STRATEGIC GUIDE FALL 2021
PAT H WAY S T O P O S S I B I L I T Y
INTRODUCTION Since its beginning in 1961, the OU College of Professional and Continuing Studies (PACS) has evolved to meet the academic and professional demands of our students, becoming internationally recognized in higher education for serving nontraditional learners. Although some things have changed over the past 60 years, the college’s aim has remained the same – TO FULFILL THE EDUCATIONAL NEEDS OF A DIVERSE GROUP OF LEARNERS. Scores of institutions seek to serve the adult learner market, but many struggle to deliver the high-caliber programs we offer as part of Oklahoma’s flagship research university. Learners in our programs benefit from a large and diverse faculty cadre of scholar-practitioners who are committed to instilling both deep understanding and practical application of course material, resulting in the unparalleled, world-class level of educational excellence that has been the hallmark of OU adult programs for more than 60 years. Offering programs that are simultaneously rooted in scholarship and applied in orientation, taught by nationally recognized experts, allows us to embrace our learners with a truly relevant and transformational OU experience regardless of where they study, be that in the virtual world, in the skies or at one of the remote locations where our programs are available.
OUR LEARNERS We remain focused on educational access for multiple sets of learners:
• Place-bound, working adults, including military-connected individuals and online learners
• Those seeking specialized and interdisciplinary programs
• Lifelong learners
HISTORICAL CONTEXT In 2017, the massive organization that was University Outreach, which housed the College of Liberal Studies, had expanded to the point it needed to divide and focus on targeted areas. Following the retirement of the vice president of Outreach, who also served as the longtime dean of the College of Liberal Studies, the organization was split into two, and the college underwent an intensive season of change. Martha Banz was named interim dean (later named dean) of what would become the College of Professional and Continuing Studies, and the move brought together seven formerly disparate programmatic and service units – Advanced Programs, Aviation, Center for Independent and Distance Learning, Center for English as a Second Language, College of Liberal Studies, PACE (Professional, Academic and Continuing Education) and CEED (Center for Community, Energy and Economic Development). Through these various program areas, a wide range of both credit/degree programs and lifelong learning opportunities have continued to be offered to thousands of learners annually. The transition undertaken in 2017 set what was to become known as College of Professional and Continuing Studies on a new trajectory, preserving the best of its history while proactively shaping its future. Following an extensive planning process involving multiple constituencies and an intentionally transparent approach, the college set about to conduct a thorough selfassessment, predicated on the need for honest review of the programs and functions that should be preserved or enhanced, those that represented a duplication of effort (internally in PACS or within the larger university) and those deemed necessary, but not functioning as needed or not yet implemented. Using a set of task force groups in a 15-month collaborative process, the college set about to redefine its mission, rearticulate its core values, rename and rebrand itself, establish a vision for the future and set its initial strategic goals. Since that time, especially with the changing university landscape, the evaluation and planning process has been ongoing, with the most recent iteration focused on assuring alignment of the college’s plans with the university’s Lead On priorities.
OUR PROGRAMS UNDERGRADUATE PROGRAMS Our focus is on degree-completion students and on residential students seeking aviation-related careers GRADUATE PROGRAMS We serve online learners seeking selected professional specializations or uniquely-crafted interdisciplinary programs LIFELONG LEARNERS We provide various certificate and lifelong learning programs to support learners in both their professional and personal endeavors
From 2017 to 2021, many University of Oklahoma institutionallevel changes occurred simultaneously, stretching the growing pains of the newly formed College of Professional and Continuing Studies. Despite the many challenges and the profound impact of the COVID-19 pandemic, the college, built upon a strong foundation, is ready for the next chapter.
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PAT H WAY S T O P O S S I B I L I T Y
PATHWAYS TO POSSIBILITY Since 2017, we have continually explored the many possibilities arising from our shared vision. In 2020-2021, every staff member of the college joined a task force working group associated with a pillar from OU's Lead On strategic plan in order to examine connections between our college and the Lead On strategic plan and to provide recom-mendations for how the College of Professional and Continuing Studies can meet the university’s strategic goals. Our ongoing conversations have ultimately resulted in a set of five strategic priorities, which now form the lens through which all pending decisions are examined. These goals are captured by the acronym GREAT: GROWTH, RELEVANCE, EFFICIENCY, ACCESS and TRAILBLAZING. Under each of these goals, we have identified a set of strategies, with tactical approaches arising from each of the strategic priorities. In addition to the tactical options, we have identified the specific performance metrics (KPIs) that will be utilized to monitor our progress and the benchmarks we wish to achieve in each area, along with designated timeframes for doing so. Our aspiration is to provide PATHWAYS TO POSSIBILITY for the diverse population of learners served through our many programs. While we recognize that it is ultimately up to our students to invest themselves in the opportunities that we make available, our commitment is to provide a clear path forward as they seek to fulfill their educational goals through the possibilities that we provide, which are tailored to their unique needs, goals and life situations.
COLLEGE MISSION The OU College of Professional and Continuing Studies provides access to transformational, world-class University of Oklahoma degrees, certifications, and programs for a diverse group of learners.
CORE VALUES
To carry out our mission, we offer exceptional programming and tailored support services centered on the following core values:
STUDENT-CENTERED
Our students are fundamental to all that we do, so every decision and action contributes to our students’ learning experiences.
SERVICE-ORIENTED
We provide exceptional service for our students, clients, and each other.
INCLUSIVE
We are strengthened through diversity, and we actively seek to embrace and learn from all.
QUALITY-DRIVEN
Students learn best when they are engaged, challenged, and supported, and we seek to provide an optimal combination of those factors throughout all our program offerings.
INNOVATIVE
We constantly search for the most effective ways to serve and engage our unique student populations, and to do so, we encourage forward-thinking, creativity, and initiative.
INTEGRITY
We operate honestly, ethically, transparently, and respectfully.
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PAT H WAY S T O P O S S I B I L I T Y
GROWTH STRATEGY 1
Expand PACS online undergraduate enrollments and its degreecompletion portfolio
STRATEGY 2
Coordinate closely with OU Online to market and grow PACS online graduate enrollments
STRATEGY 3
Capitalize on the changing market in adult learning where stackability and noncredit-to-credit options are paramount
STRATEGY 4
Capitalize on the ever-increasing role of the aviation/aerospace sector in the state, regional, and national economies
STRATEGY 5
Expand undergraduate “cafeteria” course offerings
GROWTH | Tactic Breakdown STRATEGY 1 TACTIC 1: Grow enrollments in existing PACS degree-completion programs through intensive recruitment, focused marketing, removal of completion barriers, and partnerships with OU Central Administration and colleges TACTIC 2: Add online undergraduate degree-completion programs in marketable, high-need areas TACTIC 3: Review and either modify or phase out existing programs that are not financially viable in order to focus resources on marketable, high-need programs
STRATEGY 2 TACTIC 1: Grow enrollments in existing PACS graduate programs through intensive recruitment, focused marketing, and removal of entry/completion barriers TACTIC 2: Expand the PACS program portfolio by serving as the academic, degree-granting home for new, marketable graduate programs that do not fit elsewhere or are not embraced by other campus departments TACTIC 3: Increase permanent teaching staff in alignment with program expansion
STRATEGY 4 TACTIC 1: Secure funding to update all aviation hardware (fleet, simulators, etc.) to achieve a state-of-the-art competitive position TACTIC 2: Improve facilities and infrastructure through university funding, student fees, corporate partnerships, and private donations TACTIC 3: Expand program enrollments in non-flight aviation program tracks TACTIC 4: Add an online master’s program in Applied Aviation (specific focus TBD) TACTIC 5: Continue maximizing through-put for current pilot training program options
STRATEGY 5 TACTIC 1: Add selected high-demand, prerequisite course offerings to serve those needing to qualify for entry into OU Online’s various graduate programs TACTIC 2: Expand course options for those unable to enroll in residential course sections and who are seeking online courses to meet general education requirements TACTIC 3: Make Integrative Studies options available to “near-complete” undergraduates
STRATEGY 3 TACTIC 1: Expand certificate offerings by adding market-driven, strategically-chosen, credit certificate programs over the next three years TACTIC 2: Look to expand innovative professional offerings (and funding sources) to unique underserved populations TACTIC 3: Add selected, noncredit certificates in strategic areas (based on validated credit-conversion options) as a means of enhancing the noncredit-to-credit pipeline
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PAT H WAY S T O P O S S I B I L I T Y
RELEVANCE STRATEGY 1
Strengthen immediacy of the connection between state/ regional workforce needs and PACS programming
STRATEGY 3
Focus on the use of a scholarpractitioner faculty model
STRATEGY 2
Maintain professionally oriented, application-intensive, heutagogic curricula in all degree programs
STRATEGY 4
Implement “best-in-class” faculty expectations and support, fostering a strong culture of outstanding online teaching and learning
STRATEGY 5
Build on and expand existing industry ties to enhance current and future research endeavors
STRATEGY 6
Implement fundraising, alumni relations, and donor development activities to support college and university goals
RELEVANCE | Tactic Breakdown STRATEGY 1
STRATEGY 4
TACTIC 1: Establish industry advisory boards for every program area
TACTIC 1: Collaborate with OU Online and Center for Faculty Excellence to promote faculty development/training around best practices for online education
TACTIC 2: Enhance the recruitment pipeline through strategically chosen ties to organizational and corporate partners seeking and supporting educational opportunities for their workforce
TACTIC 2: Deploy faculty development and training focused on best practices (heutagogy) for adult learners
TACTIC 3: Establish an office tasked specifically with looking for new opportunities and to perform quarterly review of anticipated changes in the occupational landscape to identify either new program opportunities or modification of existing programs/courses
STRATEGY 2 TACTIC 1: Review program curricula regularly for professional emphasis and proportion of assignments that are application-oriented and industry-targeted TACTIC 2: Utilize annual assessment results for each program to determine efficacy of assignments and capstones in producing field-ready graduates TACTIC 3: Ensure that graduating students have some kind of culminating evidence (portfolio, project, thesis, capstone, published article, etc.) to demonstrate skill development and learning outcomes TACTIC 4: Review program curricula regularly to assess the extent to which each reflects the diverse, multifaceted world within which PACS students live and work, and provide tools for fostering inclusion and belonging in diverse contexts
STRATEGY 3 TACTIC 1: Further develop program-specific faculty cadres among the full-time PACS faculty, with the goal of increasing internal, full-time faculty in each program area TACTIC 2: Deepen and broaden the contingent faculty corps by active recruitment of adjunct faculty who are academically credentialed, professionally equipped, and research-active TACTIC 3: Give priority to high-performing adjuncts when making teaching assignments TACTIC 4: Expand opportunities for all faculty in all program areas to participate in regular faculty meetings and faculty development opportunities
TACTIC 3: Across all programs (both undergraduate and graduate), emphasize faculty behaviors that reflect an “engaged learning” approach and help build inclusive learning communities TACTIC 4: Support faculty research focused on the role and efficacy of technology in teaching TACTIC 5: Develop collaborative opportunities for developing and disseminating current research findings and practice recommendations for high-quality online teaching and learning
STRATEGY 5 TACTIC 1: Create a PACS Research Task Force to promote and assist research activities within the college TACTIC 2: Encourage research activity among PACS faculty, staff, and students by funding travel, college-funded research projects, college-funded matching for external grants, and various other research supports TACTIC 3: Utilize the built-in PACS audience of neotraditional learners to perform research on best practices in adult learning TACTIC 4: Support faculty involved in cross-disciplinary research projects or research relationships with faculty in other campus departments TACTIC 5: Support faculty involved in service-learning and/or community-oriented research projects (through course buyouts, release time, or other similar supports)
STRATEGY 6 TACTIC 1: Modify PACS online presence to increase visibility of online giving opportunities and alumni accomplishments TACTIC 2: Work in tandem with OU Foundation/OU Advancement to clearly articulate fundraising priorities and implement campaigns (capital/annual) TACTIC 3: Identify and/or hire an appropriate number of dedicated staff to build alumni relations in conjunction with OU Alumni Office TACTIC 4: Build PACS alumni network to connect alumni with each other and to connect graduates with current students (mentoring)
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PAT H WAY S T O P O S S I B I L I T Y
EFFICIENCY STRATEGY 1
Build a culture of accountability
STRATEGY 2
Maximize operational efficiency
STRATEGY 3
Refine policies for the “core-pluscontingent” faculty model to support growth while maintaining efficiency
EFFICIENCY | Tactic Breakdown STRATEGY 1 TACTIC 1: Implement and communicate a clear set of financial standards defining program success, utilizing cost accounting procedures for all PACS programs and levels TACTIC 2: Implement KPI dashboards for all aspects of PACS operations (recruitment, admissions, enrollment, retention, financial, teaching/learning, etc.)
STRATEGY 2 TACTIC 1: Continue reducing the college’s administratrive burden for prospective and student support services that rightly should be cared for through central administration or other areas of the university (OU Online, Grad College), coordinating the transition closely so that prospects and students continue to receive timely, high-quality service
TACTIC 3: Implement decision-making cycles based on datainformed processes that explicitly tie performance to mission and strategic priorities
TACTIC 2: Review and either modify or phase out existing programs (degree completion, graduate, certificate) that are not finanically viable, in order to focus resources on marketable, high-need programs
TACTIC 4: Utilize a growth-responsive staffing model, continuously reviewing staff positions as they come open to ensure that efficiencies are optimized, while maintaining quality service for students
TACTIC 3: Finish implementation of the approved re-organization for college-specific support services and operations to minimize redundancies across program areas, smooth hand-offs between areas, and optimize efficiency
TACTIC 5: Update all policies, procedures, contact information, and flowcharts in alignment with reorganized, streamlined PACS organizational structure, widely distributing that information so that all units have clarity moving forward. TACTIC 6: Continue coordinating with main campus areas (IT, HR, Facilities, etc.) for ongoing and/or potential centralization of common services
STRATEGY 3 TACTIC 1: Hire a program chair for each program cluster by December 2021 TACTIC 2: Identify and/or hire one FTE full-time teaching faculty member for each program cluster by August 2024 TACTIC 3: Establish target percentages for the proportions of the curricular portfolio to be taught by full-time PACS, campusaffiliated, and external contingent faculty TACTIC 4: Review and modify faculty pay scales as needed for full-time and contingent faculty to be market-competitive TACTIC 5: Review and modify policies, as needed, for teaching loads, supplemental pay, rank advancement, and other related aspects of the faculty model
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PAT H WAY S T O P O S S I B I L I T Y
ACCESS STRATEGY 1
Optimize affordability for all PACS programs
STRATEGY 4
Further diversify the PACS student population
STRATEGY 2
Review and streamline recruitment, admission, and enrollment processes for prospective and continuing students
STRATEGY 5
Enhance retention across all PACS programs
STRATEGY 3
Develop and deploy new delivery models for reaching underserved adult learner populations
ACCESS | Tactic Breakdown STRATEGY 1 TACTIC 1: Create single-rate pricing structure for all PACS degree programs (jettison the resident/non-resident tuition model) and increase its competitive position in the regional marketplace TACTIC 2: While keeping cost of attendance as low as feasible, create messaging that emphasizes the difference between cost and value, especially for PACS degree-completion programs TACTIC 3: Revise revenue model for cafeteria courses that serve a large number of main campus students, with central support to cover the cost of providing those enrollments
STRATEGY 2 TACTIC 1: Refine messaging and optimize lead generation process to maximize number of truly qualified leads (working with OU Online for graduate program lead generation)
STRATEGY 4 TACTIC 1: Intentionally market PACS online programs (undergraduate, graduate, lifelong learning) to first-generation, adult-learner college students, with enhanced funding to support their aspirations for a college or graduate degree TACTIC 2: Intentionally market PACS online programs (undergraduate, graduate, lifelong learning) in minority-serving sectors (e.g. tribal and ethnic communities) and minority-serving professional associations affiliated with PACS programming (e.g. NABCJ, NOHCJ, SHRMD&I, etc.) TACTIC 3: Build scholarship support specifically in support of students from underserved populations, including, but not limited to, women in aviation, ethnic minorities, LGBTQ+, first-generation students, career changers, military students, veterans, etc. TACTIC 4: Consider hiring a DEI specialist to help support marketing, recruitment, and retention efforts for underrepresented student populations
TACTIC 2: Minimize time to decision for all PACS degree programs TACTIC 3: Strengthen the handoff between recruitment, admissions, and enrollment (zero loss)
STRATEGY 3 TACTIC 1: Revise the historic “base-focused” model for engaging military-affiliated adult learners in military-dense locales with strong OU affinity TACTIC 2: Collaborate with corporate, community, and tribal partners to identify and implement alternative delivery models for degree-completion (and preparatory bridge activities) that will support their members and/or employees in achieving desired educational aspirations
STRATEGY 5 TACTIC 1: Emphasize a “recruit-to-retain” approach to ensure that incoming students have the skills and motivations to complete their designated program of study TACTIC 2: Improve student on-boarding communication process to enhance likelihood of success TACTIC 3: Develop and deploy systems to proactively monitor learning engagement and to intervene early for struggling students TACTIC 4: Work in collaboration with OU Online, main campus, and internal college units to provide tailored, adult-learnercentric career coaching support for students in PACS programs TACTIC 5: Solidify the role of the student advisory board(s) in providing formative input for quality instruction and student support in all PACS programs TACTIC 6: Develop and deploy an academic coaching model of support for students across all PACS programs
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PAT H WAY S T O P O S S I B I L I T Y
TRAILBLAZING STRATEGY 1
Continually experiment with new learning technologies
STRATEGY 2
Expand the use of Prior Learning Assessment, Advanced Standing, and Experiential Learning tools
STRATEGY 3
Establish a procedure for vetting and deploying new interdisciplinary degree programs (undergraduate and graduate) that are not offered elsewhere but have sustainable emerging markets
STRATEGY 4
Explore other format options and other delivery models
TRAILBLAZING | Tactic Breakdown STRATEGY 1 TACTIC 1: Diversify and embrace, as appropriate, new technology tools for online deployment, including online simulations, gamification, immersion learning through AR/VR, use of avatars and second-life communities, computermoderated scaffolding, etc. TACTIC 2: Establish a standing, internal task force of faculty, staff, and students commissioned to be the PACS “futurists” with regard to learning technologies TACTIC 3: Support faculty research focused on the role and efficacy of technology in teaching
STRATEGY 2 TACTIC 1: Develop a college-focused philosophical and policy document outlining the appropriate role of PLA, Advanced Standing, and Experiential Learning in supporting the lifelong educational journey for place-bound adult learners
STRATEGY 3 TACTIC 1: Create a college-level Office of Innovative Learning (OIL) that will coordinate innovative programmatic activities TACTIC 2: Develop policies and procedures which define a timeline, metrics, and benchmarks whereby new initiatives can be assessed so that only the most viable opportunities are implemented TACTIC 3: In collaboration with OIL, encourage all areas of PACS to foster pathways and partnerships to generate new ideas and possibilities for market-driven, sustainable programming. Possibilities could include academic coaching, human entrepreneurship, community recreation, or other emerging interdisciplinary combinations. TACTIC 4: In collaboration with Advancement, establish funding models and a regular cost-center to properly fund the incubation of mature proposals
STRATEGY 4 TACTIC 2: Have all program chairs PLA-certified through CAEL (or equivalent) TACTIC 3: Broaden the current Testing Service operation to include PLA and other forms of advanced standing and experiential learning (including internships, practica, etc.)
TACTIC 1: Consider development of a “deconstructed degree” option that allows students to complete a degree at their own pace and budget through credential stacking TACTIC 2: Consider splitting traditional three-credit-hour courses into smaller credit (or noncredit) lesson blocks to build tailored micro-credentials TACTIC 3: Consider utilizing a “subscription-based” degree model focused on timeframes rather than course units (allowing students to complete as many learning blocks a month as they wish, for example) TACTIC 4: Further utilize variations of the “intensive format” course delivery options, including combinations of evening and weekend in-person formats, online/onsite combinations, synchronous/asynchronous combinations, and other possible hybrids
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STR ATEGIC GUIDE FALL 2021
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