Ten-Year Strategic Plan from the Desk of the Chair at CEEGS, We Are Always Looking Forward

The Ohio State University

College of Engineering Department of Civil and Environmental Engineering and Geodetic Science

Ten-Year Strategic Plan From the Desk of the Chair At CEEGS, we are always looking forward. September 2004 Into the future. Greetings Friends, Alumni and Supporters, Beyond our decade. Hoping to better understand the challenges our students, our faculty, and our constituents Welcome to The Ohio State University’s will face. Department of Civil & Environmental Engineering & Geodetic Science Ten-Year Strategic Plan. We're focused on knowing what society will need from our craft. I am pleased to present in these pages our Not just in the next year. department’s dynamic scenarios for addressing Or the next. uncertainties and questions facing our profession But well into this new century. and our ongoing strategic goals. It represents an enormous amount of hard work and thoughtful Beyond 2010. insight from various internal and external stake- holders, including faculty, staff, students, alumni, When specialization has been replaced by engineers, scientists, policy-makers, business pro- interdependencies. fessionals and consultants. When what may seem like the smallest considerations in Ohio will have significant I am confident that our plan will greatly aid our impact across the entire globe. department in reaching and exceeding many of When even the most natural systems of our the ambitious scenarios and long-range goals society have been fully integrated into the we’ve set forth herewith. human-designed technologies that connect our lives. On behalf of our department, I would like to express our gratitude to the Board of Governor's At OSU, we're looking ahead to the time of The Ohio State University Civil Engineering when we will need to be more than planners. Alumni Association for their financial support and written endorsement of this plan. We More than designers. welcome our partnership with the Board in their More than engineers. role as monitors and oversight of our depart- Table of Contents When marketing, finance, business operations ment's quest in achieving the considered goals and communications are all integrated into of this plan. Developing a Comprehensive Vision 4 our projects. Identifying Our STEEP Forces 6 We’re looking forward to hearing from you soon, Defining Our Core Competencies 7 A time when we will need to be regarding any questions or comments you may problem solvers. have about our plan and our progress in navi- Determining Trends and Key Uncertainties 8 gating its scenarios and achieving its goals. What Is Scenario Planning? 9 Managers and business executives. The CEEGS Scenarios 10 Even policy makers. Mapping Out Our Key Success Factors 12 Oliver G. McGee III, Ph.D., M.B.A. Acknowledgements 14 At CEEGS, we are preparing tomorrow's leaders. Professor and Chair Ten-Year Strategic Plan 15 Appendix 18 The last thing on our minds was Developing a Comprehensive Vision This information was then used as input for our scenario planning – described later in this plan – to define a long- writing a document. This document details the process our task force followed term strategic vision for CEEGS. to collaboratively develop a long-range strategic plan for 1. STRATEGIC ANALYSIS During this critical phase, our team identified a number of our department, mapping out each milestone and the key When our team sat down to begin developing possible (and likely) strategic options that we felt must be decisions that were made. It also includes in the appendix a long-range strategic plan for CEEGS, our mis- considered in a comprehensive plan, as well as what strategic all of the relevant data that was collected and analyzed by External drivers would be required for success in any one of them. Key Audiences sion was to do more than put words on paper. our team. Environment This allowed us to craft a more complex strategic “blueprint” Our mission was to find a better way to define Our process involved four broad steps as illustrated by the that is capable of evolving with our department as forces and a vision and purpose. diagram on the following page. conditions in the industry change and to respond to those To build consensus – and ownership – among It began with a thorough strategic analysis of our situation changes more quickly and with greater confidence ourselves and our associates. to gather the data we needed for informed decision making, both today and in the future. To create a meaningful tool capable of including an audit of our external environment, an internal communicating those goals and objectives self-analysis and the definition of our key audiences. to our many constituents. Internal Self- Analysis

This was about process.

The fields of civil and environmental engineering, 2. LONG-TERM STRATEGIC VISION engineering graphics, and geodetic science are constantly evolving.

What we know and what we need to know SCENARIO change and grow each day. PLANNING To be effective, a strategic vision must be able to grow and adapt, too.

There is no one plan. 3. STRATEGIC OPTIONS If it’s approached and designed in that manner, it becomes obsolete as soon as it completed. Key Success Factors Part of successful long-range planning must be to learn. And, in turn, to accommodate that learning in what you are doing. 4. LONG-RANGE STRATEGIC PLAN Today and every day.

Vision That was our plan. Mission And this is our story of how we accomplished it. Core Values

Goals

Strategies

Tasks and Actions The world has never been more integrated than it is today. Defining Our Core Competencies

After the STEEP forces were identified, our team evaluated And it will never be less integrated than the department’s skill set, resources and learning systems it is today. to determine the core competencies that would effectively With every advance in technology, the interde- define our position in the marketplace and differentiate CEEGS from other competitive programs. It was decided pendencies between our world systems are that these core competencies include: strengthened. • Spatial and temporal infomation processing (STIP) The problems we face as engineers and geodetic scientists become more complicated. • Planning, analysis, value engineering, and design (PAVED) And the solutions require a better understanding of the larger framework in which our social, • Earth systems engineering and sciences technical, economic, environmental, and political forces reside. CEEGS CORE COMPETENCY MODEL

At CEEGS, we have embraced the principles Level of Distinctiveness of systems thinking. Required Differentiating

That means, as educators, we demand an appre- ciation for not only how things work, but also Asset how they work together. Better. We are intensely focused on what makes a system greater than the sum of its individual parts. • STIP

Resource Type Resource Competency • PAVED No longer can any of those parts be conceived, • Earth Systems designed or managed in a vacuum – either within the University or in our communities.

Identifying Our STEEP Forces As the relationship among our core systems Define our core competencies. has grown and intensified, so has the role and To establish a historical perspective for our planning and The first step forward is sometimes responsibilities of the civil and environmental build a foundation for futuristic thinking, our team conduct- a step back. Not just what we do – and do well. But what engineers and geodetic scientists. ed a series of focus groups to examine the social, technical, makes us unique. environmental, economical, and political – the STEEP – forces No one – person or institution – can effectively This is a new approach in our profession. One, that have shaped our world over the past three decades. Our goal was – and is – to identify and cultivate in our opinion, that's long overdue. plan for the future without having a solid our strengths. These findings were then compared to the results of The foundation to stand upon. Wharton School’s Advanced Management Program (AMP36), Protect the investment that those who came We need an understanding of how the body It requires a new perspective and a new type which had conducted a similar exercise, to validate the before us made in our program. of knowledge we have was collected. of engineer and scientist. observations and gain additional insights. In addition to providing interesting points of comparison, the data helped Develop a healthy respect for those who These roots are what will give us the confidence us broaden our views of the industrial/business sector. created it. to branch out into new areas in the coming This understanding of historical events was vital in helping And then work to incorporate these traditions years. us look out into the future and debate what STEEP forces that helped shape our profession and our we may face over the next 10 years, adding a futuristic They provide the strength to feed and to grow department into our daily approach. perspective to our planning and laying the groundwork for our vision. identifying critical trends and uncertainties. The complete data culled from these sessions has been When we began our strategic planning process Our roots form the basis of our work and included in the Appendix of this document, “Summary of in September 2001, our first objective was to our approach. Focus Group Findings” (page 18). take stock in what we've done. Determining Trends and Key Uncertainties One plan can’t negotiate the uncer- No College, University or Academic Unit can tainties of today’s world. operate in an Ivory Tower. From the data collected in our focus groups and our assessment of the next ten years, the core CEEGS planning team worked to identify the trends and uncertainties that would To be successful, you need a way to cope with No program can succeed without an awareness ultimately influence our strategic options. multiple possibilities. for the people it serves. As the following matrix helps to illustrate, “trends” were A single-point perspective yields a single- A respect that comes from knowing what defined as STEEP forces that are high in importance to our minded line of attack. they need. college and its future, and are also highly predictable. “Uncertainties,” on the other hand, are those STEEP forces we What we can deliver. see that are just as important to our planning, but have When we sat down to create our strategic blue- And, what we can’t. highly unpredictable outcomes. print, we knew we were faced with more than one possible future. Predictability In our scenarios, we examined the potential More than one possible marketplace for our consequences for each of our constituencies. Low High graduates. The students we teach. More than one possible operating environment for our department. The government we belong to. Low We need to be ready for any of them. The businesses and industries we help support. The foundations and other organizations we rely on. Importance High Uncertainty Trend We chose Scenario Planning as the tool to guide our thinking. We’re all partners in our mission today. What is Scenario Planning? We weren’t trying to predict the future. More important, we’re all inextricably linked in Once the team had successfully identified the most relevant whatever develops tomorrow. A time-tested decision-making tool, scenario planning is a We were working together to imagine a number trends and key uncertainties for CEEGS across the next ten dynamic model that will allow CEEGS to be more flexible years, each group was then ranked as to their importance of possible alternatives that our faculty and and more responsive in our approach to the future. and likelihood to guide the development of our scenarios. A students might face in the years ahead. The technique was pioneered by Herman Kahn, the famous full reporting of this data has been provided in the Appendix, This meant questioning what we know to be futurist from the Rand Corporation and the Hudson Institute, “Summary of Trends and Key Uncertainties” (page 21). the truth today. in the 1940s. Kahn's friend, screenwriter and novelist Leo Rosten borrowed the term “scenario” – meaning a detailed The two most important uncertainties from this list – what Moving beyond the trends we see right now to we were able to narrow down to “Available Funding” and outline for the plot of a future film – from Hollywood. how those trends and other uncertainties might CEEGS 2 x 2 SCENARIO BLUEPRINT “Enrollment Levels” – became the basis for our 2 x 2 Scenario It is being used today by leading businesses and organiza- come together in different ways tomorrow. Blueprint. By organizing these two critical drivers along hori- tions throughout the world. Ours is one of the first known zontal and vertical axes, four possible outcomes were defined Available Funding applications by a non-profit, educational institution. for our planning, and descriptive titles created for each of Low High these four “scenarios” that we would explore. Through scenarios, we created a more dynamic Scenarios have helped us to incorporate both existing way to understand our challenges and talk trends and key uncertainties into our thought process. They about them. presented us with some practical possibilities (and bound- Low “Depression” “Elitism” aries) to help focus our energies. They are not predictions. To reflect multiple ideas and points They are learning vehicles. of view. By imagining different versions of the future, we are now We created a more flexible plan that allows us more capable of anticipating what’s in store for our depart- to anticipate and adjust core strategies as our High “Fatigue” “Growth” ment and adapt our plan as changes in the environment

actual future unfolds. Levels Enrollment and our own organization occur. In the diagram to the left, we mapped out our two most critical drivers – funding and enrollment levels – to create a blueprint for our thinking. The end result is not necessarily a perfect snapshot of 2010, but a means to guide effective decision-making. The CEEGS Scenarios Worse, the frustration felt by the administration is mirrored in our students. Meaningful learning At the heart of the scenario planning process are opportunities are limited at both the graduate and the scenarios themselves, where we attempted as a undergraduate levels. The overall lack of depth in team to describe – in very plausible details – the the curriculum hurts recruitment and retention. And four possible futures we had identified in our the lack of resources makes it impossible for us to research and planning. deliver on even the smallest part of our vision. In its purest sense, we were story writing (or “movie The real victim, however, becomes the program itself. making”) to better see how things might change With all the talk of big ideas, there’s simply no from our present situation in these scenarios in means to implement them. order to chart out our reactions and our decisions to Grudgingly, people are forced to abandon their spe- more effectively deal with such changes. cializations to handle the more general needs of the The goal is to make it easier for us to recognize department. Quality and morale suffer. The losses these scenarios as we are moving into them, and be then are human ones. The brightest students and able to adjust our plan while it can still have an faculty members begin to leave the program. No one impact, before it’s too late. remains invested in its success. The following tells our stories. “Growth” “Depression” The demand for civil and environmental engineers and geodetic scientists reaches an all-time high in We began in a world where no one wants to live. our country. The expanding role of our profession In a time where both funding and enrollments are at has opened new careers, at new and lucrative levels, all-time lows. It is a difficult time for advancement inboth government and the private sector. and growth. In curricula. In technologies. In facilities. To help meet its needs, business and industry look to partner with CEEGS in training the next genera- The burden is shared by everyone. Courses need to tion of professionals. Scholarships and grants are be cut. Faculty and staff must be downsized. plentiful. Students have more funding options than Teaching loads are increased. Students look for bet- ever before. ter options outside of the OSU community. It’s an enthusiasm that carries over into the class- CEEGS struggles to find its brave face, as adminis- “Elitism” This ”siloing” has unintended consequences for our room as well. Endowments rise. Investments made in trators scramble to find infusions of money and students and faculty alike. As skill sets are nar- state-of-the-art equipment and facilities. Highly resources. The focus of faculty necessarily turns to A booming economy helps to spike funding and rowed. Experiences are limited. Greater professional renowned and sought-after experts added to our research to help fill the holes, with an eye toward morale. The University sees large influxes of money opportunities lost. team. the government and private sector. New projects from unexpected – and unplanned – sources. require a change in how we work as an organization Decisions are guided by a sense of freedom and The danger now is that what began as freedom The acceleration in technology opens new and excit- – and how we work with each other. renewal. could quickly collaspe into limitation: an environ- ing fields of study. New areas of emphasis for highly ment where possibility is replaced by complacency motivated faculty and graduates. New curricula to Specialization is sacrificed for interdisciplinary There is time and money to focus on long neglected and, eventually, by stagnation. meet the diversity of students and their desire for efforts involving a large number of institutional areas. Classrooms and facilities can be upgraded. more individualized studies. partners. The pressure is on each day to obtain Technologies and research centers expanded. grants and endowments. To write proposals. To Additional staff is brought on board. Faculty mem- Day to day, our focus is squarely on the best ways “Fatigue” reach out to alumni and legislators. bers now choose from a variety of research oppor- to solve society’s most important problems. tunities well suited to their fields of study. In a sluggish economy, the University continues to Improving the infrastructure. Managing the environ- It becomes increasingly difficult to balance the busi- Publishing is at record levels. struggle with budget cuts and a public demanding ment. Helping protect against natural – and even ness needs of the institution with our responsibili- tuition caps. The modest increase expected in rev- human inflicted – disasters. ties as educators and mentors. Our greatest fear is However, the low enrollment poses its own set of enues doesn’t come close to covering the rise in that in our attempt to keep the machine running, challenges. The rewards are clear. operating expenses. the quality of our product begins to erode... With little financial pressure being put on the The increasing quality of our program. But the demand for civil and environmental engi- department, it becomes easier and easier for neers and geodetic scientists grows, and so does The success of the students we graduate. everyone to maintain the status quo. Areas enrollment. Understaffed departments try desper- remain entrenched in their disciplines, with blinders ately to shift resources from other areas in the to the bigger picture. Course offerings are narrowed, college. Class sizes must increase. Little, if any, growing more and more specialized. research gets completed as faculty are being stretched thin. When you start with a better blue- CEEGS KEY SUCCESS FACTORS print, you build a better building. KSF1 High admission criteria KSF11 Individualized student research KSF2 Effective recruitment programs at all levels Through these scenarios, we were able to avoid Mapping Out Our Key Success Factors KSF3 Reduced curriculum options KSF12 Financial support for undergraduate and some of the pitfalls rooted in the more tradi- KSF4 Multiple institution research efforts graduate students tional approaches to strategic planning. The Key Success Factor Matrix, illustrated on the following KSF5 Interdisciplinary research efforts KSF13 Research addresses national and state needs page, became the department’s blueprint for setting the Making too many assumptions. KSF6 Collaborations with under-represented groups KSF14 Students skills reflect national and state goals strategic vision of our 10-year plan, as well as providing a KSF7 Conduct research on low-cost KSF15 Increased outreach activities Becoming too focused on the here simple tool that would allow us to articulate and share this solutions for the developing world KSF16 Innovative programs and now. vision with others. KSF8 Practical applications for research KSF17 Corporate sponsorship Not getting outside (and staying outside) of This matrix consists of four columns, representing each of our KSF9 Curriculum focused on industry needs KSF18 Marketing/lobbying state government the box. four planning scenarios, and seven rows, representing both KSF10 International internship opportunities KSF19 Available co-ops/internships our key audiences and CEEGS core competencies. Weightings were assigned to all in order to help us better Within those four possible worlds we saw in our prioritize activities and resources. CEEGS KEY SUCCESS FACTOR MATRIX future, we could debate on which ones seemed For each individual cell of the matrix, we worked together as most probable. a team to determine what attributes would ultimately deliver Planning Scenarios our department a competitive advantage in the market. We laid out the factors that we believed would Those Key Success Factors – or KSFs – are listed on the top of over time determine our success. the next page. “Depression” “Elitism”“Fatigue”“Growth” Some of these exist in our current skill sets. Others we will LOW FUNDING, HIGH FUNDING, LOW FUNDING, HIGH FUNDING, We built a comprehensive vision. need to develop as we move forward. But combined they LOW ENROLLMENT LOW ENROLLMENT HIGH ENROLLMENT HIGH ENROLLMENT provide the strategic emphasis for how CEEGS will approach 50% 10% 30% 10% the next ten years. One that allows for learning and The completed matrix itself offers us a “living,” dynamic 1, 2, 3, 8, 1, 2, 6, 10, 1, 3, 10, 11, 1, 9, 10, 11, performance. Students 20% plan that will allow us to react more quickly and nimbly to 11, 15, 19 11, 12, 15, 16 12, 15, 16, 19 12, 15, 16, 19 Consistency and risk-taking. changes in the marketplace as the department – and the university as a whole – moves among the different scenarios Procedures and experimentation. we have identified. 4, 5, 6, 8, 13, 14, 15, 18 4, 5, 6, 8, 13, 14, 15, 16, Government 20% 13, 18 13, 15, 18 18, 19 This vision is what keeps us from losing sight of what is expected from us each and every day. 8, 9, 10, 15, 15, 16, 19 2, 8, 9, 15 8, 9, 15, 16, To see the vital role we play in the larger mis- Targets Key Industry 10% 16, 17, 19 16, 19 17, 19 sion of the College of Engineering at the Ohio State University. But at the same time, gives us the courage to 4, 5, 6, 7, 15, 16 4, 5, 6, 7, 15, 16 Foundations 5% look outside our walls. and NGOs 10, 15, 16 10, 15 Into the world. 1, 2, 3, 4, 9, 1, 2, 3, 8, 9, 1, 8, 9, 10, And to see where we need to grow as a 1, 2, 6, 10, PAVED 15% 10, 11, 15, 16, 10, 11, 12, 15, 11, 12, 15, 16, department and as contributing members of 11, 12, 15, 16 our communities. 17, 19 16, 19 17, 19

4, 5, 6, 7, 13, 14, 15, 4, 5, 6, 7, 8, 13, 14, 15, 16, STIP 15% 8, 10, 13, 15, 16, 18 10, 13, 15, 18 18, 19 16, 18

Core Competencies Core 1, 2, 3, 4, 5, 6, 1, 3, 4, 5, 6, 8, 1, 9, 10, 11, 1, 2, 6, 10, 12, Earth Systems 15% 8, 11, 13, 15, 10, 11, 12, 13, 12, 13, 14, 15, 13, 14, 15, 18 18, 19 15, 16, 18, 19 16, 18, 19 In the end, a plan is simply that. Ten-Year Strategic Plan A plan. Acknowledgements The Ohio State University The real work now begins. CEEGS Strategic Planning Task Force College of Engineering As we take the steps necessary to bring our Dan Blechschmidt, CEEGS undergraduate student Department of Civil and Environmental Engineering and Geodetic Science T.S. Butalia, CEEGS staff thinking to life. Frank Croft, CEEGS faculty There will be questions. Vivek Goel, CEEGS graduate student Ray Hunter, CEEGS staff Vision There will be struggles. Oliver McGee, CEEGS faculty Strategic Plan The Department of Civil and Environmental Engineering and Geodetic Science (CEEGS) will But the process we have followed has given us Carolyn J. Merry, CEEGS faculty Mission, Vision, Values a clarity that makes them all more manageable. Mark McCord, CEEGS faculty be the premier department in the State of Ohio and among the top universities nationally Burkhard Schaffrin, CEEGS faculty providing education, research, and public service in the areas of geoinformation, infra- Objectives Tony Schenk, CEEGS faculty structure, transportation, environmental engineering, and computer-aided engineering. Strategies We’ve learned about our strengths. Heather Smith, CEEGS graduate student Robert Sykes, CEEGS faculty Mission Initiatives and Tasks We’ve identified our limitations. Hal Walker, CEEGS faculty Milestones CEEGS will provide accredited undergraduate programs in civil engineering, environmen- We’ve discovered much about Brent Walters, CEEGS graduate student tal engineering, geomatics engineering, and surveying that prepare graduates for out- Appendix ourselves as people and as a Earl Whitlatch, CEEGS faculty standing practice of their profession. Graduate research and teaching will advance the department. John Wirtz, CEEGS undergraduate student Bill Wolfe, CEEGS faculty state of the art of civil engineering, environmental engineering, and geodetic science.

Other Participants Through our planning, we have become better Guiding Values and Principles Rebekah Anderson grounded in our principles. Don Armour, FMSM Engineers We value: Developed a renewed sense of purpose and a Dorota Brzezinska, CEEGS faculty • Teaching practices and technologies that enable and motivate students to achieve focus to achieve. Shive Chaturvedi, CEEGS faculty their full potential David Conner, U.S. Government, NOAA, • Curricula and program development that advances new professional fields or And as a result, we are more empowered – and National Geodetic Society more capable – to break Rex Cowder, Woolpert LLP improves existing fields new ground than in any other time in Neil Drobny, consultant, CEEGS faculty • Research that results in the advancement of science and technology, methodology, our history. William D. Edwards, Edwards Surveying (PLSO) or knowledge Stacey Forman, CEEGS graduate student • A diverse workforce among undergraduate, graduate, staff, and faculty Greg Giaimo, Ohio Department of Transportation We believe that: We see the great promise in innovation. Clyde Goad, Topcon Ayman Habib, CEEGS faculty • Mentoring is critical at all levels: undergraduate, graduate, staff (including postdoc- We see the great reward in taking risks. Bill Hazelton, CEEGS faculty toral), and faculty Chris Jekeli, CEEGS faculty • Interdisciplinary research holds particular promise for the development of new inno- Greg Koltun, U.S. Geological Survey, Asst. Prof. vations and design paradigms We believe that our success must ultimately Bradley J. Kramer, Kramer & Associates (PLSO) • Support from alumni, business, foundations, and other donors is essential be measured by the inch – and the mile. Ron Li, CEEGS faculty Robert Mergel, Columbus State Community College We believe we’re now better prepared to Objectives meet our future – whatever it may be – with Rabi Mishalani, CEEGS faculty confidence. Joel L. Morrison, OSU Center for Mapping • The following five areas of excellence in the department will be recognized (or remain Rick Noss, FMSM Engineers, lecturer recognized) among the top in the nation within the next ten years: Vikram Ramprakash, CEEGS graduate student We believe we are a stronger organization for C.K. Shum, CEEGS faculty Geoinformation Systems Geodesy, photogrammetry, cartography, geographic Brian Toombs, CEEGS undergraduate student information science, quantitative remote sensing, sur- having created this plan. Charles Toth, CEEGS research scientist Godage Wickramanayake, Battelle Memorial veying, terrain analysis, global positioning systems, Institute, lecturer land information science, and sensor technology Infrastructure Systems Construction engineering and management, structur- Supporting Organizations al engineering and structural analysis, geotechnical OSU Civil Engineering Alumni Association engineering and soil mechanics, and hydraulic and The Wharton School Advanced Management Program (AMP36) Participants coastal engineering Ten-Year Strategic Plan Department of Civil and Environmental Engineering and Geodetic Science

• Student recruitment efforts will be increased within the university and externally Strategic Plan Transportation Systems Traffic surveillance and control, intelligent trans- Strategic Plan • Development (endowment) activity will be increased by faculty in their respective portation systems, traffic flow theory, transportation Mission, Vision, Values professional areas Mission, Vision, Values systems analysis, urban transportation planning, Objectives highway design and safety engineering, pavement Objectives Initiatives and Tasks Strategies condition assessment, and maintenance planning Strategies We will: Initiatives and Tasks Environmental Water supply and treatment, environmental systems Initiatives and Tasks Milestones Engineering Systems modeling, environmental chemistry, wastewater engi- • Increase efforts to improve the four accredited undergraduate programs, with Milestones neering, atmospheric systems and air pollution control, particular emphasis on comments by the review panels Appendix occupational health, and ecological engineering • Review the Performance Analysis Model used for the annual review of faculty to deter- Appendix mine if it gives appropriate weight to activities contributing to departmental objectives Computer-Aided CAD/CAE, information technology, knowledge • Assign specific senior faculty as mentors to new faculty Engineering engineering, high-performance computing, Internet • Encourage faculty to include hourly undergraduates on sponsored research projects, computing, biocomputing, large-scale system engi- and reward faculty who supervise students conducting an Undergraduate Honors Thesis neering and optimization • Designate a faculty member as lead on the recruitment and retention of women and minorities, and develop specific initiatives that would be effective in these areas • The percentage of our undergraduates that continue on to graduate school will match • Revise and improve existing departmental recruitment literature, website, videos, slide or exceed that of other departments in the college or PowerPoint presentations, and poster displays. Determine the best venues for use • Women and minorities will compose an increased percentage of our student body of this material. and faculty • Renovate areas in Hitchcock and Bolz Hall suitable for department promotional and • Enrollment at both the undergraduate and graduate levels will increase developmental activities • Sponsored research funding on a per faculty basis will be at or above the college • Develop a list of CEEGS alumni at firms in Ohio and elsewhere who might be potential average donors. Assign faculty contacts. • Endowment funding will increase department-wide in all categories: student scholarships, faculty chairs, and unrestricted funds Milestones (and Inchstones) Strategies The following measures will help determine if our objectives are being met: We will achieve our objectives in the following ways: • Accreditation reports of the four undergraduate programs • Alumni and exit surveys conducted annually • Each area of excellence will make maximum use of our core competencies in • Data on floor area and use of renovated teaching and research laboratories spatial and temporal information processing; planning, analysis, and value engineering; • Published national rankings of undergraduate programs (e.g., Gourman Report) and earth systems engineering • Published national rankings of the best graduate schools (e.g., U.S. News and World • Each area of excellence will incorporate the latest advances in design methodologies, Report) and sub-indices scores/measures high performance computing, information technologies, advanced materials, and • Published and departmental information on sponsored research expenditures (e.g., environmental sensors National Research Council, OSURF, departmental detailed figures) • As a minimum, each of the four accredited undergraduate programs in the depart- • Number of graduate student fellowships and GRAs awarded ment will be supported at a level such that no weaknesses nor concerns will be found • Departmental average score and standard deviation on the Performance Analysis Model by the accreditation board in its periodic review visits conducted annually • Annual review of faculty will reward research and scholarly activity, effective teaching, • Progression of CEEGS faculty through promotion and tenure program development efforts, women and minority recruitment, development initia- • Percentage of undergraduates going on to graduate school tives, and other public service activities • Percentage of women and minorities among students (undergraduate and graduate), • New faculty will have reduced teaching responsibilities for the first three years, faculty, and staff and will be mentored and supported by senior faculty in the same and other • Number of undergraduates employed on research projects and/or completing an professional areas Undergraduate Honors Thesis • More of our undergraduates will gain research experience at the undergraduate levels • Enrollment trends compared to the historical and to other departments of the College • Women and minorities will be actively recruited and retained as students, staff, • CEEGS endowment funds by category (e.g., scholarships, faculty chairs, and faculty unrestricted) Appendix to the Ten-Year Strategic Plan Department of Civil and Environmental Engineering and Geodetic Science

Summary of Focus Group Findings Business Strategic Plan Strategic Plan CEEGS Wharton AMP36 Appendix Appendix 1970s Sports salary increases, lots of technology, Mergers and acquisitions, Internet, software, Focus Groups Focus Groups Society HDTV, cell phones, disparity of classes, haves IPOs, dot-coms, info-tech, wireless-tech, low and have-nots, shareholder value, Y2K, satel- inflation, Wall Street, Greenspan, bio-tech, Trends CEEGS Wharton AMP36 Trends lites lost, World Trade Center bombing, glob- International Space Station, human genome, Discos and leisure suits, Vietnam, recession and Drug use, rock-n-roll, Watergate, end of Uncertainties alization of trade, NAFTA, European Union home businesses & virtual offices Uncertainties inflation, Watergate, energy crisis, Cold War, Vietnam, Cold War, energy crisis, environment, Soviet Union invaded Afghanistan, large build- feminist movement, affirmative action, indi- 2000s (Our Future) ing construction (Sears Tower, World Trade vidualism, Woodstock, NASA Society Center, John Hancock Tower), growth of femi- nism, affirmative action, 8-track tapes CEEGS Wharton AMP36 Depersonalization, web use expanded, book Genetic Engineering, home offices, space travel Business reading down, no scholarly interest in stu- (tourists), video games, high-tech kids, virtual CEEGS Wharton AMP36 dents (job-oriented), more “business-like" in entertainment, SDI, China as a global power, Mainframes to PC, Greenspan, high interest “Japan, Inc.,” computer cars, mainframes, IBM, school management, tolerant-nonjudgmen- demographics shifts, privacy-personal, re-birth rates, Honda to Central Ohio, Asian markets conglomerates, inflation, stagnation, employ- tal, rich-relaxed society, diversity, environ- of cities, equality begin to rise, began flying 747s and DC-10s, ment, fuel crisis. mental issues, alternative lifestyles commercial air transport skyrocketed, Three- Business Mile Island, collapse of nuclear power CEEGS Wharton AMP36 1980s Stock bubble breaks, global business, diversi- Wireless-tech, micro/nanotech, ongoing con- Society ty, privatization and deregulation, trans- solidation, fiber optics, globalization informa- portation vs. communications, dispersal of tion management, contract workers, "rent-a- CEEGS Wharton AMP36 staff, working from home, do people com- CEO," outsourcing, clean energy Cold War, Reaganomics, trickle-down, mili- AIDS, union-busting, conservatism, mute for social contact, computer box to tary build-up, Boycott of the 1980 Olympics, punk rock, alternative lifestyles, Cable TV/VCR, computer viruses, growth of the internet hair dyeing, economic disparity became “Me Generation,” baby boomers, assassinations, greater, Republicanism-Conservatism, Soviet The Christian Coalition, Russia falling, terrorism, Union disintegration, start of computers, Iran-Contra A 10-Year Look Forward into Our World ATARI / TI-99 + TV for games, VCRs - VHS (some CDs), Star Wars, Schwarzenegger, This understanding of historical events was vital in helping our CEEGS task force look out Thriller, MTV, "Wall Street," HIV virus started into the future and debate what STEEP forces we may face over the next 10 years, adding Business a futuristic perspective to our planning and laying the groundwork for identifying critical trends and uncertainties. CEEGS Wharton AMP36 Inflation, oil shortages, high gas prices, stag- PCs (Apple), recession, Reaganomics, increased Social nant economy, big business, union busting, defense spending, deregulation (AT&T), high • Social issues - shocks to system that influence interest in science & engineering. huge deficits, performance-based business, “Me interest rates, tax reform, oil bust, rust-belt • Trend is toward employment mobility - people can expect to change jobs and careers a Generation,” deregulation of airlines and rail- restructuring, supply side economics, “Greed Is roads, pro-business environment Good,”“Gordon Gecco,” junk bonds. number of times. • Society will value a more general education over a more specialized education – there- 1990s fore, position ourselves as a professional school or graduate school. Society • Identify technologies that have greatest impact on society based on a perceived need, CEEGS Wharton AMP36 e.g., new ways to revitalize infrastructure, alternative energy sources to replace fossil Cold War done, Gulf War, economic downturn, Internet, SUVs, cheap gas, aging of the baby fuels. school shootings, Jimmy Swaggert, Clintonism, boomers, 401Ks, Generation-X, • Women and minorities – diversity issues, demographics will influence empathy for free sex, Monica Lewinsky (Clinton big homes, Clinton Impeachment, O.J. Simpson, civil, environmental, and technological issues. Impeachment), two-income families, 97 Rose cell phones, Iran-Iraq, Gulf War, gun control, • Aging population (“eldertech”) Bowl won, John Cooper era, tobacco settle- school shooting, gentrification, urban renais- ment, environmental activism, Kyoto Accords, sance, Napster, “business casual" lost two basketball coaches at OSU Appendix to the Ten-Year Strategic Plan Department of Civil and Environmental Engineering and Geodetic Science

Technological Summary of Trends and Uncertainties Strategic Plan Strategic Plan Each trend and uncertainty that the team felt would influence our strategic options was Appendix • "Thinkable" Trends: Genetic engineering, health technologies, stem cells, cloning, digi- Appendix tal technology, intelligence technology, nanotechnology, molecular computing, high- assigned an ID number as they were identified, and subsequently ranked as to their Focus Groups speed rail (Europe), funding for health-based research, wireless technology (microtech importance and likelihood to guide the development of our scenarios. Focus Groups Trends over macrotech), autonomy, smart houses/buildings, fuel cells, "eldertech” Trends Uncertainties • "Unthinkable" Uncertainties: Privacy related to technology, government regulation, Trends: Forces in our industry that are highly important and highly predictable Uncertainties world of communications uncertain, national security ("WMDs caused by NBCs"), Impor- Likeli- superconductors, new materials (what is the next widespread material?), space tech- ID Name tance hood nology/R&D, space travel, transportation (high speed rail), state of R&D funding, T71 Safety and protection 4.3 4.3 autonomy, alternative fuels and energy T36 Real-time data on travel/congestion 4.3 4.0 Environmental T70 Modular structural processes 4.3 4.0 T49 Aging infrastructure 4.3 3.4 •“Thinkable” Trends: Global warming, CO2 increase, depletion of non-renewable T52 Integrated systems (physical, chemical, biological, 4.2 4.4 resources, more study of total environment (how what we do affects everything), bet- geological) ter observation, infrastructure deteriorating, landfills filling, site restoration, finer posi- T51 Concern for safety 4.1 4.4 tioning, modeling our sustainable environment more accurately T37 Difficulties with air traffic control 4.1 4.2 •“Unthinkable” Uncertainties: Chemical and biological warfare, clean water, farm runoff, combined overflow, energy for everyone, air pollution, ozone hole, are we will- T63 Smart systems (structures, etc.) 4.1 4.0 ing to pay for a clean & sustainable environment, how do we get others to think of a T101 Satellite imagery 4.1 3.8 sustainable environment (a global effort), our next war is what?, infectious diseases T1 Globalization 3.9 4.1 T62 Use of advanced composites (rehab, retrofit, replacement) 3.9 4.0 Economical T67 Rapidly deployable systems (pre-fab, pre-cast) 3.9 3.9 • "Thinkable" Trends: Larger per capita economy (but distribution very uncertain), T53 Increasing efficiency 3.9 3.7 automation reduces jobs (especially semi-skilled, middle management), data handling T81 Engaging practitioners in education programs 3.9 3.3 and analysis, loss of independent action on job and autonomy, loss of predictability in T100 Data mining 3.8 3.6 future, no control over destiny, loss of management allegiance to worker, loss of work- T32 Air quality regulations in urban areas 3.8 4.0 er allegiance to company, need to get control of technology, need to get in on management of university, participatory management T64 Green structures 3.8 3.9 • "Unthinkable" Uncertainties: Japanese deflation/contraction spreads to Europe, WWIII T95 Merging data sources 3.8 3.8 leads to oil cutoffs and widespread recession (even depression), moving from an “age T33 Better modeling tools 3.8 3.7 of ownership” to an “age of access” T102 Mobile applications, location-based services 3.8 3.6 T35 Role of technology 3.8 3.6 Political T50 Supply chain management systems 3.8 3.4 • More political control or influence over our profession and our lives. T68 Life cycle perspective 3.7 4.0 • Profession needs to be more flexible, adaptable to changing political demands. More T25 Water treatment concern 3.7 3.9 intense clash of cultures T7 Continuing education 3.7 3.8 • Terrorism - engineering for protection • Role of CEEGS profession in developing countries. T107 Integrated space and/or ground sensors (remote sensing) 3.7 3.7 • Opportunity for CEEGS profession to take a greater role in politics & policy in trans- T77 Competition for good students 3.7 3.5 portation, environment, infrastructure, mapping, etc. T34 Managing risk instead of complete treatment 3.7 3.5 • Threat of break-up of CEEGS as we evolve T55 Information flow 3.7 3.3 • Trend toward greater environmental protection T29 Water shortages 3.7 3.3 • Greater support for material re-use, recycle (by-products, solid waste, recycling, etc.) T28 Industrial awareness at environmental issues 3.7 3.1 • Trend toward less service, more concern for "me". T98 Individualized study trends at graduate level 3.7 2.9 • Trend toward outreach, extension, technology transfer. T26 Public awareness of environmental issues 3.6 3.8 • Can we continue to work for uncaring (and unprogressive) public agencies? T31 Human and ecosystem health 3.6 3.7 Appendix to the Ten-Year Strategic Plan Department of Civil and Environmental Engineering and Geodetic Science

Strategic Plan Impor- Likeli- Impor- Likeli- Strategic Plan ID Name tance hood ID Name tance hood Appendix T104 Real-time continuous data streams (smart roads, bridges, etc.) 3.6 3.7 U15 Tools to deal with climate change 3.6 3.4 Appendix Focus Groups T61 Modeling of groundwater and contamination 3.6 3.5 U3 Government funding priorities 3.6 3.2 Focus Groups Trends T6 Competitive career choices 3.6 3.4 U110 Linking civil engineering and geodesy 3.6 3.1 Trends T103 GPS technology on a variety of devices 3.5 3.9 U6 Funding mechanisms for students 3.6 3.0 Uncertainties Uncertainties T82 Multidisciplinary projects 3.5 3.7 U88 Knowledge acquisition, application, and creation 3.6 2.8 T47 More complex models of transportation decision-making 3.5 3.6 U104 Processing capabilities 3.5 3.8 T106 System interaction and decision-making and collaboration 3.5 3.5 U9 Environmental and social concerns 3.5 3.6 T38 Chancing dynamics in computing 3.5 3.4 U22 Broader range of skills needed 3.5 3.6 T8 Instant spatial data 3.5 3.4 U51 Information access vs. information ownership 3.5 3.5 T10 Intelligent transport systems 3.5 3.4 U41 Supply of energy (fuel shortages, prices) 3.5 3.4 T14 GIS (information processing/spatial reasoning) 3.5 3.3 U50 Stricter codes 3.5 3.3 T13 Declining undergraduate enrollments 3.5 3.1 U68 Vulnerabilities and interdependencies (modeling, simulation, 3.5 3.1 Uncertainties: Forces in industry that are highly important and highly unpredictable and prediction) U107 Budgets (university, state, federal) 4.3 3.7 U94 Economic impact on student enrollments 3.5 2.9 U96 Supporting students 4.3 3.6 U38 Supply of high-speed rail 3.5 2.7 U108 Student interests and needs 4.2 3.5 U56 Federal and state budgeting patterns 3.4 3.6 U35 Reduction of federal funds for R&D 4.2 3.3 U105 Data storage and maintenance 3.4 3.6 U76 Enrollment levels 4.2 3.2 U102 Method of data transmission 3.4 3.4 U84 Ability to provide laboratory/equipment needed to attract 4.1 3.9 U90 Intellectual capital in science, technology, engineering and 3.4 3.0 and serve students mathematics (STEM) U67 Sensing and monitoring the world (sensor technologies and 3.3 3.5 U97 Attracting students 4.1 3.3 integration of information) U2 Security 4.0 4.1 U16 Data fusion/standards 3.3 3.4 U109 Competing programs from other universities 4.0 3.6 U8 Level of specialization in education 3.3 3.3 U87 Knowledge and understanding over data/information skills 4.0 3.5 U60 Next chemical concern 3.3 3.2 U53 Energy availability 4.0 3.5 U11 Macro- and micro-systems 3.3 3.2 U52 Cyber-security design 3.9 3.5 U71 Early warning 3.3 3.1 U77 Job market 3.9 3.5 U34 Centralization instead of decentralization 3.3 2.7 U46 Funding for R&D 3.9 3.3 U33 How the earth responds to change 3.2 3.6 U64 Survivability 3.8 4.1 U70 Nano- and micro-scale mechanics 3.2 3.4 U29 Level of quality of natural waters 3.8 3.8 U5 Requirements for professional engineering license 3.2 3.2 U17 Infrastructure 3.8 3.7 U24 New materials 3.2 3.1 U74 Hazard mitigation 3.8 3.3 U47 Role/form of partnerships 3.2 3.1 U78 State funding levels 3.7 3.7 U44 Energy technology base of vehicles 3.2 2.8 U66 Extreme events (integration of civil and financial engineer- 3.7 3.7 ing, risk assessment, IT) U7 Supply/demand for PhD engineering professors 3.2 2.1 U63 Reliability 3.7 3.5 U9A Economic growth 3.7 3.4 U83 Faculty replacement 3.7 3.4 U43 Importance of air quality in driving analysis 3.7 3.4 U1 Green infrastructure 3.7 3.1 U62 Sea level changes 3.6 3.7 Department Of Civil and Environmental Engineering and Geodetic Science The Ohio State University 470 Hitchcock Hall 2070 Neil Avenue Columbus, OH 43210 [email protected]