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Goal 4Enrich the Quality of Campus Life

Objective A

Expansion of Residential Life and Co-Curricular Programming

Learning communities and other student-centered experiences; first-year, transfer, and off-campus students connecting to student organizations and the larger campus community; Sophomore Success program.

Met through increased number and variety of residential and co-curricular programs beginning 2010-11 and annually thereafter. Examples include:

  • Newly established Living-Learning Communities.
  • Residence Life engagement with community development programming, learning communities, academic success, wellness and safety initiatives, and sustainability.
  • Sophomore Success Program launched.
  • Development of Future Alumni Council, Young Alumni Committee, Alumni Association Academic Grants, and Dinner-Discussion events between alumni and current students. Slightly increased (2012 data, compared to 2010 data) student satisfaction with campus life among seniors, as measured by the National Survey of Student Engagement (NSSE).
  • Offer of guaranteed housing to first and second year students to support student success.
  • Establishment of new learning communities within specific colleges and for transfer and commuter students.
  • Continued work through academic and student support units to enhance student experiences.
  • Programs addressing student interests and majors regularly fine-tuned to connect career and co-curricular areas.
  • Living-Learning Communities are partnerships between SEES and each college.
  • Residence Life.
  • Events/connections for second-year students include a monthly e-newsletter, Facebook page, and Sophomore Advisory Board.
  • Alumni - student programs
  • Nearly 50% SEES program expansion from 2010-11 to 2011-12 and implementation of Student Opportunities for Academic and Personal Progress (SOAPP) to promote awareness of resources aimed at ensuring success.
  • Development of Academic Resources Guide to academic intervention programs.
  • Greater levels of satisfaction from 2006 to 2012 in the NSSE survey data. The majority of 2011-12 graduating seniors reported they would choose ODU again (72% yes, definitely and yes, probably). The majority of 2011-12 graduating graduate students reported they would choose ODU again (78% yes, definitely and yes, probably).

Objective B

Hire and retain research active faculty

Part I: Foster an Old Dominion University identity through increased community-building events and best practice activities, including workshops and motivational speakers. Invest in engaging and exciting programs that celebrate multiculturalism and diversity.

Met through: Increased number and kinds of community-building events and best practices, such as:

  • BCET: Solar Decathlon partnership with Hampton University; Top Scholar Luncheons
  • Adopt-a-Highway program sponsored by Community and Environmental Health.
  • Virginia State Science and Engineering Fair and the Tidewater Science Fair, hosted by the College of Sciences.
  • Title IX 40th Anniversary Celebration, coordinated by Equal Opportunity (2012-13).
  • Spring Open House for Hispanic students, hosted by Office of Admissions and Hispanic and Latino Employee Association.
  • Dedicated space for military-affiliated students.
  • Efficiencies implemented throughout the University's operations
  • Each academic and student support unit, along with the President's office, Community Service, and others, developed community-building events to engage individuals both on and off campus.
  • CBPA works with companies and government agencies in real estate, economics, maritime, port, and logistics, financial services, and others.
  • DCOE partners with school divisions in Hampton Roads and beyond, focusing on teacher training, dropout prevention, and administration, among other areas.
  • CoS hosts computer science events, physics fairs, planetarium shows, and chemical magic shows, among other programming.
  • Efficiencies include
    • Electronic refunds to students grew from 0 in 2011 to over 27,000 in 2013, saving approximately $80,000 in postage/distribution costs.
    • Financial Aid Disbursement improved by 30% for the Fall 2012 term start vs. Fall 2011.
    • Daily check run process was re-engineering, saving four hours of staff processing time each day.
    • Automation and process improvements allowed the abolishment of six vacant positions in the Office of Finance to date, saving over $300,000.
    • Re-engineering of fixed asset process to include scanning of asset images and extensive use of workflows to create an asset information system that is one of the best in use by a university.
    • Responses to periodic surveys indicate double digit improvements in customer satisfaction with services provided by the Office of Finance.
    • A new Student Financial Assistance group was formed to combine data mining techniques with an emphasis on personal service. For Fall 2012 the number of students referred to external collection decreased by 30% and ODU students and their families saved $158,000 in collections fees over Fall 2011.
    • A home-grown Student Financial Literacy program, Monarch Millionaires, has enrolled over 300 students in its five-week voluntary program. For 2012, student volunteers grew from six students for Fall to twenty-five for Spring.
    • Automated Travel and Expense (using workflow and document imagining) has been implemented, greatly speeding employee reimbursement and creating a greener footprint.

Part II: Implement approved recommendations from the 2008-2009 Quality of Life (QUL) surveys. Conduct focus groups to assess the effectiveness of the implemented recommendations prior to conducting a follow-on comprehensive QUL survey in 2011-2012.

Approved recommendations arising from the 2008-09 Quality of Life (QUL) surveys for employees, including:

  • Improved communication throughout campus community, via email, newsletters, meetings, workshops, as appropriate; service standards and telephone protocols implemented.
  • Enhancement of management opportunities and support through workshops and training.
  • Assessment of employees' work/life balance and workload.
  • Development of a more inclusive campus community that celebrates diversity through enhanced programming by SEES and academic areas; C.O.R.E.2
  • Second year of recognition by Chronicle of Higher Education as a "Great College to Work For."
  • Enhanced safety on campus and at higher education centers-lighting, security, escort services, police and security officer presence.
  • Significant sustainability efforts on the part of Facilities Management.
  • Focus groups related to QUL shifted to 2013-14
  • Follow-up QUL surveys scheduled for 2013-14
  • President Broderick holds Monarch Morning sessions with members of the university community.
  • Human Resources monitors Quality of Life (QUL) surveys, and addresses concerns identified by employees.
  • HR conducts annual meetings with each of the key employee organizations on campus.
  • Committing Our Resources to Excellence through Equity (C.O.R.E.2) was begun in 2011, under the direction of the Provost, with support and encouragement from President Broderick to ensure greater inclusion in the recruitment of faculty, their retention and their success. The 2011 report consisted of best practices identified by faculty. Faculty Diversity Leaders were selected from each college and continue to promote diversity within colleges through a variety of hiring practices.
  • Sustainability efforts are ongoing throughout the university community.

Objective C

Improve intra- and inter-departmental communication systems.

Create a more interactive and inviting web site through usability testing and re-design and provide the resources to maintain it.

  • Academic unit upgrades in web content management.
  • Training for web content managers in each unit.
  • Updated surveys to assess usability and relevant content following web site re-designs.
  • Initial website usability testing conducted to ascertain feedback regarding navigation of 20 new sites.
  • Testing of homepage usability with prospective students and parents during preview sessions; positive results with prospective students and parents easily able to navigate to key pieces of information.
  • E-survey sent to faculty, staff and selected students asking for feedback on the website. Navigability ranked high. Remaining data were used to drive adjustments to the site.
  • The Office of Financial Aid conducts surveys to financial aid students and results show that 40-50% of respondents agreed the website was crisp/clean in appearance and informative, easy to navigate-to a great or very great extent.

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