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The College of Humanities and Sciences strategic plan, Excellence Beyond Boundaries, exemplifies the central role of our diverse College at VCU. The breadth of disciplines in the biological sciences, humanities, mathematical and physical sciences, and social and behavioral sciences taught by our distinguished faculty provides students with the foundation to be agile and adaptable in a global environment.
Our strategic plan reflects a commitment to preparing leaders in social and technological innovation who are prepared for careers across the breadth of 21st century opportunities. While providing a cohesive plan for coordinating our efforts to excel, the CHS strategic plan is an intricate complement to VCU’s Quest 2025: Together We Transform strategic plan.
Excellence Beyond Boundaries is the result of an inclusive planning process which drew from the collective wisdom and vision of our faculty, staff, students and alumni. This process produced a unique and authentic strategic plan that presents a common understanding and context for our goals. This plan clarifies our united effort to transform lives through teaching and learning in our classrooms, laboratories and with our communities.
Read more about the mission, vision and values that inform the plan.
To realize our vision and advance our mission and values we have defined four key strategic focus areas. Each focus area is supported by several specific goals that provide a foundation for and direct our planning and decision-making over the coming years.
Attain distinction in preparing students to be leaders in social and scientific innovation in a technologically advancing world and who are prepared for careers across the breadth of 21st century opportunities.
Maximize positive transformations in each student’s academic ambition and capabilities.
Facilitate meaningful linkages between each student’s academic work and relevant local, national, and international community environments in preparation for careers in a diverse and evolving twenty-first century environment.
Provide opportunities and incentives for each student to build both the technical, disciplinary skill sets and broader interdisciplinary connections that are foundational to lifelong professional adaptability and personal growth.
Key performance measure | 2017-18 | 2018-19 | 2019-20 | 2024-25 goal |
---|---|---|---|---|
a. College-wide student-to-adviser ratio | 268:1 | 266:1 | 265:1 | All individual units under 300:1 |
b. Number of Student Success Collaborative campaigns and email campaigns/outreach | 34 SSC campaigns, 91 email outreach (125 total) | 101 SSC campaigns, 117 email communications, 12 advising events (230 total) (All units participated) | 139 SSC campaigns, 121 email outreach, 10 advising events (270 total) (All units participated) | All units participating in SSC campaigns and outreach |
c. Number of student affiliation groups (number of participants) | African American Student Mentoring Program; Latinx Student Mentoring Program | AASMP [80 participants (65 students)], LSMP [70 participants (55 students)] | Activities canceled due to campus closing | Track number of participants |
d. College-wide D grades, F grades and withdrawals (DFW) for math and science introduction courses (CHEM, MATH, BIOL) | See Table I.a. DFW Rates Across Demographic Groups below. | |||
e. First-year retention rate | See Table I.b. Retention Rates (First-Year) Across Demographic Groups below. | |||
f. Six-year graduation rates | See Table 1.c. Graduation Rates (Six-Year) Across Demographic Groups below. |
DFW Rates | 2017-18 | 2018-19 | 2019-20 * | 2024-25 goal (20% reduction) |
---|---|---|---|---|
BIOL 101 | 28.0% | 30.9% | 27.5% | 22.4% |
BIOL 151 | 31.3% | 35.7% | 17.2% | 25.0% |
BIOL 152 | 18.4% | 23.5% | 13.4% | 14.7% |
BIOL 205 | 57.7% | 62.2% | 47.4% | 46.2% |
BIOL 300 | 28.5% | 26.2% | 18.8% | 22.8% |
BIOL 310 | 41.2% | 23.0% | 14.8% | 33.0% |
CHEM 101 | 46.6% | 46.7% | 24.1% | 37.3% |
CHEM 102 | 33.2% | 26.9% | 19.3% | 26.6% |
CHEM 301 | 41.2% | 41.0% | 24.5% | 33.0% |
CHEM 302 | 35.6% | 37.8% | 26.5% | 28.5% |
CHEM 309 | 42.6% | 39.6% | 29.2% | 34.1% |
MATH 141 | 39.0% | 35.8% | 25.2% | 31.2% |
MATH 151 | 43.2% | 40.2% | 38.5% | 34.6% |
MATH 200 | 41.1% | 43.1% | 29.4% | 32.9% |
MATH 201 | 32.4% | 35.2% | 33.4% | 25.9% |
* Includes spring 2020, when many D grades converted to PS grades due to COVID pass/fail option.
Retention (first-year) | 2017-18 | 2018-19 | 2019-20 | 2024-25 goal |
---|---|---|---|---|
American Indian/Alaskan (female) | 100.0% | 100.0% | 100.0% | 100.0% |
American Indian/Alaskan (male) | 33.3% | 100.0% | none in cohort | 37.3% |
Subtotal: American Indian/Alaskan | 66.7% | 100.0% | 100.0% | 74.7% |
Asian (female) | 89.3% | 91.6% | 89.4% | 100.0% |
Asian (male) | 81.5% | 80.1% | 85.9% | 91.3% |
Subtotal: Asian | 86.5% | 87.8% | 88.2% | 96.8% |
Black/African American (female) | 83.5% | 86.0% | 82.3% | 93.5% |
Black/African American (male) | 82.7% | 82.2% | 80.9% | 92.7% |
Subtotal: Black/African American | 83.3% | 85.0% | 81.9% | 93.3% |
Hawaiian/Pacific Islander (female) | none in cohort | none in cohort | 100.0% | --- |
Hawaiian/Pacific Islander (male) | none in cohort | none in cohort | none in cohort | --- |
Subtotal: Hawaiian/Pacific Islander | none in cohort | none in cohort | 100.0% | --- |
Hispanic/Latino (female) | 77.4% | 83.7% | 81.5% | 86.7% |
Hispanic/Latino (male) | 81.2% | 84.1% | 87.6% | 90.9% |
Subtotal: Hispanic/Latino | 78.6% | 83.8% | 83.2% | 88.1% |
International (female) | 82.6% | 95.5% | 96.2% | 92.5% |
International (male) | 80.0% | 71.4% | 88.9% | 89.6% |
Subtotal: International | 81.6% | 86.1% | 93.2% | 91.4% |
Two or more races (female) | 77.4% | 82.2% | 76.6% | 86.7% |
Two or more races (male) | 69.1% | 84.4% | 77.6% | 77.4% |
Subtotal: Two or more races | 74.9% | 82.8% | 76.9% | 83.8% |
Unknown (female) | 86.4% | 64.7% | 70.0% | 96.7% |
Unknown (male) | 83.3% | 37.5% | 83.3% | 93.3% |
Subtotal: Unknown | 85.3% | 56.0% | 73.1% | 95.5% |
White (female) | 78.2% | 82.5% | 79.9% | 87.6% |
White (male) | 80.0% | 79.4% | 71.3% | 89.6% |
Subtotal: White | 78.8% | 81.4% | 77.2% | 88.3% |
First generation (female) | 76.9% | 82.9% | 80.6% | 86.1% |
First generation (male) | 78.8% | 74.0% | 75.8% | 88.3% |
Subtotal: First generation | 77.4% | 80.6% | 79.2% | 86.7% |
OVERALL | 80.9% | 83.5% | 81.1% | 90% (12% increase) |
Graduation Rates (six-year) | 2017-18 | 2018-19 | 2019-20 | 2024-25 goal |
---|---|---|---|---|
American Indian/Alaskan (female) | 90.9% | 100.0% | none in cohort | 100.0% |
American Indian/Alaskan (male) | 60.0% | none in cohort | none in cohort | 69.0% |
Subtotal: American Indian/Alaskan | 81.3% | 100.0% | none in cohort | 93.4% |
Asian (female) | 71.5% | 82.2% | 78.2% | 82.2% |
Asian (male) | 60.7% | 72.1% | 69.6% | 69.8% |
Asian (N/R) | none in cohort | none in cohort | 100.0% | --- |
Subtotal: Asian | 66.3% | 78.2% | 74.7% | 76.2% |
Black/African American (female) | 62.1% | 68.8% | 69.2% | 71.4% |
Black/African American (male) | 60.0% | 54.0% | 58.1% | 69.0% |
Subtotal: Black/African American | 61.5% | 65.3% | 66.7% | 70.7% |
Hawaiian/Pacific Islander (female) | 50.0% | 100.0% | 50.0% | 57.5% |
Hawaiian/Pacific Islander (male) | 28.6% | 40.0% | 0.0% | 32.9% |
Subtotal: Hawaiian/Pacific Islander | 36.4% | 50.0% | 14.3% | 41.8% |
Hispanic/Latino (female) | 56.1% | 65.0% | 68.1% | 64.5% |
Hispanic/Latino (male) | 44.9% | 58.0% | 56.5% | 51.7% |
Subtotal: Hispanic/Latino | 52.1% | 62.1% | 64.1% | 59.9% |
International (female) | 58.3% | 61.9% | 66.7% | 67.1% |
International (male) | 40.9% | 45.2% | 60.9% | 47.0% |
International (N/R) | 0.0% | 0.0% | none in cohort | 0.0% |
Subtotal: International | 47.1% | 50.9% | 63.2% | 54.1% |
Two or More Races (female) | 72.1% | 68.3% | 60.6% | 82.9% |
Two or More Races (male) | 57.7% | 55.0% | 58.8% | 66.3% |
Two or More Races (N/R) | 0.0% | none in cohort | none in cohort | 0.0% |
Subtotal: Two or More Races | 65.3% | 63.9% | 60.0% | 75.1% |
Unknown (female) | 66.1% | 70.0% | 80.0% | 76.0% |
Unknown (male) | 61.9% | 54.5% | 40.0% | 71.2% |
Subtotal: Unknown | 64.9% | 64.5% | 64.0% | 74.7% |
White (female) | 64.7% | 68.2% | 69.3% | 74.4% |
White (male) | 54.4% | 58.8% | 50.8% | 62.5% |
White (N/R) | none in cohort | none in cohort | 0.0% | --- |
Subtotal: White | 60.3% | 64.5% | 61.8% | 69.4% |
First generation (female) | 64.7% | 70.3% | 69.9% | 74.4% |
First generation (male) | 55.6% | 59.7% | 55.9% | 63.9% |
First generation (N/R) | 0.0% | 0.0% | 50.0% | --- |
Subtotal: First generation | 61.0% | 66.4% | 64.8% | 70.2% |
OVERALL | 61% | 66.4% | 64.8% | 70% (15% increase) |
Key performance measure | 2017-18 | 2018-19 | 2019-20 | 2024-25 goal |
---|---|---|---|---|
a. Number of students participating in experiential learning (research, study abroad, internships) | 109 courses with 2,858 students enrolled (653 research, 74 study abroad, 1290 internship) | 3,156 students enrolled (647 research, 148 study abroad, 1,437 internship) | 13,671 students enrolled (3,191 research, 85 study abroad, 1,413 internship) | 100% increase in student participation |
b. Number of experiential learning courses in the College | 109 | 111 | 302 | 100% increase in courses offered |
c. Number of courses/programs developed specifically to address diversity and inclusion | 53 courses, 5 programs | 420 courses, 14 programs | 356 courses, 14 programs | Track student participation |
d. Number of departments offering mentoring programs (number of students participating in mentoring programs) | 6 units offered programs to 2172 students | 3 units offered programs to 154 students (3 programs in development) | 4 units offered programs to 412 students (2 programs in development) | 100% increase in programs and student participants |
e. Career preparation activities and programs | 16 units offered programs to 1471 students | 13 units offered programs to 456 students | 14 units offered programs to 2,175 students | All 17 units and 200% increase in student participation |
f. Develop alumni job-placements database | In progress | In progress | In progress | Initiate unit level participation in communicating with alumni |
Key performance measure | 2017-18 | 2018-19 | 2019-20 | 2024-25 goal |
---|---|---|---|---|
a. Number of collaborative programs with VCU Career Services | 11 units offered programs in collaboration with VCU Career Services | 9 units offered 32 programs in collaboration with VCU Career Services | 9 units offered 26 programs in collaboration with VCU Career Services | All 17 units offering programs in collaboration with VCU Career Services |
b. Number of interdisciplinary courses and curricula | 5 programs with an additional 59 courses | 13 units offering 190 courses | 13 units offering 204 courses | Strategically consider new interdisciplinary programs |
c. % on academic warning, probation, suspension | 13.9% | 12.6% (20 fewer students) | 12.5% | 10.0% |
Support student success by ensuring that faculty and staff have the resources necessary, and the opportunities for career development, to engage students in state-of-the-art learning experiences.
Bolster student success through meaningful teaching and learning relationships among faculty, staff, and students.
Fund and promote the development of transformative learning experiences in domestic and global communities that “make it REAL” for students.
Enhance working relationships among staff, tenure-track, term, and adjunct faculty in each department to improve communication and enhance teaching and research opportunities.
Support the development of an environment in which the importance of improved teaching is encouraged, assessed, and valued through promotion of term and tenured faculty.
Key performance measure | 2017-18 | 2018-19 | 2019-20 | 2024-25 goal |
---|---|---|---|---|
a. Number of tenure track faculty (TTF) and number of term faculty | 268 TT; 176 term | 276 TT; 170 term | 281 TT; 167 term | Shift from 61% TT to 70% TT |
b. College-wide student-to-faculty ratio | See Table II.a. Number of Majors to Unit Faculty and Table II.b. Student Credit Hours Taught to Unit Faculty | |||
c. Number of faculty from underrepresented groups | 444 total faculty members; 120 faculty members from underrepresented groups; 13 fewer than previous year—89% retention rate (22 international) | 446 total faculty members; 123 faculty members from underrepresented groups (26 international) | 448 total faculty members; 125 faculty members from underrepresented groups (21 international) | Track changes and retention rates for faculty from underrepresented groups |
d. Number of graduate teaching assistants | 325 | 400 | 364 | Shift funding from adjunct positions to GTAs |
e. % of instruction delivered by adjunct faculty [total student credit hours (SCH) (sum of course credit hours x number of students for each course taught) + SCHs delivered by adjunct faculty] | 360,930 total SCH; 59,017 SCH taught by adjunct (16.35%) | 358,801 total SCH; 52,231 SCH taught by adjunct (14.56%) | 343,351 total SCH; 47,314 SCH taught by adjunct (13.78%) | Reduce reliance on adjunct faculty from 16.35 to 10% |
f. Increase in office space and research laboratory space (STEM Building) | In progress | Construction January 2020 | To be completed in 2023 | Address space needs for teaching science labs and for office and lab space for new faculty |
g. Number of faculty participating in CTLE programs/services | 39 | 43 | 116 | Increase by addressing other metrics focused on excellence in teaching |
h. Acknowledge CTLE participation for annual evaluations and promotion and tenure review | All 17 units acknowledge CTLE participation | 13 units acknowledge participation; 3 are developing policy and protocol for acknowledgment | 14 units acknowledge participation; 1 developing policy and protocol for acknowledgement | Develop College-wide promotion and tenure policy for CTLE participation |
i. Establish and recognize unit level and College wide teaching awards | 2 units have teaching awards | 2 units have teaching awards; 1 unit is developing an award | 1 unit has teaching awards, 2 units are developing an award | All 17 units recognizing teaching excellence |
A cornerstone of our data informed decision-making process is transparency. The data presented in Table IIa and IIb is information that is important in our decision-making, but does not preclude our commitment to providing our students and community with an educational experience anchored in the broad goals of a liberal arts education. Peer-institutional data and important national trends are also considered.
Academic unit | 2017-18 # of majors: unit faculty | 2018-19 # of majors: unit faculty | 2019-20 # of majors: unit faculty | 2024-25 goal (20% reduction) # of majors: unit faculty |
---|---|---|---|---|
African American Studies | 14:6 | 23:7 | 22:7 | Data for this column to be monitored through 2024-25 |
Biology | 2,015:42 | 2,082:37 | 2,031:37 | |
Chemistry | 503:41 | 503:38 | 447:38 | |
English | 384:36 | 352:37 | 355:37 | |
Forensic Science | 371:9 | 355:9 | 349:9 | |
Gender, Sexuality & Women’s Studies | 38:8 | 35:10 | 41:10 | |
History | 248:24 | 213:25 | 205:25 | |
Kinesiology & Health Sciences | 1,467:13 | 1,512:14 | 1,555:14 | |
Mathematics & Applied Mathematics | 186:50 | 159:49 | 150:49 | |
Philosophy | 81:10 | 89:10 | 87:10 | |
Physics | 99:21 | 104:21 | 90:21 | |
Political Science | 584:14 | 616:14 | 613:14 | |
Psychology | 1,511:49 | 1,587:52 | 1,749:52 | |
Robertson School of Media & Culture | 1,005:22 | 905:27 | 805:27 | |
Sociology | 234:13 | 221:15 | 198:15 | |
Statistical Sciences & Operations Research | 45:18 | 45:17 | 54:17 | |
School of World Studies | 437:42 | 437:43 | 408:43 | |
COLLEGE TOTAL | 13,299:444 | 13,241:446 | 12,481:448 |
Academic unit | 2017-18 Student Credit Hours (SCH) SCH: unit faculty | 2018-19 Student Credit Hours (SCH) SCH: unit faculty | 2019-20 Student Credit Hours (SCH) SCH: unit faculty | 2024-25 goal Student Credit Hours (SCH) SCH: unit faculty |
---|---|---|---|---|
African American Studies | 3,625:6 | 3,741:7 | 3,437:6 | Data for this column to be monitored through 2024-25 |
Biology | 44,175:42 | 43,673:37 | 44,947:40 | |
Chemistry | 31,784:41 | 33,481:38 | 30,646:37 | |
English | 15,920:36 | 17,246:37 | 16,917:40 | |
Forensic Science | 2,560:9 | 3,051:9 | 3,183:11 | |
Gender, Sexuality & Women’s Studies | 4,778:8 | 5,130:10 | 5,446:11 | |
History | 12,563:24 | 11,288:25 | 10,269:26 | |
Kinesiology & Health Sciences | 17,240:13 | 19,183:14 | 24,249:15 | |
Mathematics & Applied Mathematics | 36,383:50 | 36,574:49 | 33,606:45 | |
Philosophy | 7,582:10 | 8,274:10 | 7,662:10 | |
Physics | 22,469:21 | 22,970:21 | 20,928:22 | |
Political Science | 15,806:14 | 19,976:14 | 17,567:17 | |
Psychology | 32,750:49 | 37,551:52 | 38,830:46 | |
Robertson School of Media & Culture | 16,753:22 | 15,873:27 | 17,111:26 | |
Sociology | 14,637:13 | 15,137:15 | 15,758:15 | |
Statistical Sciences & Operations Research | 12,980:18 | 14,155:17 | 12,925:17 | |
School of World Studies | 36,791:42 | 34,339:43 | 31,399:44 | |
COLLEGE TOTAL | 360,931:444 | 358,802:446 | 343,351:448 |
Academic unit | 2017-18 | 2018-19 | 2019-20 | 2024-25 goal |
---|---|---|---|---|
a. Number of service learning courses (number of students enrolled) | 35 (841 students enrolled) | 33 (914 students enrolled) | 81 (1,683 students enrolled) | 100% increase in student participation |
b. Number of for-credit “Make it REAL” experiences (number of students enrolled) | 109 courses (2,858 students enrolled: 653 research, 74 study abroad, 1,290 internship) | 111 courses (3,156 students enrolled: 647 research, 148 study abroad, 1,437 internship) | 302 courses (13,528 students enrolled: 3,133 research, 85 study abroad, 1,413 internship) VCU REAL initiative fully implemented | 100% increase in student participation |
c. Number of donor-supported transformative learning experiences (number of student participants) | 5 (20 student participants) | 5 (30 student participants) | 4 (32 student participants) | 100% increase in student participation |
Academic unit | 2017-18 | 2018-19 | 2019-20 | 2024-25 goal |
---|---|---|---|---|
a. Number of staff training programs and number of participants | None recorded | 4 programs (131 participants) | 4 programs (65 participants) | Document programs and number of participants |
b. Staff mentoring programs and number of participants | 1 program (20 participants) | 1 program (22 participants) | 1 program (18 participants) | Document programs and number of participants |
c. Number of targeted training programs for adjunct instructors | 1 training program | 12 training programs | 11 training programs | All 17 units with training programs |
Academic unit | 2017-18 | 2018-19 | 2019-20 | 2024-25 goal |
---|---|---|---|---|
a. Number of academic units with clearly defined measures of effective teaching and learning | 10 units report having clearly defined measures of effective teaching | 5 units with clearly defined measures; 7 units in the process of developing measures | 10 units with clearly defined measures; 4 units in the process of developing measures | All 17 of units with clearly defined measures of effective learning |
b. Number of faculty supported to participate in programs/conferences focused on teaching excellence | 63 faculty members participated in programs | 63 faculty members participated in programs | 71 faculty members who participated in programs | 100% increase in faculty member participation |
Develop and advance nationally recognized student and faculty scholarship, research, and creative initiatives committed to addressing challenges in our urban Richmond community and beyond.
Recruit and retain exceptional faculty engaged in research/scholarship across the varied disciplines represented by the College of Humanities and Sciences.
Increase the College’s involvement with and impact on the metropolitan Richmond area by evaluating change in the lives of Richmond-area residents.
Expand VCU’s excellence in research by investing in the strengths and potential areas of growth of our students and faculty.
Key performance measure | 2017-18 | 2018-19 | 2019-20 | 2024-25 goal |
---|---|---|---|---|
a. Number of Catalyst Awards (number of applicants) | 5 awards (30 applicants) | 5 awards (13 applicants) | no funding | 100% increase |
b. Number of Seed Grant Awards (number of applicants) | 20 awards (28 applicants) | 20 awards (12 applicants) | no funding | Maintain program |
c. Number of Eminent Scholar Awards | Scholar program developed | 3 awards | 3 awards | 18 total; 3 per year for a 5-year award |
d. Annual salary increases to reach peer institution average | 3% faculty increase | 3% faculty increase | no increase | ≥ 3% per year |
e. Number of a full-time faculty serving as mentors and number of faculty being mentored | 45 mentors; 24 mentees | 110 mentors; 96 mentees | 141 mentors; 101 mentees | 100% increase |
f. Number of graduate students supported with extramural funding | 7 units funding 119 students (40 with partial funding) | 7 units funding 104 students (42 with partial funding) | 9 units funding 116 students | 100% increase in extramurally supported graduate students |
g. Number of grant development workshops (number of participants) | 1 workshop with 30 participants | 3 workshops with 47 participants | 3 workshops with 23 participants | 100% increase |
Key performance measure | 2017-18 | 2018-19 | 2019-20 | 2024-25 goal |
---|---|---|---|---|
a. Number of collaborations with the Division of Community Engagement | 10 units collaborated | 11 units collaborated | 10 units collaborated | All 17 units collaborating |
b. Number of grants submitted and awarded that are in partnership with our community | 29 submitted; 11 awarded | 11 awarded | 12 awarded | |
c. Number of programs/activities that celebrate and promote a community impact | 10 programs promote community impact | 14 programs promote community impact | ||
d. Number of programs/activities that promote our collaborative programs to the community | 11 units coordinated activities that promoted our collaborative programs | 14 units coordinated 113 activities that promoted our collaborative programs | 14 units coordinated 72 activities that promoted our collaborative programs | All 17 units coordinating activities that promote our collaborative programs |
Key performance measure | 2017-18 | 2018-19 | 2019-20 | 2024-25 goal |
---|---|---|---|---|
a. Number of external grant submissions, number of awards and total grant funding expenditures | 196 submitted, 65 awarded and $15,701,043 total grant funding expenditures | 142 submitted, 88 awarded and $17,250,042 total grant funding expenditures | 203 submitted, 101 awarded, and $17,306,561 total grant funding expenditures | 25% increase |
b. Number of inter- and cross-disciplinary proposals submitted/number of proposals funded | 35 submitted; 11 awarded | 6 funded | 8 funded | 100% increase |
c. Number of externally funded Summer Fellowships | 18 | 23 | 16 | 100% increase |
d. Peer-reviewed publications, books (scholarly monographs), book chapters, editorial scholarship | 578 peer-reviewed publications, 22 books, 72 book chapters, 32 publications of editorial scholarship | 695 peer-reviewed publications, 33 books, 83 book chapters, 61 publications of editorial scholarship | 726 peer-reviewed publications, 33 books, 106 book chapters, 108 publications of editorial scholarship | 20% increase |
e. Number of scholarly contributions to the Scholarship of Teaching | 15 | 41 | 37 | 25% increase |
f. Total grant funding dollars | $15,701,043 | $17,250,042 | $17,306,561 | 25% increase |
Become a leader in integrating meaningful engagement with real-world challenges that support the development of global citizens, and maintain VCU’s Carnegie classification as a high research and high community-engaged university.
Initiate, continue, and maintain authentically collaborative, mutually beneficial local, state, national, and global partnerships that meet community-specified needs and College student learning outcomes.
Initiate study, discussion, and reflection to promote and value the scholarship of engagement more fully and revise P&T guidelines as applicable to explicitly reflect community-engaged research/scholarship and experiential learning.
Develop collaborative alignment with existing University campus initiatives (especially the DCE) that focus on meaningful engagement with real-world challenges to achieve greater impact.
Key performance measures for Strategic Focus Area IV are integrated within the other strategic focus areas.