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Assege HaileMariam, Ken Baker and I invite the campus community to participate in the 2011 strategic planning process. We hope to have stimulating, productive discussions that will prepare us to educate the next generation of students and help us build a sustainable future for EIU. William Weber

Attendees at a Table Whiteboard with Notes Barbara Burke writes on whiteboad Barbara Burke writes on whiteboad

Creating a Shared Knowledge Base | Stakeholders Perspective | Creating a Shared Future

Creating a Shared Future
for Eastern Illinois University


Download the printable version.

Attendees were instructed to imagine, “We are all back in this same room 5 years from now. We are here to celebrate all the success and achievements of Eastern Illinois University over the last 5 years. We have met many challenges, worked very hard and accomplished great things. We are different and better institution. Please answer the focus questions as if they had already occurred. Remember, you are looking back five years from now and describing what things look like.”

Each attendee individually answered the following set of focus questions as if they had already occurred; and, then created a group picture, an outline, based on “common ground” and “gentle agreement.”

  1. WHAT DOES ACADEMIC EXCELLENCE LOOK LIKE AT EIU? HOW HAVE WE IMPROVED THIS IMPORTANT AREA?
    1. Academic excellence
      1. Quality graduates who are lifelong learners
      2. More tenure-track faculty with a consensus across campus regarding rigor
    2. EIU meets needs through multiple channels from traditional (ages 18-22) to adult online learners.
    3. EIU will produce students with the skills, knowledge and experiences they need to be productive contributing citizens in a changing world
    4. Meaningful contributions
    5. High impact of engagement of students and faculty in pedagogy, research and service as indicated by
      1. Interactive learning in all disciplines with multiple levels of engagement
      2. Evolving menu of programs for state and global needs provided by high performing faculty/staff

  2. WHAT DOES CAMPUS LIFE LOOK LIKE, FEEL LIKE? HOW IS IT DIFFERENT? DESCRIBE EIU’S RELATIONSHIP WITH THE COMMUNITY.
    1. Campus Life
      1. School pride fostered in increased student, faculty and staff involvement on campus
      2. Intentional integration and emphasis between academic and extracurricular activities
    2. More pride and more engagement – a regional cultural center
    3. Campus life will flourish. Students, faculty and staff are engaged and sustained in EIU activities in EIU attire. Community is engaged in activities on campus.
    4. Greater panther(regional)community pride
    5. EIU has become the place where everyone wants to be, as evidenced by
      1. More collaborative learning in surrounding communities
      2. More school spirit
      3. More EIU blue
      4. Improvement in “curb appeal”

  3. WHAT DOES THE ROLE OF TECHNOLOGY LOOK LIKE AT EIU? IN THE CLASSROOM? THROUGHOUT THE CAMPUS?
    1. Technology
      1. Recognized leader in pedagogical technology
      2. Efficient, seamless, flawless deployment of technology
    2. Consolidated, campus wide, integrated, seamless and pragmatic system
    3. University continually explores emerging technologies based on the needs of students and programs. Custom applications created for/by faculty and students.
    4. Virtual classroom/wireless
    5. Integrated technology for enhancing academic excellence, communication and campus life including technology competence and technology resources.

  4. WHAT DOES THE STUDENT BODY LOOK LIKE? WHAT’S THE COMPOSITION? HOW HAVE WE PREPARED OUR STUDENTS FOR A GLOBAL WORLD?
    1. Student body
      1. A highly diverse yet more integrated campus community
      2. Global education by means of curriculum (e.g. class projects) and location (e.g. study abroad)
    2. More diverse
    3. More diverse student body interacting with more diverse faculty.
    4. Group
      1. Greater non-traditional/veteran
      2. Financial aid needs
      3. Interdisciplinary learning
      4. Internships
      5. Study abroad
    5. Composition of EIU student body is
      1. More culturally diverse
      2. More diverse needs
      3. More online
      4. Higher ACT
      5. Higher retention
      6. Increase enrollment by 10%

  5. WHEN PEOPLE DESCRIBE EIU, WHAT DO THEY SAY? WHAT IS OUR MESSAGE/BRAND? WHAT STRENGTHS DID WE BUILD ON? HOW ARE WE DIFFERENT?
    1. Describe EIU
      1. A community of scholars that builds intellectual and social capital
      2. “big enough to matter, small enough to care”
    2. Premier regional or liberal arts and sciences institution (name?)
    3. Through collaboration, supportive holistic environment. EIU has a more positive image. Public school with private school feel.
    4. Group
      1. Quality over quantity
      2. Great value
      3. Relationships
    5. Focused with an eye to the future

  6. WHAT DOES OUR FINANCIAL PICTURE LOOK LIKE? WHAT DID YOU ACTUALLY DO IN ORDER TO BE FINANCIALLY SUSTAINABLE?
    1. Finances
      1. Performance-based funding evolving into a practical reality
      2. Increased reliance on philanthropy and external fundraising
      3. Resources aligned with strategic priorities
    2. Annually allocate resources based on strategic priorities while being more self sufficient.
    3. More funding sources and budget reflects priorities; increased enrollment provides financial sustainability
    4. Group
      1. Financial creativity
      2. “private school’ funding model

  7. WHAT IS ONE SPECIFIC ACCOMPLISHMENT WE ACHIEVED – THAT YOU ARE MOST PROUD ABOUT?
    1. Accomplishment
      1. Pride and recognition for the excellent work that we have accomplished
    2. Nationally recognized because of the academic success of our students and we survived!
    3. Being a model for other institutions (quality=EIU)
    4. Group
      1. Baldrige awarded to EIU
      2. Alumni embraces their heritage at EIU
    5. Group
      1. New science building
      2. Better marketing of self
      3. Accreditation in all areas and Phi Beta Kappa chapter

 

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