as a social and intellectual resource for our community. | • Held events and programs to educate and engage with surrounding community | • 2018-19 • 2018-20 • 2020-21 | • Provided funding to support 35 projects that engaged our community, everything from speaker series to Noche de familia, and from concerts and musical demonstrations by a vast area of university groups and visitors. For example, an always-increasing crew of ESRM faculty and students provides local and regional agencies with data and analysis on the health of beaches and waterways, while sociology capstone projects typically involve carrying out projects with non-profit community partners. • In addition, Arts and Sciences continue to host country-wide Library Lecture Series. In AY 18- 19 Arts and Sciences faculty presented 17 different lectures in public libraries across Ventura County. Topics included deep sea exploration, production of work in online spaces, social justice, machine learning, bats, maps, orchestral suites, So Cal flora and fauna, Latino males in Ventura County, Rancho Guadalasca, and Mixtec at CSUCI. Arts and Sciences faculty continue to serve as intellectual resources for our community through engaging in community-based research. • The MVS school continues to host the MVS School Speaker Series events, which brings together community members seeking out literature and presentations from diverse representatives in the global business world | • | ||||||||||||||||||||||
58 | 4.3 Develop Extended University offerings in concert with area businesses, communities and other regional stakeholders that support economic vitality and civic prosperity. | • Enhanced student opportunites through industry-funded student projects | • 2020 | • In partnership with MVS, BFA and University Advancement, RSP is currently working to develop a model for faculty-mentored, student-centered projects to be funded by local industry. A number of CSUs have similar programs. Similar to paid internships, these programs provide many if not all of the same benefits as traditional sponsored programs. In collaboration with the U.S. Navy’s Engineering & Expeditionary Warfare Center at Port Hueneme, EU conducted a Python Programming Language training course for 12 Navy students. The week-long training course contributed nearly $25,000 in revenue to EU. | • | ||||||||||||||||||||||
59 | OBJECTIVE: Devloping a culture of philanthropy. | ||||||||||||||||||||||||||
60 | 4.4 Increase philanthropic support for the University by strengthening existing cross-divisional partnerships focused on enhanced alumni engagement and philanthropic support. | • | • | • | • | ||||||||||||||||||||||
61 | 4.5 Assess internal and external community perception of the University and develop a plan to expand awareness of the University’s connection to economic vitality, social mobility and engaged citizenship. | • Participated in community events to showcase the campus as a beacon of progressive values. | • 2021 | • On March 18, 2021, Dean Kohli had the honor to address the Navy (Port Hueneme) in celebration of Women's Recognition Month. | • | ||||||||||||||||||||||
62 | 4.6 Engage the University community in identifying fundraising priorities that directly support the Strategic Initiatives and launch a focused and aggressive fundraising effort to support them. | • Assessed funding priorities resulting in available funds to further develop student support | • 2020-21 • 2021 | • Through ongoing collaboration with University Advancement, the MVS School has aligned our funding priorities with those of the larger University, which has resulted in external funding to support the Micro-Internship Program, embedded peer tutors, and various | • | ||||||||||||||||||||||
63 | 4.7 Create an “Opportunity Hub” designed to connect community support with University needs. | • | • | • | • | ||||||||||||||||||||||
64 | OBJECTIVE: Enhancing faculty and staff development and support. | ||||||||||||||||||||||||||
65 | 4.8 Expand professional development opportunities that cultivate leadership skills and enhanced career success for faculty and staff (e.g., mentorships, CI Connect, etc.). | • Participated and encouraged participation in Educational Panels and Collaborations • 2019-20 | • The Director of IGER and the Interim Dean participated in the inaugural LEAD CI cohort in AY 19 – 20. | • | |||||||||||||||||||||||
66 | 4.9 Identify solutions to the timely response and proactive resolution of workplace conflicts that are not part of a formal process. | • | • | • | • | ||||||||||||||||||||||
67 | OBJECTIVE: Promoting sustainability as an integral part of University planning and operational activities. | ||||||||||||||||||||||||||
68 | 4.10 Continue to pursue efficiency and assess effectiveness in administrative services and systems. | • Developed processes for Academic Affairs to enhance efficiency | • 2020-21 | • Arts and Sciences continues to improve efficiency. This year we expanded the budget report to include all fund balances and position budgets in each program. A sample budget report is included in Appendix A. All chairs and program coordinators were allocated FTES and SFR targets and received an NTTF budget for meeting those targets. In addition to having a clear understanding of how funds would be allocated, all chairs were also provided basic formulas and a glossary of terms so that they could educate their faculty regarding the relationship between class size, reassigned time, FTES, equity, and budgetary outcomes. Several chairs have commented that knowing input parameters helped them make more efficient decisions in allocating resources and preparing schedules in their own programs. We implemented a two-year scheduling tool that chairs use to plan the schedules while seeing if the planned schedule will meet FTES and SFR targets while staying within budget. This tool is also used to record and budget reassigned time and track workloads ensuring that tenure track workloads are complete at 24 units and lecturer entitlements are monitored using the entitlement documents provided by Faculty Affairs. The planning tool is a shared document between the chairs, staff and Dean’s Office to improve tracking and communication of changes. The staff update the class enrollments on a weekly basis from the time enrollments start up to census, in the weeks before census enrollments are updated daily in some cases. | • | ||||||||||||||||||||||
69 | 4.11 Maximize efficiencies by expanding opportunities for cross-divisional collaboration and communication, as well as realigning resources (human, programmatic, financial) in support of the University’s Strategic Initiatives. | • | • | • | • | ||||||||||||||||||||||
70 | 4.12 Leverage technology to allow more time for people to engage in the activities that require human intervention (e.g., eliminating rote manual processes in favor of automatic ones). | • Developing technology to streamline critical processes for students and faculty • Implemented new scheduling tool | • 2020-21 • 2022-2023 | • The Business Online, B.S. and MBA programs developed an automated matching system to provide the preliminary matching of upcoming course offerings with qualified faculty members • Adobe Sign has been instrumental in improving the time it takes to gather signatures and has improved our processing times for documents. • A class scheduling tool was developed to assist Department Chairs with data entry of class schedules, faculty assignments and course meeting times. This new tool automatically tracks WTU’s and faculty workload which staff can reference when entering class information into PeopleSoft. | • | ||||||||||||||||||||||
71 | 4.13 Invest in physical infrastructure that facilitates inquiry and discovery with a particular emphasis on the expansion of public-private-partnerships that are consistent with the academic mission of the University, support environmental sustainability and generates revenue. | • | • | • | • | ||||||||||||||||||||||
72 | 4.14 Develop a strategy to leverage the use of online, hybrid and year-round courses to enhance access, improve timely degree progression and maximize the utilization of limited physical infrastructure. | • | • | • | • | ||||||||||||||||||||||
73 | 4.15 Create a comprehensive transportation strategic plan to decrease the number of single user trips to campus and increase opportunities for alternative means of transportation. | • | • | • | • | ||||||||||||||||||||||
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