Des Moines University: Student-Centered Learning and Community Outreach, Study notes of Technology

Download Des Moines University: Student-Centered Learning and Community Outreach and more Study notes Technology in PDF only on Docsity! 58 DMU SELF-STUDY In 2008, a student biking along the Raccoon River trail was startled to discover makeshift huts and canvas tents erected by the growing homeless population in Des Moines. After consult- ing with his dean and Student Services, he engaged a group of students in the Homeless Camp Outreach. In the span of two years, the students volunteered a total of 1,200 hours visiting the camps and another 75 hours in other volunteer activities to 59 CRITERION T WODMU SELF-STUDY Criterion Two Preparing for the future Our allocation of resources and our processes for evaluation and planning demonstrate our capacity to and respond to future challenges and opportunities. CORE COMPONENT 2A We realistically prepare for a future shaped by multiple societal and economic trends. As the speed of change within our society increas- es exponentially, it is more critical than ever that organizations maintain a close watch on their environment. National environment For institutions focused on medicine and health sciences, there has perhaps never been a more daunting change than the Patient Protection and Affordable Care Act. From affects our ability to deliver patient care, this leg- islation touches virtually every aspect of what we do. For example, other institutions are responding to the act by adding programs that will compete for the same students we seek to enroll. No fewer than eight new osteopathic medical schools and several new allopathic institutions are slated to open in the next two years; this scenario is repeated in many other health professional educa- tion programs. To maintain a competitive posture in the changing national environment, Enroll- ment Management, Marketing & Communica- tions, and the deans/directors of each educational program continually assess our marketing and recruitment efforts, as well as how our tuition and quality of student learning outcomes com- pare to peer institutions. In addition to ongoing monitoring of web analytics, enrollment plans and reviews are assessed twice a year, and our marketing and advertising efforts are adjusted accordingly. Demographic trends Another trend we monitor is population change. For example, the largest-ever population of se- niors graduated from high school in 2008, with projections calling for a slight decline in subse- quent years. Upward trends in demand for health the Bureau of Labor Statistics, the programs we offer continue to experience high demand and are expected to do so over the long term. While DMU does not participate directly in graduate medical education (GME), the availabil- ity of residency positions is critical to our ability to enroll students in the D.O. program. We have enjoyed high match rates, with over 90 percent choices of residencies. But looking at the number of residency slots and the increasing number of graduates nationally, we realized that our stu- dents were facing a possible shortage. In addition, AOA-accredited residency programs are required to be part of an Osteopathic Postgraduate Train- ing Institute (OPTI), which is a consortium consisting of a college of osteopathic medicine and graduate teaching hospitals and programs. As a result, DMU has developed its own OPTI, the HEARTland Network, which currently has nine members in addition to DMU, including hospitals and family medicine programs at the University 62 CRITERION T WODMU SELF-STUDY Lab as a teaching tool. Principal investigators Matt Henry and Jeff Gray have made two nation- al presentations on using human patient simula- tors to teach and assess basic science principles. Denise Hill, J.D., M.P.A., is researching the impact of incorporating legal and ethical issues into Sim Lab training. Looking ahead, we are working to assess ca- pacity limitations and to ensure that the technol- ogy deployed throughout the University is not just the most current, but also the most effective in educating our students. Our constituencies DMU recently completed a University-wide strategic planning process, culminating in a formal plan that encompasses seven key areas of critical importance in the near and long term: Accountability, Clinic, Research, Cur- riculum, Technology, Financial Stewardship, and Facility Planning. While the current plan is a relatively short- term initiative (because it was developed before the seating of a new president in March 2011), it is an example of how the administration ensures the involvement of the entire University com- munity in the planning process. For example, in addition to the Strategic Planning Steering Committee, numerous focus group meetings and individual/small group interviews were conducted, and surveys solicited input from all stakeholders. The resulting input was carefully reviewed, and additional feedback sessions were Communication has been extensive and ongo- designed to provide updates on progress of the plan and progress reports posted on the Strategic Planning portal page. The experience provided by this process will be invaluable as we embark on future, more long-term planning activities, which began in early 2011. An example of the implementation of a long- term planning activity is the evaluation of our research efforts at DMU (discussed more fully in the Introduction). An external research review team was invited to campus in December 2010 to help us assess our strengths and opportunities. In early February 2011, results were reported to the faculty using a workshop format to open dialogue on developing a few focus research areas. Future research opportunities are being explored by both faculty and administration. In November 2010, faculty members completed a research interest in- and suggestions of focus areas for the University. That same month, a team of DMU administrators traveled to Washington, D.C., to investigate pos- sible areas of funding that match DMU’s areas of research. Similar activities resulted in a grant being written and funded for the DMU Area Health Education Center (AHEC). DMU students, faculty and staff are dem- onstrating an ever-increasing commitment to service at the local community and regional level (discussed more fully under Criterion Five). This ethic of service is supported by the University in several ways: Policies allow employees up to 40 hours of paid time annually to participate in service activi- ties. In 2010, employees donated 114.5 hours of service. Funding allows student clubs to host events such as the annual Senior Health Fair, which brings hundreds of seniors from throughout the community to our campus for health screening and counseling. Faculty advisors work with campus organiza- tions to provide outreach and support to local homeless populations. Student involvement in planning In addition to environmental scanning of out- side factors, DMU involves our most important constituents—students—in every facet of plan- ning for our future. Student focus groups provid- ed input into the design of new campus buildings, students sit on the committees that make day-to- day technology-related decisions, and students are involved in the strategic planning process. We would not be where we are today, nor be on a clear and solid path into the future, without the direct involvement of our students. Response to student initiatives DMU strives to be a student-centered universi- ty through practices that clearly place students at the top of our priorities. In addition to gathering feedback to ensure that we are meeting students’ needs, interests and expectations, we encourage active co-curricular involvement and student- generated initiatives to enhance the learning environment. Experience, validated by research, suggests that engaged students are better learn- ers, become stronger leaders and offer increased potential to be supportive alumni. Here are some examples of student initiatives: COM CURRICULUM COMMITTEE—At the COM student government leaders expressed a desire to strengthen students’ voice on the college’s Curriculum Committee. Historically, one student from Year 1 and one from Year 2 were appointed to the committee by the dean, and these students had no connection to the reporting structure and affairs of the elected representatives to the Student Government As- sociation (SGA). Without strong communication channels and regular reports, the students felt under- or un-represented. Since the SGA serves - tacted the dean to request that representatives to the Curriculum Committee be appointed by 63 CRITERION T WODMU SELF-STUDY student government. The dean readily agreed. Student representatives now attend regular SGA meetings to report to students on commit- tee discussions and to relay to the committee students’ ideas and suggestions to improve the curriculum and student learning. The new sys- tem has increased student satisfaction by more directly linking their voices to a key faculty committee. PHARMACEUTICAL CONFLICT OF INTEREST POLICY—In 2007, student leaders in the lo- cal American Medical Student Association (AMSA) chapter were disappointed to read on the AMSA website that Des Moines University - est policy. To respond to the students’ concerns, an ad hoc committee was formed with students and faculty representing all clinical programs, the Clinic, and the administration. Following many months of idea gathering, discussions, compromises, drafts, revisions, more drafts, and more discussion, Des Moines University 2009. After additional revision, the policy was reviewed by the American Medical Student Association (AMSA) as part of its 2010 Pharm- Free Scorecard project. DMU was one of only 13 percent of medical schools nationally to receive a grade of A. MOBILE CLINIC—In 2010, Des Moines Universi- ty began operating a Mobile Clinic through the Free Clinics of Iowa network. One of the main to provide care to the homeless populations in the area, who are willing to trust the providers largely as a result of the personal relationships established through ongoing contacts with students involved in Homeless Camp Outreach. During the past three years of operation, the program has been entirely student-driven. Student organizers coordinate the schedules of the volunteers, order supplies to meet the sub- needs of each camper, develop and provide se- curity precautions, promote visits by the Mobile Clinic and keep track of hours and outcomes. This initiative is one of many organized by students to serve the needy in our community in our mission. Student satisfaction surveys its mission, vision and values depends on a strong relationship with our students. As a tuition- driven private institution, DMU must work to ensure students’ satisfaction with the quality of their education and support services during their education. Bolstered by dedicated faculty and staff who recognize the importance of a student- focused learning environment, DMU regularly surveys students to determine the level of their satisfaction regarding services, facilities and educational programs, and uses the results as a critical component of our quality initiative. Student Services initiated the Graduate Satis- faction Survey in 2000 with a Noel Levitz prod- uct for graduate students to ensure a national comparison group. However, the instrument al- lowed for little individualization, and we quickly realized that it did not meet the needs of our graduate health professions programs. To more accurately assess the components critical to our student population, we developed our own survey and have used it for the past 10 years with minor The survey assesses 13 service components and includes 10 quality evaluations relative to educa- tional programs and environment. It is adminis- tered to graduates of the clinical programs and to D.O., D.P.M. and D.P.T. students at the midpoint of the curriculum. In 2009, a version was devel- oped to assess the satisfaction of non-cohort and online students. While the satisfaction survey was successful in identifying perceived strengths and weaknesses, the timeline did not allow for on-campus adjust- To remedy this, Student Services added a one- minute assessment that is completed at the end of Year 1. While very brief, the survey has provided a snapshot of perceptions after one year of study that can identify areas in need of some immediate attention and provide an opportunity for correc- tive action while the student is still engaged in on-campus course work. Both surveys have proven to be extremely valu- able in guiding continuous improvement initia- tives and administrative decisions. In the early problem. After appropriate study, the University undertook a major building and renovation proj- ect that resulted in the remodeling of Ryan Hall labs and research facilities, and a new surgical suite), followed soon after by the construction of the Student Education Center (Wellness Center, 389-seat auditorium). Student focus groups were concepts in the SEC. In addition to determining features in the Wellness Center, the Library, and the Commons, students requested gourmet coffee, comfortable seating and warm surroundings. The Commons, and 200 overstuffed chairs. - tations was technology, which was contrary to our goal to be a leader in educational technology. Student surveys indicated less than desired satis- faction with hardware and service, particularly at - eral years with little improvement in results. In 2008, the University engaged the services of an external consultant to study the area and deliver - mendations, the position of CIO was created in 2009. Under new leadership, the department was reorganized, the Help Desk was relocated and reorganized with more full-time staff, and a new 64 CRITERION T WODMU SELF-STUDY volunteer service. This information will help us - tional Advancement staff when they meet one-on- one with donors. From the strategic planning process, to men- toring future and current students, to providing input into continuing education efforts, our alum- ni are actively engaged. Efforts to increase their involvement will be key as we work toward SP Objective 6.3: to increase the number of alumni making annual contributions by 10 percent. Craig Thompson, D.O.’78, a family physician in Strawberry Point and Manchester, Iowa, traveled with DMU students on a Global Health service trip to El Salvador in March 2009. He encouraged other alumni to get involved in mission trips. “It reminds you of the basic reason you entered medicine, re- news the vitality of it and gives you faith in the future of medicine when given the opportunity to work with the bright, hardworking health care providers of tomorrow.” RECOMMENDATIONS FOR CORE COMPONENT 2A: We realistically prepare for a future shaped by multiple societal and economic trends. Innovation and change are critical for the success of an organization in today’s environ- ment. Over the past two years, DMU has made educational and operational activities of the Uni- versity. Based upon feedback from faculty, staff DMU organizational chart in 2009 and again in May 2011. The provost position was added to the organizational chart, and a vice-presidential planning position was removed. The addition of the provost has allowed us to strengthen the academic processes at DMU and encouraged collaboration and cooperation among the three colleges. In 2011, President Franklin revised the organizational chart again to align reporting relationships with standard practice, as discussed in the New Administrative Structure section of the Introduction. In a similar attempt to adopt best practices in relationship to technology services, an external review of Information Technology Services was conducted in 2008. As a result, the entire depart- ment was restructured and the new position of past year, ITS has developed a strategic plan, infrastructure has been evaluated and updated, and efforts to change the service culture of ITS have begun. As the second-oldest osteopathic medical col- lege in the U.S., DMU enjoys a rich tradition founded upon patient-centered care. We have added to this heritage an extensive history of providing quality graduate education in clinical, research and administrative health professions. As we look ahead, our culture and history, along with proven procedural and planning processes, management style was implemented. To further meet the needs of students, the student technol- ogy advisory committee was developed to advise ITS on students’ needs and opinions, including computer selection, clinical applications, lecture capture, printing stations and Help Desk issues. The committee was developed through Student Services and consists of two representatives from each on-campus class. While survey results are improvement in this area. We look forward to continued involvement of students and all constit- uents in developing our technology strategy. Alumni engagement The Director of Alumni Relations conducts a quarterly survey on alumni involvement, which allows us to assess our effectiveness in our efforts to engage alumni throughout DMU’s operations. Efforts to build involvement include the new program, and the mentoring program. On average, Alumni Relations hosts 25 alumni events across the United States. In addition, prior 2008, three separate alumni reunions for each college were held on different weekends through- out the year. To accommodate the growing work- load and provide more alumni programming, an administrative assistant position was budgeted in 2008. An assistant director of Alumni Relations was hired that same year to create the Class Rep- resentative program and handle reunion efforts and event coordination. A continued issue in Alumni Relations is col- lecting accurate information from departments, programs, individuals and students who work alumni volunteers. Their involvement ranges from serving as preceptors and guest lecturers to participating in Discover DMU, medical ser- vice trips and job shadowing. Alumni Relations continues to investigate ways to track alumni 67 CRITERION T WODMU SELF-STUDY industry standards based on completed external ITS assessments. The ITS Steering Committee was formed in early 2009 to prioritize projects, which allows the institution to allocate resources properly. For a fuller discussion of instructional technology resources, see Core Component 3d. Library resources The Library was a major focus in planning the construction of the Student Education Cen- ter. The University wanted robust collections of resources and a comfortable study environment for our students. Therefore, the Library includes a variety of tables and chairs, carrels, study rooms, and oversized leisure chairs along with ample natural lighting, wireless and computer network connections, and plenty of electrical outlets to meet students’ needs. The Library totals over 35,000 square feet and includes 476 print journal and newsletter subscriptions, with many more available in electronic format through the Library portal; a 30,000-volume bound print journal col- lection; a 26,000-volume print medical book col- lection and a circulation area containing reserve collections. Many book and journal resources have been expanded to include electronic access in recent years; more details are available under Core Component 3d. The Kendall Reed Rare Book Room includes historical book collections focusing on osteopathic medicine, podiatric medicine, and medical educa- tion in the 19th and early 20th centuries, mili- tary medicine and surgical anatomy. The Library also contains the University Archive and several displays of historical items. Since the last HLC accreditation visit, two positions have been added: an archivist and an Education and Electronic Services librarian. The Library’s share of the University’s educational and general fund has increased from 2.6 percent in 2001 to 3.3 percent in 2009. Des Moines University’s Kendall Reed Rare Book copy of The Workes of That Famous Chirurgion Ambrose Parey [sic], printed in 1634. French sur- geon Ambroise Paré (1510–1590) made innumerable - ered a father of modern surgery. RECOMMENDATIONS FOR CORE COMPONENT 2B: Our resource base supports our educational programs and our plans for maintaining and strengthening their quality in the future. DMU has exceeded budgeted expectations for a number of years, which allows the institution vice president for Administrative Services and provost may transfer funds across departments as necessary. While our resource base is currently a strength of DMU, revenues must become more diverse with a focus on increasing external dollars from research and development. These increases will allow the deans to minimize tuition increases and students’ debt. We make these recommendations: Build non-tuition revenues by having Institu- tional Advancement and the deans set three- year scholarship goals. Develop a multi-year plan for overall personnel cost increases, which account for approximately 70 percent of the annual budget. Examine ways to better manage our current resources: » that have assigned research space or have received research startup funding. » Vet new and existing community service to DMU. » appropriate. » against its expenses. 68 CRITERION T WODMU SELF-STUDY CORE COMPONENT 2C Our ongoing evaluation and assessment processes provide reliable evidence of institutional effectiveness that clearly informs strategies for continuous improvement. Improvements are evident throughout all layers of the institution: a decaying building has been replaced with a state-of-the-art student education center, a Student Learning Assessment Commit- tee (SLAC) has been formed, and administra- tion has been reorganized to include a provost changes, as well as other improvements, has been prompted by both internal and external review processes. Research SP Objective 3.1 includes a comprehensive review of the research environment at Des Moines University. A four-member external review committee vis- report was provided to the President’s Cabinet, which accepted their recommendations (summa- rized in the External Review of Research section on the University portal. Informal discussions on how to enhance the re- led to the formation of an ad hoc committee about investigate the development of a master’s degree program in the biomedical sciences. Initial focus was on a research-based degree. Further discus- sion led to two new degree programs, the Master of Science in Biomedical Sciences (M.S.) and a Master of Science in Anatomy (M.S.), both within the College of Osteopathic Medicine (COM). Program development, curricular evaluation and student promotion are under the guidance of the two program directors and the Biomedical Sci- ences Coordinating Committee (BMSCC). This committee has representatives from each of the basic science departments within COM as well as representatives from the remaining two colleges. Both programs are fully engaged in the Student Learning Assessment Committee (SLAC) process and in discussions on program assessment. Program and student learning assessment Ooccurred within the last three years is in the area of program and student learn- ing assessment. Until 2009, the responsibility for program assessment belonged to the Quality Improvement Committee (QIC). The results of the Best Places to Work survey in 2009 indicated the need for a broader, more institution-driven view of assessment. The University Support Services Survey conducted in July 2009 supported this that directly support our educational mission within the scope of the QIC. Its members recom- mended that the group be divided into two sepa- rate committees with distinct responsibilities: whose purpose is to serve the greater Des Moines University community by providing guidance and assistance in addressing quality assessment and improvement issues. When appropriate, the com- mittee will work with parties seeking assistance in securing the resources necessary to measure, monitor and improve established quality initia- tives. Resources include the potential develop- ment of cross-functional teams to assist in the attainment of goals and objectives. The second was the Student Learning Assess- ment Committee (SLAC), which is charged with assessing student learning outcomes for each program: Student learning assessment is the system- atic collection and evaluation of informa- tion about educational programs intended to promote student learning and develop- ment. As such, DMU is committed to the utilization of processes ensuring that all those involved in curriculum development and delivery are supported in the goal of student success. The work of these committees is outlined under Core Component 3a in this document. In addition to these internal processes of pro- gram and student learning assessment, several of our programs have undergone review by their respective specialized accrediting agencies. D.O., D.P.M., D.P.T., PA and M.P.H. programs have all been granted ongoing accreditation within the used to facilitate improvements across all pro- grams. In 2010, the PPDPT program underwent an external peer review process. The reviewers learning assessment procedures that were being implemented. As noted in previous sections, the current stra- tegic plan calls for the development of a Center for the Improvement of Teaching and Learning (CITL). This is a direct result of the information gathered in preparation for the strategic plan- ning process. It became evident that we lacked a centralized institutional resource that could be called upon to direct improvements in teaching, gather and analyze data on teaching effective- ness and provide an anchor for student learning 69 CRITERION T WODMU SELF-STUDY assessment efforts. Efforts are currently under way to hire an individual who is a “pedagogical expert with experience in curricular mapping and assessment.” Many University programs and departments have advisory committees. Some members are not involved in the day-to-day operations of the core group. Some advisory committee members may be DMU employees; others are not employed by the University. The role of these committees has been inconsistent. They may be formed to address a again. Others are developed in an attempt to support program and department initiatives. Ex- amples include the PPDPT Advisory Committee and the Student Technology Advisory Committee. In addition, every program has historically ap- pointed advisory committees to facilitate program assessment. New program development The DMU 2001 self-study outlined a plan for the development of procedures to vet new academic programs. Recent events related to a proposed optometry program facilitated a closer look at the approval process. The Gradu- ate Council, the Faculty Organization committee responsible for the task of new program review, noted that faculty and administration have fol- lowed varying paths to approve or propose new programs. An extensive effort by the Graduate Council resulted in the approval of a New Aca- demic Program/Field of Study Proposal Policy. This three-stage process clearly outlines the requirements for each progressive step required to gain approval. Information Technology Services Information Technology Services (ITS) is the backbone of the University’s data collection and analysis processes. The department has - cade. Some of these changes have translated into system improvements, including enhanced secu- rity. Other changes have resulted in a disjointed data management methodology that is program- dependent rather than institution-focused. In 2001, the University developed a Strate- gic Information Technology Plan guided by an external consulting group. This resulted in a number of changes designed to position DMU as “a national leader in the application of technology for course delivery, learning enhancement, and student connectivity”: Creating a wireless campus Implementing a learning management system Changing the department’s reporting structure Developing a replacement plan for faculty and staff hardware and software upgrades Creating the Teaching Learning Technology Center (TLTC) Providing laptops to students enrolled in traditional clinical programs Installing a software system to track technology-related issues Initiating use of the University portal system for surveys These changes required a sustained commit- ment from the University and ITS. In response to faculty concerns about software functionality, the University conducted an exter- nal review of Information Technology Services (ITS). Outcomes included the hiring of a chief Information Technology Steering committee. This committee, composed of representatives from the faculty, staff and administration, is tasked with providing a sounding board for technology initia- tives throughout the institution. The CIO has a Cabinet-level position with the ability to directly impact decisions related to technology. Soon after undertaken. These include an IT security audit, reorganization of the ITS department with a focus on customer services and the development of a project management system. Data collection systems Until recently, institutional data collection and analysis was performed by the University’s institutional researcher under the direction of the vice-president for planning and external rela- tions. Although a vast degree of information was collected and analyzed, it was not always read- ily available in formats that were functional for the end user. As a result, many units within the University developed independent data systems to capture needed information. This situation continues to exist, but the need for a more com- prehensive and robust collection system is now understood. On the operational end of the spectrum, a recent upgrade to Datatel, one of the University’s primary data management systems, is allowing access to a mixture of information. Plans are underway for improved integration of Student Services information and enrollment processes. In addition, Datatel’s enhanced reporting capa- bilities should allow us to develop operational dashboards across multiple areas. All academic programs and student support areas have been involved during the implementation process, with extensive training for end users being provided on a timely basis. On the educational side of the university, ITS has launched the E*Value initiative, a web-based data collection and reporting system. In addition 72 CRITERION T WODMU SELF-STUDY Implement a more lock-step method of deter- mining the appropriate data management technologies. Care should be taken to acquire systems that communicate and share with existing systems. Develop and implement workload and corre- sponding accountability measures that encom- pass all employee levels. To implement these recommendations, these barriers must be addressed: TECHNOLOGY—A disconnect may exist related to the University’s ability to organize and manage the data systems that exist. Employee understanding of the capacities of hardware and software is limited. WORKLOAD—The issue of workload across all sectors has been reviewed. The evidence gath- ered to date has made it clear that workload issues are a primary barrier to many of the initiatives that should be taking place. Cur- rently we are developing a system for collecting and standardizing evidence to be used when developing the new policy. CORE COMPONENT 2D All levels of planning align with our mission, thereby enhancing our capacity the strategic plan alignment process ensure that all levels of planning align with the institution’s mission to develop distinctive health professionals committed to health promotion, the discovery of knowledge, and service to the community. plan contains seven goals aligned with the mission: Creating a culture of accountability Fostering a clinical environment supportive of the educational mission of the University Fostering a research environment supportive of the University’s educational mission the University’s clinical and didactic curricula Updating the University’s technology infra- structure, applications, and processes to current academic and industry standards Increasing non-tuition revenue streams while indebtedness Augmenting University facilities to provide a superior environment that enhances teach- ing, learning, research, service, and a sense of community Before the current University strategic plan was adopted, each college generated its strategic plan independently. Consequently, college plans came into existence with varying degrees of rela- tionship to the institution’s strategic plan. Strategic Plan, attention immediately shifted to coordinating strategic alignment of current and future iterations of plans developed by our three colleges. While several other operational units (e.g., the Clinic and Alumni Relations) within the institution are guided and shaped by their own plans, the college plans were chosen to anchor the alignment construct since they genuinely repre- sent our raison d’être—education. While members of each college will conduct an independent align- ment review, another layer of review has been implemented. To establish a stronger link with the University plan, the Strategic Planning Team was charged with the review of current college plans for the presence of the following: 1) goals that align with the University’s strategic plan, and 3) lack of goal alignment and incongruent goals. Particular attention was paid to college goals that demonstrate a lack of alignment and congruence. Goals of this nature were discussed with the appropriate dean, and a recommendation was transmitted to the President’s Cabinet for action. During the next cycle of planning, each college will be expected to develop and implement a stra- tegic plan that supports and harmonizes with the University strategic plan. The Strategic Planning Team will review these iterations of the college plans for alignment and will forward its recom- mendations to the President’s Cabinet. Lastly, to assist colleges, academic departments and other operational units with their planning processes, a compilation of instructional aids, resources, and forms is available. It is important to emphasize that these efforts are not meant to constrain or limit in any manner the creativity and innovation that may evolve from the talents and energy of those involved in planning. Un- doubtedly, most strategies developed by opera- tional units will be congruent with those of the University since many institutional strategies are general in scope. As a result, operational units 73 CRITERION T WODMU SELF-STUDY will enjoy wide latitude in creating and advancing - tion them for the future. More constituencies involved in planning While active constituency involvement was critical to the successes of previous institutional planning efforts, it was limited in scale and driven in a top-down manner. As mentioned previously, this degree of involve- ment and orchestration did lead to well developed and evaluated plans. Nonetheless, when develop- desired to expand the sphere of constituency involvement as a means to formulate its goals and strategies, thus promoting buy-in from the stakeholders. - Strategic Planning (SP) Team of faculty, staff, and administrators and the hiring of a consul- tant. When feedback from the SP survey indicat- ed that non-exempt staff felt they did not have a voice, the team voted to add two additional mem- bers who were non-exempt staff—one from the DMU Clinic and one from the academic side of the house. The non-exempt staff members brought many issues to the table that had not previously been considered. The team then deployed a robust process, dis- cussed more fully under Strategic Planning in the Introduction, which culminated in a Town Hall meeting at which the Strategic Planning Team and the Town Hall feedback were considered before the plan was ultimately approved by the President’s Cabinet and Board of Trustees. Link between planning and budget Planning processes are linked to the University’s annual budgeting processes. The University uses zero-based budgeting to evaluate each unit’s budget request for align- ment with strategic planning efforts at college and University levels. The University Budget Committee, comprised of administrators, staff, faculty president, and faculty, is charged with reviewing and prioritizing personnel and capital equipment requests. The committee prioritizes on the basis of how well the requests link with the strategic plan. This was evident for requests the strategic planning process was ongoing, a moratorium was placed on requests for personnel until the strategic plan was approved. As a spe- plan included a director for a new Center for the Improvement of Teaching and Learning (CITL). Funding followed and an active national search Evaluation of the strategic planning process SStrategic Plan was approved, the SP Team encouraged members of the University community to evaluate the planning process in three areas by deploying a survey instrument on the portal. Typical responses in each of the three areas follow. What part of the SP process in your view worked especially well? The level of community involvement. The process sought to obtain feedback from all stakeholders. Holding the Town Hall meeting. Process was transparent due to the posting of up-to-date information. What part of the process would you have done differently? Now that we have a planning process in place, consider using a member of the University community rather than a consultant. Expand the time period in which to develop the plan. Greater representation of DMU and have deans and supervisors nominate individuals to serve on the various planning groups/teams. Better process to analyze the large amount of data that was collected. Announce updates on the portal. What changes would you recommend regarding the 2010–2012 SP process? Allow more time to formulate the plan so that the process is not rushed. Announce or explain why people are selected to serve. More faculty and student representation. More transparency with additional Town Hall meetings, communication of why elements of the plan are accepted or rejected, and better communication with the deans. As we prepare for the next strategic planning cycle, we recognize that the current plan was primarily designed to strengthen operations. The next plan should be more strategically focused. 74 CRITERION T WODMU SELF-STUDY RECOMMENDATIONS FOR CORE COMPONENT 2D: All levels of planning align with our mission, thereby enhancing our capacity The documentation for the 2010 strategic plan- ning process captures the effort made to make the process inclusive, respond to feedback from our constituencies, provide guidelines for continu- ous evaluation of progress, and align the college strategic plans with the institutional plan from this point forward. Comments from a follow-up survey will serve to improve the process when we embark on formulating the 2012 plan. While the process was transparent and in- volved all constituencies, we recommend that the next iteration of the plan be developed over a longer period of time. We also suggest that educational sessions on the purpose of strategic planning and how goals are formulated be offered to the University community. We offer these recommendations for strength- ening the next strategic planning process: SCAN THE ENVIRONMENT. While the self-study will gather much of the data needed for the next plan, we recommend that the University perform a comprehensive external assessment to identify and evaluate critical emerging - INVOLVE EXTERNAL CONSTITUENTS. As the University serves society through its mission to “develop distinctive health professionals com- mitted to health promotion, the discovery of knowledge, and service to the community,” the perceptions of those served need to be consid- ered in the strategic planning process. Possible external constituents who could help us more fully understand our covenant with society in- clude employers, residency program directors, patients, members of a health care advocacy group, administrators from an adult retirement leaders. ALIGN THE NEXT STRATEGIC PLAN WITH OUR VISION AND MISSION. As President Franklin believes, planning is an ongoing process that is rooted in our sense of who we are and where we vision and mission statements before develop- ing the next strategic plan. During the review of the mission statement, these questions should be addressed: » Is the current statement appropriate in the current operating environment? » distinctive, or is it too generic? » Are there any concerns with our statement? » Based on the answers to the previous questions, how should our core mission In summary, alignment of the mission with the strategic plan requires a comprehensive process to gather and analyze information from various constituencies and identify critical strategic is- sues and challenges confronting the University. - ning process are described in the Looking Ahead Interleaf.