Strengths

OFIs

• Leadership has a vision and is moving the campus in the right direction
• Leadership has professionalism and has a high profile image
• Leaders are good motivators at bringing about campus change
• Commitment toward students
• Community connections
• Innovative activities to engage students, faculty, and staff
• Leadership activities (preparing future progressive and visionary leaders through civic activities and involvement)
• 1) Global vision, education and ethics (creating international awareness on campus
  2) encouragement of professional development opportunities and ethical behavior)
• Team work (embracing culture of teamwork with all stakeholders, support of empowering environment)
• Many visible programs initiated, e.g. forensics, Jazz Lab, globalization effort, campus beauty improved
• Enhanced recruitment at the lower division level
• Development of academic mission and core values

• Match funding with program potential
• Include campus stakeholders in the decision-making process
• Clarify goals and empower employees to achieve the goals
• Clear vision
• Empowerment of deans, faculty (including chairs), and staff in decision-making
• Support existing programs with appropriate resources before making new commitments.
• Communication and visibility (communication with all stakeholders on campus with something other than “Centralities”) and lack of visibility of President on campus and at activities
• Cultural and educational and ethical (create opportunities for international students increasing their involvement in Campus Life, promote ethics and positive behaviors)
• 1) Political culture
  2) empowerment and team work (ensure all levels of management are appropriately empowered
  3) campus involvement in major process changes
  4) maximize efficiency by avoiding duplication of services and encouraging cooperation
  5) create win-win situations between university communities)
• 1) Maintain successful, existing programs while remaining open to new ideas
  2) increase recruitment in other regions of U.S.
  3) more involvement of faculty/staff and administration in development of future policies of UCO (e.g. budgetary issues) like this forum

Strengths

OFIs

• Continuous improvement involves all UCO units
• Develop new campus master plan for growth
• Development of a niche for the University (leadership, etc.)
• UCO has identified stakeholders and has made a commitment to developing better relationships with these groups.
• UCO has made a commitment for continuous upgrades of technology, equipment, and facilities.
• UCO has utilized internationally recognized processes for defining a continuous improvement philosophy, e.g. MBNQA
• Good process for strategic plan at department and college levels (they are more involved in the process)
• UCO has a process to evaluate strengths, weaknesses, opportunities and threats (CIT)
• A mechanism exists for share and understanding of goals and action plans amongst:  entities on campus, political leaders in state and nation, OSRHE, Edmond community
• Enrollment goals specified: planning/information processes in place at most levels (SSCI, CQIT, CIT)
• Funding realities recognized Identified our “hallmarks”: (forensic program, wellness center, residential priority, leadership)
• Focus on non-traditional courses

• Need improved and continuous communication, re: strategic plans, action plans, SSCI progress reports, objectives, orientation, status reports
• Involve maximum number of stakeholders
• Improve collaboration among constituencies
• Assistance in assessing, implementing and evaluating strategic plans (data acquisition and evaluation, etc.), dissemination of results
• Tie resources to strategic plan (budget, personnel, time, facilities, technology)
• Developed a well-defined plan with specific objectives at the college and university levels (departments appear to be doing well in this).
• Better communication and implementation of strategic plans (includes priorities, time tables, results)
• The unit responsible for strategic planning should also have budgetary responsibility.
• 1) Need better communication (what the process is about, goals and priorities in planning (institutional)
  2) data sources and utilization need to be more clearly defined (measures);
  3) share the vision with OSRHE/BOROC/Legislature/com-munity/faculty/staff, etc.
• 1) Better definition of the process (articulation of performance measures,
  2) utilization of data and measures, 3) identification of direction, leadership and identification for strategic planning,
  4) input involvement by all stakeholders
• Better utilization and identification of resources to do implement strategic plan (don’t limit to state funds, linkage of strategic plan to budget, identification of budget issues to meet the items in the strategic plan)
• Focus on what UCO does best
• Consider all areas of campus when growing a specific area, what is the impact to others
• Connect planning and resources (human resources must match goals)

Strengths

OFIs

• Student opportunities:
  recruitment
  scholarship opportunities
  internship opportunities
  student organizations and events (various)
  career fairs
• Ability to conduct university business electronically (for convenience):
  enrollment
  financial aid
  view and make payments
  awareness of activities
  e-mail and web CT
  UConnect, in general
• Good community relationships with outreach events

Stakeholder Focus:

• New alumni organization
• Growing attention toward alumni at campus and administration level
• Administration increasing discussions/interaction with community
• Advertising—billboards and publications

Student Focus:

• Existence of Success Central
• Recruiting efforts
• Graduating Student Survey
• Culture of being Student Centered!
• Wellness Center – serving disabled
• Prospective Student Services
• UCO has a strong student focus includes teaching excellence, small class size, activities/orientations/student clubs
• Faculty and staff are dedicated to helping students learn.  Students get individualized attention, flexible enough to help students
• UCO has positive community involvement: multiple stakeholder groups in Edmond and OKC; and UCO is small enough to be friendly
• Student focus (small class size/night classes, access to faculty, diversity/strength of programs)
• Student environment (wellness center, landscaping, library, location)
• Civic engagement (leadership initiative, American Democracy Project, student involvement in the community)

• Recruitment/Retention of students: a) need to implement more people, efforts, ideas, budget, and media
  b) need to know why students leave
  c) need faculty enhancement update on real current students—what are they like?
• Mechanisms are not visible outside of upper management:
  a) cost effectiveness is never addressed or made known
  b) more follow-up with survey data on satisfaction issue
• New teaching techniques and strategies for 21^st century:
  a) need to co-teach
  b) more ways and times for faculty/staff two interact
  c) improve programs (excellence)

Alumni Focus:

• Participation – local and overseas
• Maintain active alumni data base
• Alumni Advisory Board
• Surveying alumni
• Alumni involved activities (with or without students)
• Fundraising
• Alumni expansion and involvement at and with UCO

Student Focus:

• Advisement – two way exchange of information
• Help desk concept
• Student mentor
• Success Central/orientations expand
• surveys
• New Student orientation – first two days school
• Prospective Stud Serv – disseminate information about students to all areas, i.e. HA,
• 1) Develop overseas programs; ethnic minority program
  2) Need mechanism to “follow up” on students’ satisfaction and dissatisfaction
  3) Expand Success Central into all campus areas
  (4) Surveys—chaotic receipt and usually not utilized
• Better processes to:
  1) Identify all stakeholder groups
  2) Communicate with stakeholder groups includes getting information from and to,
  3) Have time/people/resources to do it all effectively
• Address and meet facility needs of stakeholders:
  1) students,
  2) Faculty/staff,
  3) community (parking, classrooms/labs, technology, dorms, performance space)
• Better value our employees: retention, pay, benefits, development, recruitment (diversity and quality), rewards for merit, incentives
• Student environment (more classrooms, more student parking, increase current technology equipment, equitable funding for departments)
• Student focus (2+2 partner with junior colleges, enrollment more transfer friendly, know students better (student population), better student to advisor ratio, understand who employs graduates
• Civic engagement--general interest courses for community, more community events

Strengths

OFIs

• One-way communication has improved (top down)
• Enrollment management has improved
• Planning & Analysis Office developed Chairs Handbook
• Technology (Banner, UConnect, web, system integration
• Improved information sharing (Centralities, IR data)
• Some processes improved (Lean operation of adding new course sections, work order process)
• UCO is willing to utilize data (have expertise to understand data, leaders will rely upon data in making decisions, assessment mechanisms exist)
• Data collection methods exist (Banner can store more data, web applications allow for direct data input, streamlined processes exist)
• Relevant data is available (Banner organizes collected data, data is available via web)
• Technology improvements
  (Banner improvement, online enrollment, web CT, online grade submission, online course evaluations, online surveys, e-mail blasts, centralities, training)
• Data collection improvements
  (Our technology improvements have allowed us to improve our data collection process; developed a culture of “we will find it”, satisfaction surveys, feedback from UCO community, reports from IR)
• Some data analysis has begin (strategic plan, SSCI, high level benchmarking, area use of feedback for improvement)
• Communication improvement--area meetings at all levels (CQIT, SSCI, lean management) increased availability for information for faculty and staff and stakeholders
•  

• Administration needs refocus on academic rather than administrative

• establish and maintain level of trust to encourage risk-taking to more UCO forward
• Integrate systems (i.e. Banner, Uconnect, etc.)
• Banner more user friendly and complete (e.g. access of transcripts, graduation agreements, etc.)
• More e-mail space/get rid of spam
• Disseminate information they have to reduce duplication
• Better input for development of handbooks

Teaching needs:

• Time to evaluate and think
• Intelligent rather than easy student evaluations
• Better way to share/learn from each other, peer to peer
• Make information applicable to all who need it
• Access to students, enrollment, advisement, etc.
• Better communication with students, re: web-based or other alternative classes
• Focus on competencies rather than grades
• Benchmarking and Best Practice (define core competencies vs. distinctive competencies, e.g. Undergrad Research Day, ADP, share/communicate best Practices)
• Assessment: Collected data is not effectively used in making decisions (small survey samples, budget development, SSCI data)
• Communication (perceptions of targeted audience indicate data is clear or unclear, top down buy-in, training (real trainers) accessible and in easily utilized format
• Collection (need knowledgeable data collectors to organize information to be made easily accessible to users)
• Dissemination/communication (data disseminators/communicators share diverse data in cohesive standardized, non-biased, self-selectable reports in a timely fashion according to faculty needs)
• Leadership (leadership and budget decisions ought to be made data-driven)
• Improve data analysis (Banner reports, develop data driven decision making culture, use benchmarking, know more about who we are)
• Improve feedback loops:
  1) What are the results—what actions taken;
  2) Data logs—reports are due before data is provided;
  3) Timely feedback from regents;
  4) Knowledge of what happens to reports after leaving UCO;
  5) Where should data go after collected?
  6) Communicate the benefits of collecting data;
  7) Know more about who we are;
  8) Need to discuss the works in progress
• Improve the communication/dissemination process,
  2) Integrate the procedures, (IT should support all operating systems 
  a) Centralities—structure design—access for ALL
  b) Improve UCO website (information/navigation/design)
  c) Efficient communication—don’t overload with same information
  d) knowing what data is available and where to access it
  e) better off-campus access to web CT, Banner, etc.
  f) improve sharing ideas within the University
• Improve data collection process:
  1) better means of collecting data
   2) centralized database
  3) online suggestion box
  4) alumni database
  5) more staff and faculty resources 6) training
  7) better academic assessment of students
  8) define data to be measured and collected
  9) information gathering should be balanced
  10) know more about who we are

Strengths

OFIs

• Improved facilities and support-Mwin (OFI)
• Supportive (immediate supervisors) management—need v. work
• Increased use of on-line systems for information and processing (more point and click) Mwin-(OFI)

Communication Changes:

• Centralities
• Interaction between departments
• Websites
• IT
• Upper management knows their people
• Faculty Senate

Benefits:

• Subsidized tuition for faculty and staff
• “Employee Relations” (Leadership UCO, etc.)
• Bringing in outside trainers
• Faculty Enhancement/Employee Relations

“We’ve Started”:

• Looking for ways to empower employees
• Forward thinking as a university
• Implementation of a vision
• Today’s meeting
• Technology is in place
• Safety department
• Faculty Senate
• Faculty and staff commitment to UCO and helping students
• Positive camaraderie among UCO employees
• Centralities
• Safety, ergonomics systems are run well; grant for disaster resistance for the University
• DPS faculty and staff training

• Empower faculty, staff, and students to offer and implement solutions and take risks (too much management)
• Faculty/staff development—invest in current staff to meet personal/university needs
• Modify evaluation processes (P&T) to recognize and maintain good/great faculty.  Need mentoring and career commitment

Better communication:

• Employee Relations policies
• Academic Affairs Council/Grad Council
• More bottom up
• Less rhetoric; more focused
• St. don’t feel informed
• Encourage collaboration among departments and colleges

Evaluation/training/development processes:

• Review T/P process
• Partnership between faculty/staff training and increased funding
• Better evaluation tools for faculty evaluations
• Training for academic and staff managers in evaluating employees
• Time to attend
• Improved career progression for staff

Benefits:

• Free parking for faculty and staff
• Full-time daycare for faculty and staff
• Continuing plan for raising faculty/staff salaries
• More equitable compensation for appropriate performance
• Four-day work week/Research Support

Pro Active Empowerment:

• To improve the relationship between performance responsibilities and the authority to implement them
• Funding for implementation
• Formal Faculty Senate input at all decision levels
• Staff representation
• Admin. And support offices that facilitate rather than produce barriers to implementation

Safety:

• Improvement and prioritization of training in safety issues
• Evaluate all work areas for safety, health related issues (ergonomics)
• Funding
• Salary equity – Market
• Workload issues
• Adjunct pay and support
• Need more money—funding and budgeting—for faculty and staff development, training, education, and travel to conferences, etc; more staff development opportunities needed
• Take advantage of existing communication systems; develop and improve communication channels.  For example, prioritize “critical”, “important” messages.  Put important items at first of communication tool.
• Provide options in the Flexible Cafeteria Plan.

Strengths

OFIs

• Improved communication between Academic levels, i.e. college to administration
• Improved internal ordering processes
• All student services more friendly and simplified
• On-line forms/documents
• Procard
• Support processes (disability, funds usage training), more student friendly
• Safety assessment and enforcement
• Technology (Banner, budget process, online enrollment, classroom, Centralities, web CT, information sharing, financial aid, availability is strong in labs, web CT, Uconnect)
• Leadership process (T&P, streamline processes, lean, link between Administration and Academics, Provost)
• Planning process (SSCI, assessment (data gathering, CQI)
• Better interaction (improving) from Administration to faculty and stakeholders in developing policy, i.e. faculty handbook, CQI
• Student productions/performances enhance learning, (faculty productions/performances enhance learning, i.e. research, projects, grants, internships)

• Key learned processes are not defined and communicated throughout the university, and are still too complicated.
• Ongoing issues with Banner, processes are still too complicated, i.e. issues with transfer courses and advisement
• Market and manage all processes that affect students better, i.e. academic advisement, enrollment/orientation process, mentoring and retention of students, financial aid
• IT communication, training, silo mentality, security approval process, help desk, e-mail management
• Banner (reports, training, user-friendly, accessing information)
• Student processes—student-up process (for focus, opportunities for culturally diverse, information access for advisors, understanding financial records, points of contact for students, opportunities for commuter student engagement)
• Better customer service-points of contact
• University-wide sharing of information (timely and thorough)
• Process manuals/operating instructions (office-department-University)
• Develop a wireless campus
• Identify key learning-centered processes: 
  1) clarify: common language, define, communicates;
  2) availability to students, faculty, staff;
  3) roles of key people/programs/systems/resources; 4) research—data collection and problem solving and evaluation
• Identify the effectiveness of the key support processes:  Advisement, Master calendar, Purchasing, Public Relations and Marketing, Budgeting, Facilities-cleanliness, Financial Aid
• Students, faculty, and staff don’t know how to use the technology we have in place.
  1) Campus web-master to create a uniform website/coordinated and user-friendly,
  2) continuous training—students, faculty, and staff

What we have

What we need

• Graduating senior survey (satisfaction, university experience)
• Department measures—dept. assessment measures learning
• Dept./college accreditations
• Usage logs—databases on what students need help with
• Retention rates
• Public perception—i.e. good nursing program
• Enrollment is up
• Retention
• Attendance at student activities
• NCA accreditation Report
• Medical degree and end degree portfolio review
• Certification /Board exams
• Licensure rate
• Employability rate within career
• Fund raising requests
• Fund raising results
• Grants reporting
• Staff survey (satisfaction)
• Pass rate on various credentialing exams
• Enrollment
• Graduation rate
• Campus security report
• Housing performance survey (EBI)
• Post program surveys
• NSSE – Student Satisfaction Survey
• AAUP evaluation of administrators
• Community reputation
• NCATE and other accrediting bodies
• North Central
• Percentage of full-time faculty teaching classes
• Percentage of students who graduate
• Enrollment – undergrad, grad (problems exists with this)
• Retention data specific to programs
• Graduation data
• Graduating Student Satisfaction Survey
• Meaningful faculty and staff evaluation for quality assurance
• Staff Satisfaction Survey
• National accreditation
• Success rates on state and national level exams
• *Accreditation (e.g. NCATE, HLC/NCA, NLNAC (msg), etc.)
• *Graduating Senior Survey
• College specific questions on SPIE
• Graduation rates
• Retention rates
• Recognition for Excellence awards
• Staff surveys
• Faculty surveys
• AAUP evaluation of leaders
• Applying for quality awards
• Pass rates of exit exams (e.g. msg, teacher ed)
• Pass rates of grad. Entrance exams (MCAT, LSAT, etc.)
• Increased enrollment
• Retention
• National awards
• Student organization award
• Audit
• Accreditation
• Participation—student and alumni, UCO community
• Turn around time
• Student career employment
• Fund raising
• Lean management spreading across campus
• University wide retention
• Effective using repts/aux—need this across campus
• Attitudinal indicator (student satisfaction survey)
• Awards, rewards to people working here, recognition by outside entities of our accomplishments
• Increased enrollment
• SSCI process simplify and consolidate
• Graduating seniors survey
• Measures or indicators of student learning, certification and licensure exams, senior projects at end curriculum track
• Regarding satisfaction and dissatisfaction, measure of satisfaction are gathered but application of information is not visible
• Budget and financial performance monitored, believed to be true
• Faculty and staff learning and development, data is collected, but not disseminated to individual’s monitoring this area
• Potential dashboard items:  optimal budget balance reported by quarter or month; student attrition tends during semester by department, college, and university; faculty/student ratio, recognizing different standards of programs, e.g. English/Nursing; monitoring sick or vacation leave to impacting employee effectiveness

(not sure what side these comments are on)

• Regents Assessment Report
• Some departments hire outside evaluators of students’ progress
• Competencies: National accreditation for departments
• CAMD, Education, and Nursing use in sophomore review process
• Use of a capstone course
• Use of senior knowledge test?
• Tracking graduate success (grad school, profession)
• Enrollment and retention=satisfaction and success, no graduates
• GPA Alumni Surveys, Licensure exams, National standardized exams and capstone courses
• Work in progress
• Opportunities being taken to develop? Secretaries CM&S have meetings and discuss learning/development opportunities available.  Job satisfaction survey—staff, supervisors need to discuss with staff
• Ethics and trust: is stakeholder trust=stakeholder involvement
• Increased enrollment shows we are attractive to more students (substudy for continuous improvement)
• PLC
• Enrollment surveys
• Environment three/five year
• Market place evaluations for staff positions.  Have begun with 300 positions and are comparing them with salaries in community
• Enrollment numbers
• Senior survey
• Enrollment stats and number of graduates (demographics)
• St. Perception of Faculty evaluations
• NSSE
• Annual evaluation
• Post-tenures
• AAUP survey
• Enrollment is currently used as an indicator, but should be understood in terms of external factors that may influence it.
• NSSE, Graduating Student survey
• General retention
• Grade distribution
• Energy use and retro fits
• Safety report
• Maintenance/DPS response time
• Student evaluation-Faculty
• Administration customer satisfaction survey
• Staff survey
• Track applications—compare to previous year
• Employee surveys—anonymous: equipment, training, direction
• Annual evaluation
• Mid-semester evaluation of students (early intervention)
• Number of students registering on web
• Enrollment
• First time freshmen
• Graduating senior survey
• NSSE
• Number of licensure certifying board results
• Complaint feedback system
• Grade distribution reports
• Student evaluation reports
• Faculty/Staff surveys
• Do frequently, how is f/s survey to be used
• Graduating Student survey
• Direct feedback from stakeholders
• SSCI data
• Demographics book
• Win/loss record
• Academic standard
• API score (academic performance index)
• Torrence Test of Creativity
• Number of students that apply for financial aid
• Call summary in financial aid
• Library stats
• Enrollment stats
• Nursing board results
• State teacher certification exam
•  

• Need new teaching techniques and strategies to 21^st century
• Need to co-teach
• More ways and time for faculty/staff/students to interact
• Improve programs (excellence)
• Percentage of graduates with jobs within, 3 months, 6 months, 1 year of degree
• Dept/major/college retention rates
• Alumni giving rates
• Division “accreditations”—ISO type recognition
• Need to educate better what measures have been developed
• Need to better distribute measures that are being used
• More alumni feedback (alumni surveys)
• Employer feedback about our students
• Internalized faculty satisfaction survey
• Community satisfaction/awareness survey
• IT satisfaction survey
• administrative survey
• Career Services?
• Strategic planning information (attend outside employment hours tranf. To UCO
• Faculty evaluation of administrators tied to promotion/retention
• More meaningful evaluation of faculty
• Evaluation of strategic plan (on-going) and streamlined
• Develop a qualitative measure for each indicator
• Percentage of students hired in field
• Recruitment/retention data
• Do budget dollar allocations match priorities
• Indicators for the reasons as to why students leave the university
• Fundraising efforts by the leaders
• Accreditations for new programs
• Return on investment (ROI) indicator, (bang for the buck)
• Student surveys
• Student focus groups (with trained facilitator from off campus)
• Staff/faculty focus groups
• Survey parents of freshmen, re: their sons’/daughters’ progress
• Community (stakeholder) advisory committees
• Fund raising
• Constituency to define best practice (internally)
• Survey (student) sampling number, utilize capstone courses to administer graduating student survey
• Quality Assessment Programs, i.e. LIBQUAL designed for specific units on campus
• Program level retention
• Don’t know why or why not Hu stay
• Do we know after they leave?
• Employment after graduation, 6/12/18 months
• Track students
• Approval time to implementation
• Annual reporting system
• Need outside stakeholder information
• We know the retention numbers—the way we keep them
• Campus wide knowledge of success
• Utilize more qualitative data, ie.e. use of student and other stakeholder focus groups
• Student teaching effectiveness survey needs to be revamped, give summary, it is ineffective, rethink what its purpose is, use better indicators of faculty teaching and effectiveness
• We need a measurement of how that increase is impacting all areas at UCO.
• Report on quality of students—retention, academic probation-suspension, number of students graduating is a good way to show how well we’re doing; report over period of 5 years showing comparison
• Should we track student/faculty/staff professional development? Certificate programs
• Measure international awareness by seeing if enrollment of international students increases
• Indicators to report retention data
• Data on why students leave UCO prior to graduation, and how our retention rate compares with other schools retention rates. Why did they leave?  Where did they go (transfer)?
• Long run feedback for 5 to 10 years from students, alumni, and their employers
• Measurement of classroom space, where will increased enrollment go?
• Surveys to stakeholders regarding satisfaction:  faculty, student, parents
• Do satisfaction surveys address the Baldrige criteria?
• Employment in fields of study by students? Employer surveys
• How are senior leaders assessed?
• Faculty Retention and adjunct retention
• Faculty evaluation of staff
• Staff evaluation of supervisors/leaders should exist.
• Graduates working in their fields (3 months, 6 months)
• Program retention
• Teaching effectiveness—how to measure?
• Systematic backup for critical systems
• Touch test—how many people have to touch a request?
• Retention rates:  how long do they intend to stay?  How long did they stay?
• Transfer retention rates
• Freshmen retention rates
• Graduation rates
• Why do students leave
• Assessment standardized tests
• Feedback from OSRHE/BOROC
• Measures for all areas of campus, not just students, faculty
• Compare UCO’s compensation package with like local and benchmark institutions
• Reasons for employee turnover: where do they go?
• More regular evaluations of employee
• Goals and objectives to help align the University
• New technology services available:  1) reports available this year and not last,
  2) age of PC’s on campus
• On line satisfaction survey to all areas
• Employment indicator
• Post degree information
• Reason for withdrawal
•