PREAMBLE
The history of Langston University provides the context for understanding the university’s mission and goals for the future.
Founded through the Morrill Act of 1890 as a land grant college, Langston University (LU) was initially established as the Colored Agricultural and Normal University on March 12, 1897, by the Oklahoma Legislature. LU opened its doors in September 1898 with an enrollment of 41 students who were served by four faculty members. In 1941 as the purpose of the university continued to expand, the name was officially changed to Langston University. As the only Historically Black College/ University (HBCU) in the state of Oklahoma, the University has a rich history of growth and development that emphasizes the perseverance and dedication of its administration, faculty, and students.
Building on its history as an HBCU, LU continues to educate African-Americans while extending its purpose and mission to include a more diverse student body. Today the university offers 38 degree programs that are housed in six schools and serve over 2500 students annually. The University operates under the guidance of the Oklahoma Agricultural and Mechanical Colleges Board of Regents. Urban campuses in Tulsa and Oklahoma City also are directed by a Board of Trustees.
Since 1948, the University has been accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools. Individual programs are accredited by the: Oklahoma Board of Nursing, National League for Nursing, Oklahoma Office of Educational Quality and Accountabilty, National Council for the Accreditation of Teacher Education, Association of Collegiate Business Schools and Programs, Commission on Accreditation in Physical Therapy Education, American Physical Therapy Association, and the Council on Rehabilitation Education.
Although LU is classified as a teaching institution with a limited research function, the university has successfully secured external funding for its research in agriculture, particularly emphasizing goat research and research on caged fish and small farm projects. In 2015 research dollars totaled over $9,000,000, the third largest dollar amount at all Oklahoma institutions. The E. (Kika) de la Garza Institute for Goat Research was founded in 1984 and attracts scientists and agricultural specialists from around the world. The institute’s research emphasizes meat, dairy, and fiber-producing goats. LU has established partnerships with countries such as Ethiopia, Zambia, and China related to its goat research. Additionally, LU operates a cooperative extension grant that serves the communities of Oklahoma.
Grants in biology and chemistry, as well as a NASA Space Grant and a large grant in rehabilitation counseling all are ongoing projects of the university. In partnership with the Johnson Space Center, the Department of Biology is investigating the dysregulation of the immune system in reduced gravity. The Chemistry Department is working to prepare high school teachers in the STEM areas. Rehabilitation Counseling is examining strategies for working with minorities in a variety of rehabilitation related areas. In 2016, the University expanded its research capacity by dedicating a facility on campus exclusively for research projects in the physical sciences.
2 In keeping with the traditions and missions of an HBCU, Langston University offers a variety of social and cultural opportunities for its students. Greek life is present on campus and students frequently participate in social and athletic events. Student organizations engage in community projects. Supplemental academic support is available to students through writing and mathematics labs and in course offerings that underscore the needs of underserved student groups.
Additionally, the university offers exposure to cultural events and experiences. LU houses the Melvin B. Tolson Black Heritage Center with over 7,000 volumes of books, newspapers, and periodicals, as well as a variety of African artifacts. It also is the repository for the National Association for the Study and Performance of African American Music. The Ira B. Hall Lecture Series provides students with the opportunity to meet and hear successful Black professionals; research day is facilitated for undergraduates through the School of Arts and Sciences; and, International Day is held on campus to increase cultural awareness among students. These types of activities are aimed at providing a well- In 2012, Dr. Kent Smith, Jr. became the rounded college experience for Langston students. 16th president of Langston University. President Smith provided his plan for the university through a visual representation that includes a foundation of academic excellence and six pillars for university growth. The goals of the strategic plan are embedded in President Smith’s vision of academic excellence. The Plan uses the six pillars of the President’s vision as resources to achieve the goals of the plan, thereby connecting the mission of Langston University with the daily tasks that will lead to the accomplishment of its strategic goals.
3 While the university offers diverse academic programs and co-curricular events, the administration recognizes that there are many opportunities for growth at Langston University. The strategic plan is a roadmap for the future that emphasizes the following: • Expanded opportunities to provide support for underserved students to better fulfill the university’s mission; • Opportunities for faculty growth that strengthen the academic base of LU; • Improved communication as a tool for the growth of the university; • The development of new programs based on student and marketplace needs; and, • Opportunities to strengthen the university’s financial position to enhance the university’s role as a competitive institution of higher education.
Strategic Plan 2017-2022/27 is guided by the current mission and vision of Langston University. New mission and vision statements were created as a prelude to the new strategic plan. The mission and vision emphasize a student-centered view of the higher education experience while keeping with the traditions of Historically Black Colleges and Universities.
The Mission Grounded in its rich traditions as a historically Black college and university, and a land-grant institution, Langston University offers quality post-secondary education to diverse populations through academic, research, community engagement, extension, and co-curricular experiences that lead to professional competence and degree completion. (adopted August 2014)
The Vision Langston University fosters an environment that cultivates leaders, innovators, and engaged citizens who meet the challenges of local, national, and global communities. (adopted November 2015)
The strategic plan was created through the input of faculty, staff, students, alumni, and patrons (see Appendix A). The plan reflects five goals with supporting initiatives that promote the existing strengths of the university while simultaneously offering opportunities for growth and expansion. The five goals emerged from brainstorming sessions across campus and were vetted through SWOT analysis (see Appendix B & C).
4 GOAL ONE: Establish a comprehensive program for achieving academic success, particularly for students from diverse backgrounds, who will benefit from a holistic approach to the higher education process.
Langston University has a solid history of providing access and opportunity. Building on that legacy, our goal is to recruit, retain, and graduate a larger, more diverse student body. We are committed to promoting excellence by fostering academic support and practical instruction.
Initiative 1: Expand student enrollment to 2500 students on the Langston campus and 600 students on each of the urban campuses, Oklahoma City and Tulsa.
Student enrollment promotes program quality as a critical mass of students supports a thriving academic environment. To achieve the goal of increased enrollment, focused recruitment and retention efforts will be implemented. The targeted recruitment of first- time freshmen from Oklahoma and neighboring states will continue. Strengthened partnerships with PK-12 schools and community colleges will build a stronger local student base. Additionally, an international student recruitment plan will be developed.
The University will continuously review the viability of program offerings at the urban campuses and explore opportunities to modify graduate programs to better meet the needs of the Oklahoma City and Tulsa communities. Online and hybrid course and program offerings will expand for both undergraduate and graduate students.
A culture that supports the notion that recruitment and retention are everyone’s business will be established by revealing the benefits of student persistence and the repercussions of low retention. An investment in faculty and staff will be made to increase persistence. The number of general education faculty will increase, quality training for online instruction will be provided, and knowledge of best practices related to recruitment and retention will continue to be emphasized.
5 Initiative 2: Implement a communication plan for freshman that provides them with assistance through the initial phases of the college experience.
Clear and efficient communication is necessary for academic success. This type of communication applies in particular when communicating with entering students, many of whom are the first in their families to attend college. Creating and utilizing a system of regular communication with students before the beginning of and throughout their matriculation at Langston University will set the stage for open communication throughout a student’s time at the university. To identify the type of communication needed, student focus groups will be held at the end of the freshman and sophomore years. The groups will gauge what students wish they had known as they began their college experience. Informational material (both printed and electronic) will be created that focuses on the day in the life of a student; materials will help students understand academic expectations and co-curricular opportunities for the Langston University students. Formal freshman class meetings, organized Living Learning Community meetings, as well as Personal and Social Development, the required course for all first-year students, also will be outlets for disseminating information.
Initiative 3: Implement the University Persistence and Completion Plan.
The existing persistence and retention plan will serve as the base for continued retention efforts. The plan will be executed, monitored, and assessed annually to operate as a directional tool for persistence and program completion efforts. Faculty and staff will continue to receive professional development focused on using data for continuous improvement.
Initiative 4: Create an academic culture on campus that emphasizes academic excellence for all students.
The Langston University administration is committed to creating an academic culture by acknowledging success and applauding excellence. At Langston University, a significant milestone for students is the completion of the first 45-60 hours of coursework. At this point, most students have completed the general education requirements and others have met the requirements for the associate degree. Students, then, declare their majors and move from University College to their respective departments. To recognize these achievements, a celebration will be held which acknowledges this first rite of passage. Other celebrations that recognize student progress toward the baccalaureate degree will occur within in the various departments and schools.
Another culture building strategy is to increase student involvement in scholarly activities, both inside and outside the classroom. Students will be exposed to research opportunities and encouraged to participate in undergraduate research experiences and summer internship programs that emphasize academics. The creation of a stronger academic culture also will be advanced through the expansion of honor organizations and societies. Individual departments will be encouraged to build membership in learned societies and academic clubs.
6 Initiative 5: Create and implement a second-year experience that increases student retention.
Building on the foundation of our freshman-focused programs, “touch points” will be identified for connecting with students throughout the second year of their matriculation. This process includes enhancing communication with second-semester first-year students and sophomores. Student focus groups will be held at the end of sophomore year to gauge the student perspective on what they wish would have known during their second year. Student focus groups also will offer student input to general education faculty which pinpoints student perceptions of academic support and need. Based on the focus groups, additional activities will be planned for second- year students to serve as touch points throughout the year. Current programming and events such as the academic majors fair will be considered as targeted activities for these students.
Initiative 6: Increase graduation rates through expanded academic support, advising, internships, and community engagement.
Remaining focused on initiatives designed to increase retention, persistence, and graduation rates, Langston University will enhance academic support services, particularly for underprepared students. These efforts will include advisor training for faculty and staff as well as the expansion of departmental tutoring. It also is planned to expand internship opportunities by leveraging the various professional networks of faculty, staff, alumni, and patrons. Further, the responsibility of marketing our students will move beyond the Office of Career Services to include academic departments. Departments will be involved in creating partnerships with businesses and agencies to expand internship and placement opportunities.
7 Initiative 7: Integrate academic and co-curricular experiences.
Langston University faculty, staff, and administrators are committed to offering an integrated curriculum and co-curriculum to develop the academic, social, and leadership abilities of Langston University students. Expanded service learning provides opportunities for more meaningful learning while connecting with others in the campus community and beyond. Faculty and staff will collaborate with students and various stakeholders to identify unique and diverse experiences beyond the campus and encourage student participation in such activities and excursions. The university will invest in dynamic, relevant speakers for student forums and encourage students to remain aware of and involved in issues going on in the community, across the nation, and throughout the world.
Initiative 8: Establish a student wellness protocol.
Langston University supports holistic student wellness efforts. At this point, this is a long-range goal. However, because we recognize the connections between a healthy body and mind and academic success, this initiative is included. A timeline will be developed that provides a long-range plan for establishing a wellness protocol that benefits all Langston University students.
Intimately tied to Goal One are the Learning Outcomes of the University. The outcomes reflect the expectations of faculty and staff for the students of LU.
Graduates of Langston University will be able to demonstrate:
• Critical thinking skills through academic problem-solving • Effective communication skills
• Knowledge of challenges faced by rural and urban communities, both global and domestic • Knowledge of current technology • Positive leadership skills • Use of quality methods for conducting research or inquiry • Respect for diversity in its many forms • Commitment to responsible citizenship • Competence in their chosen field of study
8 GOAL TWO: Provide support to faculty members that allows for professional growth and development in the areas of teaching, research, service, and community engagement.
Much like the engine in a vehicle, the faculty members provide the force needed to drive a university forward. Quality teaching, research, service, and community engagement can only be achieved through a better prepared, engaged, and motivated faculty. Langston University cultivates critical thinking skills in its students and produces graduates who are competent in their chosen field of study. The members of the faculty must be allowed and encouraged to stretch, grow, and develop in the areas of pedagogy, scientific inquiry, service, and community engagement to continue to generate successful graduates.
Initiative 1: Offer faculty and staff development opportunities focused on instructional strategies and methods for working with diverse students.
Action steps to achieve this initiative include offering faculty development sessions during Faculty Institutes at the beginning of each semester, as well as providing online faculty development opportunities throughout each academic year. Free or inexpensive webinars, seminars, workshops, conferences and speakers that focus on effective instructional strategies and methods for working with diverse student populations (high- risk students) will be included in the faculty development plan of the University. Assessment of faculty engagement in faculty and staff development opportunities will be conducted annually, and modifications to professional development opportunities will be made based on faculty feedback.
Initiative 2: Provide financial support for research projects and presentations at national events.
Three specific actions will be used to achieve this initiative. First, grant proposal writers will include travel expenses to grant-related events in their proposed budgets. Second, each fiscal year, funds will be allocated to the University for faculty to participate in national events. A minimum of 33 % of faculty in each department will be eligible to participate on an annual basis. Finally, a dedicated portion of the funds raised at the President’s Annual Scholarship Gala’s will be set aside to support scholarly student participation in academic, research, community engagement, extension, and co-curricular events.
Initiative 3: Establish a training program for grant proposal writing.
Faculty experts in grant writing will be asked to voluntarily mentor a small group of faculty through a grant proposal writing process. New faculty (and other faculty as needed) will be introduced to instructions and presentations on grant proposal writing. Staff development on grant writing will be offered as part of ongoing staff development. University protocols will be modified to ensure a shorter turnaround time for the proposal routing process.
Initiative 4: Form a program to support sabbaticals and/or release time for research.
Langston University currently has a policy on leave and faculty release time. The procedures will be reviewed to determine current viability. Additionally, when updated procedures are in place for sabbaticals and release time, funding sources will be sought to move the sabbatical process forward. A University committee will draft a policy statement in support of sabbaticals and, or, release time for research.
9 Initiative 5: Train faculty on the building of community relationships and service learning opportunities.
Action steps to achieve this initiative will include providing operational definitions for the terms community relationships and service learning opportunities so their meanings will be consistent across all three Langston University campuses. There will be an assessment of current policies, procedures, and practices associated with community relationships and service learning. Face-to-face training in these areas will be provided during annual fall, and spring Faculty Institutes and recorded faculty training sessions will be archived in the course management system and accessed by faculty. There will be identification and promotion of free or inexpensive webinars, seminars, workshops, conferences and individual speakers who focus on building community relationships and service learning. Assessment of faculty engagement in community relationships and service learning opportunities will be done annually via the approved faculty evaluation instruments.
Initiative 6: Create a faculty mentoring program for new faculty members, including adjuncts.
This initiative includes assigning each new faculty member (adjuncts as appropriate) a mentor within their School on the first day of employment. There will be a review and update of the current Faculty Handbook and a copy provided to each new faculty on the first day of work. Timelines, expectations, and goals will be created to help ensure that faculty mentoring practices are consistent across all three Langston University Campuses. Each instructor’s service will be identified and documented as service to the department/school on the appropriate evaluation instrument.
Initiative 7: Establish a training program for research protocols.
Existing research protocols in all research areas (e.g., general, human subjects, animal health, exemptions, etc.) will be clearly outlined. Training will be provided during faculty meetings at the department and, or school levels to ensure that protocols unique to individual disciplines are followed. Assessment of faculty engagement in proper research protocol will occur annually.
10 GOAL THREE: Enhance and expand communication across the university and among all constituent groups.
Systematized and efficient communication is essential for upholding Langston University’s mission. This goal aims to support the mission and elevate the University’s public image by enhancing internal and external communications. An extensive plan to update existing communication channels and create new modes for disseminating information will be established. Langston University will work to increase exposure of its achievements and convey to the public that Langston University is a capable, reputable institution.
Initiative 1: Create necessary communication protocols across the university.
In recognition of the critical role communication plays in daily operations, Langston University will establish standard communication protocols for conducting university business. The protocols will heighten the sense of community among students and employees; a modern digital style approach for campus communication will be used for communication purposes. A communication Council comprised of faculty, staff, and students from the main and urban campuses will be assembled and have the responsibility of creating a communication plan that ensures internal constituents will be aware of university policies, procedures, events, and announcements. Also, policies and procedures for using institutional emails and updating directories will be created.
Initiative 2: Institute a program for ongoing updates to the university website.
Electronic communication is a primary form of communication in today’s society. Potential students often form their perceptions of a university based on their impression of its website. Langston University will develop an ample and more user-friendly website that is routinely updated for the purpose of improving communication with internal and external groups. The University will present content on the site in ways that are inviting to visitors. The University believes the quality of information published on the institutional website reflects upon all members of Langston University and plays an essential role in the University maintaining a positive image.
Initiative 3: Implement a monthly online newsletter.
A monthly online newsletter will be created as an avenue to communicate stories about the university, administrators, faculty, staff, students, and alumni to both internal and external audiences. This digital publication will highlight university activity within the community, employee and student awards and recognitions, and outstanding employee and student profiles. Procedures and deadlines for submitting information for publication will be created. The newsletter will be published on Langston University’s website and written by a team of students, faculty, and staff.
Initiative 4: Establish a campaign to improve the University’s public image.
Langston University is distinguished from other institutions of higher education through its rich history, the success of its graduates, the scholarly expertise of its faculty, and the distinction of its academic programs.
11 The University’s accomplishments and contributions are often untold and unnoticed. Langston University has a vast responsibility to share information, including its achievements and contributions, with the communities that influence its image and reputation. Every member of Langston University can affect the University’s reputation and shares responsibility for improving the public image. Langston University will highlight employee and student involvement in academic activities, athletic events, and university celebrations as a means to accentuate school spirit and pride. Faculty and students will be encouraged to embrace the concept of Education for Service and contribute to improving the university’s reputation through excellent community service and involvement.
The communication tools of social media can be of great assistance in augmenting the university’s reputation and public image. Social media will be utilized to foster greater public recognition and communicate Langston University’s position as a historically black college and university (HBCU) that offers quality education to diverse populations. A variety of mediums will be used to accentuate the scholarly activities and academic work of faculty, staff, and students. Capitalizing on strengths and sharing success stories is an important way to demonstrate the active work of the University. Stories that are not told represent a missed opportunity to highlight the University and its contributions to teaching, research, and service. Relevant university stories can be articulated through current emerging social platforms to heighten interest and expand our presence nationally and internationally.
Initiative 5: Create and implement a technology plan that addresses the needs of the University.
Langston University must provide adequate technologies and infrastructure to meet the demands of modern education. Technologies and infrastructure that contribute to the advancement of the university are a high priority. A robust infrastructure is critical in advancing communication; improving access to various learning experiences; and, promoting innovation in research and teaching inside and outside the classroom. During a time of steady reduction in state revenues, informational technologies and infrastructure must be assessed and updated in a fiscally responsible manner. Langston University will implement a rigorous assessment of its digital infrastructure with the intent of determining where to invest to meet the present and future needs of the university. After an analysis of the evaluation results, the University will construct and implement a tactically focused plan for upgrading of the technologies, support systems, and infrastructure.
Initiative 6: Develop and implement a plan for effective customer service.
Langston University has an abiding commitment to provide students with quality academic experiences. The University will execute a comprehensive plan that will provide customer service training to faculty and staff in a variety of venues. Explicit methods for collecting data regarding the impact and quality of customer service will be utilized. The purpose of the customer service training is to strengthen the University’s culture in a way that promotes excellent student service and satisfaction.
12 GOAL FOUR: Develop and expand academic programs to strengthen the university’s offerings for students that will enhance their marketability and career readiness.
The Global, social, cultural, and economic progress occurring in the world today dictates the need for a well-educated citizenry in every area of society. Langston University is involved in cutting edge research and produces talented and motivated individuals with the knowledge and skills necessary to pursue and fulfill crucial professional and service oriented roles throughout the world. This goal can be accomplished when the University provides high-quality undergraduate, graduate, and professional programs that meet the requirements of the current and future workforce.
Initiative 1 – Expand online course offerings and programs.
The growth of online programs will involve a systematic process for evaluating what courses/programs should be offered and how programs will be implemented. Beginning with a review of general education courses an evaluation will be conducted to determine which courses best fit the requirements for an online format. Curriculum review will occur to ensure that online and face-to-face courses are equivalent. Training for every instructor and professor who teaches online courses will be conducted, and syllabi will be modified to meet Quality Management criteria for offering a class in an online format.
Initiative 2 – Establish policies for course offerings, instructor training, and course components (i.e., Quality Matters).
Protocols for online courses will be reviewed and revised as necessary to facilitate a more extensive online program. Current practices will become formal policies for operating online programs. Procedures will include faculty teaching requirements and processes for evaluating the effectiveness of online courses.
Initiative 3 – Establish and implement a review process to assess the quality of instruction and course materials to ensure consistency across all delivery methods (i.e., face-to-face, hybrid, and online courses).
At the departmental level, programs that are offered in multiple formats will be evaluated to ensure that course content is consistent regardless of delivery mode. On an annual basis, a course comparison will be conducted, and modifications to instruction and content will be made based on evaluation results.
Initiative 4 – Add new course offerings to produce competitive graduates.
Langston University’s faculty and administrators will seek opportunities to ensure that the university is cognizant of cutting edge programs offered at comparable universities and HBCUs throughout the country. Other institutions that offer high-quality programs will be used as benchmarks for state-of-the-art programs that will be created at Langston University. Additionally, national trends related to professional marketability and economic growth trends will be utilized as a measure when considering new course offerings. The research outcomes of professional associations also will serve as a guide for determining programs needed to produce competent graduates to meet current and future workforce needs.
13 Initiative 5 – Complete an annual needs assessment of knowledge and skills required in today’s workplace.
Deans of each school will implement and execute an annual program and curriculum evaluation system to ensure the on-going quality and viability of program offerings. Utilizing surveys or feedback questionnaires, corporate and business partners, and community stakeholders will be queried annually to assess student performance in internships. The collected feedback will determine changes and enhancements needed for current programs and will be used to recommend new programs required to meet workforce changes.
Initiative 6 –Globalize course offerings.
Following a comprehensive needs assessment, the University will obtain authorization from the Higher Learning Commission, the Oklahoma State Regents for Higher Education, and the A & M Board of Regents to offer additional online undergraduate and graduate degrees. This initiative will be the initial step for creating an online college.
Initiative 7 – Establish procedures to assist with graduate school readiness.
Langston University will ensure that freshman and sophomore students receive excellent opportunities for success in their general education course requirements to lay the foundation needed for future academic pursuits. Specifically, highly- skilled instructors and professors will teach 1000 and 2000 level courses in science, math, English, and history; written and oral communication requirements will be expanded throughout the current curriculum to develop stronger communication skills among the students.
Initiative 8 - Projects established for upperclassmen will prepare them for graduate level course work.
Arrange for professional education consulting firms to conduct GRE, LSAT, MCAT, etc., and prepatory workshops for juniors and seniors, committed to attending graduate school.
14 GOAL FIVE: Manage and increase internal and external resources to strengthen the University’s financial health.
In a day and age where higher education is highly competitive and is always vying for limited resources, it is imperative that university revenue is managed wisely and in such a way that leverages resources for maximum benefit. This goal emphasizes the need to enhance both external and internal resources to the University’s advantage.
Initiative One: Manage and increase internal resources to maximize growth and sustainability.
The internal resources of Langston Univeristy include state appropriations and funding, as well as student- generated revenue. Efforts to continually lobby for the needs of the institution with the state legislature and ongoing efforts to increase the student-generated revenue stream are essential for growth and sustainability. Additionally, responsible fiscal management and budgeting based on needs assessment and the University’s growth will occur through the implementation of budgeting processes implemented by the Budget Planning Council.
Initiative Two: Manage and increase external resources to maximize growth and sustainability.
Efforts to expand alumni financial support of the university is an essential part of this initiative. Additionally, the strengthening of existing corporate partnerships and the building of new ones is vital to the growth of external resources. Opportunities for new grant opportunities must be pursued with increased grant writing support provided to the faculty.
Avenues for external student scholarships will continue to provide students with a greater base for seeking financial assistance. As scholarship opportunities are identified, a database will be created that provides students with easy access to scholarship information and applications.
Initiative Three: Fortify student investment in their university community.
Students will be provided with learning experiences that enhance financial literacy and increase their awareness of student fiscal responsibility. As part of their education, students will be taught the value of philanthropy and giving back to the university.
15 Implementation of the Plan
The goals and initiatives of the Strategic Plan will be used as a foundation for action. Each initiative will be broken down into measurable objectives with timelines for completion, the identification of responsible parties/departments, the cost of implementation, and deadlines for completion (see Appendix C). On an annual basis, the strategic planning committee will review progress toward the completion of the measurable objectives. Because the plan is designed to be a living document, modifications to the original plan may occur at the time of the review.
As part of the annual review, a report on the plan will be provided to the President and Vice Presidents by the Office of Institutional Research and Planning. Recommendations concerning modifications of the plan will be submitted as part of the annual report on the plan. The report will be due to the President April 1st of each year.
Appendices A: Developing the Strategic Plan B. SWOT Analysis C. Action Plan D. OKC Strategic Plan E. Tulsa Strategic Plan
16
Appendix A
Strategic Planning for Langston University
Why strategic planning?
A strategic plan is a road map. It is a document that should influence decision-making for Langston University. Everything from class scheduling to budgeting should be determined based on the strategic plan. A strategic plan should be a living, fluid document that is used to guide operations and actions. It allows us to think about our existing operations and look to the future in an organized way that provides opportunities to measure our success and outcomes.
What it will include?
According to Erica Olsen in her book Strategic Planning for Dummies a strategic plan should include the following components:
• Mission Statement – the expression of your purpose and aspiration • Vision state – the concise statement of the organization’s future • Value Statements or Guiding Principles (in our case Core Values and Outcomes) – core beliefs • SWOT – a summary of our strengths, weaknesses, opportunities, and threats • Competitive Advantage – what are we best at compared to our competition • Long-term & Short-term Objectives – what we need to focus on to achieve our purpose and vision • Strategies –methods that will be used to achieve purpose and vision • Action Plans – how will our goals be accomplished • Scorecard – tracking of our performance or progress • Financial Assessment – assessment that allows you to gain control over financial performance
While we may not choose to include all of these components in our new strategic plan, there is value in considering each item as we do our planning.
What is our starting place?
For the past two years, the university has worked on its mission, vision, and outcomes. With a new mission and vision in place, we will be able to use these statements to guide our strategic work. We also will consider the Six Pillars identified by President Smith’s administration as directional guides for the university’s future.
Mission (adopted in August 2014)
Grounded in its rich traditions as a historically Black college and university, and a land-grant institution, Langston University offers quality post-secondary education to diverse populations through academic, research, community engagement, extension, and co- curricular experiences that lead to professional competence and degree completion.
Vision (adopted in November 2015)
Langston University fosters an environment that cultivates leaders, innovators, and engaged citizens who meet the challenges of local, national, and global communities.
Learning Outcomes (adopted October 2015)
Graduates of Langston University will be able to demonstrate:
• Critical thinking skills through academic problem-solving
• Effective communication skills
• Knowledge of challenges faced by rural and urban communities, both global and domestic
• Knowledge of current technology
• Positive leadership skills
• Use of quality methods for conducting research or inquiry
• Respect for diversity in its many forms
• Commitment to responsible citizenship
• Competence in their chosen field of study
Foundation and Pillars
• Academic excellence (foundation) • Enrollment • Retention • Customer Service • Institutional Advancement • Technology • Branding and Marketing
Questions to Consider
Much of the research and documentation about strategic planning says that if you answer the following questions you will be able to create a comprehensive strategic plan:
• Where are we now? This includes considering your mission, values, and SWOT • Where are we going? What does the future look like? What is the vision? • How will we get there? What are our objectives, goals, priorities, initiatives? How will we execute? What are our action steps?
Proposed Approach to Begin the Planning Process
Answer the question: “Where are we now?” (based upon the mission statement)
Where are we academically?
Where is our research?
What does our community engagement look like?
What do our coooperative extension programs look like for our constiuents?
What are the co-curricular experiences like for students?
Using the SWOT approach
Strengths
Weaknesses
Opportunities
Threats
This can be done in academic departments and non academic divisions.
Appenidx B Goal One: Establish a comprehensive program for achieving academic success, particularly for students from diverse backgrounds, who will benefit from a holistic approach to the higher education process.
Initiative Action Step/s Measurable Objectives/Completion Date Responsible Party Estimated Cost 1.Expand enrollment to 2500 students on the increase graduate enrollment in all master's Langston campus and 600 students on each of programs by 3% per year for five years. Completion in Academic Affairs the urban campuses, Oklahoma City and Tulsa. Increase enrollment in graduate programs; 2022. Enrollment Management establish a plan for international recruitment by fall Enrollment Management; increase enrollment of international students, of 2018 Academic Affairs Recruitment is everyone's business (training) - Conduct training at fall institutes for 90% of faculty Retention Committee; faculty, staff, designated campus recruiters and staff from 2017-2022 Academic Affairs Strengthen partnerships with k-12 schools and Establish ten new partnerships at a rate of one per community colleges year from 2017-2027 Enrollment Management $160,000 yr. one; $320,000 year two; $480,000 year Hire six new general education faculty in three and Increase general education faculty 2017,2018,2019 (two per year) Academic Affairs beyond Review viability of program offerings in OKC and Assoc V.P. Academic Tulsa conduct a needs assessment by fall 2017 Affairs
2.Implement a communication plan for Focus Groups with students at end of freshman and Hold focus groups each spring with a minimum of 50 freshman that provides them with assistance sophomore years to gauge what they wish they freshment and 50 sophomore by spring of 2018. through the initial phases of the college would have know; Student Affairs, SoEBS, experience. Enrollment Management Create an informational brochure and day in the life complete brochures and videos by Decemb 2017 PR and Enrollment of videos; Management $30,000 Freshman class and LLC meetings; use PSD to disseminate info PR and Enrollment create a formal communication plan plan completed and approved by June 2018 Management 3.Implement the University Persistence and Continue work of the Retention Committee; see Action Steps of the Retention Plan Completion Plan. Retention Committee Implement and Monitor action plans by considering subcommittee work; Provide ongoing training and data information for departmental use
Goal One: Establish a comprehensive program for achieving academic success, particularly for students from diverse backgrounds, who will benefit from a holistic approach to the higher education process.
Initiative Action Step/s Measurable Objectives/Completion Date Responsible Party Estimated Cost 4.Create an academic culture on campus that Academic celebrations; Hold academic celebrations in the spring semester of Departments and Schools emphasizes academic excellence for all each year beginning in 2018. Academic Affairs, students. Enrollment management $5,000 per year Award funding for undergraduate research increase student involvement in out of class scholarly presentations for ten student annually beginning in activities; 2019 academic year (see goal 2, initiative 1) increase honors organizations , celebrate leaving UC
Focus Groups with students at end of sophomore Student Affairs, Academic 5.Create and implement a sophomore years to gauge what they wish they would have Affairs, Enrollment experience that increases student retention. know; Complete focus group data collection in spring 2017 Management 85% of 2nd year students participate in sophomore Create touch points throughout year to include retreat and events throughout the school year. To be $20,000 per majors fair, implemented by 2019 year Focus group with general education faculty to see what was taught
faculty, career services, 6.Increase graduation rates through expanded Partner with businesses to expand internship and Establish university-wide internship protocols by IAD, Academic Affairs, academic support, placement opportunities, summer 2018 Departments and Schools advising, internships, and community Establish ten new internship opportunities for engagement. leverage professional networks; students by summer of 2022 advising training for faculty conducted each spring from 2017 forward department tutoring
Goal One: Establish a comprehensive program for achieving academic success, particularly for students from diverse backgrounds, who will benefit from a holistic approach to the higher education process.
Initiative Action Step/s Measurable Objectives/Completion Data Responsible Party Estimated Cost faculty, Chairs, deans, 7.Integrate academic and co-curricular academic affairs, student experiences. expand service learning opportunity; Establish service learning protocols by school by 2021 affairs, invest in dynamic, relevant speakers for student $10,000 forums by 2021 speaker forum established annually
identify and encourage student participation in Establish plan for learning experiences and unique & diverse experiences beyond the campus; implement by 2021 activities and excursions to places like golf course, $15,000 per tennis courts, etc.; professional etiquette year
8. Establish a student wellness protocol. identify funding sources to fund a holistic wellness Establish a comprehensive plan for wellness by 2024. IAD, HPER, Student Affairs program Expand intramural activities for faculty and staff and students increase participation by 10% per year
Student Affairs Appendix B Goal Two: Provide support to faculty that allows for professional growth and development in the areas of teaching, research, service, and community engagement. Measurable Objectives/Compleion Estimated Initiative Action Step/s Date Responsible Party Cost 1.Offer staff development focused on instructional strategies and methods for 80% of faculty participation each Dr. Clyde Montgomery, VP working with high risk students. Continue fall and spring institutes semester of Academic Affairs Dr. Marsha Herron & Dr. Carol Cawyer, Director Assess faculty use of professional development 80% of faculty access D2L staff Institutional Research & presentations and D2L presentation archives development each semester Planning Promote faculty involvement and attendance at LU Dr. Marsha Herron, Deans, professional development presentations & Directors Provide faculty presentations in-person, through Adobe Connect, and archived in D2L Dr. Marsha Herron Identify free/inexpensive webinars, seminars, workshops, conferences, and individual speakers focused on effective instructional strategies and methods for working with high- Deans, Directors, & risk students Department Chairs Promote free/inexpensive webinars, seminars, workshops, conferences, and individual speakers focused on effective Provide on speaker per year on topics instructional strategies and methods for working with high- relevant to working with high touch Deans, Directors, & risk students students Department Chairs $10,000 Assess staff/faculty development through F3P or Deans, Directors, & appropriate evaluation instrument Department Chairs Goal Two: Provide support to faculty that allows for professional growth and development in the areas of teaching, research, service, and community engagement. Estimated Initiative Action Step/s Measurable Objectives Responsible Party Cost 2.Provide financial support for research Individuals include funding needs for events in the budget Each grant will include at least one Based on projects and presentations at national events. section of grant proposals and contracts. professional development event Project Director funding Approximately 50 faculty members Each fiscal year, allocate funds to provide for a minimum of participate annually in one academic 33 percent of faculty in each department to participation at conference beginning in the fall of local, state, regional, and national events. 2018 VP Fiscal Affairs $150,000 Dedicate a portion of the President's Scholarship Gala donations to support students' scholarly participation at local, state, regional, and national events that extend their academic, research, community engagement, extension, ten student participants annually and co-curricular experiences. beginning in fall of 2017 VP Fiscal Affairs; VPIAE $30,000 3.Establish a training program for grant Ardena Harris, Deans, writing. Assess current policies, procedures, practices, and Offer two training sessions per year Directors, & Dr. Clyde timeframes for grant proposal routing beginning in the fall of 2017 Montgomery Identify five mentors for grant writing Connect with the current faculty professional development and assign mentees beginning in fall Ardena Harris, Director system, ensuring archives are available on D2L of 2016 Sponsored Programs Identify strong/successful grant writers willing to voluntarily mentor a small group of faculty through a grant writing Ardena Harris, Director process Beginnin in December of 2017 Sponsored Programs
Goal Two: Provide support to faculty that allows for professional growth and development in the areas of teaching, research, service, and community engagement.
Estimated Initiative Action Step/s Measurable Objectives Responsible Party Cost 4.Form a program to support sabbaticals Review Langston's and similar institutions' policies on Establish formal application process and/or release time for research sabbaticals and release time for research for sabbaticals vt December 2017 Deans; Faculty Senate Explore funding opportunities available through private and public agencies to support sabbaticals/release time (i.e., Deans, Directors, & National Institute for Food and Agriculture) Department Chairs
Create a committee to draft the policy to support sabbaticals and/or release time for research utilizing Offer three sabbaticals (one semester Dr. Clyde Montgomery, VP $150,000 information from action steps 1 and 2 under initiative 4 only) per year beginning in fall 2018 Dr. Clyde Montgomery, VP of Academic Affairs annually 5. Train faculty on the building of community Provide operational definitions of community relationships Establish university goals for service of Academic Affairs & Ms. relationships and service learning and service learning opportunities for consistency across learning by school no later than the Mautra Jones, VP Public opportunities. the university spring of 2018 Relations Assess current policies, procedures, and practices associated with community relationships and service Ms. Mautra Jones, VP learning opportunities Public Relations
Provide training at faculty institutes and through the Dr. Chaudry, Dean Physical current Langston University professional development Therapy, & Ms. Mautra program (i.e., D2L archives). Jones, VP Public Relations Promote free/inexpensive webinars, seminars, workshops, Offer one professional development conferences, and individual speakers focused on building opportunity for service learning on a Dr. Marsha Herron, $3000 per community relationships and service learning opportunities semi-annual basis Professional Development presentation Assess staff/faculty development through F3P or Deans, Directors, & appropriate evaluation instrument Department Chairs
Goal Two: Provide support to faculty that allows for professional growth and development in the areas of teaching, research, service, and community engagement. Initiative Action Step/s Measurable Objectives Responsible Party Estimated Cost Create a faculty mentoring program 6. Create a faculty mentoring program for new Assign each new faculty member a mentor within the with measurable goals by August of faculty members School to begin on the first day of employment 2017 Dean Review and update current faculty handbook to be provided to new faculty beginning on or before first day of Faculty Handbook employment Committee Create a timeline, expectations, and goals to ensure Dr. Clyde Montgomery, VP practices are consistent across campuses Academic Affairs Identify mentor's service on the F3P as documented service Deans, Directors, & to the department/school Department Chairs
7. Establish a training program for research Review and modify as necessary IRB Committee & protocols. Identify existing research protocols (e.g., human subjects, research handbooks by August of Committee on Animal animal health, exemptions) 2017 Welfare Provide training during faculty meetings at the departmental/school level to ensure protocol specific to Deans, Directors, & individual disciplines are followed Department Chairs Assess staff/faculty research through F3P or appropriate Dean, Directors, & evaluation instrument Department Chairs Appenidx B Goal Three: Enhance and expand communication across the university and among all constituent groups.
Estimated Initiative Action Step/s Measurable Objectives/Completion Date Responsible Party Cost 1.Create basic communication protocols All LU employees and student must obtain a LU email across the university. address to be completed June 2017 IT, VPIAE, PR Establish a written policy that all university communication will be sent to LU address to be completed June 2017 IT, Public Relations Update all directories each semester ongoing PR Create and implement a contact list IT Update and distribute social media guidelines annually by June 2017 PR Create an online university calendar submission process to be complete by August 2017 PR Implement a communication council comprised of faculty, staff, and students to be established by August 2017 PR Educate university community on brand standards by August 2017 VPIA, PR Communicate the media policy to Langston employees and students by August 2017 PR 2. Institute a program for ongoing updates to Create a a timeline for updates and the university website. monitoring of the university website by Establish a deadline for completion of updates August 2017 VPIAE; PR
3.Produce an online biweekly newsletter for faculty and staff to keep employees informed PR, Dean of Arts and $5000 set about university business. Design a video newletter to be completed by January 2018 Science up Use social media platforms to communicate information PR, staff, faculty Create submission guidelines PR
Goal Three: Enhance and expand communication across the university and among all constituent groups.
Estimated Initiative Action Step/s Measurable Objectives Responsible Party Cost 4. Establish a campaign to improve the public Create a university-wide service initative across all 3 image of Langston University. campuses by May 2018 VPSA, VPAA, VPIA, VPFA Enhance the visiability of student achievements VPSA, VPAA, VPIA, VPFA Integrate student testimonials on the university website VPIA Expand international presence VPAA, VPIA,VPFA, VPSA Provide an expectation that faculty, staff, and students should positively promote the institution to Office of President, PR, the public Student Affairs Idenitfy one service learning project by school to be completed annually beginnining Expand opportunities for community engagement in fall 2018 VPSA, VPAA, VPIAE, VPFA 5. Create a technology plan for the university Create a digital infrastructure that allows users to that addresses the needs of the institution. access, share, and use resources across Langston IT, Office of President, campuses in progress VPFA $400,000
Conduct an analysis of the technology on campus Office of the President
Goal Three: Enhance and expand communication across the university and among all constituent groups.
Estimated Initiative Action Step/s Measurable Objectives Responsible Party Cost
6. Establish and implement a plan for effective customer service that includes consistent Integrate a detailed customer service protocol into evaluation of the plan’s impact. the new employee orientation to be completed by August 2017 HR $20,000 Create a policy for students to file a complaint VPSA, VPAA Establish and implement an annual customer service VPFA, Institutional survey by March 2017 Research, VPIAE Identify best practices for effective customer service ( VPSA, VPAA, VPIAE, VPFA, i.e. safety, courtesy, efficiency, presentation, and Office of President, follow-up) by June 2017 students Appenidx B Goal Four: Develop and expand academic programs to strengthen the university’s offerings for students that enhance their marketability and career readiness.
Initiative Action Step/s measurable objectives Responsible Party Completion Date Estimated Cost 1.Expand online course offerings and update all program reviews across programs. Review current curriculum the university by March 2017 Deans for specific Schools Determine how to assure content is exactly VPAA for Gen Ed the same for face to face, hybrid and online Mar-17 Curriculum review at each School level Develop a template of how we are going to get it done. Few first and evaluate 2.Establish policies for course offerings, instructor training, and course components ongoing on an annual basis (i.e., Quality Matters). QM training for respective faculty and on-line beginning in January 2017 $125,000 certification for all on-line faculty. Dean , Dept. Chairs Mar-17 Offer certification training at Langston in VPAA CTI, reduce cost of outsourcing and training always available locally. Look at General Education as a high priority At same time Dept. review major courses to be completed by January 2019 3.Establish and implement a review process to assess the quality of instruction and course materials to ensure consistency across all delivery methods: face-to-face, hybrid, and ongoing on an annual basis online courses. Centralize development of syllabi. Utilize beginning in January 2017 master syllabus. Use the on-line rubric. Deans, Dept. Heads Mar-17 Establish a review process during development of courses. Use the QM Rubric. Train Deans Faculty and Chairs on how to assess on-line course syllabi. Require committee approval. Do not negatively impact academic freedom.
Goal Four: Develop and expand academic programs to strengthen the university’s offerings for students that enhance their marketability and career readiness. Estimated Initiative Action Step/s Responsible Party Completion Date Cost 4. Add new course offerings in order to produce competitive graduates. During on-line analysis generate a list of potential $20,000 new courses. Look at the need for new programs by june of 2019 As needed or missing courses that need to be added or old one to drop. Through the curriculum Faculty, Dept. committee review process at the School level, committee Semi Annually should perform semi-annual or annual Annually as a minimum reviews of courses. Develop a template to evaluate, and assess student and faculty make appropriate adjustments. 5. Complete an annual needs-assessment of provide a report of the most viable knowledge and skills demanded in today’s online program offerings by July workplace. Continually stay abreast of what's being done 2020 at other regionals, HBCUs, professional organi- zations and use as a benchmark Feedback from student internships Deans, Dept. Chairs Continuous/on-going Employer interviews. Faculty Invite employers to campus to speak to IRP and IAE faculty and students. Survey corporations Use preceptors from employers about student performance and how evaluated
Goal Four: Develop and expand academic programs to strengthen the university’s offerings for students that enhance their marketability and career readiness. Measurable Objectives/Completion Estimated Initiative Action Step/s Date Responsible Party Completion Date Cost 6. Globalization of course offerings establish online courses that have been approved by all appropriate parties -- academic policies, state regents, HLC, and a & M regents by Design policies and procedures to assure we December 2020 are in compliance with globalized program and course offerings. VPAA On-going Begin new online offerings in January 2021 Assure this is done prior to offering initial courses.
Vet credentials of all faculty employed. 7. Establish procedures to assist with graduate school readiness. Good Advisement throughout matriculation. Deans On-going GRE Prep courses Dept. Heads Good career planning during soph/jr years Assign major specific mentors to assist students early in their tenure at the University. $130,000 per Assure University College has strong Add two new advisors by fall 2019 Enrollment Management year advisement component for entering students. Appenidx B Goal Five: Manage and increase internal and external resources to strengthen the University’s financial health.
Estimated Initiative Action Step/s measurable objectives Responsible Party Completion Date Cost 1. Manage and increase internal resources to 1. Continuation of responsible fiscal management identify and implement collection Budget Planning Council, maximize growth and sustainability procedures by August 2017; Fiscal Affairs, IAE, and expanded lobbying efforts Office of the President Ongoing $150,000 2. Further promote opportunities for faculty and staff engagement in the University community 2. Manage and increase external resources to 1. Provide additional opportunities for alumni and maximize growth and sustainability supporters to engage in the University community IAE -- awaiting their goals for each area.
2. Increase alumni financial support to the University 3. Strengthen relationships with and increase giving of corporate and foundation partners 4. Enhance stewardship activities to thank donors and supporters 5. Identify and promote additional resources for student financial support 6. Increase faculty and staff grant-writing opportunities 7. Promote externally-funded research aligning with institutional priorities 8. Increase scholarship resources to support un- funded scholarships Goal Five: Manage and increase internal and external resources to strengthen the University’s financial health.
Estimated Initiative Action Step/s Responsible Party Completion Date Cost 3. Fortify student investment in their 1. Enhance financial literacy education for students university community and parents/guardians 2. Educate and improve student financial responsibility 3. Develop an understanding of and commitment to philanthropy Appendix C Integrated Responses for Strategic Planning
ACADEMICS refers to concepts and ideas related to structured instruction; instructors; courses with objectives; classroom rigor; support services such as tutoring, labs, and discovery of knowledge.
Strengths Deans and Vice Presidents • Undergraduate Science Majors • Graduate Rehab Counseling • PT qualified faculty • Clinical specialist and adjunct clinicians. • Cove programs are strong • Current plan of study, need for BSN • Faculty Research • External Research Funding • Workforce needs Arts and Sciences • Quality students in STEM program • Qualified and caring faculty • Good faculty/student ratio • Good degree programs • Student involvement • Quality faculty/student relations • Strong support services (i.e., writing lab, etc.) • Improved student quality (college-ready students) • Integrity, commitment to education Education and Behavioral Sciences • Two very strong professors who use technology • Standards based instruction • Have current professional development available • NCATE • Options • Small size classes (40 or less)
Physical Therapy • Small class sizes • Updated facilities • Good faculty • President is out in front, • PT school has good scholarships
• Qualified motivated faculty • Engaged administration • Excellent prof/staff in DPT program • Tutoring program for student retention PT and University wide • Highly experienced instructors partnerships with outside institutions for educational opportunities • Dedicated faculty • Student Counseling • Faculty Development Program
School of Nursing and Health Professions
• Qualified faculty • Low student/teacher ratio; size of classes • Broad range of courses offered • Diversity of faculty • Resources (libraries, computer labs, etc.) • Dedicated staff
Agriculture and Applied Sciences • Quality faculty • Good faculty/student ratio • Good resources (i.e labs) • Faculty concern for students • Strong alumni support • Nationally accredited programs • Strong curriculum • Rubrics utilized
LU Tulsa Focus Group Students (undergraduate)
• Family environment • Caring professors • Accessibility of professors • Faculty expertise • Encouraged to graduate • Teaching to all learning styles • Use of a variety of course resources & materials • Mentors • D2L
• Evening classes
LU Tulsa Focus Group Students (graduate)
• Diversity • approachable professors • professor expertise • professors provide opportunities to succeed and are passionate about profession • class size • flexible schedule • Tracks in Rehab. Coun • distance learning
LU Tulsa School of Nursing Focus Group
• Faculty expertise in field • Experience • Passion for student outcomes • Small class sizes • Reputation of LU nursing graduates
Fiscal Affairs
• Library resources and availability of labs (computers) • Student centered learning • Student scholarship • Student centered support services • Instructors contacts outside of LU • Nursing, Physical Therapy, Biology Sciences • Scholarships % • University college • Small classroom settings • One-on-one communication between faculty and students • Accessibility to faculty • Programs • Small class sizes • Affordable • Smaller campus to accommodate better learning • Instructors • Courses • Health professions and sciences
• Vision 2025 • Only HBCU in Oklahoma
University College and Admissions
• Goat research • Class sizes • Specific majors • Student centered learning • Tutoring programs • Agriculture Science/business programs • New PT building, class size • We offer multiple scholarships • Personal environment, person not a number • Personal and social development • Nurturing environment comfort level • University college • Have good foundation of advisors teach academic achievement and PSD • Support services • One on one with students • Programs that involve students • Resources
Student Response
• Helpful faculty in HPER • Engaging faculty in Public Health
Weaknesses Deans and Vice Presidents
• Decreased enrollment in Teacher Ed • Challenges on professional exams limited enrollment in some majors • Not enough faculty • Limited online offerings • Student prep prior to admission-reading
Arts and Sciences • Facilities (rated both poor and good), website, and online classes • Not enough professor support • Not enough teachers teaching curriculum that students can understand • More materials to support class, need language labs, limited to internet only • Students lack study skills, unable to apply learning outcomes • Student absences • Too few teachers in some areas • Inability to buy textbooks • Inadequate staffing • General education class sizes • Not enough emphasizes on Humanities • Lack of intellectual atmosphere on campus • High student/teacher ratio; impedes learning • Reliance on strength of character Education and Behavioral Sciences
• Majority of professors do not engage in activities that contribute to the strengths in the department • Need more online programs • Resources available • Lack of communication • Lack of qualified faculty
Physical Therapy
• Rural setting, • Need more critical thinking basic classes • Some classes to large • Limited member of full time faculty
• Students with low GPA • Some undergrad prof not in class on time, etc. • Large class sizes and not enough instructors to cover • Time constraints • Lack of punctuality on part of faculty
School of Nursing and Health Professions
• VP of Academic Affairs needs an administrative assistance • Resources (simulation lab [nursing], textbooks—outdated, old computers, software) • AHB-Rm. 105 and Rm. 116 (ITV/technology connection) unavailable • Technology (including infrastructure support) • Lack of assessment and utilization of data • Limited faculty development • Lack of communication between administration, departments/schools, students • Limited online courses • Website—difficult to navigate; unappealing • Not enough qualified faculty for program expansion— compensation, workload • Need a stronger freshman-sophomore year –PSD, advising • University College • Need for academic culture shift during freshman/sophomore year • Lack of academic preparation of students • Agriculture and Applied Sciences • Not enough teaching faculty • Lack of hands on experience in agriculture • Low enrollment in agriculture • Underclassmen not advised within department • Underclassmen advised improperly • Not enough technology instruction in agriculture (i.e. GIS) • No financial incentive for grant-writing LU Tulsa Focus Group Students (undergraduate)
• Faculty cuts • No library orientation
• Consistency in quality of adjunct • responsiveness to a complaint about an adjunct
LU Tulsa Focus Group Students (graduate)
• Library resources—physical books/resources • Frequency of classes for Rehab. Coun. • Faculty rudeness • Earlier textbook list on website, which includes Tulsa
LU Tulsa School of Nursing Focus Group
• Need more scholarships • need to meet non-traditional student’s needs with more flexible scheduling
Fiscal Affairs
• Creative work developed by students and lead by students • Physical limits classroom desks and room size • Students not college ready • Students not believing in leadership in some disciplines • Workplace preparedness • Funding • Lack of cultural at urban campuses • Large number of adjunct professors • Complacency • Complacency • We need more training for staff on all 3 campuses. Purchasing, accounts payable and areas that effect their departments. • Inconsistency with class teaching(faculty no show) • Accountability for students • Scholarships • Communication • Funding • Remediation and retention rates • Programs that do NOT lead to employability • Low numbers at urban campuses (balance btw resources and low enrollment) • Confrontational students v. conversational abilities • Becoming involved in organizations and their histories, upholding
appropriate traditions • Faculty/students not help accountable for class attendance • Limited courses/limited number of majors University College and Admissions
• Scholarship funds • Could be more rigorous in terms of syllabus and deadlines • Students not able to meet with advisors outside of class • Foreign instructors who are hard to understand • No part-time Nursing program • Lack of Scholarships • Classes overlapping • Class attendance • Lack of communication • Effective communication bw faculty and University College. • Remedial course work showing up to class • Technology • Not enough communication on what going on in the different schools • Classroom rigor • Instructors • Need more online courses • More faculty • Better communication with other depts. • Not utilizing campus labs absences by students • Don’t utilize programs lack of credits obtained • Not enough general education courses available during enrollment • Outdated lab equipment • Avenues for communication
Student Response
• Students don’t take classes seriously • Scheduling into a terrible class once/semester • Professors are not professional and get emotional in class • Accessibility/Availability of faculty to students
Opportunities Deans and Vice Presidents • Small classes • Committed alumni • build clinic collaborations • Guide students- i.e. Son Academic Academy • Daytime-Urban, O-Brand, T-obsolete Technology Arts and Sciences • Partnerships with businesses • Grants • Nurturing environments • Conferences • Increase student learning resources in library • Reinstitute the Humanities • Various clubs by discipline • Student presentation and publications • More undergraduate courses on branch campuses to attract local commuter and non-traditional students • Pro-business ingenuity in STEM; pay-for-service consulting Education and Behavioral Sciences • Offered various free professional development opportunities • More clearly defined deadlines and professional learning community approach • Restructure • Join committees, make presentations and attend conferences • Technology in classroom
Physical Therapy
• Preparing future leaders • Implement more online courses • Increase faculty by making salary attractive • Recruitment of students-improved with new building • Student HS days • Partnerships with business in community • Student groups with prof. outside class • Opportunities to increase salary • Increase grants
School of Nursing and Health Professions
• Develop an assessment plan that is relevant and useable
• Expand online course offerings/programs • Work with Student Life to better integrate with Academic Affairs • Faculty orientation
Agriculture and Applied Sciences
• Large pool of Junior college students • Large amount of federal grant funds • Internships/practicum’s available • Professional development • Community partners
LU Tulsa Focus Group Students (undergraduate)
• Library resources • Own bookstore w/ LU paraphernalia • Require African-American History
LU Tulsa Focus Group Students (graduate)
• Online courses • fast-track courses • doctoral programs • writing lab • tutoring • math lab • own bookstore • pharmacology graduate class • displays • information related to history of university
LU Tulsa School of Nursing Focus Group
• Continuing education classes; • thrive & flourish by moving non-clinical courses on-line
Fiscal Affairs
• Instructors are able to lead students in diversity and new ideas • Stronger development of urban campus programs • Develop programs for strong market needs and job opportunities • Utilizing student project?
• Adding new academic programs that trend with today market needs • More grants would create more equipment for learning • Develop programs for today’s job market • Research and find all grants and scholarships available for students • Online courses • More engagement on-line courses • No collaboration with administrators • Increase support services • Knowledge • Experiences • Advance Studies • One on one • Knowledgeable advisors educating students on programs and degrees • Utilize advising to help students connect programs • Increase retention for A.S. programs by better matching students to the appropriate ass program • Publicize • Combine online courses w/low enrollment University College and Admissions • Required tutoring • Growth students who have expressed interest • OneOK • Seek other institutions • Summer bridge program • Tutoring collaboration enforcement/system • Create a system to engage students • Summer bridge program • Course with objectives • System to get students to go to class and attend tutoring • More advanced software • Freshmen orientation • PSD • Remediation
Student Response
• Professors engage with students holistically and help students
develop on a personal level. • Farmer, Delk, Kloh, Sagini
Threats Deans and Vice Presidents • Need additional services • Budget cuts Arts and Sciences • Budget • Resistance to change • Ignoring the Humanities creates an environment that lacks critical thinking • Preparation of incoming students • Cost of maintaining branch campuses • Advertising courses in local newspapers • Lack of extrinsic motivators will cause employees to leave LU • Education and Behavioral Sciences • Culture of no accountability for professional standards • Low enrollment, low GPA of students and budget cuts • Programs are threaten to be cut • Lack of budget • Public image
Physical Therapy • Fiscal constraints • Losing richness • Being absorbed by larger University systems because of budget issues • Faculty leaving or already left • Funding • Decrease budgets • Decrease income taxes • Decrease in staff
• Lack of time • Insufficient attention paid to student teaching to lower retention
School of Nursing and Health Professions
• Online course availability/options • Impending cost cuts—can’t afford to cut anyone • Some areas without academic advisor leading to students not following prescribed plan of study • Overcrowding (due to cost cuts) • Unrealistic expectations of faculty • Faculty retention • Limited rigor of some academic programs • Lack of academic preparation of students
Agriculture and Applied Sciences • Dependence on federal funding • Current generation of students lacking discipline • Low enrollment • Aging faculty • State funding
LU Tulsa Focus Group Students (undergraduate)
• Budget cuts
LU Tulsa Focus Group Students (graduate)
• Government decisions • Budget cuts LU Tulsa School of Nursing Focus Group
• Huge competition with nursing programs in area • duplication of system-wide programs • online programs at other institutions
Fiscal Affairs
• Budget limitations • Students inability to pay • Funding
• Budget cuts=less professors=larger class sizes • Weak technology infrastructures • No respect for the institution • Retention • Adjunct faculty (# of) • No change • Challenge is that the system of assistance can and will hinder the students in the real world of independence. • Having to increase tuition and fees • Facilities needs improvements • Students NOT applying for scholarships and students receiving scholarships who hane NOT applied • Technology infrastructure • Holding students hand (enabling) • Perceived quality and rigor • Retention/matriculation for all students, faculty, and staff//graduation/attrition • Limitations of course offerings due to low enrollment of courses NOT offered at all University College and Admissions • Need upgraded lab facilities • More options for students • Poor class attendance • Less financial aid • Negative atmosphere • Completing remedial course on time • Incoming student academic foundation • Retention numbers down • Deficiencies-development class • Budget • Running out of financial aid • Students
Student Response
• Lack of scholarships • Budgets cuts • Limited faculty members/resources
RESEARCH includes peer reviewed scholarly inquiry such as systematic investigations; studies that establish facts, solve problems, generate new ideas and insights, or draw conclusions; inquiry that synthesizes existing knowledge; and, applied research experiences originating from real life situations.
Strengths Deans and Vice Presidents • Center for undergrad research • External Funding • S. Research • Faculty engaged in peer reviewed scholarly work consistently • Research collaborations • Faculty partner with students in this effort –serve as good role models. Arts and Sciences • Funded grants • Student research projects • Research Day • Professors who do research are rewarded • Fascinating student research population • Strong STEM programs, well-supported • Agriculture connections Education and Behavioral Sciences • Very few faculty have published professionally • Available in class
Physical Therapy • Faculty to student relationships • Minimal • Goat research • Undergrad research • Research partnerships between faculty and students encouraged
Education and Behavioral Sciences
• Very few faculty have published professionally • Available in class
Nursing and Health Professions
• Internationally recognized goat research • Research still gets done… (in spite of barriers, etc.)
• Rehabilitation Services research center • Publications from research
Agriculture and Applied Sciences • Good labs on campus • Large number of scholarly works • Quality faculty Fiscal Affairs
• Synthesizing existing knowledge • Goat research and known internationally • Faculty in Research=A+ • Adequate funding • Grant procurement • Resolution, observation, new research
University College and Admissions • Research instructors • Extensive knowledge opportunities for growth • Gifted research institution motivation charter schools/stem • Goat research • More individuals representing LU at different conferences
Student Response
• Library database • Research day • Engaging students in research
Weaknesses Deans and Vice Presidents • Not seen as a priority by faculty • Packed curriculum- time constraints- Funding Arts and Sciences • Release time prior to funded grants • Not enough time to do research Education and Behavioral Sciences • Not enough research being completed in the areas being taught • We are weak in this area, I think some has been done but more is
needed • Limited opportunities
Physical Therapy
• Time constraints • Limited number of faculty and they have their hands full • Administrative support for grant writing • No culture of research or mentorships in this area • Potential collaborators in health sciences-this add to time factor • May need more emphasis on undergrad research • More grants PT and others • Distance from collaborative researchers
Nursing and Health Professions
• Barriers to expending research/grant funding • Faculty workload limits faculty engagement in research • Student exposure to research opportunities
Agriculture and Applied Sciences • Dependent on federal funds • Heavy teaching loads • University restrictions on spending federal funds
LU Tulsa School of Nursing Focus Group
• Opportunities (time/support) for research/grant-writing
Fiscal Affairs
• Peer review that establish facts for solving problems • Leaderships at ? • Isolations and approach relative to total University • Time to write proposals and conduct research • Sponsored programs dept ability to assist with grant writing with grant writing opportunities • Only do research • Need fresh ideas
• No enough participants • Communication Networking • Campus community unaware of vast research happening • Tenure track positions • Problem solving • Lack of integration of research, academics and university goals • Lack of research beyond goats, lack of impact/awareness • Lack of self-promotion, bragging on LU! Lack of positive publicity, our uniqueness and accomplishments. • Low number of tenure track positions
University College and Admissions
• Labs • Not a great interest from student perspective • More research opportunities for students to write grant to do research limited labs • Scholarships • Synthesizing existing knowledge • Don’t know where people are published • Travel freeze • Grant writing courses • Students not prepared of college
Student Response
• Lack of promotion about research/students aren’t aware of research
Opportunities Deans and Vice Presidents • Collaborations • TMCF & VNCF/HBCU & PWI partnerships with research initiates • Grants writing collaborations • Think outside the box on types of research Arts and Sciences • Conferences • Teacher research • Cross-disciplinary research • Pro-business ingenuity in STEM; pay-for-service consulting Education and Behavioral Sciences
• Submitting IRBs or grants to increase the level at which research can be done in the department • We all teach 5 classes, serve on committees and other areas pulled at us • Conferences • Regional organizations
Physical Therapy • Development of unique inquiry • Increase number of faculty will leave current facility with more time for research • New faculty may help • Grants from NIH • Others in rehab counseling other programs • Incentives scholarships to encourage further engagement on the part of student and faculty
School of Nursing and Health Professions
• Faculty training in research methodologies • Presentations/exposure for faculty and university • Strengthen the IRB process on campus
Agriculture and Applied Sciences • Large amount of federal grant funds
Fiscal Affairs
• New facilities and advanced research are opening doors to the future • Change in leaderships • Strengthen as programs with student • Increase faculty requirements toward research and scholarly activities • Availability of more grants to supply funding for University • Leverage existing funding to venture into new areas • The more you do and let it be known the better money collaboration • Collaboration with other universities • Knowledge, experience, advance studies
• Require research/scholarly work from faculty and hold accountable • Involve students in research, travel • Strengthen Ag program • Leverage existing funding to branch out into other areas for research University College and Admissions • Social science research • Enhance opportunities specifically K-12 the growth and development • Student input on grants • Charter schools • Create a system to support students • Funding • Current up-to-date research involve students • Generate new ideas and insights • Faculty/staff more visible at conferences • Cooperation’s to fund summer bridge programs • More grant writing • Motivational speakers • Summer program
Student Response
• Opportunities exist for promoting the research at Langston
Threats Deans and Vice Presidents • Faculty teaching overloads • Limited Technology • Graduates lack commitment to research Arts and Sciences • State funding • Perception of Humanities as service function (beneficial only as GE requirement) • Squandered opportunity for revenue generation Education and Behavioral Sciences • Professional will or knowledge about research in the areas being taught • Many are too busy and it is hard to do or get research done! • Lack of statistical software availability
• Limited travel fund
Physical Therapy • Time • Faculty already left • Funding and time • Decrease in time
School of Nursing and Health Professions
• Research done without IRB approval • Faculty workload—research is a part of the tenure process and without opportunities to engage in research this is problematic that might cause some to seek places with a better alignment of teaching and scholarship • Faculty training/student training/staff training in research methods
Agriculture and Applied Sciences • Loss of aquaculture staff/program • Dependence on federal funding Fiscal Affairs
• Not meeting mandated matched funding for 1980 grants-could reduce federal funding • Time with faculty teaching overloads and additional duties assigned • No follow through required research assignments • Limited resources • No one knows what we do so we loose • Retention • Funding • Lack of collaboration (internal/external) • No advancements • Students inability to pay University College and Admissions • Decreasing grant opportunities • No Technology
COMMUNITY ENGAGEMENT is defined as opportunities for consistent community interaction and service learning. It is defined by the Carnegie Foundation as “collaboration between institutions of higher education and their larger communities (local, regional/state,
national, global) for the mutually beneficial exchange of knowledge and resources in a context of partnership and reciprocity.”
Strengths Deans and Vice Presidents • Partner OSHA and other agencies • Faculty Commitment to service learning (SL) and consistent offering of SL courses/semester for each cohort class • Students committed to engaging in community services to recognition as Professional duty • Civic Minded students • Faculty involvement and leadership in prof. org and activities
Arts and Sciences • Radio station—condition also a weakness • TV station • Newspaper • Invited speakers • Band, Choir • Internship programs • Connections with local leaders, alumni, and donors • Staff is genuine and smart Education and Behavioral Sciences • Two professors who are visible across two campuses within the community • Our department is strong in this area. We are in local schools and organizations around the community
Physical Therapy • Service learning opportunities • rich history internships • moderate • Faculty connections to community-est. relationships • Internships Ns/PT business/teaching • Ed for professionals in OK • Faculty look to community for opportunities for service learning, change for growth etc., mutually beneficially partnerships • Rich history
Nursing and Health Professions
• Annual Otwell Flu Clinic (flu prevention service learning project)
• Opportunities from the community for health services/fairs • Minority Health Forum/Cultural Diversity Day • Students serve as ambassadors for community via clinical placements and internships; preceptor-ships
Agriculture and Applied Sciences • Summer youth programs • Advisory boards • Many established partners
LU Tulsa Focus Group Students (undergraduate)
• Access to working professionals • Job resources
LU Tulsa School of Nursing Focus Group
• SON Community engagement
Fiscal Affairs
• Collaboration between institutions of higher education • Upward bound and NASA that reach out to high schools • Goat research and extension actually to minority farmer and 3rd world nations • Uniqueness makes us a resource for partnership opportunities • Many businesses in surrounding area to be able to build relationships with. • Well known HBCU • State’s only HBCU • Number of student organizations • Number of students who volunteer • Integrating • Service • Organizations • LU known as University for PT, Nursing and Goat research • Over years strides in connect ability • Billboards-airport, mall • Emails to prospective families • Large number of service hours through organizations involvement • International students
University College and Admissions
• Local alumni • Well-known in the community, strong print in society • Allows students to get involved to a bigger purpose • I believe there are strengths here • Tinker, CMACO, Phillips
Student Response
• HPER department engages with community • Public Health partnered with OU for a community health program
Weaknesses Deans and Vice Presidents • Local engagement only • no dedicated service/service learning office and team • Lack of recognition at University level for all faculty engaged in SL • Low opportunities for engagement in the town of Langston. • NO shared definition of “Community” Langston, Central OK, OK or global w/o continuing ED. Arts and Sciences • Hardly happens • Need more community literacy programs • Burdensome workload; time and resources are limited to engage community Education and Behavioral Sciences • Sometimes hard to do more with the class load that faculty are given
Physical Therapy • Rural Setting • Non-inconclusive of surrounding communities • Distance • Alumni involvement and financial support • T. Ed for Prof seminars • Limited by geography and proximity with right opportunity availability limited resources to offer on part of LU
Nursing and Health Professions
• Assessment—we don’t hear from community about needs or existing/ongoing Langston efforts within the community • Assessing the community around us to know if we can meet their needs; or how we can affect/impact the community; “if we weren’t here would we be missed?” • Public Relations
Student Response
• Community engagement non-existent at general ED level • Difficult to get students engaged
Opportunities Deans and Vice Presidents • More global opportunities • Collaborate with other schools to offer more inter campus, interdisciplinary SL projects. Arts and Sciences • Business partnerships • More outreach for literacy which could lead to connections and eventually recruitment • Brand development; visibility of staff could be raised by attending community events/conferences Education and Behavioral Sciences • Public schools, businesses • online education
Physical Therapy
• Help serves the underserved populations • what can we offer that no other institution does • Ns & PT serve learning with free clinics, Indian Clinics, Other schools • Recruitment • Student partnerships with businesses
School of Nursing and Health Professions
• More publicity for LU will lead to more engagement opportunities
Fiscal Affairs
• Excellent opportunity for both lower and community to grow • Local schools and organizations • Needs more publicity to our value • There are lots of opportunities to take advantage of. People care about LU and want to see it proceed. We need to continue to build relationships. • The businesses could be Big donors for LU in the future • More visibility with new branding and “new-look” Langston • More involvement with Langston and Guthrie community • Could be tied to tenure • Research business potentials • Leaderships • LU have great facilities and instructor for PT and Nursing programs • Invite people to campus (business leaders) host and highlight LU • Uniqueness makes us open for partnerships • Multiple local businesses w/whom to work • Leading to increased opp for internships, jobs and programs • Public relation efforts • Community engagement could be tied to tenure
University College and Admissions • Involve local high school science teachers • Re-brand as a new opportunity for scholars • There are many to be involved with • TRIO, OBCE • Develop partnerships-stand program • Ok.edu and business (OBEC) • Motivational speaker • More amenities on campus • Partnerships with non-profit organizations
Student Response
• Black Male Summit and other events should be promoted • Shift image of LU to be more positive
Threats Deans and Vice Presidents • Time and Finances • Faculty loses interest due to lack of R&R. Arts and Sciences • Negative stories about the school, poor public relations • Stagnation; staff is cloistered due to lack of opportunity to engage Education and Behavioral Sciences • Public image about the University • If students do not act appropriately it hurts us or does not allow us to go into community
Physical Therapy
• Time Constraints • lack of industry attracted to area
Nursing and Health Professions
• Public relations—too many layers to accomplish tasks in a timely fashion • PR has limited human resources for the enormity of the work needed • Website • No operator/telephone operator; no central location for information
LU Tulsa School of Nursing Focus Group
• Take advantage of free p.r. • such as neighborhood papers • community-based health fairs • Relate community services to courses/projects (high blood pressure, cholesterol, smoking cessation, glucose, medication v. candy) • collaborative relationships w/ specialized activities
• partner with Carver Middle School
Fiscal Affairs
• Funding • Loose students, faculty and staff • Retention, graduation/attrition • Lack of young alumni involvement • Conservation • Larger institutions capitalize on they’re competencies • We must establish our niche and market • Homecoming bells/whistles but NOT for any other times; always increase quality of experience while maintaining tradition • Lacking platform for outreach • Lack of involvement from young/recent alumni • Inconsistences in policies/implementation/lack of consistency (shop for the answer you want). Pockets of perceptions (those who went to HBCU, those who didn’t; Dr. v. non-Dr. mentality that one considers self-better than the other-relationships. University College and Admissions
• Non-involvement with local schools
Student Response
• Impression left by students is generally negative
COOPERATIVE EXTENSION is defined as a nationwide educational network that provides research-based information to agricultural procedures, small business owners, youth, families, consumers and others in rural and urban communities.
Strengths Deans and Vice Presidents • Some areas seem to have extensive networks reputation (Goat Research) Arts and Sciences • Math and science camp • Agricultural sciences • Agriculture is connected to 4H, food programs, etc. Education and Behavioral Sciences • Goat research
Physical Therapy • Small campus willingness to share • internationally known programs • marginal
Nursing and Health Professions
• Goat and Fish “day”
Agriculture and Applied Sciences • Quality faculty • Motor pool
Fiscal Affairs
• Providing research based information to youth • Small framers and grants • International research • Global relationships • There are lots of agriculture producers in this area. • Research we have a good program • Some in-roads with local community through federally funded programs existing platform. • Agriculture summer youth programs • Partnerships • Opportunities • Organizations • Funds are available for cooperative and extension • Minority farmers, 3rd world countries • Summer youth program, Ag. Upward bound
University College and Admissions
• Strong reputation and assistance with community partners • Goat facility
Student Response
• Goat Research is a program
Weaknesses Arts and Sciences • School departments are disconnected; unity is weak within departments due to time/work constraints Physical Therapy • Lack of knowledge about coop ext. • Serve learning network is available but not used
Education and Behavioral Sciences
• We need to develop more cooperative extensions in HPER • Weak in this area youth and family activities
School of Nursing and Health Professions
• Lost function/deletion of outreach activities • Reliance on grant funding
Agriculture and Applied Sciences
• Dependent on federal funds • University restrictions on spending allocated federal funds Fiscal Affairs
• Lack of network in rural communities • 4H needs to reach to more youth locally • Can expand reach by encouraging more student participation attend more state and national events • No or little relationships with surrounding business owners and agricultural producers • We have a lot to offer need to let the state know • Interest in those fields
• Risk • Not enough man power to reach the communities or urban areas • We are as a HBCU missing that piece of higher learning • No longer have small business development grants • Funding • Not doing enough in the community • Complacency by community University College and Admissions • Limited opt for students be involved in Ag technology Student Response
• Don’t know what it is.
Opportunities Arts and Sciences • Unity; greater unity could lead to effort for greater cooperative extension efforts Education and Behavioral Sciences • Online education • Team up with small business
Physical Therapy • Chance to learn more • More exposure in urban school system • Participation in service learning • networks video advertising/training on Utube and public broadcasting
School of Nursing and Health Professions
• Funding/grant opportunities • Student recruitment mechanism • Agriculture and Applied Sciences • Youth outreach Fiscal Affairs
• Rural opportunities to expand knowledge of community • Market current partnerships and processes • Build those relationships to create possibilities like scholarships
donors or funding • More grants available to supply funding for University • Desperate need and a community thirsty for shared knowledge • Increased awareness outside ag • Sharing ideas • Motivation • Development • LU location just right for cooperative extension and education provides programs information’s. • Goat ice cream • Enhance relationships w/businesses, community, state (LU meeting their needs to build reciprocal relationships • Increase awareness of extension beyond ag • Take advantage of community’s thirst for knowledge University College and Admissions • Langston has it’s goat research as a huge agriculture training grounds
Student Response
• More exposure for programs needed
Threats Arts and Sciences • Isolation; staff becomes isolated and combative due to lack of communication Education and Behavioral Sciences • Money for global opportunities
Physical Therapy • Time and fiscal restraints • Decrease time and budget
School of Nursing and Health Professions • Our presence is lacking in areas of need related to outreach, particularly minority communities
Agriculture and Applied Sciences • Dependence on federal funding • Lack of volunteers Fiscal Affairs
• Funding not meeting mandated matching grants of 1890-can reduce funding • Funding • No one benefits from our amazing resources • Retention • Lack of awareness(interest) funding • Communities do not know the programs University College and Admissions • Not working with OSU
Student Response
• If no one knows about cooperative extension there may be a decline
CO-CURRICULAR activities defined as student involvement programs, activities, and events that provide opportunity for student growth and development beyond the curriculum or traditional classroom experiences.
Strengths Deans and Vice Presidents • Several opportunities to grow and develop via co-curricular offerings (social/physical/intellectual, cultural, educational and spiritual) • Check training graduates and clinicians to become future clinical instructions. • Students Exchange Program and Study of Abroad Program Arts and Sciences • Communication and English clubs, Philosophy club • Activities abound; lots of campus activities Education and Behavioral Sciences • Strong students are working in schools and other organizations in the community
Physical Therapy
• Small campus • Adequate within the time frame • Potential and Prof clubs on campus • Students are given opportunities to organize activities as relevant to their peers with supervision of university encouraged to seek initiative • Study abroad
Agriculture and Applied Sciences • Available student transportation • Strong Alumni/partner support
LU Tulsa School of Nursing Focus Group
• SNA involvement
Fiscal Affairs
• Formal Co-curricular activities are very highly developed • SGA and the Greek organizations • Strong athletic programs giving student organized actual o/s classroom • Great student leaders and ambassadors • Students have a heart for the University • LU has many activities for the students • Athletics • Study abroad • Numerous student organizations as an “in-road” • When events happen well attended • Student org-large number • Good attendance University College and Admissions • Greek organizations • Student-centered value in students voice • Cultivate students to be involved • Shuttle
Student Response
• Strong SGA • Good communication with students
• Variety of activities
Weaknesses Deans and Vice Presidents • Sustainable health and wellness initiatives and Check Funding • Student interests in development/educational opps. • Opportunities for OKC & Tulsa student Arts and Sciences • Not enough co-curricular activities • Many majors/careers are not represented in extra-curricular campus communities • Lack of off-campus mentoring for many fields • Isolation of campus; staff awareness; events are often unknown to certain staff members and most seem student-oriented only Physical Therapy • Inability to cross over other areas • too many credit hours leaving little time to spare • Limited resources from LU to provide for student activity
Agriculture and Applied Sciences • Paperwork required to take students off campus
LU Tulsa Focus Group Students (undergraduate)
• More incorporation of Tulsa in yearbook—more notice and dates for photos
LU Tulsa School of Nursing Focus Group
• No health service opportunities for students or school insurance
Fiscal Affairs
• Informed co-curricular activities ie. Intramurals
• Not well attended • Rural location with few regular ? that could enhance University expense • Not aware of what our students are involved in. Where is the news being shared? • Funding • Athletics not well attended • More available student involvement programs and activities. • Limited resources • Lack of vision of the instructors beyond the classroom • Rarely do we hear about student activities programs or last minute • Team who leads is often challenged sometimes unorganized • Number of staff duplication of orgs • Poor organization of student organizations activities University College and Admissions • Greek organizations • Limited resources and ever changing student population • When an organization on that is supposed to represent the University no longer fill that purpose • Need more volunteer activities that’s not ass with frat/sor • Students feel that their college experience is being cut • Students more engaged with social life than academics • Students are not focused
Student Response
• Events do not begin on time • Security over-all • Multipurpose Building is locked and equipment is broken • Lack of intramurals • Squatters in housing • Housing is dismissive of complaints
Opportunities Deans and Vice Presidents • Expanded/ Comprehensive Living Learning Community Model- build collaborations to increase diversity of learning experiences. • Intentional Service/ Service Learning/ Leadership Development Programming/Training and Education Arts and Sciences • Study abroad program/courses • Can create student organizations beyond those devoted to popular subjects • Outreach to high school students • Venues for families and transportation; events made attractive to staff and their families and held (on occasion) at places in OKC and/or Guthrie; transportation for students to off-campus events Physical Therapy • Develop better understanding of other areas • Partnering with other industries to offer continued/advance raining opportunities • decrease the number of credit hours • Academic games • Student volunteers with scouts, soup kitchen • Engaging ideas from students to potentially correct current issues affecting LU
Agriculture and Applied Sciences • Lack of time to form partnerships and collaboration
LU Tulsa Focus Group Students (undergraduate)
• Tulsa luncheon for graduates
LU Tulsa Focus Group Students (graduate)
• Counseling Center • Health Care Clinic • More interaction with Student Government—Tulsa repre. • Tulsa/OKC student representation on university standing committees • Greek presence
University College and Admissions • Ability to implement and enhance home grown programs
• Greek life, social clubs, leadership clubs, dept clubs • It seems that Langston always has something “coming up” that involves students • Adult education • I believe the more involvement the better it is for students • Academic tutoring • Earn privileges • Utilize your organizations to build up the academics • Campus orgs collaborate with other organizations-comm. Service • Peer mentor • Freshmen orientation
Student Response
• Review housing protocols • Implement quiet hours 9A-2P in quad • Implement intramurals
Threats Deans and Vice Presidents • Student interests in development/educational opps. • Opportunities for OKC & Tulsa students Arts and Sciences • Student resistance to academic organization • Greater disconnectedness; increased disengagement Physical Therapy • Time
Agriculture and Applied Sciences • No state funding for teachers Fiscal Affairs • Funding • Students attitude • Leadership student and faculty • Lack of budget may require LU to stop some of these activities • Students attitude and interest • Faculty overload • Impacts student retention
• Retention • Students interest (trends) • No programs • Complacency
University College and Admissions • Student options increased cost to use facilities • Students go to social gathering than they go to class
Student Response
• Interruptions/Distractions by students organization outdoors during class hours • Campus life is fraternity and Sorority based
General Comments and Concerns expressed outside the categories or falling across all categories: • Lack of consistency in efforts • Lack of communication • Turn over • Updates to needed documentation • Disorganization (catalog) • Lack of accountability • Personal relationship with administration & staff • Understaffed • Better communication with Langston campus • Lack of organization for events • Staff rudeness • Recruiter • Better lobbying at legislature • More interaction at TCC • Low cost • Location • comfortable atmosphere • Technology reliability & tech support • Better computer lab • update website • Limited book voucher use • Marketing; Tornado shelter • plan a location in new bldg.
• (Vision 2025) for events • study carrels • café, • day care • real I.D.s • Safety measures related to traffic • lack of surveillance • Bursar • Security Officer • Front-desk short staffed • F. A. services improvement • Liaison for student services • Evening front-desk hours • Facility • Flat-rate tuition • Payment plans • Affordability • Need snack bar • All students need photo I.D. • Flat-rate tuition • printer break-downs • update LU website • unexplained fees • Computer lab—equipment & internet • clocks don’t work • Recruiting skills of a staff member • support staff • Lack of recruitment • Increase use of technology in recruiting • Affordability • Lack of of p.r. • Lack of resources • Technology • Free-standing nursing building—use nursing knowledge to plan—needs simulation lab, clinic for students and underserved community • SON managed • use for student clinical (See OSU-OKC model) • Finances/Budget cuts • Area/competitive university advertising; • Political atmosphere
FINAL DRAFT
STRATEGIC PLAN 2016 – 2026 LANGSTON UNIVERSITY OKLAHOMA CITY
1. Introductory Statement
This strategic plan has been developed by a planning team comprised of Langston University deans, faculty, staff, and community stakeholders to include state legislators, community leaders, ministers and Langston University Alumni to provide a comprehensive approach to the management and operation of Langston University Oklahoma City over the next ten year period 2016 - 2026.
2. History
Founded as a land grant college through the Morrill Act of 1890, Langston University was established on March 12, 1897, northeast of Guthrie, Oklahoma, as the Colored Agricultural and Normal University by Oklahoma Territorial House Bill 151. In 1941, the name of the university was officially changed to Langston University, named for John Mercer Langston (1829 – 1897) a Black Virginian educator. The university’s purpose was to instruct “both male and female Colored persons in the art of teaching various branches which pertain to a common school education and in such higher education as may be deemed advisable, and in the fundamental laws of the United States in the rights and duties of citizens in the agricultural, mechanical and industrial arts.”
A new institutional mission was set forth in 1978 to help not only give the university a new image and thrust, but make Langston a more integrated and rational part of the total higher education effort in the state of Oklahoma. The initiative resulted in the establishment of Urban Campuses in Oklahoma City and Tulsa.
The Oklahoma City Urban Center was established in October 1979 with a mission of engaging in partnerships with local, state and federal entities to identify issues and concerns of our society and respond to the changing education, economy and employment needs of metropolitan Oklahoma City with emphasis on the northeast quadrant of the city. The benefits of attending Langston University included affordable tuition, an adult learning environment, adult scholarships, convenient location, evening classes, financial aid, and access to a research library and computer lab. Enrollment increased from less than 100 to over 500 students during the first 20 years of operation. A dip in enrollment occurred during the 2010-2015 timeframe because of increasing competition from the University of Central Oklahoma attracting students from the Masters in Education and Corrections/Criminal Justice programs as well as the death of the Associate Vice President Dr. Blayne Hinds in December 2013. The enrollment during the 2015 -2016 academic year indicated an increase. The increase is attributable to the addition of an accelerated Child Development bachelor’s degree program, and an enhanced recruitment effort by the administration and faculty at the Oklahoma City campus. However, sustained increases in full time equivalent student enrollment will require continued assessment of community and workforce educational needs and a comprehensive community relations and recruitment plan and staff. The Oklahoma City campus is funded through line items in the Langston University annual budget. The campus is part of Langston University’s governance through the Board of Regents for Oklahoma Agricultural and Mechanical Colleges. On January 1, 2009, by order of House Bill No. 2882, the Board of Trustees for Langston University-Oklahoma City and Langston University-Tulsa was created. The committee consists of seven members appointed by the Governor and two members of the Board of Regents for the Oklahoma Agricultural and Mechanical Colleges selected by the chair of the Board of Regents, who shall serve as voting, ex-officio members. The board has a comprehensive advisory role in all aspects of the operations of Langston. It advises the President of Langton University and the Board of Regents on the supervision and management of LU’s two urban campuses and performs other functions as necessary.
The initial strategic planning focus group and committee work for the 2016 – 2026 strategic plan for the Langston University Oklahoma City campus was initiated September 3-4, 2013, by Dr. Blayne Hinds, Associate Vice President of the LU/OKC campus and Dr. Charles Bird, a consultant, to assist in the development of the plan. Dr. Bird and Dr. Hinds conducted a variety of focus group meetings with individuals representing a variety of stakeholders within and outside of the immediate urban center environment. Documents detailing the meetings, agendas, and individuals participating are available in appendix A for review.
Focus group and committee work considered these questions:
a. Where are we now? b. Where are we going? c. How will we get there?
The initial meetings in 2013 resulted in a report and recommendations regarding the LUOKC center from the consultant Dr. Charles P. Bird. This document is provided in its entirety in appendix C.
Dr. Bird’s initial recommendations were broken into six categories – facilities, engagement, graduate program, undergraduate program, additional recommendations and observations, and conclusion. This document has been used in its entirety along with information garnered from the recent 2015 and 2016 meetings and discussions with additional current day stakeholders to provide the substance of the strategic plan for the Langston University Oklahoma City Center outlined herein. Meetings were held with the respective Deans of the Schools of Business, Education, Arts and Sciences, and the Rehabilitation Counseling and Visual Rehabilitation Program Director who provide curriculum, plans of study, degree evaluations, advisement support and faculty for the degree programs offered through the Oklahoma City campus. The Langston University Student Enrollment Director and Assistant Director met with this group also to discuss issues and concerns impacting the student application process to include admission, enrollment and retention at the urban campuses and how the strategic plan can and should enhance these operations.
Rosters of participants in the various meetings are attached in appendix C. Our planning process has been guided by the Langston University mission and vision statement, as well as the five goals identified for the entire University.
Mission - Grounded in its rich traditions as a historically Black college and university, and a land- grant institution, Langston University offers quality post-secondary education to diverse populations through academic, research, community engagement, extension, and co-curricular experiences that lead to professional competence and degree completion.
Vision – Langston University fosters an environment that cultivates leaders, innovators, and engaged citizens who meet the challenges of local, national and global communities.
Langston University’s mission and vision extends to its urban campuses and provides non-traditional students in an urban setting the same educational opportunities but in an environment that is complementary and conducive to their work and life needs. Goals
The Langston University administration, faculty, staff and students developed five goals that will propel the university’s strategic plan during the next 10 years.
Goal I: Establish a comprehensive program for achieving academic success, particularly for students from diverse backgrounds, who will benefit from a holistic approach to the higher education process. A modification to this goal for the LUOKC campus will be the addition of - “for non-traditional students in an urban environment from diverse backgrounds.”
Goal II: Provide support to faculty that allows for professional growth and development in the areas of teaching, research, service and community engagement. No change required.
Goal III: Enhance and expand communication across the university and among all constituent groups. Langston University is one “Institution” with three campuses; therefore this goal will include the urban campuses and requires no change.
Goal IV: Develop and expand academic programs to strengthen the university’s offerings for students that enhance their marketability and career readiness. No change required.
Goal V: Manage and increase internal and external resources to strengthen the University’s financial health. No change required.
The Langston University Oklahoma City strategic plan work group understands and supports the premise that the goals and initiatives of the urban campus should align with the overarching plans and goals of the university as a whole, but with emphasis placed on the non-traditional student population and the community served.
The strategic plan that follows aligns with the five goals listed above developed by Langston University administrators, faculty, staff, and students as well as the six pillars President Kent Smith re- committed to during the fall 2016 state of the university address on August 8, 2016. In 2012, Dr. Smith became the 16th president of Langston University. He provided a plan for the university that includes a foundation of academic excellence and six pillars for university growth. The plan uses the six pillars as resources to achieve the goals of the plan, thereby connecting the mission of Langston University with the daily operations that lead to the accomplishment of the strategic goals. The six pillars envisioned by President Smith are:
1. Enrollment 2. Retention 3. Technology 4. Customer Service 5. Institutional Advancement 6. Branding and Marketing
The 2016 strategic work group for LUOKC reviewed the report of Dr. Charles Bird, the Langston University Strategic Plan Goals and the six pillars envisioned for the University by President Smith. After in-depth discussions the work group utilized the Strengths, Weaknesses, Opportunities, and Threats (SWOT) Analysis model to extend the planning process. During a round table discussion facilitated by Alice Strong Simmons, Associate Vice President of the Langston University Oklahoma City campus on August 10, 2016, individuals representing the School of Education and Behavioral Sciences, The School of Business, The Rehabilitation Counseling Department, and the School of Arts and Sciences participated in a half-day session to update the information and recommendations forwarded in the 2013 report from Dr. Bird. Overarching strategic priorities were identified and a list of strengths, weaknesses, opportunities and threats unique to the Oklahoma City campus were developed.
The information collected from the SWOT analysis significantly informed the development of the initiatives for each of the University goals and additionally addresses the President’s six pillars. The overarching themes of the analysis impact four primary areas; programs, people, place and funding.
Programs
Insure that degree, certificate, professional education and continuing education program offerings are aligned with work-force requirements to ensure career success of students upon graduation from Langston University.
People
Enhanced recruitment efforts as baby-boomers retire to assure highly qualified subject matter academicians fill vacancies occurring throughout the next 5 – 10 years. Establishment of full-time faculty positions for the Langston University Oklahoma City campus to replace the need for continuous use of adjunct faculty and assure the consistent high quality instruction year to year for the urban campus students. Continue to align salaries of faculty and staff with regional counterparts to attract the best employees possible to fill vacancies and new positions established throughout the next 5-10 years. Place
Maximize utilization of the new location of the Langston University Oklahoma City campus for students, faculty, community stakeholders and the Millwood Public School district students, teachers, staff and parents. Secure the contract with the City of Oklahoma City as Operating Partner for the new Northeast Oklahoma City Senior Wellness Center to be constructed through Oklahoma City MAPS3 funding by 2019. Construct a new standalone Langston University Oklahoma City campus in northeast Oklahoma City, highly visible and easily accessible from Interstate 35, which will also house a world class Oklahoma African American Museum by the year 2025.
Funding
The accomplishment of each of the actions outlined in the above themes requires increased funding. As support from state revenue continues to decline, enhanced and innovative fundraising tactics must be explored, enhanced, and implemented. Aggressive pursuit of grants and donations from foundations for degree programs as well as professional development opportunities in the fields of cyber-security, education and health professions will be required. Increase ASK to community stakeholders and partners who will directly benefit from the success of the Oklahoma City urban campus and its graduates will be paramount. Increase ASK to alumni of the urban campus for contributions for specific programs and/or one-time projects will be made.
These four themes are further illuminated in the Goals and Action Plan that follows.
GOAL 1:
Establish a comprehensive program for achieving academic success, particularly for non-traditional students in an urban environment from diverse backgrounds, who will benefit from a holistic approach to the higher education process.
Langston University and the Langston University Urban Center have witnessed increases in enrollment during the past two academic enrollment cycles. Emphasis on initiatives that will sustain enrollment increases require enhancement.
Initiatives
1. Expand enrollment to a sustainable level of 600 students on the Oklahoma City campus by the year 2020. Enrollment in fall 2014 was 189 students on the Oklahoma City campus. Enrollment for the fall 2016 semester thus far is 400 students. An upward trend is evident. However, to sustain this trend, implementation of new and relevant degree programs as well as certificate and professional education development opportunities that meet 21st century corporate and business workplace requirements is required. An example of such an initiative was the addition in the fall 2015, of an accelerated bachelor’s degree program in Child Development. Students can complete the bachelor’s degree in 18-24 months through a continuum of 8 week sessions, in a combination of face to face, hybrid and on-line course delivery modes. The emphasis on highly trained early childhood directors and teachers for our young children has sparked a need for Child Development administrators and staff to obtain bachelor’s degrees to enhance certification of childcare centers and increased funding for nationally accredited centers. Another example is the exploration of a state of the art Cyber Security program as an option for the Organizational Leadership degree completion program currently offered at the LUOKC campus. The addition of a Cyber Security specialization will attract students interested in or currently employed as law enforcement and technology professionals. 2. Ensure an academic culture on the urban campus that emphasizes academic excellence for all students. 3. Increase graduation rates through expanded academic support, advising, and community engagement. 4. Establish a student wellness program. Student performance is directly impacted by their health and well-being. 5. Create corporate partnerships to enhance academic programs, research opportunities and community engagement. 6. Employ a full-time Recruiter and Community relations staff member. 7. Become a preferred partner with community colleges in the metropolitan area. Increase partnerships with area community colleges to establish a seamless transition of high performing students with associate degrees to upper division programs leading to bachelor’s degrees at the Langston University Oklahoma City Campus. 8. Establish or enhance partnerships with high schools in the Oklahoma City Metropolitan area. 9. Develop agreements with state agencies to offer custom courses for their employees in areas of interest and need such as accounting, management, public health, corrections/criminal justice, written and verbal communications, etc. 10. Develop relations with Hispanic and Asian organizations and businesses throughout the city to provide custom designed training programs as well as degree seeking opportunities to potential students from their communities. 11. Conduct market research to determine the most attractive program opportunities for expanding graduate degrees at the Oklahoma City urban campus utilizing a hybrid course delivery mode. Content will be delivered online, and limited class time used for discussion, group projects, and presentations. 12. Create specific post graduate certificate programs tied to skill development and/or career advancement as an option to test the market. 13. Streamline and implement a “one-stop-shop” enrollment management process at the urban campus to enhance customer service and student support for undergraduate and graduate programs. Assure all services required for LUOKC students are available at the urban campus. 14. Delegate authority to the LUOKC Associate Vice President to hire and supervise all local staff. 15. Implement a credit for prior learning/experience program utilizing a model similar to the prior learning assessment (PLA) services provided by the Council on the Assessment of Experiential Learning (CAEL). 16. Explore the need for day-time, upper division courses/programs for transitioning community college students who want to continue studying full-time once the associate degree is completed, as well as for students who work evening and midnight shifts but are interested in completing a bachelor’s degree program. 17. Evaluate the mode of delivery of current accelerated courses/programs and determine if a more attractive model might enhance enrollment. For example, offering courses one class at a time in a shortened format with class meetings occurring one night a week. Attractive programs such as Criminal Justice, Public Health, Public Safety, and Cyber Security could be considered for reformatting. 18. Finalize negotiations to become the Operating Partner with the City of Oklahoma City for the Northeast Senior Wellness Center. 19. Plan for the construction of a standalone Langston University campus in Oklahoma City.
Goal II: Provide support to faculty that allows for professional growth and development in the areas of teaching, research, and service and community engagement.
Initiatives:
1. Enhance faculty and staff training on University policies upon initial employment and whenever revisions or changes occur. 2. Develop a comprehensive schedule of training on new technology/software acquired by the University 3. Increase professional development training opportunities for all faculty and staff to enhance effectiveness and efficiency in job performance. o Subject matter updates o Grant Writing o Research protocols o Working with high touch students 4. Provide increased sabbatical opportunities for faculty to enhance knowledge, skills and abilities in their respective fields of study. 5. Develop a University standard schedule for release time for faculty to conduct research and/or pursue grants in their respective fields of expertise. 6. Establish an annual University-wide recognition of faculty, staff and students for community service.
Goal III: Enhance and expand communication across the university and among all constituent groups.
Initiatives
1. Implement a monthly newsletter for urban campus administrators, faculty, students and community stakeholders and partners to keep them apprised of University activities and to highlight achievements of faculty, staff and students on the urban campuses. 2. Ensure that urban campus administrators, faculty, staff and students are subscribed to all Langston university informational communiques. 3. Increase the utilization of Langston University student email accounts by enhancing students understanding of the immediate availability of information that can benefit their student experience. 4. Develop and publish a standard protocol for handling concerns/complaints of faculty, staff and students to assure issues are handled in the most efficient and expeditious manner possible. 5. Assist in the development of the University technology plan. 6. Develop a comprehensive customer service plan to assure students, community stakeholders, faculty and staff are consistently provided service and support in an effective and efficient manner. 7. Develop a public relations/marketing plan that highlights the urban campus’s capacity to provide service to the citizens throughout the metropolitan area.
Goal IV: Develop and expand academic programs to strengthen the university’s offerings for students that enhance their marketability and career readiness.
Initiatives
1. Expand online and hybrid course offerings at the urban center. Non-traditional students have employment, familial and life issues that impact their ability to take all courses in a face-to-face mode. Online and hybrid courses allow students to move through their degree programs in an efficient, accelerated manner. 2. Develop policies for online and hybrid courses to assure quality instruction across delivery modes. 3. Provide Quality Management online training and certification for all faculty instructing online. 4. Explore and implement new competitive course offerings. 5. Conduct annual needs assessment of course and program offerings and adjust as appropriate to assure career and/or graduate school readiness of graduating students.
Goal V: Manage and increase internal and external resources to strengthen the University’s financial health.
Initiatives
1. Increase support of Langston University sponsored fundraising events. 2. Increase pursuit of grants and corporate donations. 3. Increase “ASK” to alumni for scholarships, operations, or special projects. 4. Increase “ASK” to community stakeholders, corporations and businesses in Oklahoma City.
PLAN IMPLEMENTATION
Responsibility for implementation of the plan falls under the auspices of the Langston University President, Dr. Kent J. Smith, Jr. and the LUOKC Associate Vice President Alice Strong Simmons. Implementation strategies will continue to be developed in consultation with the Vice President for Academic Affairs, the Deans of the Schools of Business, Education and Behavioral Sciences and Arts and Sciences and other University administrators as appropriate. The Associate Vice President of the Oklahoma City campus will lead the execution of the annual operating plans and progress reports. Formative and Summative evaluation outcomes will be utilized to measure progress toward meeting strategic goals and initiatives outlined in the Action Plan.
Appendices
A. Itinerary – Dr. Charles Bird, consultant – September 2-5, 2013 B. LU-OKC Roundtable Discussion – Dr. Charles Bird – November 22, 2013 C. Report and recommendations regarding Langston University-Oklahoma City, Charles P. Bird, Ph.D. – 2014 D. Discussion paper with Dr. Charles Bird and Alice Strong Simmons, July 25, 2016 E. Langston University Oklahoma City Strategic Plan Development Work Session, August 10, 2016 F. 2016 Strategic Plan Work Session Committee Members
A special thank you to all of the colleagues and the consultant who provided contributions in planning meetings and who provided information edits and/or proofed this plan. Your commitment to Langston University is truly appreciated.
ACTION PLAN FOR LANGSTON UNIVERISTY OKLAHOMA CITY STRATEGIC PLAN 2016-2026
Goal 1: Establish a comprehensive program for achieving academic success, particularly for non- traditional students in an urban environment from diverse backgrounds, who will benefit from a holistic approach to the higher education process.
Initiative Action Step(s) Responsible party Completion Date 1. Expand enrollment to a Employ a full-time President January 1, 2017 sustainable level of 600 students Recruiter and Vice president for and on-going on the Oklahoma City campus Community Relations Academic Affairs by the year 2020. staff member. Vice President for Fiscal and Administrative Affairs LUOKC Associate Vice President 2. Ensure an academic culture Develop and administer LUOKC Associate Vice July 1, 2017 and on- on the urban campus that a needs assessment President going emphasizes academic instrument to determine LU Deans excellence for all students. areas requiring LUOKC Program strengthening and Directors additional programs and services needed to enhance academic excellence in all areas. 3. Increase graduation rates Employ an experienced, LUOKC Associate Vice October 1, 2016 through expanded academic highly qualified Student President support, advising, and Services Coordinator to community engagement. provide oversight for academic advising, consistent student support and coordinating student learning activities in the Oklahoma City community. 4. Establish a student wellness Coordinate with LUOKC Associate Vice January – July 2017 program. Student performance community health and President is directly impacted by their wellness agencies to LUOKC Student Activities health and well-being. support faculty, staff Board and student health and LU Public Health faculty overall well- being. LU Nursing faculty Assure all are aware of LU Physical Therapy the mental health faculty support available 24/7 through Langston University. 5. Create corporate partnerships Establish a schedule and LUOKC Associate Vice On-going beginning to enhance academic programs, set up visits with human President January 2017 research opportunities and resources and training Community managers of relations/recruiter community engagement. corporations and Student Services businesses in the metro Coordinator area. Program Directors and On-going Maintain Memberships Deans in Greater OKC Chamber and the Metro LUOKC Associate Vice Oklahoma City Black President Chamber of Commerce. Apply for Leadership Oklahoma to enhance maximize opportunities to interact with Corporate and business leaders 6.Employ a full-time Obtain funding during LU President January 2017 Recruiter/Community the budget cycle for LUOKC Associate Vice Relations staff member Community President Relations/recruiter position 7. Become a preferred partner Negotiate LUOKC Associate Vice January –July 2017 with community colleges in the memorandums of President, Recruiter/ On-going metropolitan area. understanding with Community Relations Rose State College, position Oklahoma City Student Services Community College, and Coordinator OSU/Oklahoma City to Assistant Director develop a seamless Enrollment Management transition of associate for Urban campuses degree students into bachelor’s degree programs offered at LUOKC 8. Establish and/or enhance Design forums and LUOKC Associate Vice July 2017 On-going partnerships with high schools seminars for Millwood President in the Oklahoma City Public Schools and Recruiter/Community Metropolitan area. Oklahoma City Public Relations position Schools juniors and Student Services seniors to introduce the Coordinator college experience and Assistant Director assist students and Enrollment Management parents in being college for Urban campuses ready 9. Develop agreements with Coordinate with LUOKC Associate Vice January –June 2017 state agencies to offer custom Oklahoma Public Health President On-going courses for their employees. Authority, Oklahoma Recruiter/Community City Police Department, Relations position Department of Human Student Services Services, and the Coordinator Oklahoma Department Assistant Director of Public Education to Enrollment Management determine training for Urban campuses opportunities that LUOKC can provide. 10. Develop relations with Meet with Hispanic and LUOKC Associate Vice January – May 2017 Hispanic and Asian Asian agencies President On-going organizations and businesses throughout the metro Recruiter/Community throughout the city to provide area and explain the Relations position custom designed training higher educational Student Services programs as well as degree opportunities available Coordinator seeking opportunities to through the LUOKC Assistant Director potential students from their campus for adults Enrollment Management communities. seeking bachelors or for Urban campuses master’s degrees. Channel youth interested in pursuing the college experience to the Langston campus. 11. Conduct market research to Ensure technology LU Director of March 2017 on- determine the most attractive infrastructure Institutional Research going program opportunities for readiness to support an and staff expanding graduate degrees at increase in hybrid and LUOKC Associate Vice the Oklahoma City urban online course President campus utilizing a hybrid offerings. Program Directors course delivery mode. Deans Provide training for faculty in Quality Management online programming.
Expand the on- line/hybrid course delivery mode to support new degree programs or course offerings.
12. Create specific post Ensure technology LU Director of March 2017 on- graduate certificate programs infrastructure Institutional Research going tied to skill development and/or readiness to support an and staff career advancement as an increase in hybrid and LUOKC Associate Vice option to test the market. online course President offerings. Program Directors Deans Provide training for faculty in Quality Management online programming.
Expand the online/hybrid course delivery mode to support new degree programs or course offerings 13. Streamline and implement a Employ a registrar and a LU President July 2017 “one-stop-shop” enrollment financial aid staff LU Vice President for management process at the member for the LUOKC Fiscal Affairs urban campus to enhance campus. LU Vice President for customer service and student Centralize the Academic Affairs support for undergraduate and application process for LUOKC Associate Vice graduate programs. undergraduate and President graduate students. 14. Delegate management and Employ a registrar and a LU President July 2017 operating authority to the financial aid staff LU Vice President for LUOKC Associate Vice member for the LUOKC Fiscal Affairs President to hire and supervise campus. LU Vice President for all local staff (recruitment, Centralize the Academic Affairs enrollment, registrar, financial application process for LUOKC Associate Vice aid). undergraduate and President graduate students. 15. Implement a credit for prior Coordinate with CAEL to LU President January 2017 learning/experience program establish a pathway for LU Vice President for utilizing a model similar to the LUOKC students to Academic Affairs prior learning assessment (PLA) obtain college credit for LUOKC Associate Vice services provided by the prior President Council on the Assessment of learning/experience. LU/Tulsa Associate Vice Experiential Learning (CAEL). President
16. Explore the need for day- Conduct research to LU Director of July 2017 time, upper division determine if a Institutional Research courses/programs. significant number of and staff students are interested LUOKC Associate Vice in and available to President pursue degree completion programs, Monday – Friday, between 9:00 am - 4:00 pm at the LUOKC site. 17. Evaluate the mode of Explore offering LU Vice President for September 2017 delivery of current accelerated courses one class at a Academic Affairs courses/programs and determine time in a shortened LUOKC Associate Vice if a different model might format with class President enhance enrollment. meetings occurring Director Institutional one night a week. Research and staff Student Services Coordinator 18. Operating Partner with the Successfully complete LU President 2016 -2019 City of Oklahoma City for the negotiations with the LUOKC Associate Vice Northeast Senior Wellness MAPS3 Evaluation President Operating Center Team to obtain the LU Associate Vice partnership would award to become the President of Fiscal and commence 2019- Operating Partner for Administrative Affairs 2024 ( five year the new Senior LU Vice President for renewable contract) Wellness Center being Institutional constructed in Advancement northeast Oklahoma City. 19. Plan for a standalone Coordinate with land LU President Langston University campus in developers and Ward 7 Vice President for Fiscal 2017 - 2025 Oklahoma City City Councilman in an and Administration effort to acquire land Affairs and funding for a LU Vice President for Langston University Academic Affairs Oklahoma City facility LUOKC Associate Vice owned by the President University.
Appendix A Dr. Charles Bird’s Itinerary
Tuesday, September 3, 2013 (continued) Time Activity & Place
Itinerary Dr Charlie Bird Page 2
9:00 a.m. Meeting with Mr. Chauncey Jackson, Director of Strategic Initiatives & Public Policy Location: President’s Conference Room, LU-OKC
10:00 a.m. Meeting with Mr. Jason Ramsey, Chief Executive Officer, and Regent Andy Lester, Oklahoma A&M Board of Regents Location: President’s Conference Room, LU-OKC
11:00 a.m. Meeting with LU-OKC Faculty Dr. Corey Moore, Director, Rehabilitation Counseling Dr. Alex Lewis, Director, Graduate Programs Dr. Sharon Brown, Assoc. Professor, Rehabilitation Counseling Dr. Jean Johnson, Assistant Professor, Rehabilitation Counseling Location: Small Conference Room, LU-OKC
12:30 p.m. Lunch with LU-OKC Students Mr. Charlie Wilson, President, Student Activities Board Ms. Juanita Crawford, Vice President, Student Activities Board Ms. Renae Dudley, Assistant Secretary, Student Activities Board Ms. Sandy Delozier, Undergraduate Corrections Major Location: President’s Conference Room, LU-OKC
1:30 p.m. Campus Tour with Dr. Blayne Hinds Associate Vice President for Academic Affairs, LU- OKC
2:00 p.m. Meeting with LU-OKC Staff Ms. Linda Tilllman, Director, Center for Community Engagement Mrs. Flossie Thurston, Program Leader/ Extension Specialist Ms. Gayle Robertson, Director of Programs & Services Ms. Sharon Kernal, Administrative Assistant, Rehabilitation Counseling Location: Small Conference Room, LU-OKC
3:30 p.m. Meeting with Langston University National Alumni Association (LUNAA) Oklahoma City Chapter Members Mr. Marc Flemon Ms. Tiffany Lennox Location: President’s Conference Room, LU-OKC
Campus Contact Information: Theresa Graves, Executive Assistant Jack Huntley, LU-OKC Host Dr. Blayne Hinds, Assoc. VP LU-OKC Office: (405) 466-3202 Cell Phone: (916) 595-0259 Cell Phone: (405) 625-5520 Cell Phone: (740) 701-3942
Tuesday, September 3, 2013 (continued) Time Activity & Place
Itinerary Dr Charles Bird Page 3
4:30 p.m. Office and Phone Time President’s Office, LU-OKC
5:00 p.m. Depart LU-OKC Campus for dinner and tour of Oklahoma City Hosts: Ms. Theresa Graves, Executive Assistant Mr. Chauncey Jackson, Director of Strategic Initiatives & Public Policy Evening Return to Four Points by Sheraton OKC Airport
Wednesday, September 4, 2013 Time Activity & Place
7:30 a.m. Depart Four Points by Sheraton for LU-OKC Campus Host: Mr. Jack Huntley, LUPD
7:45 a.m. Arrive at LU-OKC Campus
8:00 – 9:00 a.m. Breakfast Meeting with Senator A.J. Griffin Location: President’s Conference Room, LU-OKC
10:00 a.m. Meeting with Councilman John Pettis Location: President’s Conference Room, LU-OKC
11:00 a.m. Commissioner Willa Johnson, Oklahoma County Location: President’s Conference Room, LU-OKC :00 p.m. Lunch with OKC area Clergy Reverend Dr. George Young Pastor Paul Everett Location: Small Conference Room
2:00 p.m. Wrap-up meeting with Dr. Blayne Hinds Associate Vice President for Academic Affairs, LU-OKC Location: Room 134
4:00 p.m. Return to Four Points by Sheraton Host: Mr. Jack Huntley, LUPD
5:45 p.m. Depart Four Points by Sheraton OKC Airport for Bricktown Host: Dr. Kent J. Smith, Jr., President
Campus Contact Information: Theresa Graves, Executive Assistant Jack Huntley, LU-OKC Host Dr. Blayne Hinds, Assoc. VP LU-OKC Office: (405) 466- 3202 Cell Phone: (916) 595-0259 Cell Phone: (405) 625-5520 Cell Phone: (740) 701-3942
Wednesday, September 4, 2013 (continued) Time Activity & Place
Itinerary Dr Charles Bird Page 4
6:15 p.m. Arrive at Jazmo’z Bourbon St. Café, Bricktown 100 California Oklahoma City, OK 73104 Reservation under Langston University
6:30 p.m. Dinner meeting with President Smith and Oklahoma Black Caucus Dr. Kent J. Smith, Jr., President Representative Anastasia Pittman, Chair Representative Kevin Matthews Senator Constance Johnson (unconfirmed) Speaker T.W. Shannon (unconfirmed) Representative Mike Shelton (unconfirmed)
8:00 p.m. Return to Four Points by Sheraton Host: Dr. Kent J. Smith, Jr., President
Thursday, September 5, 2013 Time Activity & Place
6:30a.m. Check-out of Four Points by Sheraton All lodging covered by Purchase Order from Langston University
6:45 a.m. Depart hotel for Will Rogers World Airport via airport shuttle
7:00 a.m. Arrive at Will Rogers Airport
8:20 a.m. Flight Departure to Chicago Midway (MDW) CST Southwest Airlines - Flight #344 Confirmation # AH4EGM
10:10 a.m. Arrive in MDW
12:35 p.m. Depart MDW for Port Columbus International Airport (CMH) Southwest Airlines Flight #493
2:45 p.m. Arrive at Port Columbus International Airport EST
3:15 p.m. Depart Port Columbus International Airport for Athens, OH
5:00 p.m. Arrive in Athens, OH
Campus Contact Information: Theresa Graves, Executive Assistant Jack Huntley, LU-OKC Host Dr. Blayne Hinds, Assoc. VP LU-OKC Office: (405) 466- 3202 Cell Phone: (916) 595-0259 Cell Phone: (405) 625-5520 Cell Phone: (740) 701-3942
Appendix B LU-OKC Roundtable Discussion
LU-OKC Roundtable Discussion Dr. Charles Bird, University Consultant Friday, November 22, 2013
LU-OKC Campus Staff Langston Campus Representatives Dr. Blayne Hinds Dr. Kent J. Smith, Jr. Ms. Linda Tillman Ms. Theresa Graves Mrs. Flossie Thurston Mr. Chauncey Jackson Ms. Gayle Robertson Dr. Clyde Montgomery Ms. Sharon Kernal Dr. Raphael Moffett Mr. Wilson Brewer Mrs. Sheila McGill Ms. Deleanor Kirkpatrick LU-OKC Faculty Dr. Alex Lewis LU-Alumni Dr. Jean Johnson Mr. Mark Flemon Dr. Andre Washington Mrs. Tiffany Lenox Miller Dr. Sharon Brown Board of Trustees LU-OKC Students Mr. Sherman Lewis Mr. Charlie Wilson Ms. Gayle Berry Ms. Renae Dudley Oklahoma A&M Board of Regents Legislative Representatives Mr. Jason Ramsey Representative Mike Shelton Regent Rick Davis Councilman John Pettis Regent Andy Lester Regent Jim Reese Clergy Reverend George Young
Appendix C Report and recommendations from Dr. Bird
Report and Recommendations Regarding Langston University-Oklahoma City Charles P.
Bird, Ph. D.
At the request of Dr. Kent Smith, president of Langston University, I visited the Oklahoma City campus (LU-OKC), on September 3-4, 2013. This visit followed a similar visit to the Tulsa campus, last fall, which also included some meetings on the campus in Langston. In preparation for the recent visit, the campus provided responses to a questionnaire I composed, detailing information on programs, services, and enrollment.
My charge was to review the performance and operations at LU-OKC, and to make recommendations toward a strategy to double campus enrollment. It is important to note that branch campuses are created to address some specific local and/or institutional need, which can change over time. In the case of LU-OKC, the campus is not “officially” a branch campus, in that it does not receive any direct state funding, and its programs and services have been relatively narrow. The campus seems ripe for growth, although my recommendations speak to some obstacles that need to be overcome, for that growth to occur.
I want to mention that, as was the case with my visit to Tulsa, everyone with whom I spoke was positive, friendly, and engaged. Importantly, I met no one who seemed skeptical about the opportunities for growth, nor anyone who felt that enrollment growth at LU-OKC would cause conflict with any local stakeholders. I appreciate the remarkably frank and open conversations, and, as always, I am grateful for the opportunity to work with Langston University.
Broad Context
(This section repeats a similar description in my report regarding LU-Tulsa, with minor modifications.)
I have said and written that demographics, technology, and the preferences of adult learners combined to create a disruptive environment in higher education. For a variety of reasons, many institutions increased their emphasis on recruiting and serving adult learners, as well as those younger students who appear to make educational choices that are similar to those of adults. Somewhat differently than more traditional students, research shows that this population values the program they want, delivered flexibly and at a reasonable price. Especially for place bound students, institutional brand tends to be less important than it may be for others.
In this disruptive environment, complicated by budget challenges at most institutions, competition for students has become intense. Through the thoughtful use of technology, institutions can offer online and hybrid programs that speak to the preference of adult learners for flexibility, but targeted support services also are an essential element of a comprehensive strategy. Distinctive programs and
outstanding student support, combined with flexible delivery, create a competitive advantage.
In my opinion, responding to disruption requires a fresh focus on audience, mission, programs, marketing/recruitment strategies, and student support. This is what it means to create a distinctive brand that draws those prospective students who can best be served by an institution. Part of the challenge is to become more student- focused than ever before and to develop a marketing-communications strategy that tells a compelling story.
LU-OKC can compete effectively in the Oklahoma City market. Its HBCU status and commitment to student success is consistent with identifying itself as a place of opportunity for adult learners and other place bound students. The recommendations that follow are organized according to the topics of facilities, engagement, graduate programs, undergraduate programs, and other recommendations/observations.
Facilities
1. There was unanimous agreement, across all stakeholders with whom I met, that the general geographic location of LU-OKC is excellent. However, there was equal agreement that the facility, itself, is a major concern. The building is not visible from the road, and its outside appearance seems more like a strip mall than a college campus. The space is leased, not owned by the University, and I was told that it should be possible to own an adequate space at little more cost than the current lease. Moreover, if the campus doubles its enrollment, the square footage available will be inadequate, even if a large portion of classes are offered in a hybrid format. 2. A campus strength is the fact that several Langston-related entities share space with LU-OKC, and rooms (including a very nice auditorium) are used frequently for community meetings. These facts add visibility to the campus and probably help draw students from the Ward 7 area, but it is less relevant to attracting students from other parts of the city. Assuming the campus is relocated, I encourage you to continue to share space and to support meetings of community groups. 3. I don’t know how long it may take to relocate to a new building, but according to Councilman Pettis, there are a number of locations that could work well. Faculty are concerned that any new space “look academic,” which goes to the design of the building and the space within. In the short term, if possible, I encourage you to find a way to place more distinctive signage at road level, so that passers-by are aware that you exist. 4. I was told that LU-OKC has out dated technology and limited technical support. Given that many of my recommendations call for even heavier use of technology, your ITV and IT equipment and connections should be up to date. I recommend that you determine the extent to which equipment and
support should be improved, because it will be essential to your future success.
Engagement
1. It is clear that LU-OKC should be much more engaged in the Oklahoma City community. I believe that the success of branch campuses depends on nurturing engaged (deep) partnerships, with public schools, government, and business communities. These partnerships take time to develop, and they depend on listening carefully to concerns and helping partners understand how Langston University can respond to their needs. I recommend that you appoint someone to serve as a community relations director, because trying to add this work to the load of existing staff will mean a struggle to find the time to do it right. You need someone who projects energy, who knows or comes to know significant leaders, and who can thoughtfully represent the institution to various stakeholders. 2. You might be able to tie the work of a community relations director to advancement. As partnerships deepen, some organizations and individuals should be willing to help fund various projects or to create scholarships for students. 3. As an alternative, you could focus on partnerships with area community colleges. You already participate in college nights and other routine programs, but I suggest something stronger, similar to the relationship manager position I created at Ohio University, to represent us to community colleges. Such a person would visit campuses as often as two days each week, to meet with prospective students, faculty members, and counselors. Again, recognizing that resources are tight, you might design a position that can enhance your community college connections, while also working with public schools and staying connected to the institution’s government relations work. 4. At present, the University of Central Oklahoma appears to be more responsive to potential partners than you are. In particular, UCO recently announced a partnership with the public schools that is exactly the sort of thing Langston should be doing. Without someone engaged on a regular basis, you will miss good opportunities. I hasten to add, however, that academic units on the Langston campus must be prepared to respond to attractive opportunities. 5. I was told that “most” members of the minority community work in government. I don’t know whether that is literally true or not, but targeting programs that serve people working in government seems like an obvious way to engage in OKC. 6. I also was told several times that the Hispanic community, although somewhat small, might represent another excellent opportunity for partnering. In particular, you might support the Hispanic community through the schools they attend, including professional development opportunities for teachers. 7. As an alternative, you could focus on partnerships with area community colleges. You already participate in college nights and other routine programs, but I suggest something stronger, similar to the relationship manager position I created at Ohio University, to represent us to community colleges. Such a person would visit campuses as often as two days each week, to meet with prospective students, faculty members, and counselors. Again, recognizing that resources are tight, you might design a position that can enhance your community college connections, while also working with public schools and staying connected to the institution’s government relations work. 8. At present, the University of Central Oklahoma appears to be more responsive to potential partners than you are. In particular, UCO recently announced a partnership with the public schools that is exactly the sort of thing Langston should be doing. Without someone engaged on a regular basis, you will miss good opportunities. I hasten to add, however, that academic units on the Langston campus must be prepared to respond to attractive opportunities. 9. I was told that “most” members of the minority community work in government. I don’t know whether that is literally true or not, but targeting programs that serve people working in government seems like an obvious way to engage in OKC. 10. I also was told several times that the Hispanic community, although somewhat small, might represent another excellent opportunity for partnering. In particular, you might support the Hispanic community through the schools they attend, including professional development opportunities for teachers.
11. Please don’t overlook opportunities with major employers, and I urge you to explore partnership opportunities in health care. In fact, an emphasis on health care partnerships could be shared between the OKC and Tulsa campuses.
I realize that Langston University has limited resources. Investing in deep community engagement, however, can do more to raise your visibility and to help you identify programming opportunities than almost anything else you can do. Certainly, it is a wiser investment than many marketing initiatives. Exactly how you could combine working with various stakeholders (government, schools, community colleges, healthcare providers, and other employers) is difficult for me to assess, but it is not work that can be accomplished successfully by faculty or staff members who already have a full plate of responsibilities.
Graduate Programs
12. Given the focus on dramatically increasing enrollment, I believe you will get the biggest return from emphasizing graduate programs. They are much easier to market than undergraduate programs, typically involve a modest number of courses, and lend themselves to cohort approaches that make efficient use of faculty time. Moreover, master’s degree programs that target professional audiences also lend themselves to hybrid delivery, with limited seat time, that are especially attractive to working adults. 13. It will take some market research to determine the most attractive program opportunities, although I also believe identifying programs and building community interest meshes well with my recommendation to engage more deeply. That said, based on my conversations, I would consider programs tied to government service (public administration, for example), healthcare administration, and teachers. It may be necessary actually to develop new programs that respond to identified needs. 14. An attractive option to test the market would be to create specific post- baccalaureate certificate programs tied to skill development and/or career advancement. For example, a certificate in aging/gerontology could serve nurses and social workers; a certificate in negotiation could serve government workers. (This is a topic for brainstorming, but the idea is to carve certificates out of existing graduate programs, tying them to needs identified by employers. Those who complete certificates will become a prime audience to go on for a master’s degree, but you also can attract people who want to certify a skill or area of knowledge, but have no interest in earning a degree.) 15. My recommendation is that all LU-OKC graduate programs be hybrid. Deliver content online, and use limited class time for discussion, group projects, presentations, and the like. Hybrid is the future for branch campuses, in my opinion, and it will distinguish you from competitors who offer fully online programs.
16. As I understand it, at present each graduate program offered at LU-OKC is separately administered. I suggest looking at the situation to see if a sort of “OKC Graduate Office” can be established to bring efficiency and allow for cross training of support staff. This might also free some staff time for other priorities, but it certainly would improve student support.
Undergraduate Programs
17. The LU-OKC mission limits you to offering only upper division coursework, toward completion of a baccalaureate degree. So far as I can tell, most of your recruiting for these programs is through routine visits to community colleges. I suggest you take a close look at which colleges provide most of your enrollment and focus on building partnerships with those institutions. In addition, as suggested above, you should visit these campuses frequently and deepen the relationship, so that faculty and counselors recognize that LU-OKC is listening better and respecting their work. Your goal is to become what I call a “preferred partner,” such that people at the community college believe that their students will be better cared for at LU than anywhere else. (This is where a relationship manager can be key.) 18. However, I believe your greatest opportunity with undergraduates may lie with adults who have some college but no degree. I don’t know the numbers in Oklahoma, but in most states, there are tens, if not hundreds of thousands of individuals in this category. This is the audience that cares especially about price, support services, and flexibility. Accordingly, they also tend to prefer hybrid programs. (You cannot send them to Langston to buy books or to settle financial aid questions, so local service becomes critical, and that requires at least some upfront investment in staff. Note that this audience generally is not interested in course options: “Just tell me what to take that will get me to my degree the fastest.” As a result, you can manage the number of courses that need to be available in any given semester and maintain cost effective section sizes.) 19. To support this approach, I encourage you to review your practices on credit for prior learning, to make sure they are consistent with current best practice, which has been evolving rapidly. 20. Given your current approach to the mission, a student with some college, but no degree, must be referred to a community college to complete 60 hours of study. I recommend that you determine whether there are a modest number of courses that typically are “missing,” when you talk to prospective students. If you found out, for example, that a large percentage of students need one or more of, say, six general education courses, or that a large percentage needs foreign language courses, you could create online options that are delivered from Langston. This would allow students to be admitted and to enroll in upper division OKC courses, rather than potentially lose them to a competitor or have them fall through the cracks. 21. On this same theme, given the relatively short distance between OKC and Langston, I encourage you to consider some coordination of course schedules to provide students who happen to have a specific need to pick up required courses at either location. If key Langston courses were offered in a hybrid form, for example, travel between campuses would not be a huge burden. (Keep in mind that days and times matter for this audience.) 22. At Ohio University, our baccalaureate completion program, delivered in partnership with community colleges around the state, has been quite successful. We specifically targeted students with technical associate degrees (AAS or AAB). Thus, a law enforcement technology student can complete a baccalaureate in criminal justice, with no loss of credits. An applied business major can complete the Bachelor’s of Science in Applied Management (not a BSBA), and anyone with a health-related associate degree can complete the Bachelor’s of Technical and Applied Studies. These could be good audiences for LU-OKC or LU-Tulsa, but it might require creating the appropriately articulated programs. Given your price structure, I can almost guarantee that these programs, delivered in a hybrid format, would be successful. 23. As a specific program to consider, several people mentioned that they think there may be a need for a baccalaureate program in public safety or criminal justice. I do know that police departments around the country need more baccalaureate-educated officers, because of federal grant requirements, and as suggested above, a criminal justice program can be designed to articulate well with associate degrees in law enforcement. 24. Currently, LU-OKC offers only evening programs. Many people suggested you consider doing more in the daytime. I recommend you explore this option at the undergraduate level, focusing on current community college students, who may be younger and may want to continue studying full time, once they complete their associate degree. However, the classic adult learner (some college, but no degree) will be drawn more to evening classes, so whether or not daytime classes are attractive depends on the size of the community colleges’ daytime audience. 25. Others suggested you should offer more weekend programs, and they suggested that there might be an audience for noontime courses that people can take over their lunch hours. I pass along these ideas, but I’ve rarely seen them work well, so I urge caution. 26. On the other hand, I heard about an accelerated program offered in your area, by Southern Nazarene University. Accelerated programs vary some, but typically students take one class at a time, in a shortened format, with class meetings occurring one night a week. Offering an accelerated option to complete an attractive degree would be a worthy experiment. (Criminal Justice or Public Safety could be a reasonable choice.) Your pricing would be difficult for competitors to match.
Additional Recommendations and Observations
27. It is important that the leadership in OKC be responsible for recruiting students and developing community relationships. However, for that to make sense, then the associate vice president should have the authority to hire and supervise the local staff. Right now, it appears that Langston does what some other institutions do: Several branch staff members are hired and supervised from the “main” campus. I can tell you that this never works well, although Langston department heads may believe it is somehow essential. Recruiting and marketing are inherently location specific, and it is not reasonable to hold people accountable for the success of work over which they lack authority.
28. As I heard various people say, “We need a plan, and then we need to work that plan, holding people accountable for its success.” I heartily agree. The elements of a plan are clear: identify a better location, clarify services that need to be offered locally, and identify promising programs to expand enrollment. Externally, identify tactics to become more deeply engaged with key stakeholders in the OKC community. With these elements in place, you need a staffing plan and an investment pool, which in turn will yield a timeline to reach your goals. Plans always should be open to discussion and revision, but with a clear plan, it will be much easier to evaluate performance of everyone involved, including those in Langston whose work includes supporting branch campus growth. 29. I want to reinforce that there is no mystery, at least at a macro level, to where enrollment potential lies. Place bound students are career oriented, and most will choose programs in education, business, or healthcare. Given that OKC is the state capital, programs that support career advancement in government may be especially attractive. Community engagement priorities, then, should tie to organizations and leaders with influence in these areas, and non-credit opportunities (workshops and community forums, for example) can reinforce your commitment and also contribute to your visibility. 30. In both OKC and Tulsa there is talk of an urban mission, especially tied to working with public schools. I am not convinced that Langston University has figured out how to bring that urban focus to its work. If my impression is correct (and it isn’t my place to make that judgment), then the urban mission needs to become more explicit and better recognized in the community.
Conclusion
President Smith expects to see enrollment on the LU-OKC campus double over the next five years. In my opinion, if the location/facility issues are addressed, and the campus invests in deeper, responsive engagement with its stakeholders, this goal can be achieved more quickly than five years. Almost certainly, however, LU will need to develop new programs or revise existing programs to respond to the greatest needs in OKC.
Accordingly, the LU-OKC associate vice president should lead development of a strategic plan, with input from all relevant stakeholders, including faculty, staff, students, alumni, community leaders (especially in the 7th Ward), community colleges, public schools, employers, and government leaders. This plan should include clarification of the niche that the campus can best fill in the region. In short, it should yield a vision that is attractive and practical.
With a plan in place, it is essential that LU-OKC project a sense of energy and excitement across the community. The campus needs to be much more visible, needs to engage and listen well, and needs to respond enthusiastically to opportunities that are consistent with the niche/plan. As you begin to move forward, I encourage you to look for program opportunities that can draw new audiences, but also get people talking about LU. You are seeking what I’ve sometimes called a “buzz,” so that adult learners and other place bound students think immediately of Langston, when they explore opportunities to further their education. You will succeed, because the programs you present speak directly to what you have learned from becoming an engaged campus.
Keep in mind, however, that this audience will have high expectations for service, and they will share their experience through conversations with friends and co- workers, as well as on social media. So, plan for excellence in the student experience, when they come to campus. The new facility will be important, here, but you also need to develop local services. Sending people to Langston for services will not be acceptable, nor will they accept experiencing problems with technology.
If you have a clear sense of where you are and where you expect to be in five years, you can calculate the costs associated with growth, and when they need to be added to the budget. Obviously, however, support and commitment from Langston are essential, and I encourage you to create a revenue sharing plan that captures increased income from growth, reinvests for further growth, and rewards academic partners from the home institution.
Appendix D Discussion Paper
Dr. Charles Bird and AVP Alice Strong Simmons Discussion with Dr. Charles Byrd
Short-term goals (6 months to 2 years):
Stabilize staff (three turnovers in 14 months. Key positions unable to replace all of them. (Recruiter). Currently have a vacant Coordinator of Student Services. Number 2 job on my staff. Finalize move to MLK site by December 2016. Steadily increase enrollment each semester and stabilize around 500 students per semester during the next 1- 2 years. Hopefully without CASENEX students in the count. Complete strategic plan preparation and obtain approval of President and Regents. Enhance current Community Outreach programs. Analyze course and program offerings to better meet workforce needs in the community.
o Enhance the teacher education and professional development offerings for in-service teachers in the Oklahoma City metropolitan area. o Work with Corporations to assist in meeting their on-site training needs o Certificate programs o Degree programs o Seminars for CEUs o Other cutting edge programs currently not on our radar
Mid- term goals (3-5 years):
Officially be selected as the Operating Partner for the City of OKC Northeast Senior Wellness Center by December 2016 (competitive bid RFP we were the only bidder)
Complete architectural design and other related requirements for Senior Wellness Center by July 2017
Market and staff Senior Wellness Center by July 2018
Open and relocate the LUOKC campus to the new Senior Wellness Center building location by July 2019
Partner with ESmith Legacy Developers and Capitol Development to obtain land to finance and build a stand- alone campus for LU/OKC in Northeast Oklahoma City by January 2020.
Questions:
What are areas of “need” in communities that you have noted recently that urban campuses can fill?
Based on the goals listed above what advice and recommendations do you have for me?
Appendix E Langston University Oklahoma City Strategic Plan Work Session August 10, 2016 Strategic Plan Development –LUOKC
1. Final draft due to President Smith by Noon September 9, 2016. 2. Dr. Charles Byrd providing guidance and assistance since 2012 for development of LU OKC and LU Tulsa plans. 3. Initial discovery occurred in the 2012-2014 timeframe initially under the auspices of Dr. Blayne Hinds. 4. The initial report by Dr. Byrd is based on information obtained during focus group meetings with faculty, staff and community Stakeholders. 5. Through our meeting and discussions we are updating information via your input as we finalize recommendations for the 2016 - 2026 strategic plan. 6. We are to develop a 10 year plan with Short range (1-3 yrs., mid-range (4-6 years) and long range (7-10 years) plans.
7. Short term (example) a. Increase enrollment to a sustainable level of 500-600 per semester. b. Program additions/ deletions to achieve sustainable enrollment increase. c. Additional faculty and staff required to support the increased enrollment. d. Additional services needed to sustain enrollment. e. Increased revenue/budget needed new revenue sources.
8. Context: (SWOT analysis of the following) a. Where are we now? (1) programs (2) enrollment (3) services
9. Emerging goals and themes
10. Specific Goals a. Programs to add and/or delete b. How will we market programs? c. How will we recruit d. Who will be our key partners? e. Who are the key stakeholders? f. What support is needed? (current and new)
11. Develop action Plan (use SWOT model)
12. Major Goals 13. Specific Objectives
14. Evaluation a. Formative evaluation (1) How often? (2) Measured against which criteria? (3) For whom? (4) For which goals and policies? (5) One time or multiple evaluations? Why and when? (6) How will this data be used? How aligned with goals and objectives?
b. Summative evaluation (1). What criteria will be used to do this evaluation? (2) Have operational plans and reports addressed the strategic plan? How? (3) How will evaluation data be used to inform the next cycle of the strategic plan? (4) How valid were/are the principles operated under the duration of the plan? Do they still apply, should they be revised? Why?
Reference: Dr. Jen J. Hansen, Woodhill Park, 2008
Appendix F 2016 Strategic Plan Work Session Committee Members
AVP Alice Strong Simmons – LUOKC Associate Vice President, Facilitator
Members:
Dr. Corey Moore – Rehabilitation Program Director
Dr. Joshua Snavely – Dean School of Business
Dr. Ruth Jackson – Dean School of Education and Behavioral Sciences
Dr. Alonzo Peterson – Dean School of Arts and Sciences
Dr. Jean Johnson – Faculty Representative
Dr. Marsha Herron – Graduate Program Coordinator, School of Education
LANGSTON UNIVERSITY TULSA
STRATEGIC PLAN 2016-2026
SUMMARY
Langston University-Tulsa (LU-Tulsa) is committed to education for service. We believe all institutional services exist to support the academic mission of Langston University (LU), and student experiences are viewed as a central to the educational attainment of our non-traditional learners. LU-Tulsa promotes community involvement and provides experiences that foster a lifelong commitment to service. Preparing students for a global, technologically changing world requires administrators, faculty and staff to be adaptive and responsive in developing and delivering programs and services. LU-Tulsa strives to be responsive to the specific needs of a diverse body of adult learners and encourages acceptance and respect of individuals’ values, ideas, beliefs, abilities and life experiences. We promote good citizenship, a sense of civic responsibility and an appreciation for human diversity. With the understanding that Langston University is one university, the mission, vision, learning outcomes, and core values are mirrored across campuses.
Mission (adopted Fall 2014)
Grounded in its rich traditions as a historically Black college and university, and a land-grant institution, Langston University offers quality post-secondary education to diverse populations through academic, research, community engagement, extension, and co-curricular experiences that lead to professional competence and degree completion.
Vision (adopted Fall 2015)
Langston University fosters an environment that cultivates leaders, innovators, and engaged citizens who meet the challenges of local, national, and global communities.
Learning Outcomes (adopted October 2015)
Graduates of Langston University will be able to demonstrate:
• Critical thinking skills through academic problem-solving
• Effective communication skills
• Knowledge of challenges faced by rural and urban communities, both global and domestic
• Knowledge of current technology
• Positive leadership skills
• Use of quality methods for conducting research or inquiry
• Respect for diversity in its many forms
• Commitment to responsible citizenship
• Competence in their chosen field of study
Core Values
• Strong work ethic and dedication – We are united in our dedication to working as hard and as long as necessary in order to realize our vision of developing creative solutions to the problems facing underserved populations in Oklahoma, the nation and the world.
• Passion for learning – Our zeal for knowledge, our quest to understand “why” and our desire to develop innovative answers, create a vibrant academic community.
• Courage to have exemplary character – We are building a community in which high ethical and moral standards are maintained and valued by our faculty, staff and students.
• Excellence – We value, treasure and reward excellence in scholarship, teaching and community service.
• Scholarly innovation and a commitment to scholarship – We are a community of pragmatic intellectuals, using our knowledge to better our state, nation and the world.
• Appreciation of difference – We believe firmly that everyone must be respected; and that there is always more than one way to consider any issue. We value diversity of opinions, ideas, ideals, cultures, and perspectives.
• Fiscal accountability – We believe that solid fiscal management is the foundation upon which a great university is built.
• Social responsibility – We believe that knowledge is a gift which must be used to create a better world.
• Commitment to fundamental human rights – Above all, we value the right of every human being to enjoy freedom, respect and the opportunity to realize his or her potential.
HISTORY
In 1978, the Oklahoma State Regents for Higher Education (OSRHE) provided a challenge to Langston University (LU) as one component of Oklahoma’s plan for compliance with Title VI of the Civil Rights Act. The challenge was the implementation of the new urban mission. The intent of the new institutional mission was to “help not only to give the university a new image and new thrust, but also make it a more integral and rational part of the total higher education effort in the state.”
As a part of the new mission, upper division urban centers were established in Tulsa and Oklahoma City in 1979. LU became the first public university to offer courses in Tulsa. In 1985, the City of Tulsa established the University Center at Tulsa Authority (UCATA) to acquire, improve, and maintain a campus on behalf of four colleges: LU, Northeastern State University (NSU), Oklahoma State University (OSU), and the University of Oklahoma (OU). A firm drew
up a master plan, and City of Tulsa voters approved funds for the first academic buildings, which opened in 1988. The consortium later dissolved in 1998.
In early 2000, the graduate program began offering courses at the Tulsa and Oklahoma Urban Centers leading to the Master of Education degree and the Master of Science in Rehabilitation Counseling. In 2005, a Center for Entrepreneurship in the School of Business was also established.
In 2003, voters of Tulsa County approved a one-penny, 13-year increase in the Tulsa County Sales Tax for regional economic development and capital improvements. The package called “Vision 2025: Foresight 4 Greater Tulsa” provided funding for LU-Tulsa to build its own building in the UCAT acquisition area. LU-Tulsa moved into the building in spring 2009, leaving its nursing program housed at OSU-Tulsa.
In 2016, Tulsa County voters approved the renewal of the penny sales tax for VISION 2025. LU- Tulsa received $16.2 million for the building of a Healthcare Professions Complex. It is anticipated that the building will open in 2020 and house the healthcare programs including those within the School of Nursing and Health Sciences and within the School of Education and Behavioral Sciences.
GOALS
With the understanding that Langston University (LU) is one university, the strategic planning goals are mirrored across campuses. However, variations exist in the initiatives, action steps, responsible parties, timeline, and success measures due to differences in contextual factors and community needs across campuses.
Goal 1: Establish a comprehensive program for achieving academic success, particularly for students from diverse backgrounds who will benefit from a holistic approach to the higher education process.
LU’s mission and vision promote quality post-secondary education for diverse populations, fostering an environment that cultivates leaders, innovators, and engaged citizens through professional competence and degree completion. LU seeks to develop the whole person and enhance student engagement and student support services in order to achieve and sustain student persistence, completion and career readiness.
Goal 2: Provide support to faculty & staff that allows for professional growth & development in the areas of teaching, research, service, & community engagement.
Our success in accomplishing our mission requires ongoing professional and personal development of faculty and staff. Professional development ranges from acquiring new knowledge in a discipline to learning new pedagogies to acquiring new skills with technologies.
Personal development includes mentoring and supportive relationships that sustains cooperation and collaboration.
Goal 3: Enhance & expand communication across the university & among all constituent groups.
LU must provide adequate infrastructure to meet the evolving needs of our students, faculty, staff, alumni and stakeholders. Infrastructure includes both material and non-material means by which University personnel achieve our mission, encompassing the physical facilities, operations, programs, business processes, organizational frameworks, and technologies we employ to sustain our campus into the future. Communication is critical to a strong infrastructure and moving forward in accomplishing our mission.
Goal 4: Develop & expand academic programs to strengthen the university’s offerings for students that enhances their marketability & career readiness.
Data and evidence will inform and guide institutional decisions, strategies and initiatives at every level. LU is unilaterally focused on continuous improvement of operations, policies, and practices in response to outcomes-based assessment and alignment to its mission, vision and strategic plan.
Goal 5: Manage & increase internal & external resources to strengthen the university’s financial health.
LU has identified an over-arching institutional priority to increase enrollment, student persistence, and degree completion. In order to meet the needs of students and address this institutional priority, LU must ensure both physical and fiscal responsibility. In so doing, LU actively pursues increased funding for scholarships, programming, facilities and professional development opportunities. Additionally, LU recognizes that it must actively seek and cultivate relationships with alumni, community partners and philanthropists, promoting the benefits of investing in Langston University.
- continue to next page -
LANGSTON UNIVERSITY-TULSA STRATEGIC PLAN 2016-2026 Goal 1: Establish a comprehensive program for achieving academic success, particularly for students from diverse backgrounds who will benefit from a holistic approach to the higher education process. *Responsible Initiative Action Steps Initiation Party • Dedicate funds to LU-Tulsa for a recruiter, recruitment activities, & marketing • Vice President of • Review viability of program offerings & community Academic Affairs A. Expand enrollment needs (VPAA) at LU-Tulsa each • Update academic articulations, web, & print materials • Vice President of academic year to a • Propose the establishment of minors, stackable Fiscal Affairs sustainable level of credentials, the reduction of credit hours required for (VPFA) 500 students by degree completion, & multiple enrollment & start dates • Vice President of • AY17- 2019 &, following each semester Institutional 18 the opening of the • Increase the quality & number of online & hybrid course Advancement Allied Health offerings (VPIA) Professions • Identify opportunities to offer tuition discounts, tuition • LU-Tulsa building, to 1,000 waivers, & scholarships to targeted populations Associate Vice students by 2026 • Establish a mentoring program in high schools & President of community colleges Academic Affairs • Strengthen partnerships with P-12 schools & community (AVP) colleges • Employ a highly qualified, responsive Customer Service Agent • Employ a librarian to oversee the Learning Resource • VPAA Center • VAFA • Employ an Institutional Technology Coordinator to B. Create a culture of Vice President of oversee the computer lab & provide faculty/staff & • belonging, Student Affairs student troubleshooting AY16- excellence, & (VPSA) • • Establish a Student Activity Board (SAB) 17 service across the • Director, Increase students’, students’ families, & community campus • Institutional involvement in & out of class activities, scholarly & Technology (IT) social • LU-T AVP • Increase partnerships with businesses, expand professional networks, & support faculty/staff routine involvement in the community • Employ part-time reading & mathematics tutors to assist students with basic reading/mathematics support • VPAA/VPFA C. Increase retention • Use data to inform course offerings, rotations, & • LU-T AVP • AY16- & graduation rates faculty/staffing needs • Enrollment Mgmt. 17 • Provide multiple touchpoints throughout each program, • Deans each semester
Add a health & wellness facility in the VISION 2025 D. Establish a health • Complex • VPAA/VPFA & wellness facility • AY20- Propose an employee/student incentive program to LU-T AVP for students, • • 21 faculty, & staff increase healthy lifestyle choices (e.g., quit smoking, • Human Resources weight loss)
Goal 2: Provide support to faculty & staff that allows for professional growth & development in the areas of teaching, research, service, & community engagement. *Responsible Initiative Action Steps Initiation Party • Provide on-site quarterly trainings on technology-use for administrative purposes, instructional methods, & troubleshooting • Provide on-site & D2L professional development on working with adult, diverse learners through the LU • VPAA • AY17- A. Offer faculty/staff Professional Development Program • LU-T AVP development 18 • Collaborate with Langston to develop & promote a cross- • IT campus & on-campus faculty mentoring program • Collaborate with Langston to develop & promote a training program for grant writing & research protocols • Provide advising training for faculty • Propose recognizing excellence in teaching, research, service, & community engagement through annual awards • Propose the formal recognition of faculty/staff, students B. Establish rewards • VPPR AY19- &alumni based on their commitments to LU, learning, & • & recognitions for • LU-T AVP 20 faculty/staff community annually • Promote faculty/staff successes through Langston PR & local media • Support faculty/staff routine involvement in the C. Provide for • VPFA community • AY18- faculty/staff • LU-T AVP community • Provide funding to support faculty/staff involvement in 19 • Human Resources engagement local events that provide visibility for Langston • Complete an administrative support needs-assessment based on current & future students, faculty, & university President perspectives • • VPAA/VPFA • Review current administrative positions & job • LU-T AVP D. Enhance descriptions • Human Resources • AY16- administrative • Propose increasing decision-making capabilities at LU- • Director, 17 support Tulsa allowing for increased responsiveness to students, faculty/staff, community, facilities, & functions Institutional Research & • Identify annual evaluation requirements for staff Assessment (IRA) evaluations • Use data to justify needs & promote warranted change
Goal 3: Enhance & expand communication across the university & among all constituent groups. Initiative Action Steps *Responsible Party Initiation • Review university governance & LU-Tulsa’s role related to reporting structure, communication expectations, & urban campus needs • Identify areas for improvement related to operations at LU-Tulsa • Propose increased governance by AVP over LU-Tulsa operations, • President A. Establish Standard faculty, & staff • VPAA Operating Procedures • Review policies, procedures, & practices for departments at LU-Tulsa • VPFA • AY16-17 (SOP) • Create departmental SOP by identifying existing & needed structure & • LU-T AVP responsibilities of faculty, staff, students, alumni, & other stakeholders • Human Resources • Construct a flowchart for departmental SOPs requests & permissions • Enhance communications to improve transparency in decision-making & budgeting • Review LU-Tulsa allocations & chart of accounts annually • Review budget data for departmental budgets annually • President Use information to control costs, consolidate, & eliminate unnecessary • • VPFA or unverifiable expenses B. Review budget & • VPIA • AY16-17 Propose stipends for staff assuming responsibility for and effectively functional allocations • LU-T AVP completing assignments outside the scope of their position • • Human Resources • Propose a cap on external funding received as supplemental income by full time faculty & staff • Propose LU-Tulsa governance in matters of scholarships, staffing C. Increase the needs, marketing, recruitment, & expenses of less than $15,000 • President performance & • Request autonomy in oversight & decision-making capabilities for • VPFA operations of LU-Tulsa facilities, academic programming, & student experiences at LU-Tulsa • AY16-17 by increasing on-site • LU-T AVP • Identify needed changes to simplify & speed up admissions, Enrollment Mgmt. decision-making streamlining evaluation of transfer credit, & improving financial aid • capabilities counseling, & enrollment processes • Increase presence of Langston administrators at LU-Tulsa D. Increase collaboration • All VP & Recognize the need for varying approaches in meeting the needs of • AY17-18 across campuses • Directors non-traditional students in comparison to traditional students • E. Provide effective & • Identify best practices for effective customer service • LU-T AVP efficient customer • Propose the integration of detailed customer service protocol into the • Enrollment Mgmt. • AY17-18 service new employee orientation & current faculty/staff development • Human Resources Goal 4: Develop & expand academic programs to strengthen the university’s offerings for students that enhances their marketability & career readiness. Initiative Action Steps *Responsible Party Initiation • Review current curriculum A. Expand course VPAA • Establish & implement a review process to assess the quality of • offerings & online • LU-Tulsa AVP • AY17-18 course offerings & instruction & course materials to ensure consistency across all delivery • IT programs methods: face-to-face, hybrid, & online courses.
• Define expectation for submission of syllabi prior to the beginning of the academic semester, required components, & assessed by standard valid rubric • Establish a review process during development of courses. Use the QM Rubric. • Complete an annual review of programs to identify appropriate course rotations, missing courses, or outdated courses needing to be updated • Use data to determine course offerings • Collaborate with employers to identify employability needs • Vet credentials of faculty & adjuncts • Provide QM training for respective faculty & on-line certification for all on-line faculty • VPAA B. Increase quality of • LU-Tulsa AVP • AY18-19 online course offerings • Offer certification training at Langston in CTI to reduce the cost of outsourcing, & increase availability of training • IT
- This space intentionally left blank. Please continue to next page. -
Goal 5: Manage & increase internal & external resources to strengthen the university’s financial health.
Initiative Action Steps *Responsible Party Initiation • Identify opportunities to control costs, consolidate, & eliminate • President A. Increase internal unnecessary or unverifiable expenses • VPFA • AY17-18 resources to maximize • Promote opportunities for faculty & staff engagement in the LU-Tulsa AVP growth & sustainability University community • • Enhance stewardship activities & increase public recognition to thank donors & supporters • Identify & promote resources for student financial support • Increase faculty & staff grant-writing opportunities aimed at serving • VPFA B. Increase external non-traditional students in degree completion & providing mentoring • VPIA resources to maximize to future & current students • AY17-18 • LU-Tulsa AVP growth & sustainability • Promote externally-funded research aligned with institutional priorities • Enrollment Mgmt. • Increase students’ acknowledgement as recipients of scholarships • Communicate the benefits & need for alumni giving • Increase students’ understanding of themselves as future alumni
C. Fortify student • VPAA • Provide financial literacy education for students investment in the • VPFA • AY17-18 university & • Identify opportunities to replicate current investment programs • LU-Tulsa AVP community
*Responsible Party identifies individuals with whom consultation is needed. To promote a highly participative environment it is understood that faculty, staff, students, alumni, community members and other stakeholders will be engaged.
Committee Members
Chairs: Dr. Vernon Jones, Associate Dean, School of Agriculture and Applied Sciences Dr. Carol Cawyer, Director of Institutional Research and Planning
Ad hoc Members Dr. Kent Smith, Jr, President Ms. Theresa Graves, Chief of Staff
Faculty and Staff Representatives: Dr. Michael Hamilton, School of Business Dr. Emily P. Harris, School of Education and Behavioral Sciences Dr. Millee Jorge, School of Physical Therapy Dr. Elicia Pollard, Faculty Senate Mrs. Marshan Oliver-Marick, School of Nursing and Health Professions Dr. Charles Spurlock, School of Arts and Sciences Ms. Karlese Williams, Office of Financial Aid
Alumni and Patron Representatives: Dr. Leon Bragg, President of the National Alumni Association Ms. Alicia Sumlin, Mayor of Langston Mrs. Lucy Swanson, City of Guthrie
Students: Ms. Donisa Barrett Ms. Khyra Chiles Ms. Beautiful-Joy Fields
Administrators: Dr. Clyde Montgomery, Jr., Vice President for Academic Affairs Dr. Sharron T. Burnett, Vice President of Fiscal Affairs and Administrative Services Mrs. Mautra Jones, Vice President of Institutional Advancement and External Affairs Dr. Raphael Moffett, Vice President of Student Affairs Mrs. Alice Strong-Simmons, Associate Vice President, Oklahoma City Dr. Lisa Weis, Associate Vice President, Tulsa Dr. Ruth Jackson, Dean, School of Education and Behavioral Sciences Mr. Chauncey Jackson, Executive Director of Enrollment Management LANGSTON UNIVERSITY STRATEGIC PLAN 2017-2022/27