UPG Committee Minutes

 

Northeastern State University
University Planning Group (UPG)
Minutes: October 30, 2009 Meeting

ATTACHMENTS at the end of the minutes, starting on page 3.

Location: NET614, Muskogee209, BA-A215
October 30, 2009 Tentative Agenda

General Session Agenda:

  • approve minutes of Sept 25 meeting;
  • review our progress on converting the culture statements into fully articulated Strategic Goals;
  • review process for University Planning Group approved Working Drafts of Strategic Goals;
  • cover issues and questions about the process and outcomes.

Call to order: 3:02 pm

Actions Taken:

  • Motion passed to approve September 25, 2009 minutes.

Notes: Prior to break-out sessions Dave Kern reviewed progress on updating, enhancing and reframing the strategic plan as “Charting the Second Century: 2010/2014. All UPG members received information on the following as preparation for the session:

  • Oct 24 Email outlining the breakout session and full session objectives (Attachment A)
  • Current status of proposed Working Draft Strategic Goals (fully articulated) (Attachment B)
  • Oct 21 email (Attachment C)
  • Instructions for accessing unit growth and development plans and progress on the 2006/2007 Strategic Plan (Attachment D)

Key comments include:

  • In August, President Betz enunciated two imperatives and 7 statements that should be incorporated into the culture the university – all reflecting the reframed and focused Mission, Vision and Values adopted by the university in July.
  • In September, the University Planning Group defined and outlined the scope of each of the imperatives and statements for further review by the Steering Committee through focused break-out teams. These efforts provided input and direction to the steering committee in reframing the university’s Strategic Goals. Three of the break-out teams recommended consolidating the culture statements into one Strategic Goal (Inclusion, Collaboration and Shared Leadership). The Creativity/Innovation team suggested that these concepts should be imbedded in all aspects of the plan, with the Learning and Discovery team specifically charged with incorporating creativity and innovation.
  • The next step is the focus of today’s meeting – compete a analysis of Strengths, Weaknesses, Challenges and Aspirations (SWAC) on each of the 5 Strategic Goal topics as input to refining and extending the initial articulation. All members were provided a copy of the 7-step planning process (Attachment D), and a comparison to the 2006/2007 Strategic Plan sub-goals to incorporate into their discussions (Attachment E).
  • There is a set of sub-goals from the 2006/2007 Strategic Plan that are not included in the 5 Strategic Goals. The steering committee will address this issue.
  • The results of today’s work will be consolidated by the team leaders, who will continue to communicate with their teams, and review with the steering committee on October 9, with the objective of voting on Working Draft Strategic Goals at the November 20 University Planning Group meeting.

Questions and Comments about the process and structure of the Strategic Goals

  • Craig Clifford asked about direction on length of the Strategic Goals, noting some differences among the different teams. Dave’s response was that it would be good if it could be at one page, but if information is important it could be longer. Two pages are too long. Today try to get important things written down, then fine tune the articulation of the Strategic Goal.
  • We want to approve Working Drafts at the November meeting and publish to the university in December -- to get it out there for people to see and understand the how and why we are embarking on a significant reframing of the plan. Then engage, in 2-way communication in January and February. This subject will be brought back to steering committee. Maybe one university forum, may want several. More is better than less. Teams need to think if it is meaningful and appropriate for opportunities in smaller less formal discussions in January and February.

Hand out of information from emails, plan comparison, and seven steps. (attached)

Dave then discussed a longer term Time table:

  • Publish UPG sanctioned Working Draft Strategic Goals (to be approved Nov 20) in early December as a starting point of 2-way communication with the university. We have put enough thinking in these Goals with the full articulation to provide initial direction to the units in preparing to update 5-year growth and development plans.
  • January/February communication program will provide important, diverse input to refine and revise the Goals, for review and approval by the UPG and the Cabinet.
  • Goals will not be finalized until units update their plans, and provide feedback.
  • Looking at end of summer to finalize the strategic plan.
  • The fully articulated Strategic Goals will be the primary university level document. University level priorities, Strategic Outcomes, measures and action plans will supplement this primary document.

Break out session guidelines were provided verbally:

  • SWAC analysis: Challenges as a reframing of threats.
  • Aspirations rather than Opportunities -- Want to talk about important things, what we want to be as a university, etc. Set ideas, started to find culture statements, etc.
  • Develop a rich body of information, condense and then get it back to the group for agreement. Revise the fully articulated Strategic Goal, and send to steering committee. November 9th for Steering committee to meet to look at goals and get ready for November 20th voting meeting.

Meeting was adjourned approximately 3:19 pm to allow time for breakout sessions

Attachments: plan comparison, seven-step process.

Members in attendance: Janet Bahr, Laura Boren, Jym Brittain, Sue Catron, Craig Clifford, Denise Deason-Toyne, Nancy Garber, Michael Gibbons , Kay Grant, Christee Jenlink, Dave Kern (chairperson), Mark Kinders, Christy Landsaw, Pamela Louderback , Doug Penisten, Mia Revels, Randy Shelton , Mike Turner Members absent: April Adams, Martha Albin, Richard Carhart, Kim Cherry, Sheila Collins, Della Combs , Liz Cook (NSGA), Tim Foutch, Mark Giese, John Gyllin, Kaylyn Handshy (NASA), Ed Huckeby, Tom Jackson, Jeff Konya, Tim McElroy, Shu Nakai, John Schleede, Joe Spence, Andrew Vassar, Martin Venneman, Chuck Ziehr,

ATTACHMENT A: To: Members of the University Planning Group – Oct 24 Email

On October 21, your received an email outlining the tasks for our October 30 UPG meeting (3-5 pm; NET614, Muskogee209, BA-A215). Again, there is a bit to read with this email and the 5 pages of the attachment, but this is necessary for effective communication.

As promised, the latest version of five Strategic Goals (attached) are included for your review and input. Please review each of the five plans and provide input or questions by email to each of the team leaders prior to the meeting. This is important so that we can use our time efficiently – lots to do! We will take about 30 minutes to discuss these articulated goals, the process to engage the broader community, questions and issues. We will then break-out into teams to complete a SWAC (SWOT with emphasis on aspirations and challenges instead of traditional terminology, opportunities and threats).

Prior to our break-out sessions, we will discuss the next steps in our 7-step process (reference minutes of the Sept 25 meeting):

  • The input from the SWAC should provide each team with important input in completing a strong Working Draft Strategic Goal.
  • Input from units will be consolidated by functional leaders and steering committee members based on the units 5 Year Growth and Development Plans and the report on actions supporting the 2006 Strategic Plan – these are in the process of being loaded on a university drives for review by all UPG members to access – instructions to follow on how to access them.
  • Team leaders will continue to engage team members.
  • The steering committee will work on a “missing” strategic goal that addresses resources, continuous improvement, effectiveness and efficiency, which is not adequately covered in the current versions of the 5 Strategic Goal articulations (the attached comparison of the 5 Goals and the 2006 Strategic Plan provides additional info).
  • A Working Draft of Strategic Goals as prepared by the teams will be reviewed and approved by the full UPG on November 20 (Friday from 9-11 am) – the intention is that these Working Drafts drive two processes – the first is engaging the community in enhancing these Goals – the second is to give broad direction to the units in updating their 5-year growth and development plans.
  • Engage stakeholders and organizations in a two process, with the initial publication of the fully articulated Working Draft Strategic Goals & the SWAC analysis before finals week, but with structured communication planned for January/February.
  • Determine university level Strategic Outcomes and Priorities in the spring semester.

The following assumptions are important in working through the process:

  1. We are making substantial changes to the strategic plan based on significant changes in our internal and external environments, and integrating the Mission, Vision and Values into our plans.
  2. 2.
  3. The role of the university level plan is to provide overall direction and establish a few, critical university level priorities, giving greater responsibility to the operating units in defining specific strategies and actions, measurements and timetables.
  4. Working Draft Strategic Goals, although not fully complete, will provide meaningful direction for units in updating their plans. The Goals will not be fully approved until units get a chance to update their plans and provide in-depth input.
  5. Unit input will be incorporated into the UPG approved Working Drafts.
  6. The strategic plan and unit growth and development plans will be updated and evaluated each year, recognizing changes in the environment, and the learning process natural to implementing strategic plans. We must play catch up in the first year to get on an annual schedule.

Your comments and input are welcomed and encouraged. I am trying to communicate as effectively as possible, but know that there are always some gaps. Please send me a note on issues and questions.

October 30 Tentative Agenda

General Session:

  • approve minutes of Sept 25 meeting;
  • review our progress on converting the culture statements into fully articulated Strategic Goals;
  • review process for UPG approved Working Drafts of Strategic Goals;
  • cover issues and questions about the process and outcomes.

Break-out Sessions:

  • Teams work through SWAC with the objective of completing a fully developed working draft of the Goals for approval at the November 20 UPG meeting (latest version to be published by Nov 10). Note that we plan to publish a final version of each SWAC to encourage full communication. Dave

 


 

ATTACHMENT B:

Northeastern State University
Charting the Second Century: 2010/2014
Working Draft of Strategic Goals
(University Level Strategic Plan)
Updated Oct 23

Working Draft of Strategic Goals:

  1. Develop a culture of Learning and Discovery.
  2. Develop Sustainable Communities, encompassing environmental responsibility and community capacity-building.
  3. Capitalize on the benefits of full inclusion, collaboration and shared-leadership in the life of the university and in all external relationships.
  4. Develop a culture that encourages and fosters a commitment to civic engagement by our students, our faculty and our staff.
  5. Develop a culture that embraces global literacy and engagement and develops global competency within the university, with our students, and with our community partners.

Definition of working draft of strategic goals: A working draft has received serious and meaningful consideration by a group of individuals who are interested in the topic and represent a range of university units, organizations and stakeholder groups. It is a work in process that is to be exposed to a broader spectrum of those stakeholders, including the full University Planning Group, university organizations and individuals, all facilitated by the UPG teams. These strategic goals will be considered working drafts until they have been fully reviewed by the university community and our colleagues in each of the units to ensure full communication and consideration of all feedback.

NSU Strategic Goals articulated in this document (Charting the Second Century: 2010/2014) are fully articulated statements designed to provide meaningful and adequate direction in the development of academic and administrative unit 5-year Growth and Development Plan updates, with the intention that our colleagues throughout the university will provide critical and important input in charting the future of the university. The final “Charting the Second Century: 2010/2014” will be completed after full 2-way communication with university stakeholders and with all units in a collaborative effort.

The 5-year Growth ad Development Plans and the StratPlanGrids (reports on actions addressing the 2006 Strategic Plan) developed by each unit, provide input to the UPG activities and establish a base plan to be updated in the spring and summer of 2010.


 

Strategic Goal 1: Develop a culture that embraces Learning and Discovery to its fullest extent throughout the university.

The two components of the Culture of Learning and Discovery are inextricably bound (interwoven). Together, these two components form the basis for developing intellectual inquiry on a university campus. Learning implies that everyone in the university is interested in promoting learning among all individuals on campus (not just students). It also implies that learning is an important investment for the organization and that others take a personal interest in the success of learners (student success, faculty success, staff success).

Discovery is multifaceted and relies not only on traditional research, but also takes the forms of basic, applied, action research, synergistic experiences, observational opportunities and community oriented service.

A blending (or interaction between?) of learning and discovery provides the foundation for an educational environment that fosters and supports inquiry, creativity, practice, and social responsibility.

  • Lifelong learning
  • Assessment of Student Learning
  • Academic priorities
  • Transformative/Creative/Innovative learning & scholarship
  • Curricular offerings including scheduling
  • Co-curricular experience
  • Student recruitment, retention & graduation
  • Accreditation
  • Personnel (faculty, staff, admin)
  • Identification of Scholarship (teacher/scholar model)

NOTE: Incorporating creativity and innovation into the life of the university is a pervasive concept, and all teams are encouraged to incorporate a culture of creativity; however, it clearly integral to Learning and Discovery.

Strategic Goal 2: Develop Sustainable Communities, encompassing environmental responsibility and community capacity-building.

Sustainable communities can be communities of interest (e.g., the arts, business, education) and/or communities of geography (e.g., Northeastern State University, Cherokee County, Green Country).

Constructing sustainable communities requires visionary thinking that ensures that we do not overuse resources to the detriment of future generations.

On campus this entails adopting practices to reduce, re-use and recycle as they apply to all resources. We will model the way in innovative and best sustainability practices on campus and to our benefit, and share them with others off-campus.

In NSU’s external service area, it implies building holistic “re-localized” societies that incorporate sustainability principles adopted from the program “Making Place Matters” (American Association of State Colleges & Universities) that are applied to economic development initiatives, the environment, sociological issues and building community residents’ leadership capacity.

Through a holistic, systems-thinking approach, faculty experts, student interns, and research teams will be coordinated to address the breadth and depth of leadership capacity building as well as sustainability-based community planning, development, commercial, social and cultural opportunities that ultimately define the quality of life on our campuses and across the region.

NSU will provide “soft skills” to help constituent groups to identify, frame and prioritize problems, opportunities and solutions. NSU will provide “hard skills” to solve these prioritized problems through faculty consulting, service-learning projects, civic engagement, or referrals to appropriate partners. “Re-localization” is a recognition that communities are sustainable only to the degree to which they are self-sufficient in leadership capacity, energy, food, water, shelter, clothing, and commerce based on the integrity, carrying capacity, and resiliency of the native habitats and bio-region in which they exist. It is only from that local basis that long-term commercialization and exporting of basic natural resources can be assured to meet the needs of future generations fairly and equitably.

By encouraging economic improvement through community capacity building and sustainability best practices, communities will generate resources that may be applied to resolving sociologic problems and enhancing cultural development.

Our intention is to pursue, but is not limited to, these possibilities:

  • Becoming a "Model for Cash Positive - Carbon Negative, Sustainable Campus / Community Design";
  • Comprehensive benchmarking of indicators and tracking of integrated data on ecologic integrity, social justice, and economic vitality;
  • Achieving maximum self-sufficiency and commercial value through vertically integrated campus, business and community models for localized food, fuels, water, shelter, clothing, transportation, native habitat, carbon sequestration, employment, and commerce;
  • Synergistic partnerships across all social contexts, from green entrepreneurship, job training and professional development, to community arts, health care, place-based experiential education, inter-governmental collaborations, faith community initiatives, and all other forms of civic engagement and cultural advancement; and,
  • Enabling communities to find common ground to a sustainable future vision by enhancing the capacities of community residents in their technocratic, public policy and political leadership skills sets so as to enhance their decision-making through the ability to knowledgeably identify and frame issues; select optimal solutions; identify and motivate all stakeholders, and devise strategic plans and action steps to achieve preferred outcomes to the benefit of all.

Strategic Goal 3: Capitalize on the benefits of full inclusion, collaboration and shared-leadership in the life of the university and in all external relationships.

Our commitment to inclusion, collaboration and shared-leadership is designed to harness the power of diverse skills, backgrounds, experiences and capabilities of our many stakeholders. Our commitment to these values drives the way we act, how we treat each other and how we make decisions in every aspect of university life.

Inclusion starts with equity in treatment of everyone at NSU and all who come in contact with us. It embraces people and organizations both inside and outside the university, capitalizing on the power of diversity and participation. A culture built on inclusion encourages all to feel that he or she is a valued member of our larger community, and that each individual’s contributions to the university is welcomed, respected and recognized.

Collaboration builds lasting partnerships that create learning opportunities, and that promote educational and economic success. It encourages and rewards cooperation across functions/ departments/ colleges/ departments, among faculty, staff and students, among leaders and associates at all levels of the organization, across our three campuses, and between internal and external constituents. Collaboration describes how diverse stakeholders increase the value of individual contribution.

Shared leadership provides meaningful opportunities for input from all stakeholders. A prerequisite for success is an environment of trust and protection for expressing ideas and opinions. Shared leadership embraces 6 principles:

  1. Decisions that have the broadest impact deserve the greatest input.
  2. Value diversity by recognizing all voices and their contributions.
  3. Build trust in each other through reciprocal communication where leaders provide opportunity and listen, and members participate.
  4. Build trust in a fully transparent decision-making process.
  5. Successes in completing the communication loop should outweigh failures. If failure occurs, then it needs to be openly acknowledged, discussion of what can be learned and how to improve.
  6. Lead such that others are encouraged to lead – preparing our leaders of the future.

A culture that embraces inclusiveness, collaboration and shared leadership:

  • Ensures equity and fairness in every aspect of the university. (Note – this should be revised.)
  • Add a point on actively seeking and recruiting a diverse student population, faculty and staff.
  • Is specifically addressed in all plans and processes at the university level and in all functions and units.
  • Invests in robust, comprehensive and honest communication at all levels, developing partnerships to enhance the learning environment and contributing to the welfare of our communities. (Note: the emphasis on communication should be increased.)
  • Provides a seamless transition for prospective students through strategic partnerships and effective communication.
  • Enhances student engagement and personal development through a comprehensive co-curricular university experiences.
  • Encourages collaboration across the university in a broad spectrum of activities and programs, including research, learning, governance, and community service, specifically capitalizing on the strength of diversity of our three campuses. (Add service learning?)
  • Engages the people and organizations in our communities who contribute to the university in multiple ways, and who benefit from our cultural, educational, economic and social programs.
  • Engages our alumni by providing the opportunity to influence and impact the success of future generations.
  • Provides early information on major issues and initiatives to promote understanding and to give stakeholders an opportunity to understand and be heard. Specifically includes those most affected, those most interested and those most capable of contributing to success in decision-making process.

Strategic Goal 4: Develop a culture that encourages and fosters a commitment to civic engagement by our students, our faculty and our staff. “Culture of Civic Engagement” at Northeastern State University fosters the study, reflection and action necessary to address social issues in the individual fields of interest as well as in the communities we serve.

Types of Civic Engagement1:

  • Volunteerism and Community Service – address the immediate needs of our social and ecological communities.
  • Community Building – build trusting relationships among individuals and groups around issues of common concern.
  • Public Education – draw attention to and awareness of local, national and global issues.
  • Community Development – identify and increase the human or economic assets of a community.
  • Voting and Political Participation – mobilize influence on public policy through formal political channels.
  • Civic Leadership – participate in collaborative decision-making for the benefit of the community.
  • Grassroots Alliances – mobilize allies with a common interest to coordinate strategies for change.

Strategic Goal 5: Develop a culture that embraces global literacy and engagement and develops global competency within the university, with our students, and with our community partners.

Global literacy is the awareness of the interconnectedness and interdependence in economic, social, political, cultural, and environmental processes and interactions among peoples and nations around the world. It involves cross-cultural and trans-national knowledge, respect, and communication. Embracing and acquiring global literacy leads to global competency. Global competency is the practical application of global literacy to analyze and critically evaluate knowledge and current events in order to engage and perform successfully in an increasingly globalized world.

Global engagement springs from global literacy and competency as individuals strive to be partners in producing equitable, sustainable solutions to shared local and global problems.

A culture of global literacy and engagement is a way of thinking and acting as we carry out our mission as a university that places our campus community in an informed position with diverse perspectives to understand issues, communicate appropriately, and perform effectively in a trans-cultural and transnational context and inspires us to collaborate as global citizens.

Development of global literacy, competency, and engagement within the NSU community includes:

  • Increased numbers and diversity of international students at NSU
  • Expanded learning/travel opportunities for Northeastern students, faculty, and staff both internationally and in globally-connected U.S. cities
  • On-going campus conversations regarding international current events explored from multi-cultural perspectives
  • Additional financial support for students, faculty, staff, and community partners to engage in international travel and study in global centers in the U.S. and abroad
  • Enhancing the curriculum to facilitate global literacy, competency, and engagement
  • Using technology creatively to connect the campus community more fully with the world at large
  • Developing exchanges between NSU and international institutions and faculties
  • Promoting campus events that feature diverse cultures
  • Innovatively exploring opportunities within the U.S. to experience multi-cultural communities
  • Inculcating attitudes and actions of sensitivity, respect, openness, equity, interdependence, and cooperation
  • Engaging locally, regionally, and/or internationally in collaborative efforts to develop sustainable solutions to human and environmental problems
  • Awareness of interconnectedness of global systems

1 Extracted from Washington State University Center for Civic Engagement, http: //cce.wsu.edu/default.asp?PageID=796.

ATTACHMENT C:

Email to UPG Oct 21

Hi folks,

Just a reminder that the full UPG will meet October 30 and November 20 from 3-5 pm -- NET614, Muskogee209, BA-A215. The December meeting is scheduled for December 11 from 9-11 am. Please make sure they are on your calendar.

Details for the October 30 meeting are outlined in this email. We will have a fairly brief status review on the "culture" articulations, approach to communications and the 7-step process, followed by break-out sessions for the five remaining break-out teams. The initial look at the consolidated teams is at the end of the email.

FULL SESSION (about 30 minutes)

We will have a full session to review progress and get feedback on the articulated culture statements, and the process. The steering committee has been working through the articulations developed by the teams, with an objective of developing the articulations into university level Strategic Goals. The current status of the fully articulated Strategic Goals will be emailed to each of you by Friday evening. They should be considered a beginning point, anticipating that the SWOT/SWAC exercise (noted below) will provide critical input.

Your comments and questions on each or any of the goals are very valuable. Please take time to review them and provide feedback to the team leaders (see bottom of this email for names).

You are asked to review each of the strategic goals and provide questions and feedback to the team leaders responsible for each strategic goal prior to meeting on the 30th – by Wednesday so that they can address issues effectively. If possible, set aside some time on the weekend or on Monday to work through the five initial statements of strategic goals.

We will also review the links to the 2006 Strategic Plan, and how the current process can capitalize on the links.

Status of the 7-step process will also be covered at the full session, with some specifics on how we communicate with the university community.

BREAK-OUT TEAM SESSIONS (about 1 ½ hours)

At our last meeting (Sept 25) many of you contributed substantially to the articulation of the "culture statements". The next step in the process is to complete a SWOT/SWAC at our next meeting. (SWAC uses the terminology "Aspirations/Challenges" as an alternative descriptor of the Opportunity/Threat concept -- and can be helpful in framing the objective of the process. An example might be considering the actions of the legislature as a challenge rather than a threat – one that needs to be addressed in developing relationships and partnerships. ) Our near term objective is to use the SWAC as critical input in developing fully articulated Strategic Goals. The SWAC also provides information for identifying strategic gaps, strategic outcomes, university level priorities (strategies/initiatives), and measurements as we work through the process of reframing and enhancing the strategic plan.

We have consolidated into 5 teams, combining several of the culture statements as we develop the culture statements into fully articulated strategic goals. By combining some of the culture statements that require a level of integration, the number of teams has been set at 5, with some re-assignments made to maximize the input of our membership. The Inclusion, Collaboration and Shared Leadership teams agreed that these are most effectively addressed in an integrated format, and that a single strategic goal should encompass the three together. The Creativity and Innovation Team recommended that the concepts could not be isolated from the other culture statements and should be addressed in each of the remaining teams. A first pass at refining the break-out teams is below. I appreciate any suggested changes.

  • Building a Culture of Learning and Discovery [with special emphasis on a Culture of Creativity and Innovation] – Janet Bahr (team leader); Martin Venneman, Jym Brittain, Christee Jenlink, Tim Foutch, Sheila Collins, Joe Spence, Mark Giese, Phyllis Fife, Tom Jackson
  • Building sustainable communities – Mark Kinders (team leader); John Schleede, Joe Spence, Kim Cherry, Christee Landsaw, April Adams, Michael Gibbons.
  • Building a Culture of Global Literacy/engagement – Chuck Ziehr (team leader); Andrew Vassar, Doug Peniston, Paul Westbrook, Richard Carhart
  • Building a Culture of Civic Engagement (ADP) – Laura Boren (team leader); Randy Shelton, Tim McElroy, Ed Huckeby, Pamela Louderback.
  • Building a Culture of Inclusion, Collaboration, and Shared-Leadership – Craig Clifford (team leader); Sue Catron, John Gyllin, Nancy Garber, Dave Kern, Denise Deason-Toyne, Kay Grant, Martha Albin
  • [Note that Creativity and Innovation are to be incorporated into all Strategic Plans as deemed appropriate by the teams.]

    More to follow on Friday! I welcome any questions or comments, particularly those that will contribute to more effective communication. I am trying to work hard on communication and direction and appreciate your help.

    Have a great day!

    Dave


     

    ATTACHMENT D:

    UPG Approved 7-Step Strategic Planning Process (Sept 25, 2009)

    Step 1 – Mission, Vision and Values

    Completed. The imperatives and culture statements provide a framework for integrating the mission, vision and values into the strategic plan. Each of the imperatives and culture statements tie directly to mission, vision and/or values.

    Step 2 – Culture Descriptors; Identifying Future Position

    (scheduled for the Sept 25 UPG meeting break-out teams)

    The statements of imperatives and cultures establish a framework for identifying where we want to go as a university – the preliminary work in establishing strategic goals and outcomes. The statements must be fleshed out and clearly defined in order to provide clear direction for achieving the Northeastern State University Mission and Vision. The UPG Steering Committed will initiate this process. The UPG will contribute through break-out teams. Individual members have been assigned to different “cultures” with leadership and integration provided by members of the Steering Committee. At the September 25 UPG meeting, each team will

    • brainstorm an articulation of the imperative or value,
    • identify links to the mission/vision/values and the current plan;
    • take the first step in identifying organizations that will take leadership and supporting roles in refining outcomes, and defining measurements, strategies and actions.

    Step 3 – Review of Strategic Position/Gap Analysis

    This process is designed to identify where we stand in terms of strengths and weaknesses, integrated with an environmental scan of threats and opportunities. The two imperatives represent the heart of our mission and vision, requiring a comprehensive review of strategic position (e.g., SWOT) integrating efforts by the small groups and the steering committee. The process for identifying strategic position/gaps for the culture statements will be determined by the steering committee after reviewing the results of step 2. In most cases the break-out teams should be prepared to complete a “review of strategic position” for the imperatives and the culture statements.

    The steering committee will coordinate the process, promote consistency, deal with overlaps among teams, address gaps/omission, and provide overall direction for structure and terminology. Team leaders for the culture statements will continue to engage their small teams in the process. Information available from the recent branding exercise should be employed by each team. This will involve individual team meetings and break-out sessions in UPG sessions. Teams will engage key stakeholders whenever possible.

    Step 4: Convert Strategic-Position to Strategic Goals/ Outcomes (SMART), Establish responsibilities at the function, unit and organization level. Identify University Level Priorities

    Members of the Steering Committee will prepare the initial set of strategic goals and outcomes, incorporating input and feedback from the teams. University leadership will be engaged to identify an initial set of priorities. Organizations and units that will lead and contribute to achievement of outcomes will be engaged to review strategic goals/outcomes. Ultimately, these organizations and units will develop operational objectives, strategies, action plans, measurements and timing for strategic goals.

    The steering committee will coordinate the process and integrate the efforts of the teams. Teams will be engaged throughout the process, and monitor processes as we proceed.

    Step 5: Refine and publish to the full University Planning Group for feedback and input.

    Present to the full UPG for review and approval. Revise and review. Present to the Cabinet for preliminary approval. Resolve any issues.

    Step 6: Communicate and Feedback

    Publish the process/preliminary findings and provide various communication forums to communicate Charting the Second Century – 2010/2014 (e.g. University Assembly, open internet forum, President’s Council, faculty, administrative colleagues, and students). (Note that this does not preclude small team interaction with the NSU community throughout the previous “Steps”.)

    Step 7: Integrate Input/Proposal to the Cabinet

    Steering Committee reviews feedback, and prepares recommended changes for review and approval by the UPG. Present final UPG proposal to the Cabinet. Implementation is to be directed by the cabinet, and monitored by the UPG.

    ATTACHMENT E: Charting the Second Century: 2010/2014, Strategic Goals matched with 2006 sub-goals:

    1. Develop a culture of Learning and Discovery to its fullest extent throughout the university.
    1A. Meet student needs and expectations by focusing on student learning, appropriate learning outcomes, and assessment methods.
    1C. Determine and prioritize the key educational opportunities at the University.
    1D. Enhance the scholarly activities and professional development of faculty, staff, and students.
    1E. Maximize student achievement, success, and satisfaction.
    1F. Enhance student learning through "Best practices" as established by learned societies and accrediting bodies.
    2. Develop Sustainable Communities, encompassing environmental responsibility and community capacity-building.
    3E. Promote and support regional economic development.
    3F. Provide cultural enrichment and entertainment opportunities for the communities served.
    3. Capitalize on the benefits of full inclusion, collaboration and shared-leadership in the life of the university and in all external relationships.
    1B. Enhance student engagement and personal development through a comprehensive co-curricular university experience (also applies to civic engagement).
    2A. Recruit and retain a diverse faculty holding terminal degrees from a variety of colleges and universities.
    2B. Employ and retain a diverse, motivated, and caring staff.
    2D. Recruit, retain, and graduate a diverse student population that contributes to the well-being of society.
    3A. Promote communication and cooperation among faculty, administration, staff, and students.
    3C. Provide a seamless transition for prospective students through strategic partnerships and effective communication.
    3D. Collaborate in educational ventures with public and private sector entities. (see also civic engagement)
    4. Encourage and nourish a commitment to civic engagement by our students, our faculty and our staff.
    1B. Enhance student engagement and personal development through a comprehensive co-curricular university experience (see also inclusion)
    3D. Collaborate in educational ventures with public and private sector entities. (see also inclusion)
    5. Embrace global literacy and engagement within the university, with our students, and with our community partners there are no 2006 sub goals that address global literacy.

    Strategic Goal that may be included in “Sustainability” or be structured as a separate Resource Management and Acquisition/NSU Sustainability Strategic Goal

    2C. Employ and retain administrators who embrace the mission, core values, vision, and goals of the University.
    3B. Develop a community of alumni, donors, and friends that is active and supportive of NSU.
    4A. Create and maintain a campus environment that is distinctive and excellent in form, function and design.
    4B. Deliver exceptional customer service that is also efficient, convenient, and accessible.
    4C. Acquire, integrate, and maintain the most appropriate resources, technologies, equipment, support, and training.
    4D. Establish a process to achieve internal efficiencies that result in targeted reallocation of existing resources and optimal use of new resources.
    5A. Present a compelling case for overall support.
    5B. Pursue external grants, contracts, and develop partnering opportunities.
    5C. Increase local, state, and federal government funding.
    5D. Secure financial support from corporations, foundations, tribes, and individuals.