SJSU Strategic Conversations
03/04 Report from the Campus Forum Committee
Introduction
For well over a year, the SJSU Forum Committee under the direction
of SJSU’s Accreditation Review Coordinator, Dr. Bethany Shifflett,
has been actively planning and implementing a series of forums designed
to seek broad-based, campus wide input related to the WASC Accreditation
process and institutional planning. To date, a series of four linked
forums have been completed. Each forum was widely advertised via a systematic
e-mail broadcasting process, the web based university calendar, posted
leaflets, and the existing dissemination systems of various offices
across campus. As a result, an average of 130 students, staff members,
faculty, and administrators attended each forum. At least two more forums
will be held during academic year 2004-2005.
The four linked forums have been referred to as "conversations"
illustrating one of the main goals of this effort - to stimulate widespread
communication across campus. All four forums were similarly organized
with a facilitator leading discussion on carefully selected and linked
topics. Groups, with individual table facilitators, were then allowed
time for discussion and formulation of conclusions. Each group yielded
key points from each conversation. This information was collected and
compiled, and is available for inspection on the WASC website.
Conversation # 1 was held in October of 2003. The questions posed were
simple and direct. What is working well? And, what needs improvement?
Conversation #2 was held a month later in November of 2003. At that
time, participants were asked to select five to eight critical strategic
issues, define them, and explain why they are vital. The third conversation
was held during February of 2004, just a few months after #1 and #2.
The question posed for that day was, "What does your ideal SJSU
look like? The fourth and final conversation to date was held during
March of 2004. For this forum, various groups were asked to discuss
one of seven goals yielded from previous forums. Once assigned to a
goal, each group addressed the following questions related to that goal:
1) When we achieve that goal, how will we know it? What are the specific
success markers for that goal? 2) What specific actions do we need to
take to achieve this goal? 3) Who shall be in charge of addressing the
goal? 4) How will we ensure broad based input and wide dissemination
of information related to the goal?
A summary of the discussions and recommendations that emerged from
this last conversation is presented in the appendix of this year end
report.
Outcomes from Strategic Conversations
While related to accreditation topics, these conversations sought
to stimulate a broader campus-wide discussion about the strategic concerns
that are most likely to affect the future of the University as it approaches
its 150th anniversary in 2007.
The two forums that were held in Fall 2003 focused on clarifying the
strategic landscape, in terms of those factors that are likely to be
affecting San Jose State in coming years. Forum #1 asked participants
to identify what was working well on campus and what needed improvement,
while Forum #2 asked them to discuss the most critical issues facing
the campus during the next 3-5 years. The outcome of these two strategic
conversations was a consensus around 8 Strategic Issues that participants
felt warranted concerted attention and improvement:
- Institutional Planning & Strategic Priorities
- Public Relations & Marketing
- Advancement, Fundraising, Alumni Outreach
- Faculty & Staff Workloads
- Enrollment Management
- Communication
- Technology
- Diversity & Campus Climate
The two forums that were held in Spring 2004 focused on exploring the
strategic future of SJSU, in terms of the visionary features that should
characterize the University as a whole. Forum #3 asked participants
to discuss what an ideal San Jose State would look like in the next
3-5 years and identify what the University would be known for among
its various publics. Forum #4 asked participants to specify success
markers and suggest actions to help achieve these visionary goals. The
outcome of these two strategic conversations was a consensus that an
ideal SJSU should be widely known for 7 Strategic Features:
- Quality Teaching & Academic Excellence
- Graduates Who Are Well Prepared, Sought After and Successful
- A Model of How Diversity Works
- Contributor Connected to Silicon Valley
- Student-Centered Programs & Services
- Welcoming Safe Environment
- Leader in Academic Technology
Summary/recommendations
Again, the topics for all conversations were designed to be linked,
and yield campus wide perspectives related to the WASC accreditation
process and institutional planning. Based on most sources to date, these
conversations have been extremely successful in soliciting input from
all divisions on the selected topics, and providing fundamental information
from which further institutional planning can be derived.
We recommend that the information in this report be reviewed and discussed
among the President’s staff as an integral part of institutional
planning. Considerable consensus emerged over the course of the academic
year and serious consideration should be given to the actions suggested
in the concluding conversation (see appendix). The
energy and momentum generated by this process needs to be taken advantage
of and built upon. An excellent foundation now exists upon which a collaborative
strategic planning process can be built to help guide the campus towards
achieving its ideal future.
With many thanks to our Interim President Crowley and SJSU’s
Vice Presidents for their support and engagement in this process, we
look forward to continuing conversations under the leadership of President
Yu.
Appendix
Summary of Final Spring 04 Conversations
SJSU known for quality teaching and academic excellence
The campus suggested that when we achieve a reputation for quality
teaching and academic excellence, the specific success markers will
include characteristics and numbers of students and faculty. Among students,
we would expect to see an increase in enrollment, and a higher quality
of student applicants, especially when SJSU is their first choice. Similarly,
highly rated professors will seek and accept positions here, and SJSU
would be the choice of faculty, staff, and administrators for their
children.
Other success markers for quality teaching and academic excellence
include recognition from professional and academic organizations; high
marks on college and university ratings; recognition from employers
and local high schools, as well as international exchange programs and
scholarships. The community will be involved through business and community
leaders who teach courses, give lectures or workshops, and contribute
financially in the form of endowed chairs, labs, and facilities.
Data to support these outcomes would be gathered by surveying students
and employers for their perceptions of SJSU, employment rates of students,
and satisfaction as employers.
The specific actions that SJSU needs to achieve this goal include summarizing,
synthesizing, and disseminating what SJSU already does well, through
appropriate and effective publicity efforts-to sell ourselves. Quality
teaching can only be sustained if there is a strong reward system for
teaching excellence, and support for teachers who need help. Other strategies
suggested are to have service learning and mentoring opportunities in
the local high schools for our students and alumni (to model the kinds
of teaching and learning at SJSU), to seek out visiting professors and
community leaders to teach courses or give lectures, and to retain small
class sizes. SJSU should provide a welcoming and productive environment
for those who come on campus, including housing assistance to faculty
and professors' "chat" meetings.
The campus input was unclear about who should head the team to address
this goal. Suggestions included Provost Goodman, AVP Student Outreach
Marshall Rose, and VP University Advancement Robert Ashton. The team
should consist of Faculty Affairs, the Center for Faculty Development,
Chairs, Deans, Advancement, Admissions, Athletics, Public Affairs, University
Relations, alumni, and students. All parties agreed that this work should
begin immediately.
The obvious milestones to indicate progress toward this goal are the
number of student applicants and an increased acceptance rate. In addition,
more national, regional, and local recognition would indicate progress
in this area.
The campus suggested that ensuring broad-based input and wide dissemination
of information related to this goal might depend on an open forum process
like the WASC forums that have been held on campus. Information technology
could be used to develop a mechanism for collecting input electronically,
perhaps through email. Students could be surveyed through their classes.
Each source of information would need a different procedure to gather
input, depending on the individual, group, organization and the nature
of the information sought.
The campus suggested that the information be communicated back to them
and the larger community through the University web site; email; department
websites; SJSU this week; the Spartan Daily; University, college and
department newsletters; bulletin boards; and information "town
meetings".
SJSU known for student services, programs, and activities that meet
the needs of students
San Jose State University in downtown San Jose has a diverse student
population with growing and ever changing needs. Research suggests that
there are five major categories of students at metropolitan universities:
commuters, students who work part-time, work full-time, are first-generation
to attend college, ethnic minority, and working class (Pacheco, 1994).
To create effective programming institutions must explore student attitudes
on the social and academic experiences that are unique to that specific
institution (Tinto, 1996). In a forum discussion faculty, staff, administration,
and students shared their ideas on how SJSU can provide the services
and programming that meet the unique needs of its students.
The first step in trying to reach this goal was to define what the
institution needed to do to be successful in this area. Based on the
discussion, there were two primary markers for success. The first would
be to complete a comprehensive student satisfaction survey (pre and
post) of all types of students, and second to improve communication
and collaboration across all levels and departments to make information
more accessible. The purpose of the survey would be determine what programs
and services have value to SJSU students, and to find out what they
need to succeed. By improving communication and marketing practices
students, faculty, and staff would know about the services available
and understand their value. Other markers for success included students
spending more time on campus, stronger student interest and involvement
in athletics, increased retention rate, and the completion of the Academic
Success Center in the former library.
The second step in trying to reach the goal of providing the services
and programs that meet the student’s needs was to identify the
actions that need to be taken in order to realize the markers for success
outlined above. The actions that came up most often in the forum discussions
were the organization and implementation of a needs assessment survey,
and the establishment of a centralized location or source for information
(on campus or virtually). The discussions included other action items
such as an improved utilization of space, research on best practices
at similar institutions, increased services for non-traditional students,
and to improve orientation for transfer students (70% of entering students).
A recognition process for faculty, staff, and students that model the
collaboration and communication necessary to achieve these institutional
goals was suggested as an incentive to encourage the campus to engage
in these actions.
After outlining the actions needed in order to provide quality and
effective student programs and services, the participants discussed
the appropriate timeline and campus entities to manage the above actions.
The Division of Student Affairs emerged as the primary unit for undertaking
this process, and that it should begin immediately. Institutional Planning
and Research was suggested as a partner in the needs assessment process,
and Academic Services, MUSE, and the President’s office would
play a key role as well. The concept of creating a centralized office
that coordinates with both Academic and Student Affairs was also offered
as a solution for managing the process. This group would ideally be
run out of the President’s office to demonstrate its importance
and to ensure that the group was not biased toward Academic or Student
Affairs.
To ensure broad based input and dissemination of information on the
institutions progress toward this goal, a user-friendly and informative
website would be necessary to keep the various on and off campus constituencies
up to date. A uniform e-mail system for all students to have access
to would be a critical component in getting input for the process and
for getting students involved and engaged with the services and programs
offered. Other creative ideas for input and communication included the
designation of a faculty member to act as an advisor to students, and
for each program or service department to have a designated week within
the academic year where they are highlighted around campus, on the website’s
home page, and in the SJSU newspaper. The creation of a centralized
office dedicated to helping students identify the programs and services
that they need was echoed again as a vehicle for improving communication.
References
Pacheco, A. (1994). Bridging the gaps in retention. Metropolitan universities:
An international forum, 5(2), 53-60.
Tinto, V. (1996) Reconstructing the first year of college. Planning
for higher education, 25, 1-6.
SJSU known for our contributions to the city and the region, and
for our connections to the Silicon Valley
The campus commented that when SJSU is known for contributions to the
city, region and for its connections to Silicon Valley, several success
markers would provide an indication of achieving this goal. Faculty
visibility in their field of expertise and favorable publicity coverage
of SJSU would facilitate the perception by the community and businesses
that SJSU is a campus with experts. Having resources to collaborate
with the community and receiving external support (from partners, alumni,
agencies, businesses, etc.) were also cited as important. The perception
by prospective students that SJSU offers and delivers excellent education
and an exciting campus life experience were important success markers.
Specific examples cited that demonstrate SJSU has achieved this goal
would include extensive: student volunteerism, partnerships with community
and corporations, outreach to high schools/community colleges for events/education,
alumni involvement, benchmarks with other universities, etc.
The campus commented that there are important actions for SJSU to take
in order to achieve this goal. In short the actions relate to developing,
delivering and effectively communicating the SJSU story. Developing
the SJSU story involves strategic planning, surveying the community,
establishing consistent messages about SJSU, i.e., developing the promise
of the SJSU brand. If the “metropolitan university” theme
continues, a more effective definition is needed. Delivering on the
promise will require involvement and integration across SJSU and the
community (e.g., more involvement by SJSU community in SJSU athletics).
Effectively communicating the SJSU story will involve aggressive systematic
fundraising, public relations and marketing SJSU’s strengths and
contributions to encourage giving something back/investing in SJSU.
Marketing communications should accentuate the depth/areas of specialization,
e.g., engineering, nursing, teaching, arts, etc. Communicating the SJSU
story needs to be collaborative (e.g., create a partnership with Spartan
Daily to communicate with students; start all SJSU classes with message
about services for students). Improvements in other areas such as faculty
workload and efforts to educate and lobby civic leaders and legislators
on SJSU’s behalf also need to be addressed.
The campus feedback indicated that the VP of Advancement should lead
the team charged with achieving this goal. However, the team needs representation
from various campus constituencies including: President’s Office,
Students, Academic Affairs, Academic Senate, Government Affairs, Faculty,
Staff, etc.
Work towards achieving this goal should begin immediately. Several
specific milestones to be used as indicators of progress towards achieving
this goal were identified. The suggested milestones include: percent
of faculty and staff spending time on strategic goals; student enrollment
increases in specialized areas of study; increase in student applications;
media tracking; funds received (business investment; alumni giving).
The team needs to ensure broad-based input and wide dissemination of
information related to achieving this goal.
Progress toward this goal should be reviewed and communicated in a
variety of ways. A process is needed to review progress to the overall
strategic plan and make adjustments as needed. Communications within
the team and to a broad audience is needed. Written (website, email,
etc.) and face-to-face communications (team meetings, forums, etc.)
are essential.
SJSU known for having an appreciation for diversity and being a model
for how diversity works.
The campus suggested that when we achieve the goal of being a model
for how diversity works, there will be both internal and external markers.
Internally we could expect to see on a regular basis events and forums
that both promote diversity on campus and nurture a welcoming environment
for our faculty staff, students, and administrators; faculty mentoring
diverse undergraduate and graduate students; social groups that are
mixed; evidence in the curriculum that students have the opportunity
to explore and understand issues related to diversity in its broadest
definition; evidence via surveys of faculty, staff, students, administrators
and alum that perceptions of SJSU in the area of diversity are positive.
Externally, we could expect to see SJSU highlighted in the media, professional
journal publications, and an array of community and government sources
as a model for its successful endeavors in the area of diversity.
Actions suggested were quite often related to communication and training.
Specific suggestions included employee training related to diversity
issues in the classroom; soliciting information via surveys, web site,
entrance and exit interviews, public; police reports. The emphasis was
on being proactive.
Participants recommend that the lead person in charge of overseeing
working toward the goal should be from The President's office (not the
campus climate committee). The team addressing this goal should have
representatives from all divisions and also from students from each
college. It is also recommended that Associated Students, Campus Climate,
Institutional Research, President, Alumni, Advancement, Office of Equity
and Diversity (HR), Ombudsman, Counseling, University Communications,
Academic Technology, Study Abroad Program (International Program), be
involved. It has been noted that The Campus Climate position title should
more aptly reflect diversity as a major part of its mission (e.g. "Campus
Diversity Officer"). All parties agreed that this work should begin
ASAP.
The campus suggested that the milestones to indicate progress toward
this goal include responses to surveys about diversity, annual assessment
of diversity as reported by the task force (composed of people from
the above named offices), results posted on a diversity watch website
which should have an obvious link from the homepage, and reports in
Washington Square, SJSU This Week, etc.
The campus suggested that the input and dissemination be communicated
back to them and the larger community through the University Web site;
ongoing surveys, campus diversity celebration day, Presidential address/messages,
ongoing campus conversations, SJSU This Week and Washington Square articles,
and Spartan Daily articles.
SJSU known for having graduates who are well prepared, sought-after,
and successful
The campus suggested that this goal would be achieved when students
can demonstrate success as measured by the academic standards established
by departments and programs, when graduates are employed in positions
related to their degree field, and when graduates can successfully compete
with graduates from other institutions. We would also expect that a
broad range of respected employers would choose to come to SJSU and
recruit our graduates. In addition to job and career employment, graduates
would also be involved in the community, volunteering to serve on advisory
boards, civic organizations, and even holding elected office. Finally,
having successful graduates should produce alumni who maintain close
contact with SJSU, and are active in directing external resources to
the university.
The specific actions needed to achieve this goal include enhanced data
collection, attention to issues of teaching and learning, and effective
public relations. First, there is a need to collect assessment data
related to academic success in departments and programs. Other data
should be obtained from employers through the Career Center about the
preparedness of our graduates, and from alumni about their experiences
at SJSU. Second, actions related to teaching and learning include smaller
classes (to foster more student-centered learning and faculty-student
contact), and more applied, "real world" learning opportunities
(i.e. service learning, internships, and guest speakers from business
and industry). A related suggestion is to have higher standards and
more rigorous evaluation of students, particularly in terms of the knowledge
and skills necessary to be successful in the workplace. The third category
of actions, effective public relations, is focused on the need to better
communicate the "SJSU story" to the broader community. One
suggestion was to enlist recent graduates in sharing their experiences
with the university.
There was agreement that the president should be the lead person in
charge of ensuring that SJSU is known for having successful graduates.
Having the president as the driver will demonstrate how serious the
university is about achieving the goal. Other suggestions about who
should be involved include Career Planning & Placement, Alumni Association,
Advancement, Public Relations, Institutional Planning & Academic
Resources, Academic Senate, the Provost, students, and faculty. There
was broad agreement that this work should begin immediately.
The campus suggested that before developing a communication plan it
is necessary to assess current modes of information dissemination. This
assessment, including strengths and weaknesses of what is currently
happening, should form the basis of a new plan. The university should
also take advantage of advances in technology to enhance communication
and access to information. To that end, the campus suggested making
"fact sheets" about SJSU available to the campus community
through the library web site. This will enable faculty, students, and
staff to act as ambassadors for the university. Other specific suggestions
include the development of databases, leadership forums, luncheons,
relations with news media, newsletters, listserves, fund-raising dinners,
and community presentations.
SJSU know for having a welcoming, friendly, and safe environment
The SJSU campus community will know when we achieve the goal of having
a welcoming, friendly, and safe environment when students, faculty,
and staff are confident to move freely about the campus, and when there
is efficient communication to students about admissions and registrations.
The specific success markers would be evident by survey assessments
and student retention rates. Success markers that measure the reputation
of SJSU should be identified. Questionnaires should place emphasis on
effective communication and transactions with employees across all levels
of the university, e.g., what perceptions do people have in mind about
the campus? What have they "heard" about reputation of our
school from people?
Actions that need to be taken to achieve the goal are to conduct surveys.
A way of obtaining information from students is to attach survey questionnaires
to graduation applications. Also, 100W course sections can be utilized
to catch many students. In addition, it is recommended that data which
are already available be used. Another ideas for meeting the goal is
to provide training to constituent groups to make them aware of their
role in conveying that SJSU is a welcoming, friendly, and safe environment,
e.g., identification of expectations for customer support, and reinforce
and remind each other role responsibilities; maintain data on survey
results, encourage students to discuss and speak out about their problems;
ask student their own ideas for bettering the system (solicit their
participation in decision-making); include community in data collection;
conduct specialized surveys for specific issues such as parking; data
collection during orientation; ask specifically about the negative experiences
with any area of campus; and allow students and other community groups
to regularly evaluate SJSU. It was also noted that surveys used should
maintain awareness of cultural differences in soliciting student feed-back.
The following areas or units were identified as being able to take
charge of the process: Institutional Research (input from faculty, students,
and staff); Human Resources (Every constituent group on campus); Public
Relations. The lead person(s) to be in charge of overseeing the work
toward this goal should be one or a combination of the following: Assistant
to the President for campus climate; Muse Coordinator; Academic Services
Director; Student Life and Leadership Director; UPD Chief, Institutional
Research Director; and any of the three Vice-Presidents.
The work should begin immediately. Milestones that can be used as successful
indicators of programs are an increase in percentages of satisfaction
based on the results of recent surveys. Broad-based input and information
dissemination can be assured by: assuring ease of use and locating information;
priority and web site access; offering something to participants; include
off-campus resources for access; reach out to people and inform of ways
to get info and surveys. It is suggested that information about progress
toward this goal be communicated to the campus and larger communities
by utilizing web and periodicals, using care to not bombard with info;
and utilize alternative media sources to reach off campus communities.
SJSU known as a Leader in technology
The SJSU campus community will know when we achieve the goal of being
a Leader in Technology when the campus is comprised of Smart Classrooms,
when we are a “wireless” campus-wide, when we achieve breadth
and depth in on-line classes, when the application through graduation
process is 100% paperless and when our web site demonstrates state-of-the-art
technologies that include virtual tours and fairs.
The campus identified four specific actions that are critical to achieve
the goal as a Leader in Technology. First, the campus needs to centralize
the support system for current and new technology. Second, the campus
must create strong external partnerships for resources. Third, an Academic
Technology Task Force needs to determine the needs, applicable technology
available to meet those needs and a cost/benefit analysis of implementing
the technology. Last, the campus must commit resources to implement
Task Force Outcomes.
The following areas and units were identified by the campus for representation
on the team to address the goal of SJSU being known as a Leader in Technology.
Members from each of the eight colleges with representatives from faculty,
staff, technical and administration were suggested. In addition, the
campus suggested a representative from the CMS project team, a student
representative and a community representative. The group discussing
this topic suggested that the best person to lead the charge of overseeing
the team was the Vice President of Academic Technology.
San Jose State describes itself as Silicon Valley’s Metropolitan
University. With this in mind, the group believes that the work toward
achieving the goal of SJSU being known as a Leader in Technology should
begin immediately. Milestones that were determined to be useful as indicators
of progress toward achieving this work included having 25% of the campus
be set-up with wireless nodes within one year, having 75% of the campus
set-up with wireless nodes by 2007, having 25% of the classrooms on
campus be “Smart” classrooms within one year, having 50%
of all classrooms be “Smart” classrooms by 2007. In addition,
the campus identified having a fully functional and fully integrated
degree audit program and prerequisite audit system in place by Fall
2005. To meet these milestones and communicate the progress toward the
goal, the campus suggested that an inventory of current Academic Technology
Systems be taken within all units and provided to the Task Force. The
Task Force would also request input as to the functionality of this
technology as well as input on current technology deficiencies. The
same representatives providing input would disseminate the findings
of the Task Force back to the units. In addition, an annual report to
the campus/community that demonstrates progress toward the goal and
resource needs would be necessary as a communication and marketing tool.
SJSU Campus Forum Committee
- Aldana-Taylor, Migdalia. (Fall 03) Quality Improvement Analyst Vice
President for Administration and Finance
- Aquino, Steve. Institutional Studies, Associate Institutional Planning
& Academic Resources
- Fortune, Mary. (Fall 03) Asnt Prof. Marketing/Decision Sciences
- Harding, Natalie. (03-04) Resource Analyst, Confidential App Sciences
& Arts, College of .
- Hoagland, Susan. Graduate Studies & Research Program Coordinator
Graduate Studies & Research
- Payne, Greg. Department Chair Human Performance
- Poole, Dorothy. Director of Quality Improvement/Special Assistant
Vice President for Administration and Finance
- Pour, Gilda. Associate Professor Engineering
- Raggio, Ashley. Graduate Assistant Student Life& Leadership
- Reckmeyer, William. Professor of Leadership & Systems Anthropology
- Saylor, Coleen. (03-04) Director, Center for Faculty Development
& Support
- Shifflett, Bethany. Professor Human Performance
- Spano, Shawn. Professor Communication Studies, Associate Director,
Center for Faculty Dev & Support
- Strage, Amy. Professor Child and Adolescent Development
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