Submitted by Institutional
Studies and Planning Committee
October 2, 2007
The strategic plan presented here is
not the first of its kind at
In March of 2007, Acting President Tim Hynes, very much in concert with Dr. Beheruz Sethna, who was at that time away in a temporary position as Executive Vice Chancellor for the University System of Georgia in the Atlanta Office, charged the Institutional Studies and Planning Committee of the Faculty Senate with revisiting and re-presenting a strategic plan for the University. Not long at all after the committee met, we all realized that we did not want just to echo the previous strategic document. In fact, it seemed to us that many of the University’s publics wanted a clearly and singly defined vision of the University. Mindful, to be sure, of the idealistic goal of crafting a singly defined vision of the University, the committee began a careful review of the previous planning documents in order to build upon them but also to shape a new plan at least toward a singly defined vision. Consequently, this plan carries forward a great deal of the sentiment and goals of the previous strategic plan but with a few significant differences.
Perhaps the most significant difference between this plan and the previous one can be explained by the committee’s adherence to a principle of pragmatism or realism. The committee members in their attempt to craft a definition of the University also wanted to stay grounded in what it is the University actually does and does well, and that it has done well for much of its history. The answer came in liberal arts-based professional preparation. The majority of the students that we graduate and that succeed in some form of satisfying employment are products of West Georgia’s long standing high quality liberal arts programming which informs and inspires and sustains professional curricula in nursing, education, and business.
Unwilling to leave out all aspirational goals, the committee began to formulate a second part of this goal – the total integration of co-curricular programming. This is not what we do now, but what we wish to do. Over the last few years, UWG has crafted the beginnings of a substantial first-year program and some other co-curricular developments, but it has been somewhat of a hodge-podge development. Our committee thought that the University could simply yoke together these efforts under an office or small committee and develop a uniform version of co-curricular experiences for every year of undergraduate life (thus, instead of first-year programming, we talk about student level-programming) and an integration of graduate studies to the issues of undergraduates.
As we were developing the earliest version of our plan the USG came out with a draft of its own strategic plan, which the committee had to quickly take note of and incorporate where important, useful, or necessary. This phase has been a helpful one and supplemental to the overall process.
Therefore, the committee offers this phase of the strategic plan. After the goals and subgoals are agreed upon, the next phase is to develop something of an implementation strategy for each goal. A separate subcommittee will be charged for each of the four goals in order to develop action items and assessment measures. As we move forward we want to stress that officers, faculty, staff, students, and other stakeholders should understand that in order for the University to accomplish its mission and reach the goals outlined below its daily work must be conducted in an environment of open and free inquiry and debate in which leaders, faculty, staff, and students know themselves empowered and their requisite work valued. The people carrying forward this work should be convinced that the work is valuable and that once settled the University will make every effort to implement the plan and allow resources to follow the direction that that strategic plan sets forth. Chancellor Davis is often quoted approvingly that a strategic plan should not just collect dust on an administrative bookshelf; it should matter; it should be consequential; it should, in short, drive the budget. This indeed is what we hope to see insofar as that is possible.
UWG Strategic Plan for 2008-2013
Vision of the Strategic Plan
The University of
West Georgia (UWG) will pursue a strategy to become a competitive member of a
robust tier of comprehensive universities in the University System of Georgia
(USG), serving the broader west
UWG History and the Strategic Plan
Executive Summary of Strategic Goals
Primary Strategic
1. Reaffirming and Improving
Quality Academic Programming from the Bachelor’s to the Doctorate with a focus
on liberal arts, experiential learning, and professional competencies.
a. Undergraduate Academic Programming that blends liberal arts,
experiential learning, and professional competencies to prepare students for civic
engagement and professions or careers in the 21st century.
i.
The Core Curriculum will be reformed to emphasize liberal
arts and professional competency learning outcomes necessary for civic
engagement and professions/careers in the 21st century.
ii.
Every student will complete at least one course rich in new
media delivery.
iii.
Each college unit (Arts & Sciences, Business, Education)
will offer curricular that fosters American and global cultural literacy.
iv.
Each degree program will articulate professional competency
learning outcomes.
v.
Every degree program will offer a program of study that
prepares students for careers in their chosen field.
vi.
Undergraduate participation in study abroad will be increased
by n% a year.
b. Undergraduate Co-curricular Programming
focused on integration, an integration that connects together as a class (e.g.
first year) and that connects classroom learning with real-world contexts through
academic and professional experiential activities.
i.
A comprehensive advising program will promote and facilitate
the integration of students’ coursework, career readiness opportunities, and
extracurricular activities from freshman year to graduation.
ii.
Bridge programming that addresses societal and professional
issues will link students by class level and by topic. So, for example,
the first year might focus on civility, the second on civic engagement, the
third on ethics, and the last year on professionalism as informed the previous
three.
iii.
Students will participate in experiential learning
experiences related to their academic course of study. Opportunities include, but are not limited to
practica, internships, co-ops, service-learning experiences, applied research
projects, creative performances, and study abroad experiences.
c. Graduate Programs that are
grounded on and extend the integrative philosophy of the University’s
undergraduate programming.
i.
All graduate programs will blend liberal arts fundamentals,
disciplinary theory, and practical application.
ii.
Every graduate program will maintain a professional advising
or mentoring structure.
iii.
Where appropriate, graduate students should interact with
undergraduates in one or more of the following ways: leading a seminar,
workshop, or undergraduate research conference; serving as mentor for an
internship, co-op position, or service-learning activity; or by serving as a
lab or teaching assistant.
d. Educator Preparation Programs that honor and
build upon the history of
i.
Teacher preparation programs will develop and adopt relevant
curricula that strengthen teacher quality and impact K-12 student learning
outcomes.
ii.
Education leadership programs will strive to develop school
leaders with performance-based skills to continuously improve K-12 schools.
iii.
The University will increase its connections to and support
of local public and DTAE schools by appointing liaisons and joint commissions.
iv.
The University will provide leadership in
v.
The University will articulate with IB, AP, and
other early college credit programs.
The
Primary Strategic
Metrics:
1. Continued BOR recognition as a top tier comprehensive university.
2. Survey documented recognition in high schools and area colleges of UWG’s distinctive programming.
3. Measure the trend of students who list UWG as first-choice.
Goal One: Reaffirming and Improving Quality Academic Programming from
the Bachelor’s to the Doctorate with a focus on liberal arts, experiential
learning, and professional competencies.
Description: UWG will become a leader in
Goal 1A: Undergraduate
Academic Programming that blends liberal arts, experiential learning, and
professional competencies to prepare students for civic engagement and
professions or careers in the 21st century.
1A i: The Core Curriculum will be reformed to emphasize
liberal arts and professional competency learning outcomes necessary for civic
engagement and professions/careers in the 21st century.
Metrics:
1A ii:
Every
student will complete at least one course rich in new media delivery.
1A iii: To foster the global
literacy and cultural sensitivity necessary for professional success and civic
engagement in the 21st century,
1A. iv. Each degree
program will articulate professional competency learning outcomes.
1A. v.
Every
degree program will offer a program of study that prepares students for careers
in their chosen field.
1A. vi. Undergraduate participation in study abroad will be
increased by n% a year.
Action Items:
Metrics:
Goal 1B. Undergraduate
Co-curricular Programming focused on integration, an integration that connects
together as a class (e.g. first year) and that connects classroom learning with
real-world contexts through academic and professional experiential activities.
Description: The University will
provide a unique experience befitting a top-tier. Comprehensive university that
emphasizes the integration of students’ academic, social, and professional
development. The integrated student experience begins the first year with
student participation in one of the University’s first year programs, such as
learning communities, first year seminars, honors academy, the FYRST program,
various mentoring programs, and UWG 1101.
Furthermore, the efforts of integration that are the hallmark of the
1. A comprehensive advising
program will promote and facilitate the integration of students’ coursework,
career readiness opportunities, and extracurricular activities from freshman
year to graduation.
2. Bridge programming that
addresses societal and professional issues will link students by class level
and by topic. So, for example, the first year might focus on civility,
the second on civic engagement, the third on ethics, and the last year on
professionalism as informed the previous three.
3. Students will participate in
experiential learning experiences related to their academic course of
study. Opportunities include, but are
not limited to practica, internships, co-ops, service-learning experiences, applied
research projects, creative performances, and study abroad experiences.
Action Items:
Metric: Progression and Retention Numbers, Your First College Year Survey; NSSE (Other surveys)
Goal 1C:
Graduate Programs that are grounded in and extend the integrative philosophy of
the University’s undergraduate programming.
Goal 1D: Educator Preparation Programs that honor and build upon the
history of
i. Teacher preparation
programs will develop and adopt relevant curricula that strengthen teacher
quality and impact K-12 student learning outcomes.
ii. Education leadership
programs will strive to develop school leaders with performance-based skills to
continuously improve K-12 schools.
iii. The University will
increase its connections to and support of local public and DTAE schools by
appointing liaisons and joint commissions.
iv. The University will provide leadership in
v. The University will articulate with
IB, AP, and other early college credit programs.
USG Goals
• 1A Core
• 1E Study Abroad
• 2E Distance
• 3C Workforce Development
• 4A3 Strengthen teacher quality
• 4A4 / 6BDevelop education leaders
Goal Two: Creating Continuous
Improvements in Campus Climate and Culture
Because a vital campus culture is conducive to student, staff, and faculty learning, UWG will work to build a vibrant University community that promotes the academic, professional, and personal development and well-being of its members.
Definition of Culture: “Culture refers to norms of behavior and shared values among a group of people. Norms of behavior are common or pervasive ways of acting that are found in a group and that persist because group members tend to behave in ways that teach these practices to new members, rewarding those who fit in and sanctioning those who do not. Shared values are important concerns and goals shared by most of the people in a group that tend to shape group behavior and that often persist over time even when group membership changes” (Kotter, 1996, p. 148).
Culture is important because it powerfully affects institutional performance in every area. An organization’s culture is deeply embedded in the thinking and actions of every member, making it nearly invisible and difficult to change. Improvements in institutional practices can regress, even after years of effort, if the organization neglects to shape a relevant and compatible culture to support new approaches to conducting the core work. Goal 2 Creating Continuous Improvements in Campus Climate and Culture is included in the UWG Strategic Plan to ensure that new approaches to our work will be anchored and sustained in commonly developed group norms and values. [This paragraph is drawn heavily from Kotter, 1996, p. 148].
Kotter, J. P. (1996). Leading change.
Goal 2A: Safe
Environment
Description: The University
provides a safe environment that respects and nurtures the diversity of people
and ideas, and promotes healthy bodies and minds of students, staff, and
faculty.
Action Items:
1. Examine the advantages and disadvantages
of (a) the position of a University Ombudsman reporting to the President and
(b) an ADR Office. Choose the option that best addresses the needs of the
2.
Promote
dialogue, activities, and policies that respect the diversity of people and
ideas.
3.
Increase
global literacy as a means of promoting a safe environment
4.
Maintain
attention to the physical safety of persons engaged in campus activities.
5.
Increase
efforts to promote a healthy body and mind.
i.
Focus
programming to combat alcohol-related problems among students.
ii.
Increase
efforts to recognize and refer students who are dealing with mental health
issues.
iii.
Further
the development and implementation of the UWG Civility Campaign.
Metrics:
1.
Conduct
an annual survey of campus culture and climate.
2.
Data
on satisfactory conclusions obtained through the ADR Office, UWG Ombudsman
records, etc..
3.
Documentation
of campus activities that promote ongoing dialogue to address the continued
development of a healthy campus culture.
4.
Student
enrollment in courses that focus on global literacy.
5.
Student
participation in campus activities that promote global literacy.
6.
UWG
Public Safety statistics to document the physically safe environment.
7.
Student
Services statistics to document the impact of programming on alcohol-related
problems among students.
8.
Program
evaluation data to document the impact of the UWG Civility Campaign.
Goal 2B:
Communication
Description: Members of the
University community model clear communication, honest dialogue, and open
inquiry—characteristics that define the heart of academia.
Action Items:
1. Sponsor regularly scheduled campus forums
to promote honest dialogue and inquiry focused on the continuous development
and refinement of the University’s culture (i.e., norms of behavior and shared
values).
2. Model and reward behavior that reflects
clear communication, honest dialogue, and open inquiry among students, staff,
and faculty.
3.
Make
open information easily accessible and present it in clear and understandable
formats.
4.
Develop
processes to ensure timely follow-through on policy and curricular decisions.
5. Develop processes to facilitate access to
consistent and accurate information.
6. [This action item is in Goal 2A also…where
does it best fit?]. Examine the advantages and disadvantages of (a) the
position of a University Ombudsman reporting to the President and (b) an ADR
Office. Choose the option that best addresses the needs of the
Metrics:
1.
Conduct
360° feedback assessments of persons in formal leadership positions.
2.
Conduct
an periodic assessments of campus culture and climate.
3.
Records
review of open information, to include accessibility and clarity of
presentation.
4.
Document
complaints about difficulties obtaining clear and/or accurate information.
5.
Data
on satisfactory conclusions obtained through the ADR Committee or UWG Ombudsman
records.
6.
Documentation
of campus activities that promote ongoing dialogue to address the continued
development of a healthy campus culture.
7.
Program
evaluation data to document the impact of the UWG Civility Campaign.
iv.
Goal 2C: Support Services – Strong and responsive infrastructures as the
basis of campus cultural improvement.
1. Redesign the Center for Teaching and
Learning to emphasize faculty development in pedagogy and assessment
2. Revised faculty development structures
(Sponsored Operations, Foundations, etc.) to support research aligned with the University’s
mission
3. Strive to provide adequate resources for
faculty and staff travel opportunities related to professional responsibilities
4. Create opportunities for staff
professional development
5. Promote awareness of services provided by
ADR (Alternative Dispute Resolution) or the newly proposed Ombudsman office.
6. Begin the exploratory process of
implementing a viable day care model for the University community
7. Develop family friendly policies that
include awareness of elder care/aging parents and other issues.
Goal 2D: Reward Structures – Positive reinforcement to promote high quality
performance.
1. Align faculty tenure and promotion
criteria with the University mission
2. Align staff annual evaluation criteria
with the University mission
3. Rethink and redesign University reward structures
(e.g., sabbaticals, reduced teaching loads, flexible work schedules, etc.)
4. The President shall report to the faculty
and staff on salary issues, such as compression, annually.
Goal 2E: Competitive Compensation Packages – Recruitment and retention of
high quality university community members.
1. Provide realistic recruitment salaries
2. Work with the Board Office to optimize
retirement benefits.
3. Maintain the quality of USG health
benefits
Goal 2F. A rich campus culture that engages students in activities
which complement and supplement the classroom experience, and creates a sense
of belonging and commitment to the institution.
Action Plan
Metrics
USG Goals
• 1B Faculty committed to student learning
Goal 3: Managing Resources for
Efficiency, Functionality, and Aesthetics
Goal 3A:
Enrollment Management
Description: The enrollment shall be managed to balance the numbers and
classifications of students with the goals and mission of the University as it
attempts to perform its part in handling the increased student population of
the area.
The enrollment should match the profile of the goals set for the institution:
Action Items:
1. Meet annually and affirm or change enrollment target goals for RPG and other enrollment indicators – diversity, quality, graduate enrollments, distribution by level.
2. Predict new freshman needs in early fall for the next year and require those numbers to be made available in Banner.
3. Enhance distance and off-campus programming for capacity.
4. Assist in Alumni Engagement
Goal 3B: Off-Campus and Distance education:
Metrics:
See DE planning doc at http://distance.westga.edu/distanceeffectiveness/
Goal 3C: Long-term Facilities Planning aligned with strategic plan,
academic plan, enrollment predictions, and campus architectural style.
The University West Georgia (UWG) relies on the strategic and academic plans of the institution to drive its long-term facilities planning.
The following principles for Capital Allocation (#1-4) are most closely related and incorporated to the mission of the Facilities planning department.
§ (Principle #1. Capital Investments will support the University System’s strategic plan and its statewide mission). The Master Plan for Facilities is directly aligned with the mission of the University which in turn is aligned with the Strategic Plan.
§ (Principle #2 Capital Investments to implement the strategic mission and goals of USG institutions)
§ (Principle #3 Capital will be allocated within a comprehensive program of integrated projects prioritized in adherence to systematic physical planning and sound financial models).
§ (Principle #4 Capital investment will be economically and environmentally sustainable, promote optimal stewardship of existing state resources and have a superior long-term benefit/cost ratio).
Keeping in line with the Master Plan outline, maintaining the topography of the campus through aesthetically appealing means (i.e. continuous preservation of the historical nature of the campus and the preservation of green space), and the movement toward a more pedestrian friendly community are the goals of the Facilities long –term plan.
Goal 3D: Employing “Back-Office” Efficiencies to provide greater customer service and perhaps freeing up resources.
The University will accept the definition that “back-office” processes crosses over a wide spectrum on a university campus. It is more than just looking at the traditional back office systems typically employed in a business office. It could mean the admissions process, IT helpdesk, financial aid applications, how to sell tickets to a sporting event. Therefore, every effort must be made to examine and identify all possible back office functions and processes on campus.
Core business processes will be identified by campus units using well recognized models such as business process redesign (BPR).
Selected key core business processes will be selected, evaluated, and measured to assess their efficiencies and savings potential. The desired outcomes of this effort include:
Freeing up resources may mean redeploying those resources within the same functional area where needed or it may mean redirecting resources that can be deployed outside that functional area.
Goal 3E: Strategic Budgeting where possible to anticipate costs of
library, ITS, and other typically year-end funded areas.
(Info to be
provided by Mr. Jim Sutherland and Mrs. Patsy Barr)
Goal 3F: Organizational Assessment – Reorganization efforts to increase
functionality, eliminate redundancy, and review the outcomes of the
organization.
Following the SACS assessment of 2003, the institution has deployed continuous
improvement assessments and methodologies to enhance its service to the
students that we serve and to the UWG community. Examples of these department assessments
include the Departmental Review Advisory Committee (DRAC), Business Process
Redesign (BPR), and external peer reviews and accreditation for respective
colleges.
Recent examples of these assessments include the
Goal 3G: Customer Service Improvements
Following up on the pledge of
Georgia Governor Sonny Purdue Governor Perdue to make
superior customer service a hallmark of Georgia as a "best-managed"
state, the University System of Georgia Board of Regents initiated a customer
service program in August 2006 to provide faster, friendlier, more
efficient service to the USG’s “customers,” including more than 253,500
students.
The
The
Customer Service Improvement Plan for FY08 is to:
UWG has
also been successful in incorporating the metrics of Courtesy, Knowledge,
Responsibility, Responsiveness, and Accessibility in the business functions of
the institution. The Division of Business
and Finance completed departmental assessments in FY07 and has used this
information to help formulate its goals and objectives for FY08.
An
example of assessment results is the new automated survey that is generated
through Facilities and Grounds work information center. Initiated in July 2006, the survey is
electronically sent on every fifth work order to the originator upon the
completion of a work request. Using a
10-point rating system (i.e. 10 = highest satisfaction), following are the
results for FY07:
|
Work Order Question |
Jul |
Aug |
Sept |
Oct |
Nov |
Dec |
Jan |
Feb |
Mar |
Apr |
May |
June |
Avg. |
|
Was the work order completed on time? |
9.82 |
9.75 |
9.69 |
9.21 |
8.72 |
9.59 |
9.62 |
9.65 |
9.61 |
9.14 |
9..74 |
9.29 |
9.49 |
|
Was the response time adequate? |
8.0 |
9.25 |
9.27 |
9.08 |
8.52 |
9.41 |
9.67 |
9.73 |
9.67 |
9.57 |
9.74 |
9.51 |
9.29 |
|
Were our employees courteous and considerate? |
10.0 |
9.5 |
9.72 |
9.54 |
9.41 |
9.67 |
9.52 |
9.87 |
9.52 |
9.24 |
9.76 |
9.86 |
9.63 |
|
Did WIC handle your request efficiently? |
9.82 |
10.0 |
9.51 |
9.46 |
9.14 |
9.59 |
9.71 |
9.81 |
9.55 |
9.38 |
9.76 |
9.53 |
9.61 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Number of responses |
17 |
4 |
50 |
66 |
29 |
26 |
21 |
46 |
33 |
28 |
34 |
49 |
403 |
Having one full year of responses allows this department to benchmark the FY08 performance against its FY07.
USG Goals
• 1C increase six-year grad rate
• 2A Diversity
• 3B Increase health professionals
Increase in share of total USG enrollment.
Goal Four: Enhancing Efforts toward External Services and Sources of
Support
Great universities
require strong public/private partnerships to fulfill their mission and goals.
As this need for external funding increasingly becomes more critical to
accomplishing the mission and goals, the
Goal 4A: Increased Targeted Research
To increase external funds procurred through Sponsored Operations, the Office
of Sponsored Operations will provide university-wide support and assistance to
faculty and staff interested in securing external funds for qualified projects.
The collaborative efforts will contribute to professional growth and
recognition while sharing the excitement of discovery with students. Sponsored
Operations assists faculty and staff in all aspects of preparing and submitting
proposals; provides administrative services to awarded grants and contracts;
and helps with the reporting process. Success can be achieved by:
1.Increasing the number of applications/proposals in line with the mission
(goals) of the University submitted for funding,
2. Increasing the total dollars brought into UWG
through Sponsored Operations,
3. Developing new strategies for increasing awareness of the services of
Sponsored Operations to the campus community and communicating the importance
of external funding to accomplish the university’s mission and goals,
4. Developing a more collaborative relationship with the Office of Development
and Alumni Relations (in particular the Corporate and Foundation Relations
program),
5. Exploring potential advantages of a Federal Lobbying/Advocates Group that
could compliment the state advocacy program.
6. The university will strive to provide adequate administrative support and
recognition for grant seekers,
7. Increase the amount of indirect cost requested through grants
Metrics
1. number of applications funded
2. Number of applications submitted
3. amount awarded through funded grants and proposals
4. compare data with other robust tier comprehensive universities as well as
aspirational institutions to determine future goals for growth
5. Amount of indirect cost received
6. Recognition of awarded grants through internal and external publications
Goal 4B Fundraising and Alumni Development
The Office of Development and Alumni Relations will provide external funding
through Annual Giving (A DAY for West Georgia and
Phonathon), the Major Giving program (individuals, corporations, and
foundations) and the Planned Giving program (deferred gifts, gift annuities,
etc.) This can be achieved by:
1. Increasing the donor base among
alumni and friends,
2. Increasing number of qualified major gift prospects and donors,
3. Increasing the number of deferred gifts through wills, insurance policies,
and through the gift annuity program,
4. Identifying, cultivating, soliciting and stewarding donors in a strategic
manner,
5. Preparing and strengthening the institution for a future capital campaign,
6. Endowing the Presidential Scholarship program and removing from unrestricted
funds ($2.77 million to endow),
7. Increasing unrestricted funds
8. Establishing a more formal Major Giving program.
Metrics:
1. Alumni giving percentage
2. Yearly fundraising total
3. Unrestricted giving total
4. New planned gifts
5. Yearly major gift total
6. New gift efficiency
7. Number of personal contacts
8. Compare data with other robust tier comprehensive universities, as well as
aspirational institutions, to determine future goals for growth.
Goal 4C: Major Capital Campaign.
Description: The University will continue to assess and explore the feasibility of major capital campaigns.
Goal 4D: Government Relations
The Office of Government Relations (University Advancement) will establish and
maintain relationships with governmental entities which directly and indirectly
impact the university. This can be achieved by:
1. Strengthening existing legislative advocates program,
2. Exploring potential advantages of federal lobbying/advocates group,
3. Strengthen existing relationships with local government agencies.
Metrics:
1. Number of participants in advocacy program
2. Fiscal capability of funding
3. Attendance at appropriate functions
Goals 4E: Communications and Marketing
The Office of University Communications and Marketing will internally and
externally promote the missions and goals of the strategic plan. This will be
achieved by aligning the institutions integrated marketing plan (advertising,
visual identity standards, web presence, media relations, etc.) with the
strategic plan.
Metrics:
1. Consistency in messaging and branding
2. Diversification
3. Compare data with other robust tier comprehensive universities, as well as
aspirational institutions, to determine future goals for growth.
Goal 4F: Renewed Effort of Creating
Continuing Education Programs, Especially ICAPP
USG Goals
• 3A Increase federal (and non-federal) funds expenditures
• 3C Workforce Development ICAPP
Assessment: Assessment documents created for the University’s Annual Report to the performance assessments of individual staff and faculty should be prepared in reference to the Mission Statement and Strategic Goals.
Integration and Experiential Learning: The central idea behind this initiative is to link together as many experiences as possible for the student’s career in order to reinforce something of the West Georgia experience, which should link the freshman and sophomore years to the junior and career readiness years, and it should link together the academic and the extra-academic. One of the ways this integration might be achieved is to focus on a key topic for each academic year in the undergraduate experience. So, for example, the first year might focus on civility, the second on civic engagement, the third on ethics, and the last year on professionalism as informed the previous three. Experiential learning or learning from doing, from work, in essence, will be a required part of every undergraduate’s integrated education.
Liberal Arts and Professional Preparation: While it is clear that the best professional curricula have formal liberal arts outcomes built in them, it is not clear that liberal arts programs have professional outcomes built in them. We argue that they should and that those liberal arts programs that are succeeding are doing just that even though the activities may not be named as such.