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Strategic Plan 2009-2014Results

Goal 1: Provide Students With the Tools to Succeed

Objective A:

Strive for teaching excellence in classroom and distributed instructional models

  • Increased faculty and GTA workshops
  • Enhanced assessment of adjunct faculty teaching effectiveness across colleges.
  • Increased student satisfaction for classroom instruction.
  • Over 151 faculty development events and workshops sponsored annually by the Center for Learning and Teaching to support online and face-to-face teaching/learning strategies.
  • Increased use of instructional technology to support students' active engagement in learning.
  • Increasing use of classroom technologies and Blackboard features, such as online chats and video tutorials.
  • CLT events/workshops for faculty focused on "Foundational Strategies for Online Teaching," Blackboard, Adobe Connect, innovative strategies and technologies, and other pedagogical topics.
  • Over ten colleges/units created new faculty development workshops. The Center for Learning and Technology established a Summer Institute on Teaching and Academic Affairs launched a "Provost's Conversations on Teaching."
  • All colleges standardized assessment of adjunct faculty, incorporating peer review, portfolio assessment, and classroom visits, among other assessment tools. In 2011-12 the majority of graduating seniors reported they would choose ODU again (72%). Overall ratings slightly decreased from 75% in 2009-10 to 72% in 2011-12; there were slight changes in college ratings. In 2009-10, the highest ratings were: CoHS (84%), DCOE (80%), and BCET (73%). In 2011-12 BCET's ratings decreased from 73% in 2009-10 to 68% in 2011-12, thus ranking them 5th highest. In 2011-12, CoHS (79%) and DCOE (75%) remained the top two highest rated colleges, with CBPA (73%) ranking third.


Objective B:

Improve advising and academic support services

  • New Supplemental Instruction program targeting high DFWI classes.
  • Enhanced effectiveness of the Student Success Center and Learning Commons.
  • Advising centers in all academic colleges to promote student engagement in the majors.
  • Increased student participation in tutoring and mentoring services.
  • Consolidation of tutoring and academic support services.
  • Establishment of a Retention Task Force aimed at assisting at-risk students; increased retention by 1 percentage point.
  • Support of student-led "Finish-in-Four" initiative.
  • Online services continue to be offered by the Writing Center and SmartThinking. The PEP is piloting a synchronous tutoring/mentoring delivery system using Adobe Acrobat.
  • All Colleges report that professional advisors have completed the Master Advisor Certificate Program; the program is being revised to meet faculty advisor needs.
  • The Student Success Center/Learning Commons (SSC/LC) opened in fall 2011. In 2012, Academic Affairs conducted a survey of faculty, the results of which indicated approximately 50% of faculty were unaware of the SSC/LC services. A new survey is being developed to ascertain 2013-14 awareness among faculty of the SSC/LC.
  • All academic colleges now have a learning community or a living-learning community in existence or planned for fall 2013.
  • A Satellite Campus Peer Educator Program is planned for implementation at the Higher Education Centers in FA13.
  • The DFWI list was comprised of 33 courses in 2006-07. The courses are located in 4 colleges and a major theme of the lists is math competency. Since 2006-07, 16 courses continue to exceed a 30% DFWI rate, 17 courses have dropped off the list, and 8 new courses were added. Math is still a central theme among the courses.
  • The Math Science Resource Center (MSRC) has expanded offerings aimed at reducing DFWI courses where math competencies were lacking. The Center showed a 20% increase in pass rates for MATH 102M students who attended Supplemental Instruction sessions as compared to those who did not receive this instruction. As a result, beginning fall 2013, all at-risk MATH102M students will be placed in newly developed Supplemental-Instruction MATH 103M courses.
  • Student use of Academic Enhancement's tutoring and mentoring services increased 265% from 2010-11 (898 students) to 2012-13 (3285+ students). The Peer Educators Program (PEP) and Writing Center report positive student responses and increased performance for students utilizing their services. The Peer Educators Program offered Supplemental Instruction sessions, resulting in 20-30% higher pass rates for participants than for students who did not attend. Beginning fall 2013, the Peer Educators Program will offer supplemental instruction for all high DFWI courses in CBPA.
  • In 2011, the Math and Science Resource Center, the Writing Center, and the Peer Educators Program moved into the Learning Commons and Student Success Center.


Objective C:

Provide attractive and effective learning environments for students

  • Learning Commons-flexible spaces and collaboration rooms to support group projects and individual study.
  • 100% of all university classrooms are mediated.
  • CBPA opened the Trading Room, which features 24 state-of-the-art Bloomberg Terminals.
  • Common Rooms and Study facilities in Residence Halls to be fully mediated.
  • Wired/wireless student center at Peninsula Center.
  • Learning Commons' impact on library usage: service transactions increased by 5% from FY10 to FY12, instruction sessions increased by 37%, and gate counts increased by 18%.
  • Flexible study and program spaces have been constructed in residence halls and in the library, and student Collaboration Rooms are filled to capacity from 10am to midnight.


Objective D:

Expand opportunities for high-achieving students to demonstrate proficiency

  • Development of undergraduate research apprenticeship programs.
  • Annual Undergraduate Research Symposium.
  • Integration of undergraduate research and undergraduate curricula.
  • Increased student participation in Undergraduate Research Grant Program.
  • Sevenfold increase in student participation in publishing and presenting results of their research.
  • Over the past three years, 150 students participated in one of the "research sites" supported by the undergraduate research apprenticeship program.
  • In spring 2013, more than 100 undergraduates gave presentations at the Undergraduate Research Symposium (a 50% increase since the inaugural spring 2009 symposium).
  • CoS faculty developed senior research thesis options and expanded existing seminars to provide students with research experiences; some departments require a senior research project for all majors. The Honors College developed a senior honors thesis option and an undergraduate research apprenticeship course. DCOE students conduct action research as part of their internship course through project CARE NOW.
  • The number of students participating in the undergraduate research grant program increased from 12 in 2008 to 30 students in 2011-12.
  • From a base-line of 40 students in 2009, now over 300 ODU students (increase of 650%) publish or present the results of their research at conferences.


Goal 2: Gain a National Reputation Through Key Academic Programs & Scholarship

Objective A:

Identify and enhance funding for programs of special prominence or that are deserving of continuing support

  • Identification of 10 programs as prominent/promising.
  • Discontinuation of 2 programs
  • Initiation of three new programs and a new department (Modeling, Simulation and Visualization)
  • Merger of 4 programs to form 2.
  • Revisit each program every five years to ensure that resources are properly directed to prominent and core programs.
  • Prominent/ promising programs:
    • A&L: GPIS and MFA, Creative Writing
    • CBPA: Maritime and Supply Chain Management and Public Administration
    • DCOE: Counseling and Communication Disorders
    • BCET: Mechanical and Aerospace Engineering
    • CoHS: Online Graduate Nursing
    • CoS: Oceanography; Physics
  • Discontinued: MA in Recreation and Tourism and Master of Engineering in Motorsports Engineering
  • New programs: undergraduate program in Modeling and Simulation, PhD emphasis in Biomedical Engineering, MA in Communication
  • Mergers: Ph.D. programs in Literacy Leadership, Early Childhood and Curriculum and Instruction part of Ph.D. in Curriculum and Instruction with 3 tracks; separate PhD programs in Civil Engineering and Environmental Engineering are now combined.
  • Annual reviews of programs and five year review cycle of all graduate programs, effective fall 2012. Seven doctoral and eleven masters programs will have completed external reviews by summer 2013.


Objective B:

Coordinate and enhance promotional and recruiting activities; increase alumni and community engagement

  • Endowment size; growth of 23% from 2008-2009 to 2011-12-at $168.1 million.
  • Increased mention of ODU in national and international media.
  • Increased national rankings of programs by 2013.
  • Increased availability, dissemination, and web use of recruitment materials drawn from surveys of newly enrolled students.
  • Improved financial aid packaging to allow for earlier notification of awards.
  • Increased alumni activities and involvement, private donations, annual giving, and number of donors, using 2008-09 as baseline.
  • Increased percentage of top quality graduate students, along with top freshman and transfer undergraduate students, as measured by SATs, GPAs class rank, etc.
  • Development:
    Total gifts, pledges, and expectations: increase of 148% from 2008-09 to 2011-12-at $30,500,034
  • MS in Accounting students won Association of Governmental Accounting National Case Competition in 2012 (repeating their 2011 win).
  • Four ODU students created and marketed a student time-management app, "College TA."
  • International Association of Marine Economists (IAME) ranked ODU 8th in the world in port research.
  • Electrical & Computer Engineering Prof. Dean Krusienski produced a film of a robotic arm controlled by steady state visually evoked potential (SSVEP), creating international interest including a Russian television program.
  • Math Prof. John Adam received the 2012 Carl B. Allendoerfer Award from the American Mathematical Association and Peter Bernath received the 2012 Benedict Spectroscopy Award.
  • FY 2011 BCET was ranked #88 in NSF rankings (same as previous year) overall, #70 in civil engineering (up from #74 in previous year), #29 in electrical engineering (up from # 39 in previous year), and #29 in mechanical engineering (remained in top 30 as in previous year)
  • DCOE earned the #65 spot (from #113) in the U.S. News & World Report's 2014 edition of Best Graduate Schools.
  • MBA program earned the 121st spot among 295 part-time MBA Programs in Best Graduate Schools, by U.S. News Media Group, 2012 edition; CBPA ranked 100 in Public Affairs Education by U.S. News & World Report, based on analysis of more than 1200 graduate programs.x
  • GMAT scores of incoming MBA, MS in Accounting, and PhD in Business students increased over previous year; GRE scores of incoming PhD in Public Administration and Urban Policy increased over previous year. Increases in SATs, GPAs, and class rank recorded in Engineering and Education.
  • Increase in activity on FB page and Twitter feed; over 6,300 "likes" on Facebook, and almost 900 followers on Twitter.


Objective C:

Attract and retain quality graduate students

  • Increase retention of graduate students in first two years of program, by college and department.
  • Decrease average time to degree completion by college and increase in number of PhDs awarded.
  • Increased number and percentage of graduate degree recipients providing job and/or academic placement information.
  • Time to degree for master's students decreased from 3.1 (2008-09) to 2.8 (2011-12); for educational specialists from 9.2 to 7.4; and for doctorates, an overall increase from 4.6 to 5.0.
  • CBPA: 90% of Ph.D. students employed in 2011-2012; DCOE: 100% of Ph.D. recipients provided job and/or academic placement information; BCET: 87% employment among doctoral degree recipients; CoHS: 71% of 2011 Family Nurse Practitioner graduates and 100% of 2011 graduates in Nurse Educator, Nurse Anesthesia, Nurse Administrator, Women's Health Nursing Practitioner, and DNP programs employed within 6 months of graduation; 90% of 2012 Nuclear Medicine graduates employed within 6 months.

Note: Enhanced tracking of A&L and CoS graduates, as well as those graduating from Masters programs will be conducted in coming terms.



Goal 3: Invest Strategically in Research to Spur Economic Growth

Objective A:

Pursue strategic collaborations, including economic development and cross-disciplinary research opportunities.

Collaborations and partnerships facilitated by each college, including:

  • University's Business Gateway established in Innovation Research Park (IRP).
  • The Center for Innovative Transportation Solutions (CITS) established in Town Center, City of Virginia Beach, & 2012 University Transportation Centers 'Tier 1' grant.
  • Interdisciplinary Climate Change and Sea-Level Rise Initiative (CCSLRI) launched in 2010.
  • The Life in Hampton Roads survey.
  • Establishment of the Center for Educational Partnerships and Teacher Immersion Residency (ODU-TIR) Project. The Center for Educational Partnerships (TCEP) was established and awarded a $25million Investing in Innovation (i3) grant.
  • TEAMS (Teaching, Education, and Awareness for Military-connectedtudents) initiative, a collaboration between DCOE and Newport News Public Schools
  • CoHS: Established a Center for Global Health with Physicians for Peace and Operation Smile as partners
  • Funding to support study of potential partnership with Eastern Virginia Medical School (EVMS) to create the Commonwealth's first School of Public Health.
  • New articulation agreements with Thomas Nelson Community College (TNCC) in computer science and computer engineering, and other STEM areas.
  • MOU with Newport News Shipyard Apprentice School (NNAS) to launch BS Mechanical Engineering and Electrical Engineering cohorts 2013 or 2014.

Each college collaborated with public, private, corporate, and/or nonprofit agencies to spur economic growth and provide applications for research. High-profile developments include:



Objective B:

Hire and retain research active faculty

Part I: Establish endowed chairs and other endowments that support retention and recruitment of top research faculty in identified strategic research areas.

  • Establishment of Sentara Endowed Chair in Cardiovascular Research, for which a search is in progress.
  • Funding for the Bioelectrics Research Program.
  • The Center for Educational Partnerships (TCEP) hired research associates.
  • ED's Investing in Innovation (i3) project.
  • Support for the International Union for Conservation of Nature (IUCN) Global Marine Species Assessment (GMSA).
  • Slover funds support the salaries of at least two tenured faculty members in the Ocean Earth & Atmospheric Sciences (OEAS) department annually.
  • Since 2009-10, a net gain of more than 60 tenured and tenure-track instructional faculty positions; start-up packages for these positions provided and/or increased for all six colleges.
  • Critical Issues Fund annually supports research initiatives critical to Hampton Roads, including the Climate Change and Sea Level Rise Initiative (CCSLRI) and Life in Hampton Roads Survey
  • Efforts are underway to establish an Endowed Professorship in Maritime/Supply Chain Management, an Endowed Professorship in Accounting, and colleges have included requests for Endowed Chairs in their Development Plans
  • The Endowed Chair in Bioelectrics ($2 million) will focus on heart research in partnership with Sentara; $2.6 mil additional funds raised for Bioelectrics Research
  • TCEP established and filled two additional research associate positions
  • $1.1 million will match a $25 million grant from the U.S. Department of Education - Investment in Innovation
  • Dr. Kent Carpenter of Biological Sciences leads the international effort for Global Marine Species Assessment
  • Slover funding supports two faculty positions in OEAS and graduate student research efforts
  • Over five years, 160 new tenure-track faculty were hired and provided start-up packages; each academic college and the Research Foundation participated in new tenure track
  • $500,000 for research initiatives critical to Hampton Roads: CCSLRI and SSRC


Part II: Assist faculty to increase research output by evaluating, and adjusting as necessary (a) faculty workload policies and practices, including graduate student supervision; and (b) departmental staff support in departments or programs that have high research and/or graduate program commitments.

  • Three colleges (CBPA, BCET, & CoHS) developed faculty workload guidelines.

Unmet

  • Three academic colleges unable to make workload adjustments, aside from those associated with new hire start-up packages, due to funding issues.
  • Faculty Activity System implemented, strengthening ability to analyze, evaluate and adjust workloads.


Objective C:

Enhance the resources available to support research areas of excellence

Part I: Identify and widely promote our current and potential research areas of excellence, and those that deserve continuing support. Review, revise or formalize as necessary, and implement criteria for establishing, supporting, and phasing out of Centers, Institutes, and external Partnerships.

Seed funding for multidisciplinary research includes SEECR and MSF, with $292,588 expended for these two in FY13. There are two single-investigator programs with $114,950 expended in FY13.

  • The National Center for System of Systems (NCSOSE) was elevated to the status of enterprise center.
  • Industrial and Scientific Research Center established by the STEMP Department in partnership with Business Gateway.
  • Established Maritime & Supply Chain Management area within IT/Decision Sciences and named an area coordinator; funding approved for a new tenure track position.
  • Improved total R&D ranking among all public institutions (moving ahead 35 positions to 146) and among those without medical schools (moving ahead by 16 positions to 55).
  • Overall Research and Development funding
  • Establishment of a university-wide Center in support of CCSLRI; new director hired and Center to be set up June 2013.


Part II: Review all research support areas for improvements in efficiency, including the allocation, upkeep, and enhancement of physical facilities needed for research purposes.

  • DCOE upgrades for research work
  • ITS upgrades of the HPC Mass Storage and a migration of data from old to new systems underway.
  • Committees formed to coordinate renovations and repairs to the OCNPS building, and plan for a new Biology/Chemistry building.
  • $3.5 million raised to support a new Art Building and Studio Art Building
  • Expansion of Diehn Fine and Performing Arts Building to support scholarly work on visual and creative arts
  • Final stages of construction approval for a new building to house the DCOE
  • A Master Plan process was launched to review all of the university's physical facilities.
  • DCOE created two TeachLive Labs, repurposed two classrooms to serve as graduate research computer lab and as a Career and Academic Resource Center (CARC); a Dissertation Defense Seminar Room has also been set up.
  • ODU Master Plan


Goal 4: Enrich 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.


Goal 5: Expand International Connections

Objective A:

Enhance international curricula and study abroad opportunities

Incentives for faculty to enhance the international component of the undergraduate experience. Faculty involvement in international and intercultural curricular development in tenure and promotion decisions. Intercultural seminars and experiences. Additional scholarships for domestic students to study abroad.

Increased number and variety of seminars and courses with international components beginning 2010-11. Examples include:

  • Increased summer abroad opportunities.
  • Addition of First-Year Experiences in Paris or London.
  • Over 45% growth in International Studies majors from 2008-09 to 2011-12.
  • Added international- and multi-cultural focused courses in several colleges.
  • New Memoranda of Understanding with institutions in Jordan, Dominican Republic, Nicaragua, Japan, Korea, France, Rwanda, and Pakistan.
  • Increased scholarship funding for students to engage in study abroad opportunities.
  • Annual faculty recognition award for those who demonstrate leadership in international programs.
  • Study Abroad enrollments have grown from 156 in the 2008-09 academic year to over 300 in the 2012-13 year (over 92% increase). These include both short-term and semester-long experiences. New programs are added each year through affiliations with study abroad partners and faculty leaders.
  • Internship opportunities have increased with international sites available to students.
  • Each dean added funding (matched by the Office of Study Abroad) to enhance student scholarships for study abroad.
  • Faculty evaluations for International Leadership Award include international curriculum development components.


Objective B:

Develop and support a more diverse international community

Enhance international diversity within the faculty and student body

  • Increased number of international faculty, beginning in 2010-11. Thirteen new international faculty members hired among the six colleges over the last three years.
  • Successful recruitment of Executive Director, Office of International Programs.
  • Establishment of recruitment centers in China and India.
  • Nearly 900 students currently enrolled from outside the U.S.
  • Enhancement of retention and graduation efforts for international students; 2012: 10% increase in the number of international graduates from previous year.
  • Over 75 programs and activities focused on international community during 2011-12.
  • Global Ambassador Program launched in 2011-12.
  • Strong satisfaction (95%) reported by students who took part in international programming;
  • Increased reports of belonging among those participating in international-focused programs;
  • Strengthening of Monarch Mentors program, connecting domestic and international students.
  • Global Ambassadors.


Objective C:

Expand beneficial global collaborations

Part I: Expand beneficial connections with internationally focused agencies, including NATO and the military, and with international universities. Develop active institutional, faculty, and student relationships with international entities. Explore, and implement where appropriate, dual and joint-degree programs with prestigious international universities

  • Increased collaboration between the university and various organizations and institutions, examples include:
  • A&L: The Confucius Institute initiative, which entails a Memorandum of Understanding with Minzu University of China.
  • CBPA: The ACCESSEU partnership is part of a United Nations grant to build alliances between Hampton Roads and Europe.
  • DCOE: Institutes offered in Italy, Ireland, and Bhutan by the graduate program in counseling.
  • Partnership between BCET and the University of Engineering and Technology Peshawar Pakistan.
  • International Programs: Memoranda of Understanding signed with universities in Argentina, Bolivia, Brazil, Ghana, and China.
  • Confucius Institute. Opening ceremonies held April 19-20, 2013
  • ACCESSEU is aimed at introducing the Hampton Roads community to European perspectives on global problem solving; ACCESSEU will highlight educational activities for high school, college and graduate students in a variety of disciplines.
  • A 2+2 agreement with the Chinese Scholarship Council is being developed from the MOU established with China.
  • DCOE partnerships.
  • BCET partnership.


Part II: Host international symposia and conferences by providing facilities and support structure, including use of distance-learning technology. Encourage faculty to assume leadership positions in international organizations

  • BCET and CoS cohosted the 2012 International Forum on Systems and Mechatronics (IFSM).
  • Faculty members in four colleges hold leadership positions in international organizations.
  • New International Outreach Coordinator position established in International Programs.
  • Distance Learning support of worldwide course, program, and symposia delivery through various technologies. Coastal Engineering programs offered through such technologies.
  • The IFSM event included 50 participants from five different countries.
  • Faculty hold leadership positions in international organizations based in Taiwan, London, Germany, and various other countries.


Goal 6: Build Strong Civic & Community Relationships

Objective A:

Expand and promote Continuing Education programs and related events

Build on and promote existing successful Continuing Education programs and summer camps/offerings. Develop self-supporting base for Continuing Education.

Met through a variety of programs/planning groups including:

  • State of Region reports
  • Public Service Week
  • American Education Week
  • Community Music program (A&L), the Executive Development Center programs (CBPA), and Dental Hygiene opportunities (CoHS).
  • Programs for educators, through the DCOE.
  • Programs offered through the Office of Community Engagement.
  • Other offerings available through colleges and units on campus.
  • Partnership with Chrysler Museum for glass-blowing classes
  • First partner (with Dominion Power) for Rooftop Solar Power Installation program
  • Task Force to explore alignment of continuing education programming


Objective B:

Partner with community colleges for expanded workforce development in the region.

Build on and expand existing articulation agreements between ODU and the VCCS.

Additional and refined articulation and program agreements, including:

  • Distance Learning and NVCC's Extended Learning Institute partnerships and program offerings.
  • Partners in Progress plan, established to identify best practices in articulation and program agreements.


Objective C:

Create a dynamic community-university relationship that uses community experts as instructors and ODU personnel as experts to help solve community problems.

Part I: Upgrade faculty/staff expertise online profile. Encourage community experts to be more engaged with ODU as instructors, speakers and program leaders on campus.

  • Virginia Housing Development Authority $2.5 million grant allocated to the ODU Community Development Corporation for the Community Homeownership Revitalization program.
  • Growing popularity of football within the community; rise of football and other athletic programs to Conference USA
  • President's Higher Education Community Service Honor Roll recognized Old Dominion University for second consecutive year. Key highlights of this achievement included 376,234 student service hours and 54,000 faculty/staff service hours over the past year.
  • ODU plans to apply for Community Engagement classification in 2014.


Part II: Provide students with meaningful experiential learning, service learning, and internship programs with civic engagement emphasis.

Student involvement in:

  • Public Service Week.
  • Women's Studies Service Learning Initiative.
  • Increase of 236% of internship experiences in nonprofits (from 2008-09 to 2011-12).
  • 18% increase in community service (2008-09 to 2011-12).


Objective D:

Achieve national recognition as an engaged metropolitan university.

Part I: Apply for and receive Carnegie Foundation Community Engagement

  • Virginia Housing Development Authority $2.5 million grant allocated to the ODU Community Development Corporation for the Community Homeownership Revitalization program.
  • Growing popularity of football within the community; rise of football and other athletic programs to Conference USA
  • President's Higher Education Community Service Honor Roll recognized Old Dominion University for second consecutive year. Key highlights of this achievement included 376,234 student service hours and 54,000 faculty/staff service hours over the past year.
  • ODU plans to apply for Community Engagement classification in 2014.


Part II: Increase private giving to supplement state support to the University.

  • CBPA growth of endowed professorships, corporate sponsorship, and college endowments since 2008-09.
  • DCOE: Nearly 75% increase in gifts and pledges from 2011 to 2012.

Development:

  • Total gifts, pledges, and expectations: increase of 148% from 2008-09 to 2011-12-at $30,500,034.
  • Endowment size; growth of 23% from 2008-2009 to 2011-12-at $168.1 million.