Feedback

Give your feedback on the strategic plan using the website form.

The website form asks participants to:
1. Either specify the area of the plan to which the participant’s comment relates, or provide a short title describing the area being addressed. (Area)
2. Summarize the comment in no more than 30 words. (Summary)
3. Provide additional details related to the comment (optional). (Additional Details)

1.

Area:
A: Faculty and Staff

Summary:
A: I do not see STAFF mentioned ANYWHERE in this plan. STAFF greatly contribute to this University and should be valued as much as Faculty are.

Additional Details:
A: Adding more faculty is going to be wonderful. But why can’t STAFF be rewarded for their efforts and sacrifices that we make every day? Lots of us can’t even get a parking permit! Some can barely survive on such low salaries. I’m very disappointed that President Clements did not even mention STAFF in his address. We are the backbone of WVU but are treated like we don’t matter.

2.

Area:
A: Student recruitment and endowment

Summary:
A: To gain stature, the university should make strong aims to increase admissions standards and the endowment to levels that match those of the best state universities in the nation. In addition, we should strive to decrease the student to faculty ratio.

Additional Details:
A: It should be a main goal for the university to make it on the top 100 US News and World Report List of National Universities by 2020. In order to do this, I believe the school should look at the models of the top public universities in the US (e.g. University of North Carolina, University of Virginia, and University of California). Doing the things mentioned above would help us achieve this goal.

3.

Area:
A: Advance international activity and global engagement.

Summary:
A: Extensive participation in the Department of States,/Fulbright’s Exchange programs.

Additional Details:
A: 1. Utilize the Department of State’s/Fulbright’s exchange visitor option more extensively to foster student exchange activities.
3. The Department of Homeland Security has revised rules for exchange students to attend secondary schools. Suggest that WVU work closely with local High Schools to promote exchanges of international students. These incoming students would be better equipped to join WVU, also keeping in mind that West Virginia has a low turn out of high school graduates.

4.

Area:
A: Goal 5. Improve West Virginia’s Health, Economy, and Quality of Life

Summary:
A: WVU has an initiative before Congress pending FY 11 appropriations for 1.45 million to promote community resilience in WV and the region. The Resilient Communities Initiative (RCI) was requested by Senator Byrd for FY 2011 funding.

Additional Details:
A: Senator Rockefeller is aware of the initiative. Funding RCI would give WVU a considerable edge in meeting Goal 5., because it assists communities in building capacity across sectors, and promotes economic development. It is possible that funding for RCI will be appropriated in FY 2011 if Senator Rockefeller is aware that RCI is a WVU priority. On the House side, WVU has a $3M pending earmark requested by Congressman Mollohan. The mark would fund a national program at WVU that provides technical assistance to WV and the nation to help communities with drinking water and wastewater management. WVU is a partner with the Canaan Valley Institute (CVI) on this project. Much of the project’s resources would be devoted to helping WV and the region. If both Mr. Mollohan and Mr. Rahll (who are supportive of the program) are aware that earmark for the National Small Flows Clearinghouse (NSFC) is a WVU priority, they may be able to secure the FY 2011 $3M for the NSFC. Funding RCI and the NSFC would contribute $4.45 million in federal funding in support of WVU’s strategic Goal 5. We urge the Council consider these pending initiatives and the ways in which they would support WVU’s strategic goal 5, and to encourage the Administration to work with our delegation in support of their funding in FY 2011. For further information about these initiatives, please contact Gerald Iwan, Ph.D, Director of WVU’s National Environmental Services Center at 304-293-4191 ext. 5584. Thank you for the opportunity to comment.

5.

Area:
A: teaching

Summary:
A: In areas where teaching is discussed, maybe include some aspect of the teaching evaluation process (peer evals, student evals, etc) and how that feedback will be used to improve teaching effectiveness.

Q: Provide additional details related to your comment. (optional)

Additional Details:
A: We often see evaluations done for promotion and tenure requirements, but think it’s important to actually use the evaluation data to improve teaching effectiveness. Data can be used by dept chairs, deans to work with individual faculty to improve aspects of their teaching. More global data could be used to determine the type of faculty development activities offered each year. I am sure this is being done on campus but maybe not as uniform as it could be across disciplines, departments. I am new to WVU having been here only 2 years, so I might be missing some of the details and being at the Health Sciences Center, am not always connected to activities on the main campus; so I apologize if my concerns are being dealt with and I am just not aware. Thanks for listening…

6.

Area:
A: Recycling

Summary:
A: Many of us at Health Sciences Center would appreciate the opportunity to recycle paper. I hope this is addressed in the Strategic Plan in the section for Facilities Management or Environmental Protection. Thank you.

7.

Area:
A: ”...High quality education…”

Summary:
A: WVU must grapple with; a) Its ascend to the dubious national status of a “Party School” b) The degradation in its the engineering undergraduate program. See Enclosure. Institute new degrees, e.g. “green engineering”,
”internet degree” ...that will help attract high quality students and will serve new trends in the economy.

Additional Details:
A: SHOULD WEST VIRGINIA UNIVERSITY (WVU) BECOME A LEARNING CENTERED INSTITUTION RATHER THAN A PARTY SCHOOL?

Recently, we got a fresh reminder about the status of WVU as a party school. See e.g. [1]. There is an academic dark side to this label. Numerous details are spelled out in the comparison study [2].
As an example of the dark side I mention, is the story that deals with WVU setting a new low record in the school of Engineering.

In order to pursue a professional license in engineering that is nationally recognized one must pass a Fundamentals of Engineering (FE) exam. This exam is administered by the (NCEES). Namely, by The National Council of Examiners for Engineering and Surveying. This is a national non-profit organization composed of engineering and surveying licensing boards representing all states and U.S. territories. See [3].
I obtained via the freedom of information act data comparing the success rate of WVU students on the (FE) exams to the success rate of all students in the USA. The information covers the span of years 1996-2007. The table below provides some highlights.

West Virginia University
Compared with Students Currently Enrolled in ABET Accredited Engineering Programs
1996-1997 1997-1998 2000-2001 2006-2007
WVU State Nat’l WVU State Nat’l WVU State Nat’l WVU Nat’l
No. Taking 161 284 24,797 137 191 14,472 158 217 13,875 227 18,653
All Majors No. Passing 132 235 20,181 94 131 11,912 111 145 11,028 122 14,082
82% 83% 81% 69% 69% 82% 70% 67% 79% 54% 75%

In 1996-1997 there were 161 WVU students taking the (FE) exam. 82% of them succeeded on the (FE) exams. However, in the years 2000-2007, the performance of WVU students looks as if it is falling off a cliff. About half of WVU students succeeded on the (FE) exams and about half failed. In contrast, three quarters of the 18653 students that took the (FE) exam nationwide succeeded and only a quarter of them failed. The comparison is striking. This rate of failure of WVU students resides within the college of engineering that encompass thousands of students. A careful examination of the data shows a consistent and persistent pattern of deterioration from the year 1996-1997 to the year 2006-2007. Had there been mandatory tests at the national level in Mathematics it is my assessment that about 50% of graduating students would fail!

A courageous, honest and open debate about the causes of the degradation in learning and how to reverse the degradation will help WVU live up to its mission statement to deliver a “high quality education”

References
[1] http://www.thedaonline.com/news/playboy-wvu-no-2-party-school-1.1348573
[2] https://oira.auburn.edu/about/publications/usnews2010_FINAL.pdf
[3] http://ncees.org/exams/

8.

Area:
A: Action Item

Summary:
A: PLEASE include tuition assistance/waivers for dependents of faculty/staff. This is a significant recruiting benefit for Junior and Mid-level faculty, at a relatively trivial cost to the University.

9.

Area:
A: Commitment to bringing IT into 21st century absent from plan

Summary:
A: Nowhere in the plan is there a commitment to bringing WVU technology into the 21st century. The technological infrastructure and level of user support that exists today is insufficient to attract and keep high level research and teaching faculty.

Additional Details:
A: Nowhere in the plan is there a commitment to bringing WVU technology into the 21st century. The need for multiple passwords should be eliminated and replaced with upgraded technology that integrates email with eCampus. A commitment to smart classrooms and user-friendly and fully IT-supported e-Campus throughout the university, as well as full support for departmental development of online courses would be a great start.

As it is now, the technological infrastructure and level of user support is very frustrating. In order to attract and keep high level research and teaching faculty would be well served by access to state-of-the-art (or at least this year’s) technology.

10.

Area:
A: Goals Summary

Summary:
A: No discussion of a “roadmap” related to goal accomplish dates and monitoring of university academic standing against other major national public universities.

Additional Details:
A: Very nice academic document but lacks a roadmap guide with specific dates, timing of activities, and no discussion of benchmarks to measure success or failure. Finally, no acknowledgement that WVU is a third tier university as pointed out by West Virginia newspapers. You need hard specific actions to address the third tier status and make decisions to move away from being a national top ten student party school!!!

11.

Area:
A: Recommendations

Summary:
A: A proposal for WVU’s Student Organizations Multi-Cultural Outreach Clearinghouse Data Base has been submitted and approved by HEPC for a small dollar amount to launch the program.

Additional Details:
A: I have written a proposal that I can share with the committee. WV Humanities Grant for $25,000 was denied, stipulated that we re-apply. I’m in the process of submitting two additional grants. Please contact me and I will share this information with Ron Justice and Barb Copenhaver-Bailey to pass along to Ken Gray. Thank you for the opportunity to submit.

12.

Area:
A: Action Items

Summary:
A: I feel working with students to help them graduate is a wonderful idea. As a previous student who had to drop out due to money & grades I would have appreciated someone working with me to make sure I could graduate. It also goes back to preparing the schools. Coming from a local high school my school failed to prepare me for college.

Additional Details:
A: It sounds like WVU is moving forward in the right direction. Let’s Go Mountaineers!

13.

Area:
A: Global outreach

Summary:
A: The WVU Extension Service Global Education Team is involved in both ‘outreach’ and ‘inreach’ methods which both align with the strategic goals of the 2020 Plan. The ‘outreach’ involves relationships with Mexico and Chile that have evolved to a point where these partners have received training on WVU Extension/ 4-H and have/ will adapt it to suit the needs in their respective countries.

The ‘inreach’ has been a focus of the Team over the past nine months that has produced five lesson plans (skill a thons) for middle school aged youth and older with 20 more near completion. This piece is critical as many WV young people will not have the means nor opportunity to travel abroad. The delivery and implementation of curriculum to youth across WV will aid in making the state more inclusive.

The Team looks forward to being apart of the new communication structures that will evolve to aid in bringing all involved to discuss collaborative efforts that will address efforts global in nature.

14.

Area:
A: Enhance student learning environment

Summary:
A: 1. University events not facilitating student attendance
2. More information for advising faculty
3. More research related news on the WVU website

Additional Details:
A: 1. For thanksgiving the students always mention a bus (sponsored by the parent organization) leaving around noon which prevents students from attending afternoon class on the Friday before thanksgiving. We essentially cannot seem to teach anything substantial that day. Having the bus leave later that day or the next day will definitely keep more students in class

Another university event: Thursday football game in fall interfering with class times. Can weekday games be avoided?

2. Advising: If a student has taken 117, they should not be made to take bio 102 which essentially covers the same material when they become non-majors.

Also some majors need bio 115 and bio 117, but some are advised to take bio 101 and bio 102 (which is equivalent to bio 115) and bio 117. So essentially the student is taking one more class because of lack of information.

3. Having the results of recently published papers or the work that is ongoing in labs around the university on the WVU website makes the student aware of the research facilities of the university and may make them more interested as well.

Thanks for your time

15.

Area:
A: Strategic plan summary.

Summary:
A: Keep the message simple….... something like seeking value for our people. It should not be about us and it should not be about accumulating money or power. Putting knowledge to work to meet the challenges we face as a society is more important.

Additional Details:
A: In this plan I see increasing emphasis on chasing research funding to build national research stature. It implies increasing access to federal funds, most likely through competitive programs. It is conceivable that federal spending will be increasingly pressured by economic and political realities and may not be available. By focusing on building national research stature, faculty time and energy may be diverted from other essential tasks like Teaching. As an educational institution adding value to the people participating in our programs should be our highest priority. It will define our own future value.

Presently there is incentive for College Faculty to publish, get grants and teach students enrolled in WVU coursework. The focus is on the system and the people in it. It is selfish and may be oblivious to the average WV taxpayer. Incentives to faculty do not necessarily encourage work relevant to WV residents. Though service is a stated goal, we are much less effective engaging WV residents than we should be. When we conduct work that is relevant to our clientele and when we engage industry and government people will want to work with us and they will provide pathways to resources or the means to get them. I believe there is a report on higher education from the Kellogg Foundation that sees engagement as a critical focus. I agree with this perspective.

Research generates new information. Presently there is a gap between knowledge needed and the knowledge we generate. There is a great value in utilization of existing knowledge to meet current challenges. This is especially true for faculty in the Extension Service.

16.

Area:
A: Academics

Summary:
A: It seems like Stewart Hall keeps adding large numbers of high paid positions while academic programs are required to make cutbacks. Non-academic programs also seem to be getting major funding while academic programs struggle and make cuts.

Additional Details:
A: Stop giving per-cent raises, as they widen the gap between higher (or over) paid administrators and lower paid (including staff) positions. Cut out 50% of Stewart Hall positions. Whatever this University does, it should NOT buy that white-elephant hotel downtown while cutting academic and staff positions and funding. There is far too much money going into administrative positions. Isn’t it time for other schools to say, “Hey, West Virginia University isn’t paying anywhere near this much for its president, why should we pay ours so damned much”, instead of the other way around?! Stop allowing WVU to be a dumping ground for former governors’ overpaid staff people.

17.

Area:
A: Establish leadership and communication structures for diversity and global engagement success.

Summary:
A: Why is there a need to ESTABLISH such structures when that function has been effectively fulfilled by the President’s Office for Social Justice? If improvements are needed, then the POSJ should be strengthened to provide same, rather than having duplicate structures with minor differences in mandate.

Additional Details:
A: If improvements are needed, then the POSJ should be strengthened to provide same, rather than having duplicate structures with minor differences in mandate. Anything else would be a misuse of University’s resources.

18.

Area:
A: Excel in research creativity and innovation.

Summary:
A: Provide equal opportunity and service to all WVU faculty members, regardless which campus they are.

Additional Details:
A: mentoring, utilizing the existing potential, resources such as library service, more recognition and integration as part of the family?

19.

Area:
A: Competitive Salaries

Summary:
A: I applaud your efforts in mentioning salaries in the strategic plan. I find it disheartening that WVU allows people to work in Student Affairs vs. Academic Affairs with the same title and earn a $20,000 (not an exaggeration) pay difference for the same work. What is even more discouraging is when your supervisor requests a position review from HR and after a realization of an adjustment needs to be made, it is then stopped at a higher level. In the private sector, those who are allowed to distribute pay increases are the immediate supervisor, not someone with a big title who knows nothing about the employee or performance or amount of workload the individual has taken on due to short staffing situations. It is unfortunate that the common theme at WVU is “fine, let them go work somewhere else” as that is usually what happens. A continuous turnover cycle is upon us at the University (this comment does not include classified staff) and the amount of time and money it takes to advertise, interview, and train a new employee is endless.

I ask that you closely examine roles at the University and job titles and ensure that individuals across the board are paid accurately and fairly. I also ask that you allow immediate supervisors who are deans and directors the authority to implement salary increases when they are justified. Thank you.

20.

Area:
A: Action items 1, 2, 3, 4, and 5

Summary:
A: A systemic framework to integrate curricular and co-curricular multidisciplinary education/research (entire campus the classroom and beyond) will further the academic mission, institutional stewardship, and service to the local community, state, and nation. It calls for a paradigm shift in thinking that leverages the synergy between two traditionally large institutional silos (academic and non-academic). This can be accomplished by developing “communities of learning, research, and practice” at the departmental, college, and institutional level.

Additional Details:
A: Creating a culture and infusing sustainability across all sectors of the institution will yield multiple returns, both in the short and long term. Key to success is commitment and governance at the highest levels and diffusion/implementation through a coordinated decentralized strategy. I would be glad to share with you the Systemic Institutional Innovation (SII) paradigm that was published recently.

I viewed the Nov 17th webcast and the information was well presented.

21.

Area:
A: Education of Staff

Summary:
A: To take WVU to the next level I hope they find a way to offer tuition free classes to all Staff or at the very least a reduced cost.

Additional Details:
A: Many Universities offer free tuition to Staff, I feel WVU is holding back its Staff from obtaining Higher Ed. Degrees that are affordable. Since we are underpaid, I think making it possible for any staff member to get an education would be the smart thing to do. Let’s educate our own people.

22.

Area:
A: goal

Summary:
A: insert “sustainable” after Promote and before economic. Thus, “Promote sustainable economic development…”

Additional Details:
A: This State has a history of a boom and bust extraction based economy. For the State to truly prosper, we need to foster sustainable development. The University is well positioned to spearhead such development.

23.

Area:
A: action item 3e

Summary:
A: Replace current first sentence with: “Ask, in every instance, whether any proposed policy or procedure promotes, on balance, the overall goals of the institution.”

Additional Details:
A: The current first sentence lacks punch.

24.

Area:
A: action item 1

Summary:
A: Insert language referencing innovative teaching methods.

Additional Details:
A: I do not have precise language here, but this idea seems to be missing from this set of action items.

25.

Area:
A: Health

Summary:
A: Please consider inviting WVU Extension Service “to the table” when discussing specific action steps.

26.

Area:
A: Goal 1

Summary:
A: I want to suggest that we explore, college by college, enriching 21st century student research capabilities, with what is sometimes called information literacy or information fluency.

Additional Details
A: “Dialogue for Our Future” Statement
November 29, 2010

The first major goal listed in the 2020 Plan: “the engagement of undergraduates, graduates, and professional students in a challenging academic environment” and particularly the second sub-goal to:
a. Invigorate curricula and teaching methods to provide students with the tools and skills needed to succeed in a rapidly changing society.

As we search for strategies to invigorate the curricula in ways that will provide students with the tools and skills they need to succeed in a rapidly changing society, I want to suggest that we explore, college by college, enriching 21st century student research capabilities, with what is sometimes called information literacy or information fluency.1

For several years, the University Libraries in collaboration with the Office of the Provost has been promoting course enhancements that embed principles of academic integrity, good judgment about sources, and slow but steady development of information searching techniques and critical thinking about findings in students across the curriculum. Current resources have allowed this initiative in so far, only eleven courses, yet if we work together, perhaps this can be expanded farther through the curriculum reforms of the 2020 Plan. The faculty and academic librarians who collaborated to enrich their course are all important guides for further development and resources for the 2020 Plan oversight committee. In the near future, we hope to uncover what is known about our students’ information fluency capabilities so we can share facts with the community at large. This is clearly a foundational step that must be taken.

The ability to do competent inquiry and manage large amounts of information ethically is one of the most transferable of all the capabilities that result from a university education. Students who have these abilities have a strategic edge once they leave us, and better yet, while they are here if their curiosity is validated, they will have learned the ability continue their learning over their lifetimes.

So I end with a question: if others agree that student research abilities can become stronger by pursuing curricula invigoration through information literacy and fluency development, what is the next step for consideration of curriculum reform that will include information literacy?

1.Ilene F. Rockman Integrating Information Literacy into the Higher Education Curriculum: Practical Models for Transformation. Jossey-Bass, 2004.

27.

Area:
A: Small Comments

Summary:
A: I think the plan is in really good shape at the current moment and might require only small tweakings. I especially like the move towards higher quality research and providing a model for the rest of the state. No direct response is needed. Thank you for your work!

Additional Details:
A: 1. Mission statement: To align this phrase “promote the health and vitality of our constituents” with the others, could we go with “promote health and vitality”? The others don’t have recipients so clearly marked out.

2. In D.1.b, “invigorate” is a good verb, but I’m not sure it carries enough sense of “improve”. The quality of teaching across our university is vast. Could we go with a verb holding a higher sense of “get better”?

3. In D.3.c, I honestly have no idea what this phrase means “an integrated administrative infrastructure”. Perhaps just administrative infrastructure? I just can’t semantically construe what the infrastructure is integrated with.

4. In D.4.a, I had a hard time parsing the phrase because the adjectives are so split from “partnerships”. How about “Promote and realize international, economic partnerships in education, research, outreach.” That way the functional load gets distributed around the noun rather all being front-loaded for short term memory to maintain. {Sorry, I’m a linguist}

5. In E.1.a: How about Redesign rather than Restructure. Restructure sounds like the same parts reordered. Also, could “weave diversity . . .” be its own numbered sentence?

6.In E.5.a, the first sentence needs some help. I have a hard time figuring out where to connect the “by” phrase.

7. In E.5.c, is “methodologies” the right word? Perhaps “methods” or “plans”?

28.

Area:
A: Excel in research creativity and innovation

Summary:
A: – WVU has planned to hire more faculties to increase research activities. However, there are many untapped potential currently exist within the university system; with proper mentoring, and minimum resources can become very productive. Montgomery campus has more than 15 tenure track faculty members, 12 are within the college of Engineering and sciences. In addition many other talented faculty members are available. University should take advantage of its existing potentials and make use of their talents with no extra cost to the university.

Additional Details:
A: The key is that, deans facilitate more collaborations among colleges, departments chairs facilitate collaborations among faculty members and create working connection between faculty members among campuses

29.

Area:
A: Enhance the wellbeing and the quality of life for the people of West Virginia

Summary:
A: – WVU is the main land grant university in the State with adequate recourses and support from State. Its commitment is to serves all the taxpayers in the entire state. However, It presence is being felt mainly the northern part of State. Is there any idea/plan in this Strategic Planning, to indicate how WVU going to fulfill its commitment and serve southern and Western part of the State?

Additional Details:
A: The southern part is the Montgomery Campus with its engineering college which is the only second engineering college in the state. However, with its current resources it is difficult for this Campus of WVU to compete with Virginia Tech in the south and Marshall University from the west. Particularly considering Marshall’s quest for engineering which soon will be a reality and will compete with Morgantown Campus as well. WVU can have present in the south and serve southern part of State by expanding through its Montgomery campus and provides research, education and service to the southern part of State and in the capitol city areas.

30.

Area:
A: Goal 5c.

Summary:
A: Invest in ecotourism, sustainability and wind energy and develop training programs in these areas.

31.

Area:
A: diversity and global engagement

Summary:
A: diversity: add language that inclusion of diverse groups should extend beyond the state to the nation
global engagement: increase opportunities for students and faculty to engage in other cultures, ideas, and peoples, as well as to learn about global issues from within the university

32.

Area:
A: Enrollment

Summary:
A: In the past plan, the undergraduate enrollment goals were clearly and quantitatively defined. I’m curious as to why there are not such descriptions of enrollment goals in this strategic plan.

Additional Details:
A: Could you please summarize the general goals for undergraduate, graduate, and professional enrollment in the next ten years. Could you also describe the variables used (classroom availability, faculty ratios, housing, infrastructure, revenue) in determining the optimal size of each. Thank you.

33.

Area:
A: Action

Summary:
A: When tasks are applied to Action Plan, I encourage WVU to contact RetireWV regarding how we can work together to “strengthen relationships with alumni…” as other universities are doing.

Additional Details:
A: RetireWV is a statewide organization of Designated Retirement Communities (DRC). DRCs are required to complete an application that is reviewed by the organization and the state Development Office; final designation comes from the Governor. There are six DRCs currently in the state – Morgantown was the first. Outreach to alumni is common for retiree attraction efforts in other states; getting them to come back for their retirement years. Obviously, this benefits the university, the community and the individual. Please contact me to discuss. I think an outreach program to alumni would be a great activity to at least partially fulfill this Action of the WVU Strategic Plan.

34.

Area:
A: Foster diversity and an inclusive culture

Summary:
A: To fulfill the above strategic goal, WVU should partner with the Black Alumni Association to actively engage the thousands of Black alumni of the University. Collaborating with the Black Alumni Association will help to increase access to higher education for underrepresented groups African American, Latino, Native American); increase WVU’s responsiveness to the interests of underrepresented students; increase the visibility of WVU’s diversity efforts; and increase mentoring and internship opportunities for WVU students.

Additional Details:
A: The WVU Black Alumni Association (WVUBAA) can play an active and positive role in support of WVU 2020, by being a complementary leader in pursuit of the University’s diversity goals. The WVUBAA is uniquely situated and can be equipped to do so by building long-lasting relationships with WVU and current and future Black alumni through its leadership in support of WVU and its membership programs, special events and student outreach.

The WVUBAA can help inspire Black students to embrace their future as alumni of WVU. In no small part, the future of WVU is held in the hands of currently enrolled and future students. It is critically important that this connection between current students and future prosperity not be forgotten. The WVUBAA can play an important role in ensuring that this connection is not lost, especially with Black alumni. Moreover, the WVUBAA can help to educate Black students before graduation about the value and honor of being a WVU alumna/us.

The WVUBAA should have a presence in the university senior administration and at key campus events that provide exposure to a cross-population of students, i.e. Orientation, Commencement, and Homecoming.

The WVUBAA can create and support WVU outreach programs targeting Black junior and senior students and can increase its support of student scholarships, and, perhaps, award annual scholarships to Black students—further supporting WVU efforts to combat student attrition.

The WVUBAA can only achieve these and other aspirations by strengthening its relationship with WVU. As the University refines, adopts and embarks upon the journey called WVU 2020, there has never been a better time for WVU to reach out to Black alumni, through the WVUBAA, and solidify its support for and collaboration with an organization that can be a wonderful strategic asset for the university—the WVUBAA.

35.

Area:
A: goals 5 & 2

Summary:
A: WVU should enhance the wellbeing of WV citizenry, and leverage academic medicine in so doing, by becoming and promoting a community where the use of alternative transportation is the “norm.”

Additional Details:
A: WV burden of obesity and related chronic disease (e.g., diabetes) is huge. It is well established that physical activity is a powerful tool in preventing and controlling this burden; that walking is the most convenient form of physical activity; that bicycling is the most efficient form of ground transportation; and that vehicular emissions and consequent air pollution can be greatly reduced through embracing alternative transportation. WVU (e.g., health sciences, civil & environmental engineering, education) should partner with the City and MPO on a research and innovation initiative to transform our community into one that models alternative transportation as the norm and assists communities throughout WV in adapting and adopting this model.

36.

Area:
A: research- meeting the needs of the citizens

Summary:
A: I believe that we can increase our research efforts in social work which would also benefit the state as most of us conduct applied research or have grants with local stakeholders.

Unfortunately we lack infrastructure to carry grants- no server, no safe back up system.

Additionally, wee have 6 locations around the sate and our students are in almost every county. increasing research expectations, when faculty must travel to teach is problematic. Attracting tenure-track faculty who understand the demands of travel and research is difficult. Recently the University decided to not use the IVAN system, although not a great distance education tool- many other are available that are not “on-line” but rather allow face to face, which is vital for a professional program.

In the division of social work we have one of the largest units in Eberly. We operate on a revenue model and have been asked in the past to expand programs across the state. Thus, many people are funded through this revenue. There needs to be a balance in growth, student admission and support (financial).

37.

Area:
A: Realization—metrics

Summary:
A: In developing metrics for the realization of WVU’s strategic plan, it may be helpful to use indicators from the Association of American Universities.

Additional Details:
A: In assessing universities for prospective membership, AAU collects data on nine indicators. (A .pdf document with these indicators and the sources is available at http://www.aau.edu/about/membership_information.aspx?id=1110 under the “AAU Membership Policy” link.) I suggest consideration of these indicators for three reasons.

One, they are reasonably congruent with the first four goals of the draft WVU plan and thus offer a ready set of externally-validated measures from which we can draw. The only nebulous AAU indicator is the one on undergraduate education, which we would need to operationalize further in order to be useful for our purposes.

Two, if at some point we decide that AAU membership is one of our long-term goals (and I hope this does ultimately occur), then our ongoing collection, tracking, and reporting of these indicators would provide a longitudinal sense of our progress toward AAU eligibility. In other words, we will not need to start collecting these data in the future because we will have been collecting it all along.

Three, by linking the realization of our plan to AAU membership indicators, we are setting our sights high and signaling our intentions to the larger academic community.

38.

Area:
A: Goal 5/ E. Action Item, 1.a.

Summary:
A: The 2020 plan has the elements necessary for WVU to grow and prosper in the 21st Century. It is a plan for our state as well as for the university. WELL WVU works into each aspect of the strategic plan as we foster the comprehensive well being of our students through health care, education, recruitment and retention. WELL WVU endorses the 2020 strategic but asks the committee to consider the following points.
Goal 5: e. Brand WVU as the leader in integrative medicine and prevention

E. Action Items: 1.a.
“Restructure the curriculum at all levels, both to improve retention and graduation rates and to weave diversity, global engagement, sustainability, critical and creative thinking, health and wellness, lifelong learning skills and workforce skills into the curriculum.

Additional Details:
A: WELL WVU provides a comprehensive approach to healthcare to students that shift the emphasis of care from disease management to vitality and wellness education. Research has shown that tobacco use, poor diet, and lack of physical activity contribute to the four major chronic diseases: heart disease, type 2 diabetes, lung disease and many cancers that are responsible for more than 50% of deaths in the world. Educating young adults to adopt healthy behaviors will make WVU a leader in collegiate health care while providing the foundation for recruitment and retention.

39.

Area:
A: Action Item 2b

Summary:
A: add: retention of high-quality research faculty (not only hiring)

Additional Details:
A: general: add language regarding engagement and leadership in the arts and humanities

40.

Area:
A: Wellness

Summary:
A: I believe it is important to utilize the resources on campus and expand those that have shown evidence of increasing the well-being of students on campus.

Additional Details:
A: To enhance the well-being of students on campus and citizens of West Virginia, it is important to adopt a preventive model to health and wellness. Currently are systems are set up to be reactionary, but with education, social marketing campaigns, and interactions we have the capability of decreasing medical visits and improving the overall value of life in West Virginia. I suggest we invest resources into a preventive model of wellness, especially as the new Health and Wellness facility is constructed. The building will be a much better place if people are going there to learn about nutrition and not just to treat a cold. Thank you for your diligence in this strategic plan and for highlighting well-being of all West Virginians as one of the five goals for the university.

41.

Area:
A: Goals

Summary:
A: The Goals are not specific. The goals should be concrete and specific in order to verify the progress. Otherwise there is no need to have the plan.

42.

Area:
A: Diversity

Summary:
A: I suggest that you either drop this word completely from the plan or carefully define what you take diversity to mean. Otherwise, the likely results are illegal speech codes and politically correct sensitivity training. Diversity should mean diverse backgrounds and ideas. Unfortunately, it has evolved into a code word for race, where some races are considered more desirable than others.

The university should free itself from politically correct gobbledygook and concentrate on teaching, research and service.

43.

Area:
A: Website

Summary:
A: Website does not specify how non-council members can get involved. How can alumni help? How can Morgantown community members and non-WVU-affiliated citizens contribute?

44.

Area:
A: Priority?

Summary:
A: There are lots and lots of goals, objectives, steps, and tasks in this plan. How do these relate to each other? What is the priority? What are we focused on accomplishing? Maybe it’s because the website is so poorly designed that you have to use the browser’s back button to get to different sections of the plan, but there is not apparent relationship between the various goals, numerous action items, and realization requirements. Looks like a challenge.

45.

Area:
A: Comment on present WVU initiatives that overlap or intersect with the plan’s goals or action items

Summary:
A: Interested in integrating ongoing efforts to recruit and train math and science teachers with Objective 3.

Additional Details:
I am interested in seeing how to integrate the project described below with activities related to to “OBJECTIVE 3 Strengthen relationships with the state and with regional primary and secondary education systems to facilitate a seamless, lifelong learning process.”

The NSF Robert Noyce Teacher Scholarship TEACH-WV Program (Award No. 0833111, $748,334) provides $20000-$30000 scholarships for West Virginia University (WVU) students to complete the Benedum Collaborative Five-year teacher education program or the Post Baccalaureate Program in Secondary Science. In return, they will fulfill a service obligation to teach for four to six years in high need schools in West Virginia. Scholarship recipients will earn a physics, chemistry, biology or math bachelor’s degree, as well as a master’s degree in education. Upon completing the program, they will be certified to teach science or math in grades 5-12. As of spring, 14 awards had been made—9 in math, 1 in chemistry, 5 in biology and 1 in physics. In addition to recruiting teachers for WV, the program has had the following positive outcomes: 1) the formation of a team of faculty in ECAS science and math disciplines and HRE science and math education who work synergistically to address STEM teacher recruitment, and 2) better communication between HRE and ECAS, in terms of connecting students interested in teaching with those who can advise and support them and also in coordinating advising efforts between the education and content area majors. For more information: http://wmst.wvu.edu/students/scholarships_and_awards/teach_wv.

46.

Area:
A: Agreeing

Summary:
A: I highly agree that we should be concerned with students pursuing a mix of disciplines and also the online education. I know personally the only school I want to go to is here but when it comes to my graduate degree I will not be on campus. I happy to know that the degree I want has a distance education online. I think that should go up.

47.

Area:
A: Communication

Summary:
A: I think that when every employee turns on their computer – this screen should appear. The more we keep our goals in sight – the more we will see the need to take action at the individual level.

Additional Details:
A: The screen should have a place where an employee can add their own goals – Keep the strategic plan within our line of sight!

Capitalize on the energy created by successes

Success can be infectious. Success creates positive energy, and energy results in momentum for WVU!

Small successes build on each other – so challenge us to help advance the goals of the institution and have a place where employees can submit their work accomplishments!

Showcase an employee each week who is helping to advance the goals.

Make this real for employees – and continue to stress that we can all contribute – from a campus service worker all the way to the highest levels – VP.

Challenge the campus – tell us where we stand within the top land-grant institutions.
Tell us what needs to be achieved and report back out to campus.

We know that what gets measured get done!

This is a great way to reinforce that ALL of us can all make the university great!

Once we have achieved a milestone – communicate it! We need on-going and frequent communication about our progress.

Great website – love it!

48.

Area:
A: Goals

Summary:
A: Goals #1-4 are the means to achieve #5, which (I hope) is your PRIMARY Goal.

Goal #5 should be the first goal in the list.

49.

Area:
A: GOAL: Foster diversity and an inclusive culture.

Summary:
A: It is unacceptable for a university to even claim to value a goal of diversity and inclusion when it continues to discriminate by not offering full domestic partner benefits.

Additional Details:
A: I currently am at an institution that does provide domestic partner benefits. Accepting the WVU offer and transitioning here would present a significant and on-going additional financial burden.

To be clear, my concerns regarding partner benefits are not solely personally and financially motivated. It is important for me to be as vocal as possible here that a lack of full domestic partner benefits is a lack of equity, and that joining an institution that continues to discriminate gives me serious pause.

50.

Area:
A: Goal 2

Summary:
A: WVU should expand their Criminology and Investigation Program with a graduate program.

Additional Details:
A: I graduated in 2008 with a BA in Criminology and Investigations, but left WVU because they did not offer a graduate degree in that field. With the Forensic Program going in the direction it is, its’ affiliate program should be taken to the next level too. I would like to see a Masters of Criminalistic Science program. I am currently at Saint Joseph’s University in Philadelphia pursuing my MS in Homeland Security and Criminal Justice and will be finished in December 2010. Currently Drexel University in Philadelphia is one of the few schools that offer this degree. I will apply there next year. However, WVU would flourish if they offered a major like this.

51.

Area:
A: Health and well being

Summary:
A: As a staff nurse and co lead on a new innovative plan of care for pts, I am very interested in learning more about how WVU healthcare can work jointly to provide community services.

Additional Details:
A: We may find other areas of interest that partnering could be lucrative.

52.

Area:
A: Goal 1

Summary:
A: I feel that it’s time for the admission requirements for WVU to be raised. Other state universities use “branch” universities as a stepping stone into their flagship University.

Additional Details:
A: By raising the academic requirements of both in and out of state students, I feel that you will increase the academic respect of the University and it may reduce some of the “party” image too.

53.

Area:
A: Goal 1 and Construction

Summary:
A: To Build or Not to Build

Additional Details:
A: Cost of getting a degree in a downward trending economy means online education may become the norm. Buildings become less important and online access/courses become vital.

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