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1 February, 2017 Summary of Progress On February, 2017 Summary of Progress on Rutgers’ 2014 University Strategic Plan Declaring an aspiration “to be broadly recognized as among the nation’s leading public universities: preeminent in research, excellent in teaching, and committed to community,” the University Strategic Plan approved in 2014 establishes four strategic priorities for better meeting the needs of the Rutgers community and its stakeholders. These priorities target central areas that limit the university’s success and demand institutional attention over a five-year period—Build Faculty Excellence; Transform the Student Experience; Enhance Our Public Prominence; and Envision Tomorrow’s University. The strategic priorities are built on five foundational elements that are prerequisites of success and include a strong core of sciences and humanities; an efficient and effective infrastructure and staff; an inclusive, diverse, and cohesive culture; financial resources sufficient to fund our aspiration; and robust shared governance, academic freedom, and effective communication. Finally, the plan identifies five integrating themes that speak to Rutgers’ unique academic strengths and potential and can be used to coordinate and integrate the plan’s varied initiatives within interdisciplinary and topically relevant areas: Cultures, Diversity, and Inequality—Local and Global; Improving the Health and Wellness of Individuals and Populations; Creating a Sustainable World through Innovation, Engineering, and Technology; Educating Involved Citizens and Effective Leaders for a Dynamic World; and Creative Expression and the Human Experience. In the years following the strategic plan’s adoption, Rutgers has made substantial progress across the strategic priority areas and foundational elements outlined in the plan. This report summarizes some of the key efforts that have been carried out as recommended in the plan. Strategic Priority: Faculty Excellence New Professorships and Term Chairs. The strategic plan makes clear our need to strengthen some of our largest academic disciplines and maintain our competitive edge in our strongest disciplines, in part by recruiting outstanding faculty members in key disciplines. Immediately after the plan was approved, the University committed to a five-year plan to endow 30 new Henry Rutgers professorships for senior faculty recruitment, and create 25 new term chairs specifically designated for the recruitment, recognition, and retention of exceptional mid-career faculty. By the end of fiscal 2017, Rutgers will have filled or will be in the process of filling 18 Henry Rutgers Professorships and 13 Henry Rutgers Term Chairs. These positions span a range of disciplines that include global health, poetry, geophysics, digital film, comparative sexuality, and biomedical ethics. These areas represent strategic disciplines that will add substantial value to the University’s academic profile. In addition to these positions, the number of externally endowed chairs at Rutgers increased from 29 in 2007 to 86 in 2017 through gifts received during the billion-dollar Our Rutgers, Our Future fundraising campaign and chairs that came to Rutgers through the integration of UMDNJ. Faculty Mentoring. Across Rutgers, chancellors and deans are building or strengthening mentoring programs to help talented young faculty become leaders in their disciplines. At Rutgers–Newark, for example, Chancellor Cantor is leading creation of P3: A Collaboratory for Pedagogy, Professional Development, and Publicly Engaged Scholarship using space being renovated on the third floor of Dana Library. RBHS formed a Faculty Mentoring Committee in 2014, held a faculty mentoring symposium in 2016, and has assigned each junior faculty member a mentor who has received or will receive training in mentorship. In New Brunswick, Provost Lily Young provided funding for development of mentoring programs for faculty in the sciences, arts, and humanities. Rutgers–Camden mentoring efforts include an 1 annual workshop series for new faculty, mentoring through the Teaching Matters and Assessment Center, the Digital Teaching Fellows program, and the Civic Engagement Faculty Fellows program. Transition to Retirement. The strategic plan called for creative and supportive opportunities for senior faculty nearing the end of their careers to step down from full-time teaching and research. A voluntary transition program launched in 2016 for full-time tenured faculty in the Alternate Benefit Program who are 55 or older and have served 10 or more years at Rutgers. The faculty member may officially retire from the University and then be rehired for no more than 50 percent of his or her final salary and no more than half of that faculty member’s current load. Such arrangements are for periods of one to three years, and as retirees, participating faculty surrender claims of tenure or associate rights. Twelve faculty members completed applications in the first year of the program. Merit Pay. In keeping with the strategic plan, the University administration negotiated merit pay into the most recent contracts with all Rutgers’ faculty unions. The first faculty merit pay program in several years took place in 2016, with departments and deans making recommendations about increases for all tenure- track and non-tenure-track faculty. By contract, merit pay increases will be awarded every other year. Strategic Priority: The Student Experience Honors Colleges. Rutgers has followed through on creating, or broadening the scope of, honors colleges in New Brunswick, Newark, and Camden. The Honors College at Rutgers University–Camden increased its enrollment to a record 525 students in 2016, including a select number of transfer students and rising sophomores—categories previously excluded from consideration for the program, and has begun to offer subsidies for short-term study abroad. In 2015, Rutgers University–Newark welcomed the first cohort of students for the Honors Living-Learning Community (HLLC), which relies not on indicators such as SAT scores or grade point averages but on a holistic assessment of talents and potential for thriving in college and contributing to the greater good. A residential facility is being constructed for the HLLC. Also in 2015, the New Brunswick Honors College opened, complementing honors programs already in place in New Brunswick undergraduate schools. First-year students in this program—500 students with average SAT scores 600 points above the national average—live and learn alongside faculty fellows in a new facility on Seminary Place, where they take honors seminars and a common mission course on social innovation. Academic Advising. The strategic plan urged the revamping of academic advising to better serve students across Rutgers. The University has introduced a new advising platform, Student Success Collaborative–Campus, which uses predictive analytics based on 10 years of secure, historic student information. Armed with this data, advisors can look at current undergraduates in relation to former students with similar academic profiles in order to help them make more informed educational choices and stay on course toward a timely degree. The platform was fully implemented in January 2017. Student Services. The Student Experience Improvement Initiative (SEII) began during the 2015-16 academic year with interviews of students, faculty, and staff about their experiences with enrollment, admissions, financial aid, student accounts, and registration in order to improve these student services. Recommendations drawn from these interviews and an examination of the processes are being implemented under the guidance of a steering committee with representation from Camden, Newark, New Brunswick, and Rutgers Biomedical and Health Sciences. As an initial priority, the University will bring Financial Aid and Student Accounting up to current-day standards, making sure the information systems and support staff work in tandem. Enhancements to the website will enable students to confidently use self-service options for paying term bills or checking their accounts. More self-service options will be added, and the University will create one-stop offices for financial aid, student accounting, housing, registration, and other services. 2 Scheduling, Transportation, and Housing. As directed by the strategic plan, the University formed a New Brunswick-based Scheduling, Registration, Transportation, and Housing Efficiencies Task Force in 2015 to improve the way Rutgers uses teaching space, course scheduling, and housing assignments to improve the student experience by, among other things, reducing the time students spend traveling on buses. In fall 2016 the first semester using protocols that consider each of these factors to coordinate class scheduling, classroom assignment, and first-year student housing assignments, course-related student travel decreased by 8 percent. The University will adopt an entirely new scheduling system for Rutgers– New Brunswick that will further benefit students. Synchronous Lecture Halls. To expand opportunity and convenience for students, Rutgers has embarked on a plan to establish synchronous lecture halls on all campuses. The first two have been created on Busch and Cook campuses at Rutgers–New Brunswick, with a combined seating capacity of 280. Students in either location see a live or life-size, high-definition streaming display of the instructor, as well as their fellow classmates, miles away. Spring 2017 was the first semester these classrooms were employed,
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