UTAH BOARD OF HIGHER EDUCATION STRATEGIC PLAN - DRAFT April 2021
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
UTAH BOARD OF HIGHER EDUCATION STRATEGIC PLAN DRAFT April 2021
PRIORITY (category) BOARD’S ROLE (way Board of Higher Education can impact goal) GOAL (measurement) STRATEGY (what) TACTIC (how) Project plan
BOARD’S ROLE (way Board of Higher Education can impact goal)
TACTIC (how)
Should fall under one or more of the
four levers of the Board:
1. Policy
2. Research/Analysis
3. Funding
4. Collaboration/AdvocacyStatewide Attainment Goals
10 years
System Strategic Plan Goals
5 years
Institutional Performance Funding Goals
(annual measurements toward 5-year goal)
5 yearsPRIORITY
ACCESS COMPLETION WORKFORCE ALIGNMENT
Increase the college-going rate of Increase the timely completion of Increase the completion rate of
GOAL
high school graduates by 10% in 10 degrees and awards by 10% in 10 graduates in high-demand, high-
years. years. wage programs by 20% in 10 years.
# Utah students attending # students who complete # students who complete a
postsecondary institution program within 150% of high-demand, high-wage
MEASUREMENT
within three years of expected time program
graduation
# Utah students in high # of students in year cohort # students who complete a
school graduating class programP October 2020
• Board approval
February 2021
BR G S • 16 & 17: COP
• 19: Board committees
March 2021
• 4 & 5: Consortia groups
S T • 22: COP
• 26: Board Committee of
the WholeROLE PRIORITY WORKFORCE
SYSTEM UNIFICATION ACCESS AFFORDABILITY COMPLETION
ALIGNMENT
Develop, strengthen, and leverage Increase availability and
Remove structural barriers to Remove structural barriers to Remove structural barriers to
BOARD’S
a seamless and articulated system stackability of high-demand, high-
entry affordability graduation
of higher education wage programs
Ensure Increase completion rate of
GOAL
Increase the college-going rate of Increase institutional Increase timely completion of graduates in high-demand, high-
high school grads by 3% in 5 cost of degrees and awards by 3% in wage programs by 7% in 5 years.
student ability
years to pay cost of attendance 5 years. Increase completion rate of
(for discussion)
Increase the college-going rate of attendance. remains within Increase the timely completion underrepresented groups in
underrepresented groups by 4% the standard of of underrepresented students programs aligned with high-wage,
in 5 years. affordability by 4% in 5 years. high-demand jobs by 8% in 5
year over year. years.
Align Train boards of Ensure high Strengthen Develop an Expand shared Structure Ensure Increase Increase
STRATEGY
programs with trustees on school admissions expanded services awards to systemwide higher ed student
institutional delegated students are advisors’/tech standard of facilitate institutional participation participation
roles and responsibilities meaningfully college staff’s affordability by completion supports for rate of adults in work-based
minimize informed on capacity for the end of 2021 and transfer student with/without a learning
duplication scholarships, addressing Develop a cost mental health high school
among dual student basic structure and campus diploma
institutions Merge system enrollment needs Increase FAFSA model to Increase safety Increase
policies and programming, completion compare the awarding of participation
align data and financial aid, cost of credit for Ensure in training
Increase measures, as and higher ed Support delivering prior learning students are leading to
stackability of appropriate pathways institutions in degrees and meaningfully wage and
credentials diversifying Evaluate and awards for Expand informed on employment
from technical faculty and prioritize state each USHE supportive the value and progression
colleges to staff. Expand student institution by entry level ROI of
Streamline Simplify education
degree Utah’s financial aid the end of higher ed
presidential institutional
granting pipeline of 2021 practices
evaluation admissions
institutions and R&R diverse K-12
processes educators.
processes Build and
maintain
legislative
supportSYSTEM UNIFICATION
PRIORITY
SYSTEM UNIFICATION
BOARD’S
ROLE
Develop, strengthen, and leverage a seamless and articulated system of higher education
GOAL
(For discussion)
STRATEGY
Align programs with institutional roles and Increase stackability of credentials from technical colleges to degree granting institutions
minimize duplication among institutions
DEGREE GRANTING TECHNICAL
DEGREE GRANTING TECHNICAL
TACTIC
Review policy governing award types across Review policy governing award types across tech
Study current program Study current program degree granting institutions to ensure policies colleges to ensure policies are equity minded
offerings across degree offerings across tech are equity minded and supported by data and and supported by data and allow for stackability
granting institutions to colleges to ensure fit allow for stackability across all institutional across all institutional types. Review policy R473,
ensure fit with with institutional role. types. Review policy R473, R401, R472 for R401, R472 for articulation and transfer between
institutional roles. articulation and transfer between technical technical and degree granting institutions.
colleges and degree granting institutions.
Explore tiered tuition Develop standardized approach to understand Develop standardized approach to understand
structure tied to number of students utilizing current articulations number of secondary students receiving credit
institutional roles. between tech colleges and degree-granting for course work completed at the high school
institutions. Define goal for student participation and define a goal to expand courses included
and attainment of stackable credentials within and students participating in secondary
and between institutions. articulation agreements.
Explore potential for transitioning technical
education from clock-hours to credit hours.PRIORITY
SYSTEM UNIFICATION
BOARD’S
ROLE
Develop, strengthen, and leverage a seamless and articulated system of higher education
GOAL
(For discussion)
STRATEGY
Merge system policies and align data and measures, as Train boards of trustees on delegated Streamline presidential evaluation
appropriate responsibilities and (R&R) processes.
TACTIC
DEGREE GRANTING TECHNICAL DEGREE GRANTING TECHNICAL DEGREE
TECHNICAL
GRANTING
Review policies to ensure Review policies to ensure Train boards of Train boards of
alignment between tech alignment between tech trustees on program trustees on program Support Support
colleges and degree granting colleges and degree granting approval process, approval process, presidents in presidents in
institutions. Regularly review institutions. Regularly review tuition processes, equity, diversity, and meeting meeting
system policies to ensure system policies to ensure equity, diversity, and inclusion, etc. expectations of expectations of
they are equity-focused. they are equity-focused. inclusion, etc. Develop ongoing the Board, the Board,
Develop ongoing training for trustees. including including
Align data and Align data and training for trustees. incorporating incorporating
measurements between tech measurements between tech equity, diversity, equity, diversity,
colleges and degree granting colleges and degree granting and inclusion in and inclusion in
institutions, when institutions, when evaluations and evaluations and
appropriate appropriate R&R. R&R.
Explore tracking graduate Explore tracking graduate
placement in the workforce placement in the workforceACCESS
PRIORITY
ACCESS
BOARD’S
Remove structural barriers to entry
ROLE
Increase the college-going rate of high school graduates by 3% in 5 years.
GOAL
Increase the college-going rate of underrepresented groups by 4% in 5 years.
STRATEGY
Ensure high school students are meaningfully informed on scholarships, dual enrollment Simplify institutional admissions processes
programming, financial aid, and higher ed pathways
DEGREE GRANTING TECHNICAL DEGREE GRANTING TECHNICAL
TACTIC
Fund statewide expansion of the Utah College Fund statewide expansion of the Utah College
Advising Corps (UCAC) to every high school in Advising Corps (UCAC) to every high school in the Consider a USHE common Consider a USHE common
the state. Evaluate program data to state. Ensure advisors are meaningfully trained on admissions and technical education
determine efficacy and best practices. technical education opportunities. Evaluate program scholarship application, admissions and
data to determine efficacy and best practices. and acceptance letter. scholarship application,
and acceptance letter.
Facilitate collaboration among college access Facilitate collaboration among college access
partners such as UCAC, TRIO, GEAR UP, AVID, partners such as UCAC, TRIO, GEAR UP, AVID, Latinos
Latinos in Action, USHE CE Directors, CTE in Action, USHE CE Directors, CTE directors,
Connect institutions to Connect institutions to
directors, institutions, and advisors. institutions, and advisors. high school student data high school student data
to improve access, to improve access,
Partner with USBE on messaging and advising Partner with USBE on messaging and advising on particularly for particularly for
on advanced coursework options in K-12, TE/CTE coursework options in K-12, including PRIME underrepresented underrepresented
including PRIME pilot implementation. pilot implementation. student populations. student populations.
Implement the Single Implement the Single
Pilot new CE College and Career Readiness
Student Identifier Student Identifier
course in partnership with
systemwide. Analyze systemwide. Analyze
access/multicultural student programs
available data to available data to
determine more inclusive determine more inclusive
future measures. future measures.PRIORITY
ACCESS
BOARD’S
Remove structural barriers to entry
ROLE
Increase the college-going rate of high school graduates by 3% in 5 years.
GOAL
Increase the college-going rate of underrepresented groups by 4% in 5 years.
STRATEGY
Strengthen admissions advisors’/tech college staff’s capacity for addressing Support institutions in diversifying faculty and staff. Expand Utah’s
student basic needs pipeline of diverse K-12 educators
TACTIC
DEGREE GRANTING TECHNICAL DEGREE GRANTING TECHNICAL
Provide additional training and Provide additional training and Review policy to support Review policy to support
resources for admissions officers to resources for technical college staff to institutions in their efforts to institutions in their efforts to
connect new students with health, connect new students with health, attract and retain diverse attract and retain diverse
transportation, housing, food, services transportation, housing, food, services faculty and staff. Facilitate faculty and staff. Facilitate
for undocumented students, childcare, for undocumented students, childcare, collaboration on best equitable collaboration on best equitable
or technology for student success. or technology for student success. hiring and retention practices. hiring and retention practices.
Evaluate data on referrals and Evaluate data on referrals and
Partner with USBE to support
outcomes to determine efficacy. outcomes to determine efficacy.
efforts to diversify the K-12
Facilitate collaboration between Collaborate with community and tech educator workforce through TH
community partners and on campus college staff to identify resources for Bell Scholarship funding and
services to identify resources for basic student basic needs; advocate for other collaborative efforts.
student needs; advocate for better better community resources supporting
community and campus resources tech college students.
supporting degree granting college
students.AFFORDABILITY
PRIORITY
AFFORDABILITY
BOARD’S
Remove structural barriers to affordability
ROLE
Increase student ability to pay cost of attendance.
GOAL
Evaluate and prioritize state student financial
STRATEGY
Increase completion of the Free Application for Federal Build and maintain
Student Aid (FAFSA). aid legislative support
Develop an DEGREE GRANTING TECHNICAL
expanded DEGREE GRANTING TECHNICAL DEGREE
TECHNICAL
TACTIC
standard of GRANTING
Review policy, statute, and Identify all aid
affordability Data analysis Data analysis
procedures on waivers. opportunities. Leverage Leverage
by the end (demographics data). Study (demographics data). Study
Identify how waivers are Concurrent free tech ed
of 2021. what other states are doing what other states are doing
being used at each Enrollment tuition for
(audit). (audit).
institution. Identify all aid for high high school
Explore FAFSA requirement Explore FAFSA requirement opportunities. school students to
for state and degree for state and tech college Develop policy and Develop policy of students to reduce
granting institutional scholarships implement of new new scholarship reduce student cost
scholarships student cost
scholarship programs programs.
(Adult Learner Grant Advocate for
Research creation of a Research creation of a
Program and Opportunity full
simplified, pre-FAFSA form simplified, pre-FAFSA form
Scholarship) legislative
to indicate if participants to indicate if participants
Advocate for state Advocate for state funding of
may qualify for financial may qualify for financial
scholarship support for scholarship compensati
aid before filling out the aid before filling out the
undocumented students. support for on
full FAFSA. full FAFSA.
Streamline statewide HB- undocumented
Partner with USBE to Partner with USBE to 144 affidavit process. students.
consider requiring FAFSA consider requiring FAFSA Benchmark student
completion for high school completion for high school participation in affidavits.
graduation (with opt-out graduation (with opt-outPRIORITY
AFFORDABILITY
BOARD’S
Remove structural barriers to affordability
ROLE
Ensure institutional cost of attendance remains within the standard of affordability year over year.
GOAL
STRATEGY
Develop a cost structure model to compare the cost of delivering Expand shared services
degrees and awards for each USHE institution by the end of 2021.
TACTIC
DEGREE GRANTING TECHNICAL
Study shared services in the System. Study shared services in the System.
Board reviews recommendations from Board reviews recommendations from
the study. the study.
Create implementation plan for shared Create implementation plan for shared
services. Create policy to have cost services. Create policy to have cost
savings realized from shared services savings realized from shared services
used for student aid. used for student aid.COMPLETION
PRIORITY
COMPLETION
BOARD’S
Remove structural barriers to graduation
ROLE
Increase timely completion of degrees and awards by 3% in 5 years.
GOAL
Increase the timely completion of underrepresented students by 4% in 5 years.
STRATEGY
Structure awards to facilitate completion and transfer Increase awarding of credit for prior learning
TACTIC
DEGREE GRANTING TECHNICAL DEGREE GRANTING TECHNICAL
Update policy to structure certificate to Identify programs that have the potential Implement Policy R472, Adjust policy to define reporting
associate to bachelor’s pathways, for pathway agreements. including institutional PLA for credit for prior learning in the
appropriate to discipline. reporting. documentation of alternate
documentation and competency-
Conduct transfer study to determine Conduct transfer study to determine
demonstration. Benchmark and
barriers to transfer. barriers to transfer.
set goals to increase the awarding
Facilitate coordination among academic Facilitate coordination among programs to of credit for prior learning.
disciplines to align program structure to align program structure to support
support transfer and completion, as transfer, as appropriate. Update the Utah Transfer Update the Utah Transfer Guide
appropriate. Guide to include transfer to include articulations from high
pathways from tech ed to school to technical colleges.
Update Policy R470 to embed equity, Embed equity, diversity, and inclusion in degree granting, and include
diversity, and inclusion in General foundational training requirements. statewide standardized
Education essential learning outcomes. credit for examinations (AP,
IB, CLEP, DSST) in the Utah
Transfer GuidePRIORITY
COMPLETION
BOARD’S
Remove structural barriers to graduation
ROLE
Increase timely completion of degrees and awards by 3% in 5 years.
GOAL
Increase the timely completion of underrepresented students by 4% in 5 years.
STRATEGY
Ensure systemwide institutional supports for student mental health and campus safety Expand supportive entry level education practices
TACTIC
DEGREE GRANTING TECHNICAL DEGREE GRANTING TECHNICAL
Continue partnering with JED Campus at Implement JED Campus at technical Refine policy to develop Refine policy for supportive
degree-granting institutions. Receive colleges. Receive recommendations after standards for placement, instruction offerings for
recommendations after completion of completion of institutional assessments. supportive instruction, co- students unable to meet
institution assessments. requisite remediation, and minimum admission
other models to support requirements, and
Analyze Cicero campus safety study to Analyze Cicero campus safety study to
student entry into and implement corequisite and
determine next steps from a degree- determine next steps on campus safety
success in introductory other models to support
granting institution perspective. from a technical college perspective.
academic college-level student entry in and success
coursework into technical programs.
Develop baseline expectations for mental Develop baseline expectations for mental
health/campus safety for degree-granting health/campus safety for technical colleges.
institutions. Support institutions in meeting Support institutions in meeting baseline
baseline expectations. Facilitate expectations. Facilitate collaboration on
collaboration on best practices. best practices.WORKFORCE ALIGNMENT
PRIORITY
WORKFORCE ALIGNMENT
BOARD’S
Increase availability and stackability of high-demand, high-wage programs
ROLE
Increase completion rate of graduates in high-demand, high-wage programs by 7% in 5 years.
GOAL
Increase completion rate of underrepresented groups in programs aligned with high-wage, high-demand jobs by 8% in 5 years.
STRATEGY
Increase higher ed participation rate of adults with/without a Ensure students are meaningfully informed on the value and ROI of higher ed
high school diploma
TACTIC
DEGREE GRANTING TECHNICAL DEGREE GRANTING TECHNICAL
Align existing resources (Programs & Ensure technical education program
Collaborate with stakeholders Collaborate with stakeholders
Majors Guide, Transfer Guide, etc) to information, articulation of secondary
(DWS, USBE, UCAC) to support (DWS, USBE, UCAC) to support
Keys to Success. Engage with course work, and opportunities for
enrollment of adult learners in the enrollment of adult
stakeholders (DWS, UCAC, USBE, educational, career, and wage
academic education. learners in technical
institutions ) to ensure Keys is a one-stop progression are represented in the
education.
for all postsecondary resources. Programs and Majors Guide, Transfer
Guide, and Keys to Success.
Increase adult learner Increase adult learner
awareness of scholarships and awareness of scholarships and Advocate for statewide marketing Advocate for statewide marketing
other aid for degrees via Keys other aid for certificates via campaign. Focus on the unique needs of campaign. Focus on the unique needs of
to Success. Keys to Success. adult learners (program flexibility, prior adult learners (program flexibility, prior
learning, funding, etc). learning, funding, etc).PRIORITY
WORKFORCE ALIGNMENT
BOARD’S
Increase availability and stackability of high-demand, high-wage programs
ROLE
Increase completion rate of graduates in high-demand, high-wage programs by 7% in 5 years.
GOAL
Increase completion rate of underrepresented groups in programs aligned with high-wage, high-demand jobs by 8% in 5 years.
STRATEGY
Increase student participation in work-based learning Increase participation in training leading to wage and employment progression
TACTIC
DEGREE GRANTING TECHNICAL DEGREE GRANTING TECHNICAL
Refine policy to define the role of Refine policy to define the role of Engage employers to strengthen the Engage employers to strengthen the
work-based learning in academic work-based learning in technical connection between degrees and connection between certificates and
education. education. employment options. employment options.
Develop systemwide tracking Develop systemwide practices for
Refine program approval process to Review policy governing enrollment
mechanism for reporting reporting progress in the
increase transparency of program and classification of adult students
progress in participation of work- development of and participation
alignment with verifiable workforce enrolled in training for the purpose of
based learning activities. in work-based learning activities.
needs. maintaining or advancing their
employment.
Collaborate with stakeholders Collaborate with stakeholders
(DWS, GOED, USBE) to connect (DWS and GOED) to connect Refine policy to ensure workforce
work-based learning work-based learning training is equity-minded, supported
opportunities to high-demand opportunities to high-demand by data, and reflect institutional roles.
pathways to degrees pathways to certificatesNEXT STEPS
Next Steps
April 2021
• External stakeholders
• 16: Board committees
P BR G S T
May 2021
• 21: Board of Higher
Education Committee
of the Whole for
considerationYou can also read
