Strategic Plan WSU Spokane Advanced Studies & Research June 2002
Strategic Plan June 2002 WSU Spokane Advanced Studies & Research To: V. Lane Rawlins, President Washington State University From: William H. Gray, Campus Executive Officer and Dean Washington State University Spokane Date: June 19, 2002 Re: Transmittal of Campus Strategic Plan Dear Dr. Rawlins, On behalf of the Spokane community, I am forwarding to you the completed campus strategic plan. This plan results from a process that stretched over nearly two years, beginning with a campuswide workshop in August 2000. A highly participatory process has engaged people from every department on campus and from across the community in an examination of our assets and our future opportunities. It included scores of internal sessions, seven communitywide focus groups, and external validation of our health sciences strategy. Documents reviewed as part of this process include plans developed by the Higher Education Coordinating Board and by Washington State University, including the Design Team reports of the Universitywide process that coincided with our planning efforts. Also reviewed were numerous studies of the Spokane region and its economic development needs, works on the modern urban land-grant university, and works on the characteristics of successful learning communities. The plan is also tied to our budgeting process, as the campus adopted the concept of strategic budgeting in January 2001. Consequently, it is owned by the campus community. We look forward to broader discussion within the larger University to identify mechanisms to link Spokane campus programs and initiatives more fully to the state of Washington. 1 Table of Contents Executive Summary ............................................................................................................................. 3 Introduction ......................................................................................................................................... 4 Spokane Context ................................................................................................................................. 5 Planning and Budgeting Process ...................................................................................................... 6 Values, Mission, and Vision ............................................................................................................... 8 Key Findings .......................................................................................................................................... 9 Strategic Goals and Objectives ..................................................................................................... 10 Academic Programs ................................................................................................................................. 11 Research .................................................................................................................................................... 13 Student and Learning Experience ...................................................................................................... 14 Community Engagement ..................................................................................................................... 15 Learning Environment ........................................................................................................................... 16 Identity ...................................................................................................................................................... 16 Academic and Information Services Infrastructure ....................................................................... 17 Recognition of Faculty, Staff, Students, and Stakeholders .......................................................... 19 Recommendations ............................................................................................................................ 19 Academic Programs ................................................................................................................................ 19 Riverpoint Campus ................................................................................................................................. 21 Summary ............................................................................................................................................. 22 Appendices ........................................................................................................................................ 23 Appendix I: Mission, Values, and Goals .............................................................................................. 24 Appendix II: Official Mission Statement ........................................................................................... 26 Appendix IV: Planning Process ............................................................................................................. 30 Appendix V: Planning Process Participants ....................................................................................... 32 Appendix VI: Benchmarks of Progress and Success ....................................................................... 36 Appendix VII: Historical Timeline ....................................................................................................... 38 Footnotes .................................................................................................................................................. 41 2 Executive Summary Washington State University Spokane has undertaken a participatory and comprehensive strategic planning effort. This document provides a summary of that process and its outcomes. Our process incorporated not only the formal activities related to strategic planning, but also our campus master plan update and a new strategic budgeting initiative. Beginning with a review of the context within which the campus plans for its future, the document outlines the campuss core values and our shared vision, the strategic goals and priorities that cut across campus, programmatically defined objectives that build on strengths of the campus and the community, and our goals for development of the Riverpoint campus. The future for WSU Spokane emphasizes research, especially in the health sciences; an expanded set of program offerings, ranging from undergraduate through doctoral studies; increased control over the curriculum; and an increased identity and profile as a distinctive learning environment: the urban research campus of Washington State University. These priorities fit into the mission and areas of emphasis of the University as defined in its own strategic plan, and will increase stature and recognition not only for the campus, but for Washington State University. The campus intends to lead the development of a master plan for research in Spokane as we move into the knowledge economy. The plan will address the campuss role, both with its own research agenda and priorities, and as a facilitator of access to Spokanes urban and clinical research opportunities for all WSU faculty in the statewide system. It will serve also to identify roles and opportunities for other higher education institutions, for the health care system, and for the private sector in establishing Spokane as a research-friendly community. Elements of such a plan are already falling into place; one of the initial priorities will be the development of a Medical Research Institute with federal funding. The Institute will serve to opti- mize the health care system in Spokane for medical research and to increase competitiveness for investigator-initiated research support from the national institutes. Other centers and institutes, especially in the health sciences, will house academic programs and foster research. The campuss slate of academic offerings has grown slowly but steadily since its establishment. We intend to enhance the array of degrees available to Spokanes The future for WSU Spokane placebound emphasizes research, especially in population, and the health sciences; an expanded set to destination of program offerings, ranging from students, who will want the undergraduate through doctoral unique learnstudies; increased control over the ing experience curriculum; and an increased identity that Washingand profile as a distinctive learning ton State environment: the urban research University campus of Washington State provides in Spokane. As a first University. priority, the campus will seek legislative and HECB authorization for doctoral degrees. We will also develop additional baccalaureate completion degrees in cooperation with Community Colleges of Spokane as the primary feeder, and continue to add graduate degrees. Increased curricular autonomy will be important to our continued growth. Continued development of the Riverpoint campus will enrich the learning environment for students and enable further program growth. Our first priority is funding for the Academic Center, currently in design, and we seek to establish an ongoing construction schedule for full build-out. Both campus and community members were quite clear in one priority that wove through all other goals: an increased profile in the community, more awareness of what we do, and a singular identity for all university programs in Spokane. First and foremost, we desire clear and prominent signage on campus. 3 Introduction Washington State University Spokane lies at the heart of the Inland Northwest. Today that statement refers to our physical location. As we move forward in accomplishing our strategic initiatives, it will be true also of our intellectual leadership and our place in Recommendations/Priorities Within the context of the adoption and implementation of this plan in its entirety, priority initiatives for the next five years include: ♦ Development and leadership of a master plan for research in Spokane. Initial priority is the development and implementation of a plan focusing especially on biomedical research. ♦ Development of a number of centers and institutes, especially in the health sciences, to house academic programs and foster research competitiveness. Initial priority is establishment of a Medical Research Institute to provide the research infrastructure necessary to enhance the competitiveness of physician scientists and university researchers for national institutes funding. ♦ Build-out of program offerings to include doctoral degrees. Initial priorities are the Doctor of Education and Doctor of Design now awaiting HECB approval. ♦ Build-out of program offerings to include undergraduate completion programs that enable Spokane residents to stay in Spokane and earn a WSU degree. Initial priority for new undergraduate degrees is a B.A. Human Development. ♦ Increased curricular authority with appropriate academic and/or administrative structures. ♦ Continued development of the physical campus. Initial priority is securing funding for the Academic Center, the next building to be constructed on campus. the community as a partner in Spokanes growth and success. This document represents the hopes and dreams of many at WSU Spokane who have spent over two years thinking about ways to help our students, our graduates, our talented faculty and staff, and the campus as a whole grow, succeed, and contribute to the greater good and to the community we serve. In addition to the formal strategic 4 planning process, the campus undertook an update of the campus master plan through a participatory process that engaged students, faculty, staff, surrounding neighborhoods, and other higher education institutions. We also launched a strategic budgeting initiative as a very early outcome of the overall planning process. One of the earliest workshops identified the need to tie this plan directly to budget priorities in what political scientist David Easton called the authoritative allocation of values. This will be the most concrete demonstration possible of our commitment to the plan. The budget process was developed over the course of 2001 and initiated for the 02-03 budget year. Unit directors prepared unit-level strategic plans, working within the context of the macro-level strategic plan of March 1, 2001 (Appendix I), and an early draft of this document. They formulated their budget requests within that context, and tied plans for both increased and decreased allocations to their impact on strategic priorities. This process will be ongoing. Our planning process has engaged stakeholders from every department throughout the campus, and from across the community in a variety of organizations and industries. This document represents a synthesis of their thoughts and some of the best ideas from recent research done on Spokanes future. It also benefits from consultant recommendations relative to biomedical research development in Spokane. The resulting document serves both as the plan we will begin to implement, and a starting point for further discussion about the long-term role of the urban research campus of Washington State University. The plan articulates our vision, mission, and core values; strategic goals and key initiatives that cut across campus, and ones that build on our centers of excellence; and the context within which we undertake to build a campus, and thereby help to build a region. Our planning effort is part of a larger systemwide process involving all the campuses, Learning Centers, and research stations of Washington State University. Information on the universitys planning process is available at www.wsu.edu/ StrategicPlanning/. A copy of this plan is available on our Web site: www.spokane.wsu.edu/thefuture. Implementation of the plan is already under way in several areas, and it serves to inform budget allocations and funding requests for FY 02-03 and beyond. Individual unit plans developed prior to the completion of this plan serve to provide further detail, although they have not been adopted by the campus as a whole. Please send any comments to [email protected], or utilize the feedback form at the Web site. Spokane Context Spokane is a regional city that serves as the hub of a catch-basin of over a million people who come to the regional center for health care, public services, shopping, and higher education. Recently designated by the Washington State Office of Trade and Economic Development as the states only biomedical cluster,1 the city has in place many of the elements needed to grow exponentially in the 21st-century knowledge economy. The key element needing further enhancement is a significant research university presence. 2 Washington State University Spokane, established by the Legislature in 1989, was originally intended to provide access to WSU programs for placebound working adults in the Spokane area. However, WSU Spokane was not encouraged to offer any programs similar to those offered by other institutions. The campus thus needed to grow in niches not already served. The large clinical population of Spokane offered one obvious advantage to students; WSU had programs such as graduate studies in human nutrition and speech and hearing sciences already offering courses and conducting clinical placements in area hospitals. WSU had also made courses in engineering available. Other early programs included design and student teaching. Even in its earliest years, WSU Spokane began its differentiation from the other campuses of WSU and University of Washington also established in 1989. The Legislature funded the Health Research and Education Center in 1987, It is within a compliand established the eastern branch cated context that WSU of the Washington Institute for Mental Illness Research and TrainSpokane has developed a ing with fiscal agency through campus with growing WSU Spokane in 1989. student enrollments, In 1991, the Higher Education growing research producCoordinating Boards study of tivity, growing numbers graduate education in the state of programs, and assigned program responsibilities for growing community WSU Spokane: Graduate programs presence. offered by WSU will serve an important function in the educational needs of Spokane and the region. Programs should be developed to complement existing programs offered in the area, enhance the educational opportunities of professionals, and provide unique degree programs which only a doctoral institution may offer. In 1998, WSU was given total responsibility for the Riverpoint campus with the directive to build a campus that would house not only WSU Spokane programs, but also selected programs of Eastern Washington University. These early phases of development have held up to a large extent over the course of the campuss growth: academic programs focused on the health sciences, engineering, education, and the design disciplines; distinctive research institutes that do not exist elsewhere in the WSU system; an emphasis on graduate programs and degree programs which only a doctoral institution may offer; and responsibility for a campus that involves other institutions. Washington State University Spokane now stands ready to expand as a research 5 campusalready in place are a new physical plant, a highly productive faculty, a track record in NIH and NSF funding, and the interdisciplinary culture that fosters partnerships, new thinking, research breakthroughs, and an enhanced learning environment for students.3 WSU Spokane embodies contradictions, challenges, and opportunities in its characteristics: ♦ A campus formed to meet the needs of placebound adults in Spokane that finds itself recruiting over a third of its students from across the nation and around the world to destination programs. ♦ A campus restricted to offering those high-cost, low-enrollment programs not economically feasible for other institutions, resulting in a high-cost structure. ♦ A campus formed primarily for delivery of academic programs that has a significant base of pure research faculty, a high level of research productivity in grants, contracts, and peerreviewed publications, and a number of units dedicated strictly to research and community service projects. ♦ A young campus seeking opportunities for growth in an already-crowded higher education market, with resultant pressures from its competitors to rein in its ambitions, from the community to bring even more of WSU to Spokane and to have a higher profile, and from the main campus to remain content as a satellite, lacking full control over its destiny. ♦ The subject of more state-level discussion and scrutiny than any other of the five newer campuses of the states two research universities, the only one recognized for doctoral studies and research, the only one to have a mission statement that has been reviewed and adopted by the Higher Education Coordinating Board. ♦ Positioned to grow significantly as the leader in development of a biomedical and health sciences core for Spokanes economic and educational systems, yet held back by lengthy, elaborate, and conservative program approval processes that unacceptably lengthen timeto-market for new programs needed to build that base. ♦ Expected to develop graduate programs that deliver on WSUs worldclass quality, yet constrained by state 6 and university policy from offering the doctoral programs that would aid in the recruitment of top faculty who require doctoral students as research assistants. ♦ Charged with the build-out of a physical campus that must house selected programs from another institutionan institution whose faculty seek collaboration with our faculty in a variety of disciplines and which teaches joint programs with us, yet one that has objected to new program proposals from WSU Spokane. ♦ Expected to lead the development of WSUs presence and identity in Spokane, while an individual college of WSU headquartered in Spokane (also constituted as a multi-institutional consortium) maintains a separate physical location and identity, thus diluting the WSU brand and its presence in the community. It is within this complicated context that WSU Spokane has developed a campus with growing student enrollments, growing research productivity, growing numbers of programs, and growing community presence. It is within this context that WSU Spokane plans for its future. Planning and Budgeting Process WSU Spokane undertook a comprehensive and highly participatory approach to development of this strategic plan (see Appendix IV for full timeline). Students, staff, and faculty participated throughout the process, as well as all the departments on campus, from administration to every academic program to the maintenance crew and the campus receptionist. Immediately preceeding this planning process, the campus went through an update to the campus master plan. That planning process engaged dozens of students, faculty, staff, community leaders, and neighbors of the campus, and informed the campuss thinking about its growth and development beyond the physical elements. At community workshops held for the master plan, people were as apt to discuss the nature of new program development, and its implications for the campuss growth, as they were the proximity of buildings to the street, parking, and other elements traditionally addressed in a master plan. Their comments informed the strategic planning mindset on campus as well. In the initial phase of strategic planning, nearly a hundred members of the faculty and staff met to talk through various elements of the campuss environment, programs, and mission. The discussion was wide-ranging, from the advantages of the urban setting and its implications for teaching, research, and service, to the need for a strategic budgeting process to link the plan to resource allocation and thus make it real. Out of this process grew key themes that were developed into a one-page statement of mission, 4 values, and goals (Appendix I). The campus submitted this macro-level strategic plan to the university March 1, 2001. The campus community then addressed the goal areas identified in the macro-level plan, holding a campuswide workshop followed by focused discussions over the course of fall 2001 to define what actions are necessary to meet the goals, and how progress and success can be measured. One of the priorities identified in that document was the implementation of a strategic budgeting process. The concept of strategic budgeting is to promote a rational and open planning process in which goals, expectations, and outcomes are openly discussed and established. It uses the budget to create incentives to maintain alignment between individual, departmental, unit, and institutional activities, responsibilities, and priorities. It also serves as the basis of a collective mentality needed to promote institutional thinking and shared responsibility. 5 As the first tactical outcome of the planning process, the strategic budgeting process was developed during the summer of 2001, and communicated campuswide at the beginning of the fall 2001 semester. The process included an agreement that in strategic budgeting, funds would not be allocated solely on the basis of FTE generated or other measures of activity, but rather would support or invest in the planning priorities of the campus. It required participaThe concept of tion, collaboration and strategic budgeting is to problem solving from a promote a rational and open significant segment of the planning process in which goals, campus. Designed to tie the budgeting process expectations, and outcomes are closely to the strategic openly discussed and established. planning efforts, it It uses the budget to create incenserved as a vehicle to tives to maintain alignment befurther define campus tween individual, departmental, priorities and provide unit, and institutional activities, an incentive for those responsibilities, and priorities. It activities that advanced the campus also serves as the basis of a collecplan. tive mentality needed to proUnit directors develmote institutional thinking oped individual plans and shared responsibility. within the context of what was known at the time about the campuswide plan, addressing campus goal areas such as the learning environment, research, and the student experience. These unit-level plans as well as the campuswide draft plan provided context for budget requests made in a formal hearing process during February 2002. This process will be repeated annually and will serve to tie priorities to resource allocations. In the larger strategic planning process, following the refinement of crosscutting, horizontal goal areas (e.g., student and learning experience) over the course of fall 2001, disciplinary clusters met to address vertical goals and plans. A variety of groups met to discuss health sciences, engineering and technology, design disciplines, education, new and emerging programs, outreach and service programs, and research. Cluster plans were presented first to the campus community (January 2002), then to external focus groups of selected community leaders who responded to the proposals with critique and with ideas for enhancement and refinement, and finally to the campus again for final comments. 7 The result of the process is a comprehensive plan with the buy-in of the campus community, and the validation and support of informed community leaders. Values, Mission, and Vision One of the most exciting things about the planning process was that it did precisely what it is intended to do: It fostered the explicit articulation of beliefs and values shared across the campus community, so that these values could be expressed through our actions and our choices of priorities. People read, reflected, talked, and shared resources. We discussed what makes WSU Spokane special to those of us who work, teach, and learn here. The depth of passion and engagement demonstrated in the process is a testament to the campuss first decade of development as a new kind of university campus, and to our ability to develop even further in ways uniquely suited to Spokane and to Washington State Universitys land-grant mission of research, teaching, and community The urban campus of Washington State University, WSU Spokane serves the metropolitan Spokane area, the Inland Northwest, the state, the region, and the world. It offers the educational, scientific, economic, and cultural benefits that accrue from access to the services and programs of a major public land-grant research institution. WSU Spokane works collaboratively with communities to enhance quality of life through an intentional and sustained effort to create, interpret, apply, and disseminate knowledge, thereby serving as a model for a world-class urban campus in a regional city. As a destination campus, WSU Spokane offers all students, from those articulating from other campuses to international students, opportunities for advanced studies and research in a variety of targeted programs, enriching the fabric of the WSU system. The campus community values diversity and places a high priority on providing all the elements needed for student success. WSU Spokane will continue to take the lead in utilizing flexible and creative approaches to meet needs for lifelong learning with research-based teaching. The campuss mission is to build the intellectual, creative, and practical abilities of individuals, communities, and institutions. It does so by actively fostering learning, inquiry, and public service, and by engaging with constituents in enhancement of quality of life and economic vitality. 8 service. Out of our discussions grew the adoption of the principles of a learning community as defined by Ernest Boyer as the values that frame our work, and that best describe what it is like to work here. In the spirit of Boyers writings, we strive to be celebrative, open, purposeful, caring, inclusive, just, creative, and disciplined. 6 We did not merely adopt these values and move on, we talked about what it would mean to be a celebrative or a creative learning community. We talked about the ways in which we currently reflect these values in our work, and the ways in which we will be more explicit in doing so in the future. We chose to expand our definition of the learning community of which we speak, to include our alumni and other stakeholders in the success of the campus. While the campus has a formally adopted mission statement created by the HECB (see Appendix II and opposite), it is not the kind of mission statement one frames and hangs on the wall for inspiration. The campus community crafted a more visionary statement of its mission through an intensely collaborative writing process. It reads as shown in the box at left. Building upon this sense of shared values and a common mission, the campus identified the elements of its vision for the future, which are as follows: Washington State University Spokane will be: ♦ The urban land-grant campus serving metropolitan Spokane, the Inland Northwest, the state, the region, and the world; ♦ The leader of Spokanes research agenda and the defining element of success in Spokanes growth as a research-friendly community developing successfully in the knowledge economy; ♦ The cornerstone of community collaboration, working to enhance quality of life through an intentional and sustained effort to create, interpret, apply, and disseminate knowledge, thereby serving as a model for a worldclass urban campus in a regional city; In fall 1999, the Washington State Higher Education Coordinating Board approved a new mission statement for Washington State University Spokane to represent the breadth of the goals and activities envisioned for the campus. The mission statement reads: Washington State University is charged to lead in the development of a Spokane higher education magnet center. Its mission reflects the magnet centers statewide and regional service area and its responsibilities as the fiscal agent, site manager, strategic planner, and coordinator for the Riverpoint campus, at which the physical core of the higher education magnet center is situated. The Spokane campus also represents Washington State Universitys commitment to bring distinctive upper-division and graduate education services to Spokane and to the core of the higher education magnet centers program inventory. The academic emphasis is on programs in the Health Science, Engineering and Technology, and Design fields. Washington State University is charged with the responsibility of providing doctoral programs in Spokane, as approved on a case by case basis by the HECB. It also encourages and participates in interdisciplinary and intercollegiate masters programs and consortial alliances and is responsive to the social and economic development needs of the Spokane region. Through teaching, research, and outreach, Washington State University at Spokane provides a distinctive and distinctively responsive form of higher education experience for residents of the region and from throughout the state. ♦ A caring, supportive learning community where the principles of equality are modeled and promoted and where all the elements needed for student and employee success are provided; ♦ An institution dedicated to scholarship and personal growth that takes the lead in utilizing flexible and creative approaches to meet needs for lifelong learning with research-based teaching; ♦ The doorway to the educational, scientific, economic, and cultural stimulation that accrues from a major public land-grant research institution. Within our small campus community, these shared values and this shared vision are deeply held. They are a commitment we make to each other, to the community, to the University, and to our future students and colleagues. Key Findings We heard key themes repeated throughout the process, from faculty and staff in campuswide workshops at the beginning and from community leaders in external focus groups over 18 months after we started. Everyone told us the same things about our assets, challenges, and keys to our success. These themes are listed here as key findings that define the campus and that are essential to our continued growth and success. ♦ The urban context defines and shapes the campuss culture, priorities, and programming. WSU Spokane should continue and accelerate its development as an urban land-grant campus. ♦ Campus identity must be enhanced and more broadly communicated via every available medium, from advertising and media relations to signage and events. Especially important to both external and internal audiences is the installation of WSU Spokane signage on the Riverpoint campus. ♦ Community engagement lies at the heart of much of the campuss research and teaching. WSU Spokanes mission is in and of the Spokane community; it provides both context and content for what we do. ♦ WSU Spokane should lead the way in shaping a research vision for Spokane and for the university in Spokane. A master plan for research should be developed by WSU Spokane, 9 focusing on translational, outcome-oriented, and clinical research, and identifying how to leverage the assets of the University and Spokane without unnecessarily duplicating Pullman-based research. ♦ Community expectations for collaboration with other institutions of higher education focus on seamless transfer, ease of articulation, complementarity of program offerings, and scholar-toscholar research and service collaborationsnot necessarily at the program or course delivery level. WSU Spokane can and should meet expectations for collaboration while developing and delivering stand-alone programs that can be provided only by a world-class research university. ♦ Doctoral degrees are a priority for the campus and for the community. As the research university campus in Spokane, WSU Spokane is the appropriate institution to deliver doctoral degrees practice-oriented in the near term, PhD in the long term. Key goal areas identified by the campus community: Academic programs Research Student and learning experience Community engagement Learning environment Identity Academic and information services infrastructure Recognition of faculty, staff, students, and other stakeholders ♦ Program development and delivery must accelerate. The campus needs greater control over curriculum to accomplish this, and must be able in certain instances to decouple the curriculum to enable innovative delivery approaches, including certificates and online methods. ♦ The campus needs to develop baccalaureate completion degrees in selected fields, especially ones that complement offerings available from other institutions, and ones that complement the mix in Spokanes economy. ♦ Spokane serves as a professional services and public sector hub for the region. Program offerings should underpin these sectors, in addition to the existing bases in health sciences, education, design disciplines, engineering, and cross-disciplinary management. ♦ The campus needs organizational forms appropriate for interdisciplinary approaches to scholarship and 10 program development. Examples supported by the community include such elements as a Center for Engineering and Technology Management, serving the high-tech and engineering sectors; colleges or other organizing structures in the design disciplines and in health sciences; and a Center for Health Services Research. ♦ The campus must develop a more student-centered learning environment, with elements such as a student union building. It must also develop as an integral part of the downtown core, with design utilized to link to downtown across Division Street and to make the student population a key user of the growing downtown housing base. Strategic Goals and Objectives Strategic issues are the fundamental issues the organization has to address to achieve its mission and move towards its desired future. We began our identification of these issues from the first discussions in the planning process, and it was crystal clear that for WSU Spokane, these issues lie almost completely in one arena: Systemic and structural constraints on campus growth, development, and responsiveness to the community. Some of these constraints are internal to the larger University, some are external and/or political. All relate in some way to a lack of ability to direct our own future. From mandates for collaboration to objections to program development and restrictions on doctoral degree-granting authority, these structural issues are problems that must be addressed for the success of the campus and its students. In the current economic climate, funding will be a major constraint for all higher education. While not an issue specific to WSU Spokane, it is worth noting that this campus took the highest budget cut, in percentage terms, of any WSU campus. This can be attributed to the heavy graduate enrollments of the campusa defining element of our identity, and one that works to our disadvantage in funding. Elimination of structural constraints now will enable preparation for accelerated growth and success once funding becomes available. Within the context of these con- straints; Spokane as our urban laboratory and most immediate market; the landgrant mission; and our agreed-upon values, mission, and vision, the campus identified interrelated goals in eight key areas: ♦ Academic programs ♦ Research ♦ Student and learning experience ♦ Community engagement ♦ Learning environment ♦ Identity ♦ Academic and information services infrastructure ♦ Recognition of faculty, staff, students, and stakeholders Throughout the participatory process that identified these as priorities, faculty, staff, and students all agreed: WSU Spokane has already laid the foundation for continued growth and success. The campus has successfully cultivated an entrepreneurial and engaged faculty and staff. It has fostered a personalized, caring approach to student services that consistently wins high marks. It has become an integral community partner in clinical, translational, and outcome-based research, and has made Spokane competitive for funding at the national level. It remains only to put in place the necessary elements to build upon this foundation. Below, these eight areas are outlined with our specific goal statement, a narrative that touches upon the high points of the objectives identified for each goal, and some of the interrelationships between goal areas.7 An outline can be found in the Appendix, and more detail is already being developed on a variety of initiatives and in the implementation planning phase we are about to launch. Key points are highlighted in boldface. It is important to stress that these goals are mutually reinforcing. Indeed, it was difficult at times to decide where any one objective might fit, as most would fit comfortably in two or three goals. Increased academic offerings and more research will serve to build our identity; we plan to recognize and reward faculty and staff for community engagement; service learning will enrich the learning experience; and so forth. This section should be viewed as a tapestry, not as individual threads. Academic Programs Goal: Expand and enhance academic programs within a thoughtful, systematic approach to program development and delivery. Academic programs currently available at the campus fall into several core clusters that take advantage of the urban context, access to a large clinical base, and the communitys need for advanced degrees to support industry growth and career advancement for individuals. The largest clusters are the health sciences, design disciplines, and education. Engineering and technology is a crossover cluster, involving programs in both engineering and business. Business is emerging as a new cluster for the campus, while the existing criminal justice program is expected to transition to a focus on community and urban studies that will fit well with existing degrees, such as health policy and administration and design. The campus plans to leverage these existing clusters through a variety of tactics, focusing especially on the development of new degrees from baccalaureate completion through doctoral degrees. To accomplish this within the existing climate of limited resources and difficult program development processes and timelines, the campus will develop a planning framework to identify, assess, prioritize, and implement new programs. In this process, the campus will remain alert to emergent strategies, which have proven to be a successful vehicle for program develop11 ment over the course of the campuss first decade-plus of existence.8 The campus will work with the community to identify highpriority degrees, which are expected to fall mostly in the health sciences cluster, and also to include doctoral degrees as a top priority. The development process will also involve working with the other campuses to identify programs that will benefit faculty and students by increasing access to Spokanes urban laboratory. One model for this is the approach taken by pharmacy and the design disciplines, offering a combination of Pullmans residential undergraduate experience with a transition to the professional world in Spokanes urban environment. The campus will work especially closely with the Community Colleges of Spokane to identify 2+2 baccalaureate completion opportunities, and to develop Since and deliver a seamless enrollment experiWSU Spokane ence for articulating students. This is boxed in by process is already under way with the HECB constraints development of the B.A. in Human that prevent compeDevelopment, with faculty from tition with existing Spokane Falls Community College involved in planning the feeder programs, first to curriculum to ensure transferabilmarket is the key ity of credits. The president of advantage. If the UniverSFCC has been involved in the sity loses the opportunity strategic planning process, and is to be the first to provide a supportive of efforts in joint program in Spokane, it marketing and advising to enhance the growth of articulated loses that program programs and opportunities for permanently. Losing their students. that opportunity through its own actions (or lack thereof) is unacceptable. A key to accomplishment of academic program goals is increased local control over campus destiny. As long as it takes multiple academic years to develop and deliver new programs, with Pullman-based processes that serve as barriers to change, the university will be perceived as nonresponsive to community needs, and as being out of touch with the educational needs of the knowledge economy and the region. In one of the external focus groups, the comment of a prominent community leader was, If its going to take you four years to get a program developed, then 12 forget about it. Youll be too late to do us any good. The implication was that the community would look elsewhere, to institutions that promise to be more responsive. Since WSU Spokane is boxed in by HECB constraints that prevent competition with existing programs, first to market is the key advantage. If the University loses the opportunity to be the first to provide a program in Spokane, it loses that program permanently. Losing that opportunity through its own actions (or lack thereof) is unacceptable. Several tactics are suggested to address this problem, which is the primary issue that must be addressed for campus growth and success. These tactics include the development of administrative/academic structures headquartered at WSU Spokane. Another tactic should be the development by the University of a systemwide approach that enables increased campus-level autonomy in program development, with the necessary safeguards for program quality. Such a systemwide and top-level recognition of the need to respond to community needs would benefit all four campuses of Washington State University, both through increased enrollments and through increased community, donor, and legislative support. Another key element of the program planning process will be the involvement of Information Services, the Cooperative Academic Library System, Student Services, and other support units to ensure the availability of needed infrastructure. As with start-ups in a variety of industries, the campus sometimes outruns its own support systems. As this can operate to the detriment of students and faculty, the process will be more deliberate in identifying needed infrastructure in advance of program launch. WSU Spokane programs are of high quality, as evidenced by accreditation, national ranking for some, faculty publications and grant productivity, and student satisfaction as reported on a nationally normed survey conducted annually. The planning process will be designed to maintain and to enhance this quality. Research Goal: Lead the development of Spokanes research community. WSU Spokane is Spokanes research university. It is the only Carnegie doctoral/extensive university offering programs in Spokane. It serves as the connection between Spokanes rich research environment, and the significant intellectual and scientific resources of WSU across the state. This role must be enhanced and expanded, with WSU Spokane positioned as the leader in establishing Spokane as a researchfriendly community poised for growth in the 21 st-century knowledge economy. WSU Spokane provides some infrastructure currently that has been key both to faculty and to clinical researchers and community organizations seeking to obtain grants and conduct research. This infrastructure includes the Institutional Review Board-Spokane, which provides human subjects review for all hospitalbased research, a biostatistician, faculty and staff who develop the research agenda and write grant proposals, and a director of biomedical development who works to mine faculty research and community resources with potential for development. The evidence of this infrastructures importance lies in such accomplishments as Spokanes selection as one of only nine communities nationwide funded by the Department of Justice for a study on reducing childrens exposure to violence (approximately $3 million), with WSU Spokane faculty in the lead and providing the research orientation that was key to landing the grant. It lies in the NIH and NSF funding granted to WSU Spokane faculty researchers, and the increased competitiveness for Washington Technology Center grants thanks to biodevelopment activities. It lies in recent approaches by the Centers for Disease Control and Prevention to partner in taking advantage of the large physical database developed as part of the Spokane Heart Study at WSU Spokane. To take research in Spokane to the next level, the campus must further build out the research infrastructure. Community leaders, especially in the health care sector, look to WSU Spokane to provide a variety of WSU resources, and to expand core support for Spokane is research activities, in order to accomplish Spokanes this. Priorities for the campus and the research community include expanded computer university. programming, biostatistical, and epidemiological support, assistance with grant identification and proposal writing, faculty appointments for clinicians to enhance their competitiveness, matchmaking to identify common interests in the clinical and faculty Top priorities communities that might provide opporfor the Research tunities for research, education for goal include develpractitioners on how to do research, and increased support for faculty opment of a master entrepreneurial activities to expand plan for research in opportunities for commercialization Spokane, establishof research to benefit the local ment of a Medical economy. Perhaps the most interesting idea to emerge from the planning process is the notion that WSU Spokane should develop the master plan for Spokanes research community. Not only is the campus the only research university here, but it also has a proven track record of collaboration with other community players, from other universities to nonprofits and the public sector. This creates both access and credibility needed to attain buy-in for a plan, once completed. Research Institute, and buildout of the campus research infrastructure. An initial phase of work to support this has already been completed, with the Tripp-Umbaugh & Associates study of Spokanes potential for biomedical development. 9 That study identified a number of sectors with significant potential for growth in the clinical, research, and commercial arenas, from medical devices to informatics to selected disease clusters such as diabetes and cardiovascular disease. WSU Spokane provides a significant percentage of the strength in several of the priority sectors identified, both in the form of faculty research and in the form of clinical education and advanced studies. By leading the development of a 13 master plan for research, the campus can build upon this report to address not only the next steps needed to underpin work in all the areas of opportunity identified, but also to address research in other sectors not included in the report. The master plan, in order to serve the regions needs, must also address research administration and commercial development, to enable maximum leveraging of research findings. include increased dissemination of research to stakeholders and to those who apply the research, through mechanisms to include conferences, seminars, publications, and the Web. The systematic translation of research to those who will benefit fulfills the land-grant mission of Washington State University, and will be enhanced through the implementation of the strategic plan. Several existing or embryonic centers of excellence in the health sciences will grow through the implementation of the strategic plan. Priorities include establishment of a Medical Research Institute with federal funding support, and designation as an NIH Exploratory Center, potentially in mental health or in diabetes. A Child and Family Studies research unit with a proven track record of funding has already formed, and the objective is to receive official university recognition for it. A new Center for Health Services Research will take advantage of the enormous and unique resources available through the data collected by Inland Northwest Health Services and other area health care providers, and will serve as a foundation for the growth of research and academic programs in medical informatics and related degrees. Funding for research support will be vital to success. The campus has already initiated a faculty seed grant program, to support the development of initial research that can serve to position further studies competitively for NIH and other national funding sources. The campus will continue to increase fundraising efforts and partnership opportunities to identify and obtain additional funding sources. The Interdisciplinary Design Institute already operates a Design Assistance Program that utilizes student and faculty talent to provide design ideas to community organizations, and a GIS lab that supports work not only in design, but in other program areas such as health sciences and criminal justice. The Institute plans the development of a formal Community Design & Construction Center and a Center for Geographical Information Systems and Simulation Studies. A key theme that emerged repeatedly throughout the planning process stresses the need for greater visibility and greater recognition of the campuss presence and accomplishments. Research content is an important element of the campus identity to be communicated. Tactics here 14 Student and Learning Experience Goal: Offer the best possible learning experience for all campus constituencies: students, faculty, staff, alumni, donors, and others. The campus consistently receives high marks on the Student Satisfaction Survey conducted annually, and strives to improve even further. The existing culture on campus that emphasizes responsiveness and positive one-on-one treatment of all students will be sustained and supported, and this culture will continue to be transmitted to new hires as they join the campus community. Students have direct access to campus leaders through the Deans Student Advisory Council, and were involved in the development of this strategic plan. The campus will continue to involve students in communications and decision making, and to build their sense of connection to the campus and its future, both as students and in their transition to alumni status. The interdisciplinary approach of We will several respond to the academic unique needs that and arise out of our research distinctive student programs, body and their comand the plex patterns of attenadvandance, while tages of a maintaining high smaller marks on the campus Student Satisfacand the resulting tion Survey. culture that fosters interdisciplinarity, are important components of the campus culture, as is an emphasis on teaching approaches that utilize the urban context. The campus will seek to reward these efforts through the tactics addressed under the Recognition goal. Student service demands arising out of the nature of the student body are not those of a traditional residential campus. WSU Spokane serves a higher percentage of part-time students and working students, while at the same time serving traditional undergraduate and graduate students and a growing international student group. Because the campus offers some programs in collaboration with institutions that have different academic calendars and different tuition rates (e.g., School Psychology Certification with EWU), Student Services staff must advise and register students who face sometimes bewildering complexities in planning their course of study. Part-time graduate students may begin a course of study, then encounter professional or family challenges that require them to discontinue their studies for some period of time before resuming. These and other challenges for our students affect their learning experience, and their need for services. The campus seeks to identify and address unique needs such as these that arise out of our distinctive student body and their complex patterns of attendance. These issues are ones to be addressed in the academic program planning process outlined above as an objective, so that additional demands on students, and thus on Student Services, will be addressed before problems develop. Individual unit strategic plans will be reviewed and revised as necessary to ensure incorporation of tactics to help meet campuswide objectives in continued enhancement of the student and learning experience, as with other goal areas. Community Engagement Goal: Focus, coordinate, integrate, and capitalize upon community linkages to serve the region and enrich the campus. Faculty and staff at WSU Spokane carry out the land-grant mission of research, teaching, and service through their extensive community-based activities. In the next five years, the campus will expand its community engagement through a variety of tactics. A Center for Service Learning and Community Engagement, or the establishment of such a coordinating function within an existing entity, will support both service projects and service learning, thus enhancing the learning environment for students and for faculty. The campus will work to identify and then to communicate and leverage existing linkages with the community. This will serve both to enhance the outcomes of such linkages, and to further increase community recognition of the campuss presence and contributions. The community itself will be further engaged with the campus through a variety of mechanisms, similar to the efforts planned to increase communication of research activities. Much of the work to be accomplished in the community engagement goal is interwoven with all the other goals identified. It will be addressed explicitly throughout implementation of the plan. 15 Learning Environment Goal: Sustain and enhance a stimulating physical and intellectual learning environment that meets the needs of our campus community and enhances our urban context. When the campus was established, it was expected to serve primarily placebound working adults. With Learning environthis expectation in mind, physical ment is not just brick plant development focused on academic buildings, to the and mortar; it is a learnexclusion of student gathering ing community. spaces and elements such as We work together as a food service. The reality that has emerged indicates that learning community commuter students need at where learning and teachleast some of the traditional ing are valued and reamenitiesthey dont have a warded. handy dorm room to run to Comments from the between classes. And the learning brown-bag discussion on that takes place before and after Learning Environment, classesthe essential opportunity to Sept. 27, 2001 talk with other students, to run into faculty in a common space and bring up a nagging question, the intellectual culture of a university campusmust be The campus facilitated by the campuss physical intends to maxidesign of buildings, landscape, and services. mize the develop- ment of the The campus intends to maximize the development of the Riverpoint Riverpoint campus campus through construction and through construction purchase. In the design and developand purchase. Campus ment of buildings and spaces, the design will serve to campus will embody our values as a connect the campus learning community, and will foster seamlessly to the the interaction that is the heart and downtown core, and soul of true learning. This will include creation of a dedicated space to enhance the or building for a Commons or Student urban experience Union function, and the incorporation for students. of informal gathering spaces in the design of new buildings. Campus design will serve to connect the campus seamlessly to the downtown core, and to enhance the urban experience for students. Signage on campus will improve wayfinding. Installation of 16 prominent WSU Spokane signage at campus entrances is essential. The intellectual learning environment will be further enhanced through activities identified as objectives under other goal areas, such as communication of research activities and enhanced community engagement on campus. Identity Goal: Communicate a consistent, distinctive campus identity based on mission and strengths. One of the strongest messages, articulated the most often throughout the internal and external planning phases, was the need to communicate what the campus is and does. From research activities to design charrettes, from community service projects to the accomplishments of faculty and students, to the very existence of the campus itself adjacent to downtownall these need to be communicated clearly and consistently. The campus faces challenges in this arena (see further discussion under Recommendations, Riverpoint Campus, below). Nonetheless, it is vital for the Universitys presence in Spokane that we get the identity message out. First and foremost, campus signage for WSU Spokane must be installed. It is unacceptable to students, staff, faculty, and the community that a visible statement of the WSU presence is nowhere to be found on the physical campus. The planning process itself has served to enhance knowledge and understanding, both on and off campus, of WSU Spokane programs and accomplishments. The strategic plan, when complete, will serve as one vehicle for public discussions that will raise the campus profile. Presentations at community groups and other tactics will build community awareness and support. Regular, formal communications with community leaders will be re-established, following the elimination of a quarterly newsletter in 01-02 due to budget constraints. Efforts in media relations, promotion of programs to prospective students, and community events will continue. Word of mouth is the most powerful mechanism for building awareness. A reconstituted Campus Advisory Council will be enlisted as respected messengers to the community. Campus faculty and staff will be trained as Campus Ambassadors, rewarded with release time for outreach activities that communicate campus presence, and recognized for their contributions. Physical presentation of campus identity involves publications and the Web, as well as signage on campus. Campus publications and the Web site are currently being redesigned in From research the University graphic identity, activities to design with expected completion of charrettes, from commuthe overhaul by fall 2002. The campus will establish at least one major signature event to be held annually that strengthens its identification as a research campus with a special focus in the health sciences. Existing and newly developed lectures, seminars, and other events will be promoted within a collective approach to publicity highlighting the campus as the institution that brings the best of research and practice not only to its students, but to the broader community. nity service projects to the accomplishments of faculty and students, to the very existence of the campus itself adjacent to downtownall these need to be communicated clearly and consistently. Academic and Information Services Infrastructure Goal: Ensure effective educational and institutional information infrastructure to support students, staff, and faculty in the delivery of expanded academic offerings, research, and service and administrative support functions. The nature of program delivery has changed. The first campus planners could not have foreseen that today, email and Internet access are ubiquitous and essential. Nor did they foresee that this campus would develop distinctive programs that have the potential not only to draw destination students, but to provide content to a worldwide audience through the Web and other distance delivery modes. 17 The campus must develop a technology infrastructure that meets identified and prioritized needs both in academic Characteristics of our IT program delivery and in administrative system in five years: support units. The academic planning process described above will High-speed data delivery address IT needs as an essential Distance learning to appropriate element of program developlocations ment. In what will be perhaps Appropriately staffed the most difficult element of Secure infrastructure (by secure we mean this plan in its day-to-day reality, support for both security against attacks such as viruses, faculty and staff in and redundancy/reliability) The nature of development and Connectivity to partner organizations & implementation program delivery has of new technolinstitutionsone big campus changed. The first camogy will be pus planners could not Simple yet effective based on have foreseen that today, program Equal quality of learning experience in email and Internet access are priorities, not classroom, online, distance, virtual enviubi-quitous and essential. Nor solely on ronments did they foresee that this camindividual requests, and pus would develop distinctive Managed within rational, prioritized will be conprograms that have the potenplanning process strained by availtial not only to draw destinaComments from the brown-bag able funds, staff, and tion students, but to provide discussion on Information infrastructure. The Technology Infrastructure, content to a worldwide creation of increasing Sept. 17, 2001 audience through the Web demands on a limited infraand other distance structure cannot continue indefinitely. The purpose of a delivery modes. strategic plan is to mobilize rethe context of the Universitys sources to accomplish common goals. larger strategic plan for technology, and This of necessity means that some indithe availability of matching technolvidual plans are not adopted as campus ogy at the other campuses. However, it goals, and hence are not priorities for must be recognized that a Pullmanresource allocation. centered control function will limit the campuss degrees of freedom in the To ensure that whatever technology is utilization of technology, and may available is utilized effectively, a plan will operate to the detriment of the student be implemented to enhance user compeexperience. tence through training and support, and to evaluate the student and user experience of technology to identify and to address needed improvements. Planning for IT will take place within 18 A survey instrument addressing the quality of technology-mediated learning, and the student experience across delivery strategies, will be utilized to identify strengths, weaknesses, and opportunities for enhancement of program delivery quality. Recognition of Faculty, Staff, Students, and Stakeholders Goal: Strengthen the campus as a celebrative, open, purposeful, caring, inclusive, just, creative, and disciplined learning community that invests in all members of the community and recognizes the value of contributions from both internal and external stakeholders. The campus will establish, to the fullest extent possible, a recognition and reward system that fully reflects the landgrant mission. Currently, faculty who go the extra mile in teaching, in community service, in supporting recruitment efforts, in developing new curriculum to address community concerns, do not gain the same recognition in the tenure and promotion process for these efforts that they do for research. The campus seeks to link and to reward the rich intersection of all facets of the land-grant mission, as embodied in the work of faculty and staff. The campus has already established a successful culture of recruitment that brings in people who share an entrepreneurial spirit, a belief in a rich learning experience, and a commitment to the community. It will build on that effort through expanded activities in retention, support, recognition, and skill development. The campus will create distinctive forms of recognition to demonstrate the value of campus contributions, including a Deans Public Service Award or Scholarship for students and a Community Engagement Award for employees, supported by donor contributions. Recognition efforts will embrace campus alumni and community supporters, in addition to faculty, staff, and current students. These efforts will be communicated as part of the overall campaign to enhance campus visibility and identity, and will link with communication activities in research and community engagement. Recommendations As indicated in the process summary (see above; detail and timeline in Appendix IV), the Campus Strategic Plan began with meetings of the faculty and staff in academic year 200001. Core values were identified and agreed to. These values became the underpinnings of the multiyear process. Academic Programs The campus has already established a successful culture of recruitment that brings in people who share an entrepreneurial spirit, a belief in a rich learning experience, and a commitment to the community. It will build on that effort through expanded activities in retention, support, recognition, and skill development. While programmatic initiatives were viewed from both academic and political feasibility, their principle test was adherence to core campus values. The Spokane campus will be an urban, research university campus that is student centered and engaged with the community it serves. Towards that end, the campus intends to proceed along the following development path: ♦ Secure statutory and HECB authority for offering doctoral degrees. ♦ Become Spokanes research university through national institutes funding. ♦ Gain authorization to offer several baccalaureate completion programs enabling interested students to transfer directly to WSU Spokane from an area community college. ♦ Focus on health sciences research and education. ♦ Develop, extend, and adapt urbanbased programs appropriate for a regional city. ♦ Gain increased curricular autonomy. In the planning process, faculty and staff proposed scores of new initiatives. While most were deserving, not all were advanced for final campus review. Initially, six program groupings were 19 established: the health sciences, design, education, business, engineering, and urban studies. Ultimately, four foci were established and advanced to the community for review. These areas received further scrutiny in seven communitybased focus groups. Community priorities follow: The health sciences. The leading community priority is to develop a health science campus. There is strong support for developing a medical research infrastructure The campus (Institute) to enhance the intends to: regions competitiveness for Secure statutory and national institutes support; applying for an NIH HECB authority for offering exploratory center; doctoral degrees. giving physician Become Spokanes research uniscientists university versity through national institutes appointments; developing new funding. academic proGain authorization to offer several grams; and baccalaureate completion programs engaging the University of enabling interested students to Washington transfer directly to WSU Spokane School of Medifrom an area community college. cine. Focus on health sciences research and education. The medical community has proposed the Develop, extend, and adapt urbanconsolidation of based programs appropriate for nursing, pharmacy a regional city. and allied health programs into a School or Gain increased curricular College of Health Sciences. autonomy. This is advanced in order to provide funding visibility for both university and community health programs. It also is intended as a vehicle to overcome current obstacles relative to the Pullman campus. The consultant study commissioned as part of the strategic planning process concluded: ♦ Geographic and psychological distance between key basic science concentrations (in Pullman, Moscow and at PNNL) and the clinical expertise in Spokane limits clinician-to-scientist interactions and reduces scientists access to human subjects. ♦ Current regulatory environment governing WSU Spokane operations 20 limits the institutions ability to recruit research-oriented faculty and basic scientists. ♦ The majority of the academic research infrastructure is entrenched in Pullman. Active resistance exists to moving key research elements to Spokane, even if the move would be logical to better engage clinical research resources. 10 Education. The University has the opportunity to reestablish its leadership in education in the Spokane area and the state. Primacy in the field was lost during the 1980s and has been regained only in the WSU Spokane superintendent and principal certification programs. Renewed emphasis should be placed on the MEd and MIT programs through the professional certification process. Significant enrollments are available, as well as the development of strategic partnerships with area school districts. The highest priority is for the Doctor of Education. Currently, Spokane students are required to enroll in Pullman classes for residency purposes, even if the class is taught from Spokane. The focus group on education provided the harshest feedback received in this process. Members admonished the University to get rid of the antiquated residency requirement and to remake the Graduate School into a customer-friendly service unit. Technology and engineering. Engineering enrollments have historically been a problem in Spokane for WSU (and other engineering schools). The University has offered graduate degrees in the engineering disciplinesmaterials science, mechanical, and electricalsince the late 1980s. But in spite of industrys assurance of support, these programs have not matured. More recently, we joined with the University of Idaho and Gonzaga University to form an engineering consortium to offer baccalaureate completion programs for working adults and students articulating from the community colleges. While this is a relatively new initiative, it is not clear that these programs will be heavily subscribed either. Nonetheless, the BS in Computer Engineering and the MSEE can be sustained. The programs that show considerable promise are the two interdisciplinary programs: the Master of Engineering Management and the Master of Technology Management. Historically, these programs have not worked well together, as they are from two separate colleges. We believe new opportunities will be available owing to different collegiate leadership and financial adversity. The community focus group supported the facultys proposal to establish a Center for Engineering and Technology Management. This proposed new center would provide focus and identity for these programs. It is made possible by the presence of the majority of faculty in Spokane in these programs: WSU Spokane has the only full-time engineering management faculty, the only full-time technology management faculty, and two of the three construction management faculty. Design. The Interdisciplinary Design Institute has been the organizing vehicle for design discipline leadership at WSU. Since the formation of the Institute in the early 1990s, four upper-division completion programs (architecture, construction management, interior design, and landscape architecture), three masters level programs, 16 faculty lines established including nearly all the PhD-trained design faculty at the University, and a large number of graduate students have been located at WSU Spokane. 11 Additionally, the new Doctor of Design has been approved by the University, and awaits HECB approval. The design focus group was impatient about the two-year delay in approval and urged University advocacy. The group also urged the University to take the final step of moving the Institute to a School or College of Design. They see few advances without Spokane leadership of the design disciplines. Riverpoint Campus WSU Spokane has different campus management responsibilities than any of the other campuses. We not only have the responsibility of providing space for WSU faculty, staff, and students, but also those of Goals for campus developanother ment include: university. Accelerate the pace of campus buildout to one building per biennium. Reconcile campus life issues with Trent Avenue and the proposed light rail stop. Continue to manage the campus for the multiple constituencies. Join with Gonzaga University and the City of Spokane to form and promote the University District. Secure adequate M & U funding from the State to adequately maintain campus facilities. In cooperation with SIRTI, secure EDA funding for incubation and contract research facilities. Install Washington State University Spokane signage on campus. Link the campus to the new convention center expansion via a university conference center. While Partner with private sector interests to the develop university housing proximate commuto campus. nity of Spokane values this interinstitutional role, it has no appreciation for the added complexity. Goals for campus development include: ♦ Accelerate the pace of campus buildout to one building per biennium. ♦ Reconcile campus life issues with Trent Avenue and the proposed light rail stop. 21 ♦ Continue to manage the campus for the multiple constituencies. ♦ Join with Gonzaga University and the City of Spokane to form and promote the University District. ♦ Secure adequate M & U funding from the State to adequately maintain campus facilities. ♦ In cooperation with SIRTI, secure EDA funding for incubation and contract research facilities. ♦ Install Washington State University Spokane signage on campus. ♦ Link the campus to the new convention center expansion via a university conference center. ♦ Partner with private sector interests to develop university housing proximate to campus. The physical campus has been undermanaged from both a citywide and WSU perspective. While this was probably unavoidable owing to the confused Joint Center for Higher Education beginnings and the urban nature of the real estate holding, it is time to build a more solidly WSU image for what is now Riverpoint. Summary We are confident that this plan represents significant and realistic priorities, grounded in our existing assets and those of Spokane. Extensive involvement by campus participants and community opinion leaders gives us both buy-in and validation. The plan confirms and builds upon the core values identified early in the process. Our people truly deliver on the land-grant mission, and they dream of doing more. They asked campus leadership to build a planning process, and then a plan, that would engage them and enable them to focus and to prioritize their efforts on the elements that will yield the greatest successes. These elements include, first and foremost, a commitment to the urban context and to the land-grant mission. These are the twin guideposts of the campuss academic programs, research, and outreach, undertaken in service to the community itself. Our identity as the urban campus of a research university will be communicated to enhance the understanding of that reality. 22 The campuss desire for targeted efforts shows in this plan, which lays out objectives designed to build out core centers of excellence, rather than to attempt to be all things to all people. Degree programs anticipated for development, from baccalaureate through doctoral degrees, were identified as those that take advantage of existing clusters, and those that increase our responsiveness to our community context. Our next step is the development of plans for implementation, with further clarification of our objectives and tactics, and identification of benchmarks of progress and success. Some elements of the plan are already under way, and we will utilize the formal plan, once adopted, as a guidepost for prioritizing both resources and efforts in the future. As a result of these efforts, WSU Spokane will be truly world class. Appendices I. Mission, Vision, and Goals II. Official Mission Statement III. Summary of Goals and Objectives IV. Planning Process V. Planning Participants VI. Benchmarks of Progress and Success 23 Appendix I: Mission, Values, and Goals Macro-Level Strategic Plan (March 1, 2001) Mission and Values The urban campus of Washington State University, WSU Spokane serves the metropolitan Spokane area, the Inland Northwest, the state, the region, and the world. It offers the educational, scientific, economic, and cultural benefits that accrue from access to the services and programs of a major public land-grant research institution. WSU Spokane works collaboratively with communities to enhance quality of life through an intentional and sustained effort to create, interpret, apply, and disseminate knowledge, thereby serving as a model for a world-class urban campus in a regional city. As a destination campus, WSU Spokane offers all students, from those articulating from other campuses to international students, opportunities for advanced studies and research in a variety of targeted programs, enriching the fabric of the WSU system. The campus community values diversity and places a high priority on providing all the elements needed for student success. WSU Spokane will continue to take the lead in utilizing flexible and creative approaches to meet needs for lifelong learning with researchbased teaching. The campuss mission is to build the intellectual, creative, and practical abilities of individuals, communities, and institutions. It does so by actively fostering learning, inquiry, and public service, and by engaging with constituents in enhancement of quality of life and economic vitality. Goals and Directions ♦ Enhance the student experience through community engagement, research-based teaching, internships, and a committed, diverse, world-class faculty and staff. ♦ Sustain and enhance an academic and information technology infrastructure that enables us to strengthen and expand academic offerings, including 24 targeted doctoral-level, masters, professional, and undergraduate degrees, to meet identified market need consonant with our mission. ♦ Expand creative and flexible program delivery to address the complex patterns of attendance of an urban and more diverse student body with specialized certificates, professional and continuing education, alternative scheduling, online and distance delivery, together with traditional degree programs. ♦ Strategically expand research in areas of core strength, including health sciences, design, engineering and technology, and other targeted programs, by capitalizing upon the urban context for program development, expansion, and collaboration. ♦ Encourage and recognize faculty and staff for community-based scholarship, collaboration, interdisciplinary scholarship, research-based teaching, contributions to campus growth and development, and an entrepreneurial spirit, through appropriate reward mechanisms and support structures. ♦ Establish and communicate a strong sense of shared campus identity through creative and sustained internal education and strategic external efforts, recognizing the mosaic of higher education in the city and positioning WSU Spokane as the partner of choice. ♦ Sustain and enhance a stimulating physical and intellectual learning environment that meets the needs of our campus community in the context of a shared, nonresidential, multiinstitutional urban campus, through use of space, technology, and other elements that foster interaction, stimulation, and engagement. Strategies ♦ Develop and deliver a limited number of broad-based baccalaureate completion programs, with resulting increased enrollments. ♦ Develop a limited number of professional/practice-oriented doctorates, with resulting increased enrollments. ♦ Establish new academic and college structure in core areas, including health sciences and design disciplines, with resulting efficiencies in administration and program development. ♦ Achieve recognition at the regional, national, and international level of core areas of excellence as destination programs, with resulting increased understanding of WSU as a world-class research university. ♦ Achieve increased recognition within the University as a center of academic innovation for interdisciplinary and urban-based programs. ♦ Expand areas of selective excellence in research with increases in funding, resulting in increased stature for WSU as a research university. ♦ Achieve widespread recognition within the community for our position as Spokanes Research University and the leader in research-related economic development in biotechnology, the health sciences, and computer technology, with resulting increased recognition for WSU overall. ♦ Establish a clear vision for the development of the Riverpoint campus as a multi-institutional setting managed by WSU Spokane, resulting in creation of an environment within which all partners prosper under our leadership and management of the campus. This just gets better and better. What a great job everyone has done. I am especially impressed with the thoughtful responses to requests for feedback and additional questions. What a great group we have here. I dont have anything constructive to add just words of recognition and accomplishment for those who have worked on it. Feedback received on the onepage macro-level strategic plan during its development ♦ Further develop a support system for students in the context of an urban commuter campus with complex patterns of attendance, jointly delivered programs, and other factors that impact student service needs. ♦ Develop a participatory planning and budgeting system that links strategic goals with measurable outcomes to the budget allocation process, provides accountability, and enables a flexible growth strategy. ♦ Explore alternative tuition and registration models that enable Spokane students to enroll in multiple institutions simultaneously, and/or to articulate more easily from one institution to another. 25 Appendix II: Official Mission Statement In fall 1999, the Washington State Higher Education Coordinating Board approved a new mission statement for Washington State University Spokane to represent the breadth of the goals and activities envisioned for the campus. The mission statement reads: Washington State University is charged to lead in the development of a Spokane higher education magnet center. Its mission reflects the magnet centers statewide and regional service area and its responsibilities as the fiscal agent, site manager, strategic planner, and coordinator for the Riverpoint campus, at which the physical core of the higher education magnet center is situated. The Spokane campus also represents Washington State Universitys commitment to bring distinctive upper-division and graduate education services to Spokane and to the core of the higher education magnet centers program inventory. The academic emphasis is on programs in the Health Science, Engineering and Technology, and Design fields. Washington State University is charged with the responsibility of providing doctoral programs in Spokane, as approved on a case by case basis by the HECB. It also encourages and participates in interdisciplinary and intercollegiate masters programs and consortial alliances and is responsive to the social and economic development needs of the Spokane region. Through teaching, research, and outreach, Washington State University at Spokane provides a distinctive and distinctively responsive form of higher education experience for residents of the region and from throughout the state. 26 Appendix III: Summary of Goals and Objectives Academic Programs Strategic goal: Expand and enhance academic programs within a thoughtful, systematic approach to program development and delivery. ♦ Develop framework to identify, assess, prioritize, and plan for new, costeffective programs, and growth of established programs ♦ Continue to increase the quality of program offerings and delivery ♦ Establish administrative and/or academic structures with appropriate academic authority based on this campus to build upon core areas: College of Health Sciences, College of Design, Center for Engineering and Technology Management ♦ Increase the number and range of programs available to students, consistent with mission, identity, core strengths, and identified market demand, from baccalaureate completion through doctoral degrees Research Strategic goal: Lead the development of Spokanes research community. ♦ Develop the master plan for Spokanes development as a research-friendly community, identifying core competencies, gaps, and areas for enhancement across the public and private sectors ♦ Develop the infrastructure necessary to support, enhance, and expand research programs and initiatives throughout the community, linking practitioners with researchers ♦ Increase core support for research functions ♦ Systematically translate and disseminate research to key stakeholders to increase internal and external knowledge of research function ♦ Achieve recognition as a destination campus in selected programs through creation of and recognition for centers of excellence: o Medical Research Institute o Biomedical and biotechnology research and development o NIH Exploratory Center status o Child & Family Studies Research Institute o Center for Health Services Research o Community Design & Construction Center o Center for Geographical Information Systems and Simulation Studies ♦ Develop partnerships with industry and funding agencies to increase extramural funding in core areas and to explore additional opportunities for growth consistent with campus mission and identity ♦ Enhance our reputation and identity as a research university campus Our research Student and Learning Experience agenda comes Strategic goal: Offer the best possible from two places: it learning experience for all campus may address the constituencies: students, faculty, needs of the commustaff, alumni, donors, and others. nity, or it may arise in ♦ Sustain a campus culture that response to the access values and rewards one-on-one that the community interactions across all levels of the organization provides to a specific ♦ Explicitly link and reward type of population instruction, research, and service needed by the reas the foundations of our urban searcher. land-grant mission and the campuss learning culture ♦ Involve students in campuswide communications and decision making ♦ Foster and reward interdisciplinary teaching, scholarship, and application Comments from the brown-bag discussion on Research, Sept. 20, 2001 ♦ Identify and address unique student needs that arise out of our student body make-up and complex patterns of attendance Community Engagement Strategic goal: Focus, coordinate, integrate, and capitalize upon community linkages to serve the region and enrich the campus. ♦ Establish a Center for Service Learning and Community Engagement to support student, faculty and community participation and service learning 27 ♦ Create an engagement inventory capacity to understand, leverage, and enhance faculty and program linkages with the community ♦ Communicate linkages internally and externally for increased recognition of the outreach mission of our urban land-grant campus ♦ Increase community recognition of campus contributions ♦ Increase community involvement on campus through partnerships, events, and other mechanisms for public engagement Learning Environment Strategic goal: Sustain and enhance a stimulating physical and intellectual learning environment that meets the needs of our campus community and enhances our urban context. ♦ Maximize the development of the Riverpoint campus by obtaining funding for continued construction and purchase of buildings/property ♦ Foster and optimize interaction among students, staff, and faculty through a dedicated space or building for a Commons or Union Building ♦ Connect with the city context for the campus through design, construction, and development projects ♦ Improve wayfinding on campus through signage ♦ Provide supportive indoor and outdoor spaces, physical infrastructure, and design that will enrich the student/ learning experience and embody campus values ♦ Construct and manage facilities with balanced approach to access, sense of welcome, and security Identity Strategic goal: Communicate a consistent, distinctive campus identity based on mission and strengths. ♦ Increase and enhance communication of campus identity through all mechanisms Academic and Information Services Infrastructure Strategic goal: Ensure effective educational and institutional information infrastructure to support students, staff, and faculty in the delivery of expanded academic offerings, research, and service and administrative support functions. ♦ Establish an appropriate and adequate technology infrastructure for academic program delivery and administrative support functions ♦ Develop a clear and consistent process for evaluating existing technology and implementing new and efficient technologies ♦ Establish an explicit planning process that links academic, research, and service program planning with information technology to ensure that an adequate infrastructure is in place in advance of program initiation or expansion ♦ Develop and implement a plan to enhance user competence and user experience ♦ Strengthen and enhance student learning experience across delivery strategies, including fact-to-face setting and technology-mediated learning Recognition of Faculty, Staff, Students, and Stakeholders Strategic goal: Strengthen the campus as a caring, inclusive, open, just, creative, and celebrative learning community that invests in all members of the community and recognizes the value of contributions from both internal and external stakeholders. ♦ Develop mechanisms to foster and celebrate campus identity ♦ Foster, reward, and recognize actions that embody our values in all facets of the organization and at all levels: scholarship, research, entrepreneurship, outreach activities, teaching, staff functions, administrative functions, community engagement, service work, and student involvement ♦ Enable and support open communications systems throughout the organiza- ♦ Reinforce our learning community culture through targeted recruitment, ♦ Develop and consistently communicate a clearly articulated statement of identity for Washington State University Spokane and for the Riverpoint campus 28 tion retention, and skill development strategies in human resources ♦ Create distinctive forms of recognition to demonstrate the value of campus contributions, including a Deans Public Service Award or Scholarship for students and a community engagement award for employees 29 Appendix IV: Planning Process Goals ♦ Engage a broad cross-section of the campus community in discussion of the campuss future direction. ♦ Engage a broad cross-section of community leaders to inform them and to enlist them in an external review and refinement of the campuss plans. ♦ Throughout this process, discuss a range of alternatives and decisions to identify the best fit between the institution, its resources, and the environment, in the context of the larger University planning process. Underlying Assumptions ♦ The land-grant mission: teaching, research, and service ♦ The Universitys strategic goals, to be shaped and adapted for the WSU Spokane context: o Offer the best undergraduate experience in a research university o Nurture a world class environment for research, scholarship, graduate education, the arts, and engagement o Create an environment of trust and respect in all we do o Develop a culture of shared commitment to quality in all of our activities Timeline Fall 1999: Northwest Architectural Company is engaged to update the campus master plan. January 2000: First community open house for campus master plan. February 2000: Community workshop for campus master plan. April 2000: Presentation of preliminary master plan to community. June 2000: Master plan report presented. Extensive stakeholder review and input followed, then final multi-phased master plan drawings were completed. Presentations to the community and refinements 30 to the master plan have continued from this date to the present, as new information on public and private projects and their integration with the campus becomes available. December 2000: Distribution of information on process to campus community. Provided information on upcoming campuswide workshop (Jan. 11, 2001). Distributed background materials: Original strategic plan (1997); brief update to plan (2000); Pres. Rawlins statements about University strategic planning process, budgetary process tied to strategic priorities; referral to web links for Universitywide Design Team Scope Statements. January 11, 2001: Campuswide workshop with approximately 100 participants. Facilitated round-table discussions on topic areas: Academic programs; Riverpoint campus development; communications; environmental analysis: constraints, opportunities, relationships; developing the learning community; resource and budget issues; urban context and experience; core strengths in teaching, research, and service; instructional technology; the strategic planning process January 2001: Workshop followup. Circulated summaries of workshop, collected additional comments, first draft of one-page statement of mission and goals circulated campuswide for comment and feedback. February 2001: Campus discussions and development of draft document. Discussion of draft one-pager at meetings of campus committees, e.g., Admin Council, Faculty Meeting, Classified Staff Meeting, Instructional Leadership Council, meetings of research and service units. Circulation of revised drafts and solicitation of additional comments via email and at publicized brown-bag discussions. Final document refined through collaborative editing/writing process with a crosssection of volunteer campus representatives. March 1, 2001: Final version of one-page document circulated campuswide. Began development of plans for adoption of strategic budgeting process to accomplish one of the priorities identified in that document. August 23, 2001: Campuswide workshop with approximately 100 participants. Introduction of strategic budgeting process and timeline. Recap of strategic planning process to date, facilitated roundtable discussions on goal areas identified in one-page document: student experience; IT infrastructure; program delivery; research; recognition for faculty/ staff; identity; learning environment; service and outreach. All comments compiled and circulated campuswide following the workshop for additional comments. September-October 2001: Campuswide discussions. Held facilitated discussions at brown-bag lunches focusing on each goal area individually. Output of each discussion circulated campuswide for additional comments. Guidelines circulated to unit heads for preparation of unit-level strategic plans; these plans will serve as context for their budget requests. to external focus groups for discussion, review, and refinement: health sciences and research, engineering and technology, education, design disciplines. Presentation of all four cluster area plans for discussion, review, and refinement to external focus group on economic development. (For list of participants see Appendix V) May 21, 2002: Draft plan and action item list circulated campuswide for feedback. Comments addressed and incorporated in final draft. Spokane County voters approve the expansion of the downtown Convention Center, which will present new opportunities to be addressed in the ongoing update of the campus master plan. May 22-23, 2002: Presentation of draft strategic plan to selected community leaders in two additional focus groups. Comments addressed and incorporated in final draft. May 31, 2002: Deans Cabinet retreat to discuss final plan, launch implementation phase. June 3, 2002: Final report submitted to Provost & Budget Office. October 23, 2001: Draft of five-year plan with action items in each goal area circulated campuswide for comments. November-December 2001: Disciplinary cluster meetings. Meetings of faculty and staff held in core areashealth sciences and research, engineering and technology, education, design disciplines, new/emerging programs, and service/outreachto develop broad shared goals in these areas for presentation to the campus community. January 11, 2002: Campuswide workshop with over 100 participants. Clusters presented their strategic goals for comment and feedback. All comments compiled and circulated campuswide following the workshop for additional comments. February 4-8, 2002: Budget presentations by individual departments to campus budget committee. Budget requests tied to strategic priorities as identified to date through planning process. March-April 2002: External participation. Presentation of specific cluster plans 31 Appendix V: Planning Process Participants This list represents our best effort to track participation. We may have inadvertently missed some individuals who took part, especially those who attended the larger workshops. Please accept our apologies for the oversight, and our deep appreciation for your involvement. Contact [email protected] to add your name to this list. Campus Participants by Department Administration Gray, William H. Kruse, Sandie MacKenzie, Lanni Myhre, Debra Thompson, JoAnn Asher Area Health Education Center Bolen, Helen Hardt, Charlotte Lamoreux, Cathi Meltzer, Steven Rundlett, Bettie Associated Students of WSU Spokane Bollinger, Ryan Dunlap, Courtney Griffin, Andrew Lange, Marc Spratt, Jolene Runne, George Campus Communications Appel, Kaarin Harris, Stacie Chamberlain, Barbara Cancer Prevention and Research Center Campbell, Dan Meadows, Gary Rivers, Yvonne Capital Planning and Development Hall, Steve Cooperative Extension Adams, Ed Gray, Kelsey Criminal Justice/WSICOP/WRICOPS Brody, David Goldman, John Deve l o p m e n t Haberman, Debbie Harbison, Joyce Education Hoerner, Debbie Howard, James Marchant, Jack Peterson, Fred Ray, Dennis Schmidt, Lenore Electrical Engineering & Computer Science Mortz, Margaret Schimpf, Paul Engineering Management Rumsey, Hal 32 Campus Executive Officer & Dean Assistant to the Campus Dean Academic Coordinator Office Assistant II Associate Dean Secretary Supervisor Assistant Director Conference Manager, Professional Dev. Director Program Coordinator ASWSU Spokane Secretary (02-03) ASWSU Spokane Vice-President (02-03); interior design graduate student ASWSU Spokane President (02-03); landscape architecture 5th-year student ASWSU Spokane President (01-02) Communications & Events Coordinator Communications & Events Coordinator Director of Communications & Public Affairs Director Grant Editor Construction Engineer Agriculture & Natural Resources Programs Director Organizational Development Specialist Assistant Professor WRICOPS Director Director Secretary Senior Secretary Senior Associate Professor Student Teacher Supervisor Professor Associate Professor Clinical Associate Professor Associate Professor Associate Professor Associate Professor Exercise Science Blank, Sally Associate Professor Facilities Operations Schad, Jon Facilities Manager Finance and Operations Arend, Gretchen Fiscal Specialist Edwardson, Linda Fiscal Tech Hoegl, Ines Grant Coordinator Hornbeck, Phyllis Director of Finance & Operations Strickler, Henry Fiscal Specialist Food Science & Human Nutrition Beary, Janet Dietetic Internship. Director, Assistant Professor Massey, Linda Professor & Program Coordinator Health Policy and Administration Ahern, Melissa Associate Professor Coyne, Joseph Associate Professor Hicks, Barry Associate Professor Roberts, Dori Office Assistant Schenk, Kiley Academic Coordinator Schmidt, Winsor Director and Professor Health Research & Education Center Hull, Glynis Program Development Coordinator Mielke, Harold Director Human Development Behan, Kate Research Associate Blodgett, Chris Director Human Resources Breshears, Julie Human Resources Assistant Wick, Diane HR Manager Information Services Bisagno, Kenny Telecommunications Hoffman, Larry Director of Information Services Rood, Sicco WEB Master Institutional Review Board Eldredge, Janet IRB Administrator Grosvenor, Erlene Secretary Interdisciplinary Design Institute Abell, John Associate Professor Bicknell, Catherine Assoc Prof/Grad Coord Brooks, Kerry GIS Director Brown, Nancy Clark Assistant Professor Hokanson, Dale Instructor Latham, Ruby Principal Assistant Menzies, Doug Associate Professor Ndubisi, Forster Professor and Director Rice, Jaime Academic Coordinator Scarfo, Bob Associate Professor/Graduate Coordinator Wang, David Associate Professor and Graduate Coordinator Wardrop, Kristie Program Assistant Library (CALS) Buxton, Dave Campus Librarian Rodgers, Dee Interlibrary Loans Mathematics, Engineering, Science Achievement Moznette, Joanna Secretary Pharmacy Baker, Danial Director, Drug Info Center, Professor Clifton, Dennis Dept Chair, Professor Levien, Terri Drug Information Specialist Terriff, Colleen Assistant Professor Weeks, Debbie Research Associate Real Estate Epley, Don Lyon Distinguished Professor of Real Estate Small Business Development Center Clark, Carolyn Statewide Director 33 Speech and Hearing Sciences Hasbrouck, Jon Clinical Assistant Professor Madison, Charles Professor & Graduate Program Coordinator Nye, Jeff Clinical Assistant Professor Power, Leslie Clinical Associate Professor Stephens, Doug Office Assistant III Vogel, Linda Clinical Associate Professor Student Services Martin, Lisa Enrollment Services Coordinator Menzies, Joan Student Affairs Officer III Horton, Marian McDonnell Enrollment Services Coordinator Ragaza-Bourassa, Anna Admissions Counselor West, Liz Financial Aid Coordinator Severinghaus, Jack Student Counselor Technology Management Hoegl, Martin Professor Washington Institute for Mental Illness Research & Training Bays, Lorri Secretary Senior Dyck, Dennis Director & Professor Hendryx, Michael Assistant Director Community Participants Education (2/26/02) Becker, Sharon Bleeker, Wendy Christiansen, Garn Colliton, Clayton Dean, Patti Kingrey, Joan Munther, Terry Selle, Mark Snowden, Phil Design Disciplines (3/14/02) Dellwo, Susan Edwards, Michael Guilfoil, Michael Mercer, John OGram, Stephanie Sherry, Tom Warner, Jeffrey Whitesitt, Scott Spokane School District 81 Spokane School District 81 Superintendent, Chewelah School District Teacher, Ferris High School Administration Coordinator, Cheney School District Associate Superintendent, Mead School District Superintendent, ESD 101 Superintendent, Valley School District Superintendent, Cheney School District Vice President, Design Source President, Downtown Spokane Partnership Features Writer/Editor, Spokesman-Review Planning Director, City of Spokane Planning Services Interiors Manager, Integrus Architecture Architect/Principal, TC Sherry & Associates Principal, ALSC Architects Principal, ALSC Architects Health Sciences (3/15/02) Clifton, Dennis Director of Research, Sacred Heart Medical Center; Associate Professor, WSU Spokane/College of Pharmacy Fisher, Marian Deaconess Medical Center Fritz, Tom Executive Director, Inland Northwest Health Services Haberman, Mel Associate Dean for Research, Intercollegiate College of Nursing/ WSU College of Nursing Isgrigg, William Associate Director, The Heart Institute of Spokane Jones, Patrick Executive Director, Biotechnology Association of the Spokane Region Klohe, Ellen Inland Northwest Blood Center Mielke, C. Harold Director, Health Research and Education Center, WSU Spokane Rumpler, Lewis Director, INTEC Stier, Robert, M.D. Retired White, Tom President & CEO, Empire Health Services Young, Judith CEO, Inland Northwest Blood Center 34 Engineering & Technology (4/12/02) Adair, Don Bever, Greg Cox, Rick Hergoz, Michael Jones, Jason Kopzcynski, Don Panattoni, Larry Stokoe, Jim Economic Development Brooke, Roberta Edwards, Michael Hadley, Rich Commerce Long, Randy McQueen, Doug Palek, Mark Pearman-Gillman, Kim Straalsund, Jerry Turner, Mark Development Council Community at Large Brokaw, Wayne General Contractors Hunt, Terry Palek, Mark Quigley, Tom Satre, Wendell Thorburn, Kim Owner/Partner, Herriman/Adair Interactive Publisher, Journal of Business Research & Development Manager, Agilent Technologies Manager, Mobile Systems, Itron Human Resources, Itron Director, Engineering & Technical Services, Avista Utilities President, Servatron Senior Corporate Training Program Developer, Itron 5/1/02 Executive Director, International Trade Alliance President, Downtown Spokane Partnership President, Spokane Regional Chamber of Director, INTEC Director, University of Idaho Research Park President, Spokane Falls Community College Economic Development Office, City of Spokane, Office of the Mayor (Avista Corp. loaned executive) Executive Director, SIRTI President/CEO, Spokane Area Economic 5/22/02 and 5/23/02 Executive Director, Inland NW Associated Allied Security President, Spokane Falls Community College President, Kiemle and Hagood Retired Director, Spokane County Health District Campus Master Plan Participants Listed by sectors; list of participants available upon request from Northwest Architectural Company, Spokane. Neighborhoods Logan East Central Riverside Near Neighbors Schade Towers Riverpoint Village Condominiums Riverpoint Office 1 Motels Restaurants Transportation Highway City Spokane Transit Authority Spokane Regional Transportation Council C o m m e rc i a l / C i v i c Spokane Regional Chamber of Commerce Spokane Valley Chamber of Commerce Spokane Area Convention and Visitors Bureau Spokane Area Economic Development Council Vision Spokane Spokane Symposium (John Stone) Health Services Industry Educational Washington State University Eastern Washington University Gonzaga University Whitworth College Community Colleges of Spokane Students Faculty Interdisciplinary Design Institute, WSU Spokane School District 81 Spokane Gove r n m e n t City Council County Commissioners City Planning Park Board/Parks Department Downtown Spokane Partnership Spokane Arts Commission History/Preservation Groups Horizons Growth Management Area Zoning Other Centennial Trail Displaced Persons (House of Charity, Union Gospel Mission) American Institute of Architects 35 Appendix VI: Benchmarks of Progress and Success Campus progress toward accomplishment of strategic goals will be measured utilizing a number of measurements, some already established, some to be developed. This serves only as a preliminary list of benchmarks; others will be identified in the implementation planning phase. Existing measures already in use (not an exhaustive list): ♦ Student Satisfaction Survey ♦ Internal communications survey (inhouse instrument) ♦ Community awareness (professional survey repeated every 2 years) ♦ Research productivity measures: number of peer-reviewed publications, grant funding Measures to be considered for adoption: ♦ National Survey of Student Engagement (nationally normed; information online at http://www.indiana.edu/ ~nsse/) Measures to be considered for development or adoption as available: ♦ Information technology: user satisfaction, user skill base, inventory management with life cycle/replacement schedule ♦ Community engagement: Engagement inventory to quantify involvement with community by faculty, staff, and students Measures listed below are the product of brainstorming at brown-bag discussions held fall 2001. These need further evaluation to determine appropriateness, availability of existing instruments and other ways to measure, and priority for development of new instruments or techniques. Measures for program delivery: ♦ Quality of program consistent no matter what delivery mode ♦ Systematic evaluation and adjustment ♦ Accreditation ♦ Student experience (measure by Student Satisfaction Survey) ♦ Faculty/staff evaluation 36 ♦ Cost-effectiveness ♦ Market demand measured and tracked ♦ Efficiency (faculty/student ratio, other measures) Measures for IT infrastructure: ♦ Efficiency: cost efficiency, productivity ♦ Planning system in use & working ♦ Need to determine: Are there existing standards, and do they measure inputs or outcomes? ♦ Measure user experience and usability, not just numbers of FTE, $$, equipment ♦ How current everyones technology is set a goal and meet ite.g., nothing older than 3 years ♦ Identified campus priorities drive resource allocations Measures for learning environment: Accreditation ♦ Does design of new buildings and outdoor spaces reflect our values: o community (internal, places to gather) o community (external, interaction with Spokane) o interdisciplinary opportunities o f lexible o safe ♦ Student Satisfaction Survey results ♦ Assessment of faculty/staff satisfaction with learning environment ♦ Calibre of faculty Measures for recognition of faculty, staff, and students: ♦ Improved morale ♦ Exit interviews (add trend analysis) ♦ Need an assessment tool, internal survey ♦ Climate survey (Did the Pullman one break out Spokane results we could get to serve as a baseline? Could we follow up on that one with a survey tailored to our needs?) ♦ T&P process recognizing service/ outreach ♦ Retention and turnover rates ♦ Increased campus voice in T&P (mea- sured by successful faculty candidates, other measures) ♦ Continued recognition as an employer of choice (measured by number of applicants for open positions, highquality pools) Measures for research: ♦ Productivity ♦ Peer-reviewed publications ♦ # of grant submissions: total, successful, with partners ♦ # of requests from community for our expertise, grant assistance, partnering ♦ Outcomes measureswhat did our research result in? (note that these can be difficult to measure, sometimes difficult to attribute changes directly to our research) ♦ Discipline-specific measures ♦ Number of programs (variety available to students) ♦ Number of returning students where they have an option (e.g. 5th-year design choosing to stay in Spokane rather than go back to Pullman) ♦ Retention rates (should reflect satisfaction with program if you continue) ♦ Program quality measureslink to these, since they affect the student experience ♦ Alumni giving is a measure of satisfaction with the experience they had here ♦ Use both short-term and long-term measures ♦ Creative scholarship ♦ Students winning awards ♦ Research assistantships funded by NIH ♦ Placement of our students in (prestigious) graduate and doctoral programs ♦ Known/recognized as a research university ♦ Increased knowledge (internal and external) of the impact of our research Measures for service and outreach: ♦ List of entities served ♦ # of hours ♦ # of people served ♦ Impact on community of service: quantity, quality, significance ♦ Measurement depends on goals set by campus ♦ Community awareness of our service and the campus ♦ # of students involved ♦ # of courses that involve service learning ♦ Impact of student activity on community ♦ Partners involved with us Measures for student experience: ♦ Student Satisfaction Survey ♦ Number of courses with interdisciplinary elements ♦ Course evaluations tailored to our campus and courses 37 Appendix VII: Historical Timeline 1920s-1980s • WSU offers a variety of programs in Spokane, from night courses during World War II to Cooperative Extension, pharmacy clerkships to student teaching. In the 1980s, increased academic activity lays the groundwork for the establishment of the branch campus. 1980-82 • First continuing education courses offered by Food Science and Human Nutrition in Spokane. 1982 • Food Science and Human Nutrition begins Registered Dietitian (RD) program. 1985 • • 1986 • 1987 • • 1988 • 1989 • 38 First graduate class in Human Nutrition offered in Spokane. The AHEC is initially established as part of a federally funded, four-state regional program through the University of Washington School of Medicine, linked to WSU. • • 1990 • • 1 991 • Spring: Graduate degree in Human Nutrition begins in Spokane. The state legislature recognizes the opportunities for new health sciences programs by providing a $427,000 biennial appropriation to initiate the WSU Health Research and Education Center (HREC). WSU Spokane moves into 23,000 square feet on 4 floors of the Farm Credit Building at 601 West First Avenue (now the Metropolitan Financial Center). The space houses classrooms, reference library, computer lab, the AHEC/Office for Rural Health, HREC, Food Science and Human Nutrition, College of Pharmacy and its Drug Information Center, and the new Communication Disorders teaching, research, and clinical facility, a joint program of WSUs Department of Speech and Hearing Sciences with EWU. Higher Education Coordinating Board approves WSU proposal for a branch campus system State legislature creates and funds WSU Spokane. 59 students attend in the fall semester. Masters degrees available: Electrical Engineering, Engineering Management, and Food Science and Human Nutrition. Coursework available in other programs in engineering • 1992 • • • • 1993 • • disciplines, Speech and Hearing Sciences, and Education. Washington Institute for Mental Illness Research and Training (WIMIRT) created by the state legislature as part of SSB 5400, the Mental Health Reform Act. The Eastern Branch, located at Eastern State Hospital in Medical Lake, is under the fiscal direction of Washington State University at Spokane. Spokane MESA (Mathematics, Engineering, Science Achievement) Program established at WSU Spokane. Resident faculty in Human Nutrition arrive in Spokane. August: Fifth year of the Pharmacy program relocates from Pullman to Spokane, after nearly 20 years of sponsorship of fifth-year clinical clerkships in Spokane. The 1991 Higher Education Coordinating Board (HECB) study of graduate education in the State assigns the following program responsibilities for WSU Spokane: Graduate programs offered by WSU will serve an important function in the educational needs of Spokane and the region. Programs should be developed to complement existing programs offered in the area, enhance the educational opportunities of professionals, and provide unique degree programs which only a doctoral institution may offer. The Area Health Education Center becomes a public service unit of WSU Spokane. The Spokane County Medical Societys Library (SCMSL) collection relocates to WSU Spokane in March. Inauguration of design studio location in Spokane and fifth-year architecture students $3.76 million grant to study effects of radiation on humans awarded to WSU Spokane researchers New research lab at Sacred Heart Medical Center opened February: Cooperative Academic Library Services (CALS), jointly operated by WSU Spokane and Eastern Washington University, is dedicated. Fall: Doctor of Pharmacy program begins with six students, the first and still the only such program in Eastern Washington and the only doctoral • • 1994 • • • • • 1995 • • • 1996 • • • 1997 • 1998 • • 1999 • • • program at any branch campus in the state. Construction Management program begins operation in Spokane Additional lab opened at Sacred Heart Cancer and Research Center Computers, printers and software for design students donated from Lindsey (gift totals $1.3 million) SIRTI building completion; WHETS classes begin in building Health Policy & Administration holds first classes HREC teams with area physicians to study the ability of electron beam computed tomography to provide early detection of coronary artery disease in the Spokane Heart Study Construction begins on Phase I Classroom Building Grants received for cancer research Joanna Ellington secures $500,000 for infertility studies WIMIRT receives $1.1 million for programs Western Regional Institute for Community Oriented Public Safety (WRICOPS) is formed. College of Pharmacy begins offering the External Pharm.D. program in collaboration with University of Washington, enabling practicing pharmacists to upgrade their credentials as the doctoral degree becomes the standard in the profession. First Thomas Foley Institute Lecture in Media and Scoiety held Robert Stier pledges $100,000 in support of Robert F.E. Stier Memorial Lectures in Medicine Fall: Four new masters degrees begin classes at WSU Spokane: Master of Technology Management, M.S. Architecture, M.A. Interior Design, and M.S. Landscape Architecture. Spring: 435 students are enrolled. 264 graduates go through commencement the highest number ever. Spring: Enrollment of 349 FTE (http:// www.wsu.edu/NIS/releases2/bc102.htm) May: 264 graduates go through Commencement (http://www.wsu.edu/ NIS/releases2/bc112.htm) June: Ten-year anniversary celebration and open house (http://www.wsu.edu/ NIS/releases2/bc118.htm) • • • 2000 • • • • • • • 2001 • • • • 2002 • • September 2: Groundbreaking for Health Sciences Building (http://www.wsu.edu/ NIS/releases2/bc121.htm) Fall: Enrollment reaches 499 FTE (http:// www.wsu.edu/NIS/releases2/bc123.htm)( First Boeing Distinguished Professor in Health Policy named: David Sclar, BPharm, PhD (http://www.wsu.edu/NIS/ releases2/bc122.htm) Spring: Enrollment of 383 FTE (http:// www.wsu.edu/NIS/releases3/bc103.htm) May: Health Policy & Administration program achieves ACEHSA accreditation (http://www.wsu.edu/NIS/releases3/ bc124.htm) Graduate Certificate in Aging launched spring semester 2000first-ever graduate certificate offered by Washington State University (http://www.wsu.edu/NIS/ releases3/bc100.htm) July: Health Policy & Administration program admitted to WICHE Western Regional Graduate Program, allowing the program to charge Washington-resident tuition rates to students from 14 Western states (http://www.wsu.edu/NIS/ releases3/bc128.htm) August: The first invention disclosure for research done at WSU Spokane is filed; the product is to be an antioxidant test (http://www.wsu.edu/NIS/releases3/ bc129.htm) Fall: Enrollment reaches 555 FTE (http:// www.wsu.edu/NIS/releases3/bc131.htm) Second Distinguished Professor joins campus: Donald Epley, PhD, Victor C. Lyons CCIM Distinguished Professor of Real Estate School Psychology Certification (postmasters program offered jointly with EWU) receives approval from the State Board of Education. With the approval, students who successfully complete the program and meet requirements of the Office of the Superintendent of Public Instruction are recognized as eligible to practice in the state (http:// www.wsu.edu/NIS/releases4/bc110.htm) Spring: Enrollment hits 496 FTE, an increase of 114 FTE over spring 2000 (http://www.wsu.edu/NIS/releases4/ sh113.htm) Fall: Enrollment reaches 622 FTE. Programs begin moving into the Health Sciences Building. January 7: First-ever EWU classes held in the Health Sciences Building January 14: First-ever WSU Spokane classes held in the Health Sciences Building 39 • • • 40 February 22: Formal dedication ceremony for the Health Sciences Building http:// wsunews.wsu.edu/ detail.asp?StoryID=2732 May 10: Largest-ever Commencement (423 graduates); first graduates in 4+1 M.A. Interior Design; first graduate in M.S. Kinesiology (degree name subsequently changed to M.S. Exercise Science) http:// wsunews.wsu.edu/ detail.asp?StoryID=3017 Spring: HECB approves name change and move of M.S. Kinesiology (WSU Pullman) to M.S. Exercise Science (WSU Spokane); Faculty Senate had previously approved creation of a Graduate Certificate in Exercise Science Footnotes Sommers, Paul, PhD. Cluster Strategies for Washington. Report for the Office of Trade and Economic Development, December 2001. 2 In an article on factors contributing to regional economic development and growth, Shane Mahoney, professor of government at Eastern Washington University, wrote The implications for Spokane seem clear. . . . It is the substantial presence of a committed, engaged and accomplished research faculty that is absent (The Pacific Northwest Inlander, Feb. 21, 2002) . 3 Regional economic development in the Silicon Valley . . . is primarily sparked by the formal and informal interaction of bright, university research faculty with one another and with industrial product designers, engineers and managers in the region (Ibid.) The report of the Boyer Commission on educating undergraduates in the research university, Reinventing Undergraduate Education: A Blueprint for Americas Research Universities (1998), sponsored by The Carnegie Foundation, makes interdisciplinarity a major theme (available online at http://naples.cc.sunysb.edu/Pres/ boyer.nsf/). 4 Mission in the sense of what the campus community views as its guiding missionnot mission in the sense of the campuss HECBapproved formal mission statement. 5 Report of the Strategic Budget Design Team, Portland State University, May 1997. 6 Ernest Boyer, 1990. Carnegie Commission for the Advancement of Teaching. 7 These strategic goals were adopted by the campus community in February, 2001, and remain unchanged in their intent. Some wording has been revised. 8 Emergent strategy implies that an organization is learning what works in practice. It is a pattern, a consistency of behavior over time, a realized pattern [that] was not expressly intended in the original deliberate strategy plan. It results from a series of actions converging into a consistent pattern (Mintzberg, H., The Rise and Fall of Strategic Planning. New York, NY: The Free Press, 1994, pp. 2325). 9 Spokane and the Inland Northwest: An Assessment of Opportunities for Biomedical Economic Development (Tripp-Umbach & Associates, May 2002). 10 Spokane and the Inland Northwest: An Assessment of Opportunities for Biomedical Economic Development (Tripp-Umbach & Associates, May 2002). 11 From the founding of these graduate programs in 1998, FTE enrollment at WSU Spokane Fall 98-Fall 01 totaled 160.6 FTE; Pullman enrollment totaled 46 FTE. 1 41
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