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Strategic Goals, Objectives, and Strategies
| Goal A: Grow Gallaudet’s enrollment of full-time undergrads, full- and part-time graduate students, and continuing education students to 3,000 by 2015 | ||||
| Objective 1 | Objective 2 | Objective 3 | Objective 4 | Objective 5 |
| Expand domestic recruiting to become “top of mind” for all deaf and hard of hearing students, and hearing students seeking deaf/HH-related careers | Recruit non-traditional students through targeted programs | Actively recruit international students to achieve the current 15% cap | Increase enrollment of traditionally-underrepresented groups (TUGs) | Increase and broaden accountability for student enrollment |
| Strategies | Strategies | Strategies | Strategies | Strategies |
| A.1.1 Expand recruitment at all programs serving deaf and hard of hearing students (particularly mainstream schools), emphasizing personal contacts with students, parents and professionals working with them | A.2.1 Conduct market analysis to identify and design programs to serve adult degree completion and readmits, such as a Liberal Studies degree |
A.3.1 Identify 3-4 world regions as recruiting, outreach, and collaboration targets and proactively develop materials, programs and partnerships in those regions | A.4.1 Develop and market year-long programs targeted at ongoing academic support for TUGs before, during, and after the first year | A.5.1 Develop department/program enrollment targets and action plans to accomplish them |
| A.1.2 Develop an innovative media campaign to promote Gallaudet and frame Deaf people and their signed languages as positive aspects of human diversity, while iteratively assessing the impact of the campaign on enrollment (attracting/retaining diverse learners) | A.2.2 Conduct market analysis to identify and design high-demand programs for continuing education and outreach |
A.3.2 Identify funding partners with strategic goals related to education of international students | A.4.2 Assess the cost/benefit of reinstating the PEP program to allow TUG students who require more support to have a full year of skill development | A.5.2 Amend performance management system to reflect enrollment as a strategic priority for all faculty and professional staff |
| A.1.3 Expand summer camps for middle- and high-school deaf/HH students and Family Learning Vacations to introduce them to Gallaudet University | A.2.3 Create infrastructure for a virtual campus to attract tomorrow’s visual learners and serve as a platform for greatly expanded offerings in online and hybrid education |
A.3.3 Develop English Language Institute (ELI) and ASL programs abroad and other academic offerings in targeted recruiting regions to develop Gallaudet’s presence and create a pipeline of qualified students | A.4.3 Identify funding partnerships to expand multi-year, need- and merit-based scholarships to recruit and retain undergraduate and graduate TUGs | |
| A.1.4 Adjust the cap to increase enrollment of Hearing Undergraduates (HUGs) in targeted majors preparing them for deaf/HH-related careers, especially interpreting | A.2.4 Optimize transfer policies and practices to incentivize transfer students to come to Gallaudet |
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| A.1.5 Develop new programs targeted at high-growth professions, deaf service professions, and areas that utilize visual, spatial and kinetic aptitudes | ||||
| Goal B: By 2015, increase Gallaudet’s six-year undergraduate graduation rate to 50% | |||
| Objective 1 | Objective 2 | Objective 3 | Objective 4 |
| Create environment and support systems to encourage retention and successful completion | Institutionalize clear Path to Graduation for all undergraduates | Increase acceptance of undergraduate students into majors | Increase and broaden accountability for student retention and graduation |
| Strategies | Strategies | Strategies | Strategies |
| B.1.1 Upgrade physical infrastructure (primarily dormitories) to meet 21st century student expectations for quality of campus life life | B.2.1 Create a Graduation Contract all students must sign, clearly documenting the path to graduation including all steps and requirements for each major |
B.3.1 Review and validate qualification / acceptance standards for all majors (including GPA requirements and degree of difficulty for prerequisite courses) | B.4.1 Develop department/program retention and graduation targets, and action plans to accomplish them |
| B.1.2 Create one-stop shopping for student support services, with a renewed focus on excellent customer service and online service options wherever possible | B.2.2 Develop a “discovery process” for students, starting at initial enrollment, that emphasizes selecting a major |
B.3.2 Utilize summer sessions as tuition-free opportunities to “pre-teach” content for high-failure-rate courses and/or at-risk students | B.4.2 Amend performance management system to reflect retention and graduation as strategic priorities for all faculty and staff, including faculty and staff engagement in academic and non-academic student activities |
| B.1.3 Develop programs to promote acceptance and respect for students, faculty and staff along all facets of diversity (including nationality, race, gender, communication modalities, etc.) | B.2.3 Develop early intervention programs to guide students through to graduation (faculty major advising cadre, proactive academic advising, and diagnosis–support–remediation strategies for at-risk students) |
B.3.3 Develop “Life After Gallaudet” program to inform and motivate students toward career options related to the undergraduate majors | |
| B.1.4 Develop a comprehensive, innovative program to support student language development, starting before freshman year and continuing until graduation | B.2.4 Develop degree alternatives that provide increased graduation options (General Studies major for qualified students, Associate Degree graduation option for select majors to have “honorable exit”) |
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| B.1.5 Ensure that all students are offered a mentor/ coach to guide them through the university experience, into majors and on to graduation, with all faculty, professional staff, and administrators committed to participation in the mentoring/coaching process | B.2.5 Establish targets for graduation of TUGs across the majors, and expand support/mentoring programs to all TUGs (remove GPA requirements for participation) | ||
| B.1.6 Establish a centralized student academic support center with extended hours staffed by faculty to support student learning across all areas, with emphasis on math and English | |||
| Goal C: By 2015, secure a sustainable resource base through expanded and diversified funding partnerships and increased efficiency of operations | |||
| Objective 1 | Objective 2 | Objective 3 | Objective 4 |
| Increase breadth and depth of local and federal government relations | Grow revenue from grants, auxiliary enterprises, and private fundraising | Increase student-related income through enrollment growth | Improve efficiency and effectiveness of all programs and services |
| Strategies | Strategies | Strategies | Strategies |
| C.1.1 Designate specific staff and retain external experts for government relations to strengthen partnerships with the federal and District of Columbia governments | C.2.1 Develop incentives and infrastructure to support faculty/staff in seeking, obtaining, and administering grants |
C.3.1 Limit growth in charges for tuition and fees to inflation or less, to achieve lower costs per student and costs per graduate | C.4.1 Create mechanisms that reallocate resources to high-priority areas, including funding the strategic plan |
| C.1.2 Increase accountability for performance on GPRA goals, with special attention to efficiency and cost/graduate indicators | C.2.2 Leverage the Innovation Lab concept (in initial planning stages) to secure grants and private funding |
C.3.2 Identify student-specific auxiliary enterprises whose revenues could increase with enrollment, such as student housing (on- and off-campus) | C.4.2 Conduct Workforce Planning Analysis, mapping human capital against current needs, to achieve improved faculty:student and staff:student ratios |
| C.1.3 Develop facilities strategic plan for university and Clerc Center, and seek ongoing federal support for capital improvement projects | C.2.3 Reallocate capital expenditures towards 6th Street projects to generate consistent revenue streams and improve Gallaudet’s physical environment |
C.3.3 Optimize enrollment numbers resulting from Gallaudet-administered financial aid, by targeting funds to undergraduates | C.4.3 Identify optimal unit costs and develop plans to meet cost objectives |
| C.2.4 Explore options for additional revenue from interpreting, VRS, and other deafness-related enterprises |
C.3.4 Develop program to increase student access to and usage of sources of financial aid in addition to Vocational Rehab, through communication with students and their parents | C.4.4 Institute ongoing cost/benefit reviews of new and existing programs, including ‘sunset policies’ | |
| C.2.5 Establish seed money for promising academic and non-academic ventures and innovative revenue-producing programs | C.4.5 Develop shared services to increase efficiency and generate cost savings between departments | ||
| C.2.6 Establish specific targets and strategies to grow planned giving, bequests, and private fundraising from foundations and individuals | |||
| Goal D: By 2015, refine a core set of undergraduate and graduate programs that are aligned with the institutional mission and vision, leverage Gallaudet’s many strengths, and best position students for career success | |||
| Objective 1 | Objective 2 | Objective 3 | Objective 4 |
| Optimize undergraduate majors and graduate programs to justify costs and outcomes | Develop five new comprehensive academic partnerships | Strengthen students’ preparation for employment and career success | Increase faculty accountability for student learning and development |
| Strategies | Strategies | Strategies | Strategies |
| D.1.1 Establish Program Prioritization Task Forces for undergrad & grad schools to review existing majors and degree offerings based on mission-centrality, market demand, and assessment of productivity and viability life | D.2.1 Partner with up to two DC Consortium universities to develop or sustain curriculum for specific majors |
D.3.1 Establish the infrastructure to require real-world work experiences (internships and/or service learning) as a graduation requirement for freshmen entering in fall 2010 | D.4.1 Modify faculty performance management systems to increase accountability for results in total student development, including learning and engagement |
| D.1.2 By 2010, decide on majors, programs or departments to grow, restructure, merge or discontinue | D.2.2 Conduct a best practices study on inter-university partnerships and implement findings to maximize benefit of Gallaudet’s membership in DC Consortium |
D.3.2 Increase Career Center services to improve job searches, support interviews, and cultivate employer demand (including deaf- and minority-owned businesses and employers) | D.4.2 Create assessments to identify faculty needs to optimize classroom content and delivery methods (including online education) and provide development opportunities (particularly for bilingual education and ASL training for faculty) |
| D.1.3 Develop standards for program viability and cost/benefit, and set baseline metrics that would trigger review and action plan for growth | D.2.3 Establish formal relationships with 3-4 international universities as academic partners and feeder schools in each target region |
D.3.3 Establish field- and profession-based advisory groups, drawing on largest employers of GU graduates, to advise on developing, implementing and assessing programs | D.4.3 Align teaching loads and course assignments to increase lower-level undergrads’ access to senior faculty |
| D.1.4 Create process for analyzing viability and cost/benefit of new programs targeted at previously-untapped markets, particularly high-growth professions, deaf-service professions, and/or those that utilize acute visual, spatial, and kinesthetic aptitudes | D.3.4 Evaluate creation of career tracks for all majors, and Dual Degree Programs for specific areas | ||
| Goal E: Establish Gallaudet as the epicenter of research, development and outreach leading to advancements in knowledge and practice for deaf & hard of hearing people and all humanity | ||
| Objective 1 | Objective 2 | Objective 3 |
| Establish Gallaudet’s research agenda and set targets for externally-funded research proposal submission, funding, and completion by 2015 and beyond | Create the infrastructure needed to support a world-class research enterprise | Enhance outreach integrating research and practice, particularly to benefit deaf/HH PK-12 students |
| Strategies | Strategies | Strategies |
| E.1.1 Formulate no more than five integrated research priorities by assessing current and potential strengths in fields such as visual language & learning; hearing enhancement; linguistic and communication access; genetics; and ASL/English bilingualism | E.2.1 Assess and provide the necessary administrative leadership to promote research synergies within and outside the university |
E.3.1 Develop partnership agreements with the Clerc Center and 3-5 PK-12 programs nationwide that facilitate research-practice integration to improve deaf/HH student learning outcomes, especially for minority students |
| E.1.2 Conduct market study to identify potential funders, partners, and competitors to inform choice of priority areas in Gallaudet’s research agenda | E.2.2 Evaluate and provide appropriate staffing complement and resources to enhance services of Office of Sponsored Programs and post-award support, including professional development and training in grant writing and management for faculty and support staff |
E.3.2 Seek partnerships with universities, PK-12 programs, community organizations, private foundations, government programs, and businesses aimed at developing, implementing and assessing educational innovations and impacts on student learning |
| E.1.3 Set targets for number of proposal submissions and successful funding awards in priority areas by 2015 | E.2.3 Align faculty evaluation and incentive systems to encourage and reward grant-funded research and peer-reviewed publication |
E.3.3 Establish a state-of-the-art web-based national information center on deaf/HH people |
| E.1.4 Determine strategic cost/benefit of revitalizing Gallaudet Research Institute (including re-creating center for demographic studies on the deaf/HH population) | E.2.4 Build administrative infrastructure and leadership succession needed to support and institutionalize VL2, RERC-TAP, and RERC-HE | E.3.4 Establish a center for research, development, and evaluation on diversity, equity and TUG achievement, both on-campus and in PK-12 settings |
| E.2.5 Set expectations for all doctoral programs to apply for external funds for research, with significant support for graduate students | ||
