Timeline: Goal 4

Thu, 06/06/2013 - 13:38 -- sewm02

Timeline: Goal 4

Develop select graduate programs with a focus on regional needs.

Year 1: 2006-07

Action Step 1

  • Meet the funding goal stated in Action Step 1 for new faculty and graduate assistantships.
  • Report on the financial viability and impact of graduate programs on the university's budget.

Action Step 2

  • Create a set of expectations for rigorous, meaningful graduate education.
  • Require faculty development in teaching strategies and expectations for graduate education.
  • Create coursework and program structures that are targeted toward specialized accreditation.

Action Step 3

  • Attend graduate education conferences.

Action Step 4

  • Explore the use of cohort groups and specific advisors/communication methods for working with adult graduate students.

Action Step 5

  • Begin offering one new graduate degree program or specialty (4 total) and one new post-baccalaureate certificate program (1 total).
  • Graduate 20 students with master’s degrees or post-baccalaureate certificates.

Year 2: 2007-08

Action Step 1

  • Meet the funding goal stated in Action Step 1 for new faculty and graduate assistantships.
  • Report on the financial viability and impact of graduate programs on the university's budget.

Action Step 2

  • Provide focused, intensive training in pedagogy, research and /or service for students serving as graduate assistants.

Action Step 3

  • Survey the working adult graduate students in order to improve curriculum, advising, services, and community.
  • Develop a matrix of best practices including admissions, retention, degree completion, recruiting, advising, policies.
  • Improve the quality of advising.

Action Step 4

  • Expand availability of support services.

Action Step 5

  • Graduate 40 students with master’s degrees or post-baccalaureate certificates.

Year 3: 2008-09

Action Step 1

  • Develop and meet the funding goal for new faculty and graduate assistantships.
  • Report on financial viability and impact of graduate programs on the university's budget.

Action Step 2

  • Begin work with graduate faculty, deans, program directors and the Graduate Council on the develoopment and establishment of a set of reasonable expectations of graduate faculty scholarship and teaching.

Action Step 3

  • Survey the working adult graduate students in order to improve curriculum, advising, services, and community.

Action Step 5

  • Perform an external needs assessment involving alumni, regional employers and potential students to identify desired graduate certificates and programs as described in Action Step 3.
  • Begin development of one new graduate degree program or specialty (5 total) and one additional post-baccalaureate certificate program (4 total).
  • Graduate 60 students with master’s degrees or post-baccalaureate certificates.

Year 4: 2009-10

Action Step 1

  • Meet the funding goal stated in Action Step 1 for new faculty and graduate assistantships.
  • Report on financial viability and impact of graduate programs on the university's budget.

Action Step 2

  • Obtain accreditation for the Master of Business Administration program.
  • Obtain accreditation for the Master of Science in Criminal Justice program.

Action Step 3

  •  

Action Step 5

  • Graduate 80 students with master’s degrees or post-baccalaureate certificates.

Year 5: 2010-11

Action Step 1

  • Meet the funding goal stated in Action Step 1 for new faculty and graduate assistantships.
  • Report on the financial viability and impact of graduate programs on the university's budget.

Action Step 5

  • Perform an external needs assessment involving alumni, regional employers and potential students to identify desired graduate certificates and programs as described in Action Step 3.
  • Begin offering one new graduate degree program or specialty (5 total) and one additional post-baccalaureate certificate program (3 total).
  • Graduate 100+ students with master’s degrees or post-baccalaureate certificates.
  • Attain Southern Regional Education Board (SREB) classification.
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