University of
Alaska
Southeast
Academic
Review
November 3, 2004
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UAS
Academic Review
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Table of Contents
UAS Academic Plan...................................................................................................................... 4
UAS Enrollment Management Plan............................................................................................ 5
Faculty Strength............................................................................................................................ 6
Recent Hiring Experiences ......................................................................................................... 7
Faculty Recruitment.................................................................................................................... 7
Faculty Development .................................................................................................................. 8
Faculty Productivity.................................................................................................................... 8
School of Business, Public Administration, & Information Systems .................................... 10
School Vision............................................................................................................................ 11
Outcome Performance Measures Targets & Goals................................................................... 14
Statewide Leadership Role ....................................................................................................... 15
School of Arts & Sciences........................................................................................................... 16
School Vision............................................................................................................................ 17
Outcome Performance Measures Targets & Goals................................................................... 20
Statewide Leadership Role ....................................................................................................... 21
School of Career Education ....................................................................................................... 22
School Vision............................................................................................................................ 23
Outcome Performance Measures Targets & Goals................................................................... 29
Statewide Leadership Role ....................................................................................................... 30
Center for Teacher Education ................................................................................................... 31
School Vision............................................................................................................................ 32
Outcome Performance Measures Targets & Goals................................................................... 38
Statewide Leadership Role ....................................................................................................... 40
Ketchikan Community Campus ................................................................................................ 41
Campus Vision.......................................................................................................................... 42
Statewide Leadership Role ....................................................................................................... 44
Sitka Community Campus ......................................................................................................... 45
Campus Vision.......................................................................................................................... 46
Statewide Leadership Role ....................................................................................................... 49
Appendix A .................................................................................................................................. 50
UAS Strategic Plan ................................................................................................................... 51
Appendix B .................................................................................................................................. 65
Comprehensive Enrollment Management Plan ........................................................................ 66
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UAS Academic Plan
The UAS Academic Plan can be found at the following web site:
http://www.uas.alaska.edu/UAS_StrategicPlan/
(it is also included as Appendix A in this document).
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UAS Enrollment
Management Plan
The UAS Enrollment Management Plan can be found at:
http://www.uas.alaska.edu/viceprovost/enrollment_mgt_plan/
(it is also included as Appendix B in this document).
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Faculty Strength
• Recent Hiring Experiences
• Faculty Recruitment
• Faculty Development
• Faculty Productivity
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RECENT HIRING EXPERIENCES
Faculty employment recruitment activity during academic year 2004 decreased moderately over
the prior year with the hire of nine new faculty members. In the prior year, twenty faculty
members were hired. In the current academic year fourteen faculty positions have been filled.
Term funded positions created for special needs and grant funded research contributed strongly
to the three year average 13.5% turnover rate within the 106 UAS faculty positions.
Approximately 33% of the new faculty hired during the academic years 2003 to 2005 were hired
into term positions on sponsored grant funded work or to provide adequate time for a nationwide
recruitment to fill an unanticipated vacancy in a tenure track position.
FACULTY RECRUITMENT
UAS has successfully attracted the top candidate in the majority of our recruitments with the
exception of two recruitments last year where employment offers were rejected and a third
ranked candidate ultimately accepted the job. In four instances recruitments failed to yield any
qualified candidates and a second recruitment was initiated or a term appointment was offered.
The strongest attractors for new faculty at the University of Alaska Southeast are:
• A large scientific community in Juneau representing the National Marine Fisheries
Services/NOAA, USGS, and Forest Service.
• Strong linkage to natural science research with University of Alaska Fairbanks Institutes.
• Academic program offerings at UAS that utilize Southeast Alaska’s natural setting.
• Abundant local cultural, art, and humanities resources.
• Excellent outdoor recreational opportunities.
• Small campus and community academic environments.
The strongest barriers for attracting new faculty to UAS may also in some cases be attractors
depending on personal and lifestyle preferences, including the following:
• Small campus and community limit social and networking opportunities.
• The availability of affordable and quality housing is limited.
• Access to Southeast Alaska is restricted to air or sea travel.
• The local cost of living base exceeds national averages.
• Academic program breadth and size is limited and most faculty have few colleagues.
• Employment opportunities for trailing spouses or significant others may be limited.
For the future, the University of Alaska Southeast’s faculty recruitment strategy will include
offering competitive market salaries and an attractive total compensation package. For faculty
disciplines where traditional recruitment techniques do not yield adequate applicant pools, we
will seek incentives such as signing bonuses, short-term subsidized housing allowances, and
specialized professional development opportunities.
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FACULTY DEVELOPMENT
UAS faculty development is evidenced by a strong commitment to available information
technology resources, support for distance education delivery, and professional development
travel.
The Evelyn Rhoads Wilson Endowment Fund provides professional development funds to
faculty for travel to meetings of international, national, and major regional academic associations
for the purpose of participating in a conference program as a panel chair or paper presenter.
A full academic year-long faculty development seminar meets once a week and is offered by
faculty to new colleagues to start their careers with a thorough knowledge of the university
system and to provide assistance in building teaching skills. Engaging faculty in a new process
creates opportunities to re-enforce the purpose of collecting student feedback.
An online course evaluation system was piloted in Spring and Summer 2004. The faculty led the
process to identify new measures. The resulting web-based system improved reliability by
controlling submission of evaluations. It also improved the turnaround of evaluation results,
providing faculty with more timely feedback.
Information Technology staff provide instructional design and delivery services, create a digital
repository of scanned images to support art history instruction, and have expanded hours for its
Helpdesk support. Training for ongoing web page development is available for faculty and an
extensive faculty support web site is maintained at: http://www.uas.alaska.edu/faculty_support/.
FACULTY PRODUCTIVITY
Significant efforts have taken place to maximize faculty productivity at UAS. These efforts
center on the development of instructional and academic support that is related to information
technology, e-business, faculty, student, and staff self service. Direct faculty support by
administrative services and information technology staff with automated processes or web-based
services such as online student course evaluations, online grant proposal processes, as well as e-
business travel arrangement solutions enables faculty effort to be redirected to the learning
process.
Regular faculty taught higher relative proportions in upper level and graduate courses while
adjunct faculty carried the primary load at the 050-099 college preparatory and professional
development levels. Regular faculty effort went up substantially in the introductory level, but
dropped dramatically at the graduate level. Although the proportion of faculty instruction effort
increased during this timeframe, the proportion contributed by regular and adjunct faculty stayed
constant at about 56% to 44%, respectively.
The tables on the next page depict recent trends in student credit hours, enrollment, and number
of sections offered.
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Fall 2004 Enrollment Status (Opening Freeze) Compared to Fall 2003 Opening
UAS Total
SCH Enrollment Sections
Fall 03 Fall 04 % Change Fall 03 Fall 04 % Change Fall 03 Fall 04 % Change
Opening Opening Op-Op Opening Opening Op-Op Opening Opening Op-Op
050-099 1,469 1,429 -2.7% 426 403 -5.4% 26 21 -19.2%
100-299 14,731 15,561 5.6% 5,291 5,407 2.2% 470 448 -4.7%
300-499 3,311 3,998 20.7% 1,047 1,277 22.0% 150 151 0.7%
500-599 373 480 28.7% 194 243 25.3% 19 28 47.4%
600-699 1,107 1,404 26.8% 400 511 27.8% 52 55 5.8%
Total 20,991 22,872 9.0% 7,358 7,841 6.6% 717 703 -2.0%
Fall 2004 Enrollment Status (Opening Freeze) Compared to Fall 2003 Opening
Distance Education
SCH Enrollment Sections
Fall 03 Fall 04 % Change Fall 03 Fall 04 % Change Fall 03 Fall 04 % Change
Opening Opening Op-Op Opening Opening Op-Op Opening Opening Op-Op
TOTAL 3,556 5,523 55.3% 1,320 1,910 44.7% 120 144 20%
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School of Business,
Public Administration,
&
Information Systems
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SCHOOL OF BUSINESS, PUBLIC ADMINISTRATION,
& INFORMATION SYSTEMS
Karen Schmitt, Dean
SCHOOL VISION
The UAS School of Business, Public Administration, and Information Systems (BPAIS) seeks to
serve the needs of Southeast Alaska for economic development by educating a competent
workforce and providing training, research, and technical assistance to the region.
The primary mission of the Business, Public Administration, and Information Systems programs
are to provide quality education that prepares students to perform effectively in private business
and public service.
Contribution to UA/UAS Strategic Plans:
BPAIS contributes directly to three of the UA Strategic plan goals and objectives, which also
align with the UAS Strategic Plan.
UA Goal 1: Student Success
BPAIS programs enhance UAS efforts in student recruitment and retention by providing regional
and statewide opportunities for traditional and non-traditional students to gain skills and
credentials in order to enter good jobs in high-demand fields in business and government. BPAIS
faculty are very committed to attracting the participation of all Alaskans to higher education and
work to ensure that BPAIS offers the highest quality programs that meet the educational needs of
our citizens.
UAS has a long history in business education, beginning with the former University of Alaska
Juneau in the 1970’s and continuing to the present. Similarly the Master of Public
Administration program was first offered in 1970. As the university campus of Alaska capital
city, UAS has prepared several generations of state employees to manage and account for state
resources. In 1993, UAS assumed the lead in delivering distance Bachelor of Business
Administration (BBA) and Masters of Public Administration (MPA) degrees via satellite to
military bases and extended campuses of the UA system.
Throughout this time UAS has also been the primary provider of information technology
education and training for state and local government resources, businesses, as well as home
users. The growth of the personal computer has been mirrored by the increase in course offerings
at UAS. The Information Systems department has developed skill based Bachelor of Science and
Associate of Applied Science (AAS) degrees and individual certificates that provide students
with credentialing in almost every area of computer usage. Over the past ten years scores of
students have learned the tools necessary to perform computer-oriented office skills as well as
maintain and operate an organization’s networking infrastructure.
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UA Goal 2: Educational Quality
The BPAIS faculty supports the UA objective for providing access to quality educational
programs to additional audiences. Advances in technology as well as the expansion of
sophisticated telecommunications to additional areas of the state provide a window of
opportunity for UAS. Within the next decade, UAS will:
• Deliver a web-based AAS in Business Administration.
• Expand the availability of the web-based AAS in Information Systems.
• Deliver BBA degrees in the accounting, marketing, management, and general business
emphases via the World Wide Web.
• Distance deliver the AAS in Paralegal Studies.
• Expand small business management offerings as electives in the AAS degrees.
• Incorporate e-business into all business course offerings.
• Develop a health management emphasis in the BBA.
• Continue to offer one year certificates and the two year AAS degree in current computer
applications.
• Expand the Masters of Public Administration degree in scope, quality, and accessibility.
Alaskan businesses require access to a highly educated workforce and demands high quality
graduate business education. To respond to these needs UAS will:
• Provide a practice-oriented, Alaska-relevant, and accessible MBA degree program.
• Increase the number of full-time faculty who develop MBA courses and deliver those
courses via the Internet.
• Seek external funding for a full-time distance education support person to assist business
and public administration faculty and adjuncts with development, maintenance, statewide
coordination, and delivery of web, audio, and satellite courses.
In the public sector, the Master’s of Public Administration (MPA) program serves Alaska
through developing effective and efficient public managers, with intellectual excellence, high
standards of ethics, and a public service focus. More and more Alaskans are requesting access to,
and broader coverage from, the UAS MPA degree program. To respond to these demands, UAS
will:
• Expand number and variety of course offerings.
• Increase the number of full-time faculty who contribute to the program.
• Continue to develop distance delivery mechanisms to reach all Alaskans.
UA Goal 5: Responsiveness to State Needs
As the economy changes, degrees and certificates in business, public administration, and
information systems continue to serve the needs of all Alaskan communities. The growth of
small, private enterprise and non-profit organizations in Alaska, along with the proliferation of
computer usage, increase the demand for degrees and certificates.
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In addition to educational programs, the faculty in BPAIS are working to develop research
programs that will help meet regional needs for technical expertise in areas of transportation
policy; marketing of regionally important goods and services such as seafood, forest products,
and tourism; and small business development.
The new Bachelor of Science in Information Systems blends the management and accounting
skills of running a small business with the computer skills required to provide that business as
web-based. This blend of knowledge, along with the hands-on application skills acquired, equips
small business owners to operate in the global Internet market.
Government activity continues to be of significant importance to Alaska, making up substantial
portion of regional employment. Declining resources dictate that public employees perform more
efficiently and effectively. These conditions create a demand for persons trained in public
administration.
Contribution to Academic and Enrollment Management Plan:
BPAIS contributes to the UAS academic and enrollment management plan by maximizing the
credit hour production of our programs in Business and Public Administration through a
distance-delivery strategy that targets the needs of part-time students across the state. This
strategy for growth requires focus and attention to the advising and student services needs of
these part-time and non-traditional students. In Information Systems, the development of the
Bachelor’s Degree in Information Systems on the Juneau campus also directly contributes to the
enrollment and retention of full-time students on the residential campus as well as part-time
students in Juneau. The Associate and certificate level programs in information systems are
offered regionally by distance to maintain a viable ongoing enrollment level.
Unit’s Highest Priorities for FY05:
In FY05, BPAIS priorities will be to:
1. Expand admissions and enrollments in the high demand degree programs within business
and information systems by strengthening our academic articulations and advising
partnerships with the two-year community campuses across the UA system.
2. Improve the advising and academic support provided by the program for part-time, non-
traditional and distance students in our programs in order to improve retention and
completion rates.
New Programs Planned:
Given the demands for career opportunities in the health field, BPAIS faculty are evaluating the
need for development of an additional emphasis area in health administration/management
within the Bachelor’s of Business Administration program. With an additional faculty position
with expertise in this field, this degree option would become available to employees in health
corporations statewide via our distance-delivered BBA program.
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SCHOOL OF BUSINESS,
PUBLIC ADMINISTRATION, & INFORMATION SYSTEMS
OUTCOME PERFORMANCE MEASURES TARGETS & GOALS
TITLE: High Demand Job Degree Programs
STRATEGIC GOAL: Responsive to State Needs & Educational Quality
PERFORMANCE MEASURE: Increase graduates in high demand programs.
METRIC: Number of graduates in Alaska high job demand degree programs. (Unit contribution to MAU
target/goal.)
Baseline Target Goal
FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 FY10
60 48 70 41% 41% 41% 41% 41% 41%
TITLE: Retention Rate for Freshmen
STRATEGIC GOAL: Student Success
PERFORMANCE MEASURE: Increase retention rates in degree programs.
METRIC: Retention rates for first-time full-time cohorts in Bachelor and Associate degree programs.
(Unit contribution to retention rate is not defined.)
Baseline Target Goal
FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 FY10
51.3% 60.8% NA NTP NTP NTP NTP NTP NTP
TITLE: Student Credit Hours & Headcount
STRATEGIC GOAL: Student Success & Educational Quality
PERFORMANCE MEASURE: Increase enrollment.
METRIC: Number of student credit hours attempted. (Unit contribution to MAU target/goal.)
Baseline Target Goal
FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 FY10
9,398 8,219 8,037 17% 17% 17% 17% 17% 17%
TITLE: Research Focus
STRATEGIC GOAL: Research Excellence
PERFORMANCE MEASURE: Increase competitive research.
METRIC: Amount of grant-funded research expenditures (in millions). (Unit contribution to MAU
target/goal.)
Baseline Target Goal
FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 FY10
0 0 0 0% 0% 0% 0% 0% 0%
TITLE: University Generated Revenue
STRATEGIC GOAL: Diverse Sources of Revenue
PERFORMANCE MEASURE: Increase in university-generated (non-general) funds.
METRIC: Total amount of university-generated revenue (in millions). (Unit contribution to MAU
target/goal.)
Baseline Target Goal
FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 FY10
1.7 2.4 2.6 18% 18% 18% 18% 18% 18%
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Major Strengths:
BPAIS strengths include:
• A professional faculty focused on student needs for a practical and relevant education
leading to employment opportunities in high-demand fields.
• Faculty and staff that are dedicated to providing access to business, public administration,
and information systems programs through distance-delivery.
• Technical staff resources and facilities for enabling state of the art instruction in
information systems at all three UAS campuses.
Significant Challenges:
Major challenges for BPAIS faculty are related to maintaining quality and focus within the
framework of performance-based budgeting scenarios. Challenges include:
• Faculty resources limit growth potential for enrollments.
• UATV (AK3) funding uncertainty requires large investment in alternative technologies to
mitigate the risk of loss of the satellite time.
• Distance student service needs are competing with UAS residential campus student
service needs.
• Faculty development and support for distance program instructional design and
assessment needs to be available at the department/school level to ensure quality control
and cost effectiveness to the programs.
STATEWIDE LEADERSHIP ROLE
BPAIS programs that are distance-delivered statewide and focus on serving part-time student
populations outside of the Anchorage and Fairbanks area include:
Master’s Degrees
• Business Administration (MBA)
• Public Administration (MPA)
Bachelor’s Degrees
• Business Administration (BBA) with choice of:
Management emphasis
Marketing emphasis
Accounting emphasis
General Business emphasis
AAS Degrees
• Business Administration
• Computer Information and Office Systems Certificate
University Certificates (BOR Approved)
• Small Business Management
• Accounting Technician
• Computer Information and Office Systems Certificate
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School of
Arts & Sciences
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SCHOOL OF ARTS AND SCIENCES
Brendan Kelly, Dean
SCHOOL VISION
The School of Arts and Sciences prepares students for advanced study and employment in a
variety of fields while providing a broad education within the traditional liberal arts values. Each
program offers specialized training coupled with broad education in the humanities, social
sciences, and natural sciences. The School of Arts and Sciences also continues to grow its
research capability.
Contribution to UA/UAS Strategic Plans:
The School of Arts and Sciences contributes directly to three of the UA Strategic plan goals and
objectives and one value, which also align with the UAS Strategic Plan.
UA Goal 2: Educational Quality
UAS’ Strategic Plan adopts the BOR’s goal of enhancing educational quality, and the School of
Arts and Sciences is meeting the challenge by expanding and enhancing degree programs
integrating classroom and experiential learning. All of its academic programs aim to blend
classroom and experiential learning in ways that simultaneously serve Alaska and enrich the
education of students. Examples include the Theater classes in which students regularly
participate in all aspects of the nationally recognized Perseverance Theater; the Legislative
Internship Program in which students gain practical experience in government while aiding state
leaders; and the Research Experiences for Undergraduates in Marine Biology Program, a
mentoring program funded by the National Science Foundation and designed to engage students
in the practice of research early in their careers.
UA Goal 5: Responsiveness to State Needs
The economic, social, and cultural landscape in which Alaskan’s live continues to change at a
rapid rate. Thus, the knowledge and skills needed for successful careers cannot be fully
anticipated and obtained in a discreet period at the outset of a career. Rather, success will require
that people develop the attitudes and skills of live-long learners – the essence of a traditional
liberal arts education. The School of Arts and Sciences is dedicated to providing traditional
liberal arts education by both traditional and innovative means. On the Juneau campus, Arts and
Sciences continues to focus on a residential program offering seven baccalaureate degrees with a
strong emphasis on experiential learning. On the Ketchikan and Sitka campuses, it focuses on
associates degrees and workforce development with an emphasis on distance delivery to location
bound Alaskans.
UA Goal 3: Research Excellence
Southeastern Alaska’s natural laboratory (17 million acres of National Forest, 38 major glaciers,
a biologically rich glacial fjord system, and 33,000 miles of coastline) provides UAS scholars
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with unparalleled educational opportunities, and our science programs take advantage of those
opportunities for training resource managers, conducting original research, and educating
citizens to make informed choices regarding the environment. UAS will extend its influence in
these areas by developing increased capacity for research in natural resource disciplines. Arts
and Sciences is committed to providing research faculty with facilities, administrative activities,
and matching funds that will support successful pursuit of external grants. Areas of special focus
will include those that fit in our natural setting; marine biology, glaciology, hydrology, and forest
ecology.
UA Value: Leadership for Alaska’s People and Institutions
UAS’ School of Arts and Sciences recognizes its responsibility to provide intellectual leadership
in humanities, social sciences, and natural sciences. As a focal point for the acquisition,
application, and transmission of knowledge, the School promotes original research and
scholarship, community and professional service, and teaching with special attention to subjects
of particular relevance to Alaska and especially southeastern Alaska. The community comes to
the campus for evening lectures (Evenings at Egan), our visiting writers series, and conferences
pertaining to public policy and scholarly research.
The School of Arts and Sciences is working to establish an ongoing faculty presence so that UAS
can take a leadership role in the development of instruction and experts in Southeastern Alaska
indigenous languages, enabling the university to play a key role in the preservation of these
unique and endangered world languages.
Contribution to Academic and Enrollment Management Plan:
The School of Arts and Sciences’ young degree programs in Environmental Science and Biology
and new degrees in English, Social Sciences, Mathematics, and Marine Biology are building new
cohorts starting at freshmen. This necessitates a built-in low faculty productivity in upper
division courses for those programs as the first cohorts advance through them. Therefore, for the
next several years, recruitment efforts should be concentrated on transfer students. Articulation
agreements need to be developed, especially with community colleges in Oregon and
Washington where our recruiters report the highest interest in Alaska centric programs.
After the BLA, the BS in Biology continues to be Arts and Sciences’ strongest program in terms
of the number of majors. Degrees, such as the BA in English, BA in Social Science, and BS in
Mathematics are less expensive to offer in terms of facilities and instructional costs. At the same
time, the quality of the BS in Biology at UAS is high because of favorable faculty: student ratios.
Within the next 5 years, therefore, it may be desirable to have Biology enrollments level off
while continuing to increase enrollments in the other degree programs.
Unit’s Highest Priorities for FY05:
In FY05, Arts and Sciences priorities will be to:
1. Obtain on-going base GF support for leveraging external research funds.
2. Mentor junior faculty to increase their competitiveness for investigator initiated grants.
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3. Increase enrollments in the new degree programs.
4. Align Arts and Sciences programs with new behavioral health initiatives that serve state
needs.
5. Sequence courses to minimize time to degree for Associate of Arts and baccalaureate
students.
New Programs Planned:
MS in Marine Biology: This degree is needed to meet the high demand for professionals in this
field - students would benefit particularly by being able to earn this degree at a campus with
immediate access to marine environments. This degree should be available at UAS within the
next 3 - 4 years.
BA in Psychology: Arts and Sciences’ strength is increasing in Social and Clinical Psychology,
and this degree would serve many students entering behavioral health fields as well as ensure
that UAS has a faculty responsive to state needs in terms of research and service. This degree
should be available at UAS within the next 5 - 7 years.
MA in English Literature: Arts and Sciences has especially strong faculty in English and
enrollments in the BA in English are growing rapidly. The emphasis on Literature and the
Environment takes advantage of UAS' natural environment and is popular with students. The
success of the Bread Loaf program on the Juneau campus attests to the strong draw for graduate
students as well as undergraduate students. This degree should be available at UAS within the
next 5 years.
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SCHOOL OF ARTS & SCIENCES
OUTCOME PERFORMANCE MEASURES TARGETS & GOALS
TITLE: High Demand Job Degree Programs
STRATEGIC GOAL: Responsive to State Needs & Educational Quality
PERFORMANCE MEASURE: Increase graduates in high demand programs.
METRIC: Number of graduates in Alaska high job demand degree programs. (Unit contribution to MAU
target/goal.)
Baseline Target Goal
FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 FY10
5 5 2 3% 3% 3% 3% 3% 3%
TITLE: Retention Rate for Freshmen
STRATEGIC GOAL: Student Success
PERFORMANCE MEASURE: Increase retention rates in degree programs.
METRIC: Retention rates for first-time full-time cohorts in Bachelor and Associate degree programs. (Unit
contribution to retention rate is not defined.)
Baseline Target Goal
FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 FY10
51.3% 60.8% NA NTP NTP NTP NTP NTP NTP
TITLE: Student Credit Hours & Headcount
STRATEGIC GOAL: Student Success & Educational Quality
PERFORMANCE MEASURE: Increase enrollment.
METRIC: Number of student credit hours attempted. (Unit contribution to MAU target/goal.)
Baseline Target Goal
FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 FY10
26,182 28,644 28,340 54% 54% 54% 54% 54% 54%
TITLE: Research Focus
STRATEGIC GOAL: Research Excellence
PERFORMANCE MEASURE: Increase competitive research.
METRIC: Amount of grant-funded research expenditures (in millions). (Unit contribution to MAU target/goal.)
Baseline Target Goal
FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 FY10
0.474 0.888 0.560 100% 100% 100% 100% 100% 100%
TITLE: University Generated Revenue
STRATEGIC GOAL: Diverse Sources of Revenue
PERFORMANCE MEASURE: Increase in university-generated (non-general) funds.
METRIC: Total amount of university-generated revenue (in millions). (Unit contribution to MAU target/goal.)
Baseline Target Goal
FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 FY10
5.8 5.6 5.9 47% 47% 47% 47% 47% 47%
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Major Strengths & Significant Challenges:
The School of Arts and Sciences’ greatest strengths pertain to its favorable student to faculty
ratio resulting in individualized attention and opportunities for undergraduate research, both of
which are known as strong predictors of academic success. At the same time, the high faculty to
student ratio presents challenges in a funding environment increasingly dependent on tuition
revenue. The economic pressure to increase student credit hours will favor lower faculty to
student ratios and, thereby, work against its academic advantage. Finding an appropriate balance
between these counter acting forces will be one of Arts and Sciences’ major challenges.
The Arts and Sciences faculty at UAS are the most highly productive in terms of the ratio of
external dollars obtained to General Fund (GF) expenditures. Purchase of the Natural Sciences
Research Laboratory (formerly the DEC Water Chemistry Laboratory) eased the facilities
constraint on research productivity. Research capacity now is limited mainly by insufficient GF
to invest in the research enterprise and by external misperceptions of its capacity. Arts and
Sciences needs committed GF to leverage external research funding. It also needs to continue to
recast its image in terms of research capacity. Some funding agencies and colleagues within the
UA system have not caught up with UAS’ evolving research capacity, and they mistakenly
believe that Arts and Sciences faculty are without adequate workload assignments in research.
The faculty and the Dean of Arts and Sciences are engaged in re-educating those colleagues.
STATEWIDE LEADERSHIP ROLE
The School of Arts and Sciences plays a statewide leadership role in several important areas.
Distance Delivery of the Bachelor Liberal Arts Degree – UAS’ School of Arts and Sciences
provides the only B.A. degree available solely by distance delivery. The degree is especially
valuable to place-bound students far from any of the MAUs.
Perseverance Theater Agreement – The School of Arts and Sciences has a long-standing
cooperative agreement with the nationally recognized Perseverance Theater. Professional staff
from Perseverance Theater teach theater classes at UAS, and UAS students are involved in all
aspects of their productions.
Bread Loaf School of English – Each summer, graduate courses in English Literature are taught
on the Juneau Campus in collaboration with Middlebury College. Students are drawn from all
over Alaska and other states, including UAS faculty and students. Beginning in 2004, one of the
Bread Loaf instructors is an Assistant Professor of English in UAS’ School of Arts and Sciences.
Legislative Internship Program – Over the past 13 years, students from all 3 MAUs have
participated in this program enhancing their education and the functioning of state government.
Fisheries Graduate Program – Most of UAF’s graduate students and faculty in Fisheries are
located on the UAS campus is Juneau. UAS and UAF faculty share teaching responsibilities in
UAF’s graduate program and UAS’ undergraduate program, and they collaborate extensively in
research. UAS faculty also serve as graduate advisors to 9 of the 44 (20%) Fisheries graduate
students based in Juneau.
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School of
Career Education
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SCHOOL OF CAREER EDUCATION
Karen Schmitt, Dean
SCHOOL VISION
The School of Career Education supports and enhances the economic growth and development
of Southeast Alaska region by ensuring the ongoing availability of a quality, regional workforce.
The Career Education faculty will achieve this vision by building strong academic programs and
partnerships that serve our diverse student population by providing quality, career-oriented
vocational and technical instruction within our region.
Contribution to UA/UAS Strategic Plans:
Career Education contributes directly to four of the UA Strategic Plan goals and objectives,
which are also part of the UAS Strategic Plan, with quality programming in the career areas of
health, transportation, construction, and natural resources.
UA Goal 1: Student Success
Career Education programs enhance UAS efforts in student recruitment and retention by
providing regional opportunities for traditional and non-traditional students to gain skills and
credentials in order to enter good jobs in high-demand fields.
Career Education faculty are very committed to attracting the participation of all Alaskans in
higher education. To be successful we will need to ensure we offer the highest quality programs
that meet the educational needs of our citizens. Employers are telling us that a high school
education is not enough to get and keep a good job, particularly for the time span we associate
with the word “career.” As the educational requirements of the workplace rise, Alaskans will
increasingly need access to all levels of higher education to meet the entry-level and continuing
educational requirements of the professions to which they aspire.
To ensure success of nontraditional students, Career Education offers academic programs that
offer shorter, more concentrated courses of study designed for individuals who seek:
• Introductory-level knowledge and skills to enter a field.
• Practical training, including internships and other hands-on opportunities, to complement
a formal course of academic study.
• Advanced study in a specific topic area for professionals to stay current with new
developments in their fields.
In the health field, Career Education faculty and staff are working with UAA School of Nursing
to expand and deliver the Associate’s Degree in Nursing to all three campuses in Southeast. In
addition, Career Education is partnering with UAA to expand the successful Recruiting and
Retaining Alaska Natives in Nursing (RRANN) to Southeast. This initiative will develop a
regional recruitment program that targets Alaska Native students interested in pursuing a career
- 23 -
in nursing. The statewide Health Information Management program also serves a diverse rural
population in pursuing their AAS and achieving certification in coding and medical privacy.
In transportation, Career Education faculty are working regionally with the Alaska Marine
Highway System and the Alaska Shipyard in Ketchikan to provide internships and on-the-job
training opportunities to build our regional maritime workforce in the engine room, deck
operations, and shipyard sectors. In the automotive technology field, the Juneau program has
achieved national certification and is working directly with regional dealerships and high schools
to develop the technical workforce for supporting automotive and light truck maintenance and
repair.
In construction, Career Education faculty work with the regional Tlingit-Haida Regional
Housing Authority to improve the quality of their construction efforts through both workforce
development and application of advanced technologies in cold climate construction and housing.
Programs that work directly with basic construction education for Alaska Native youth are part
of a regional effort in programming on all three campuses, including a long-term high-school
partnership for construction training for students at Mt. Edgecombe High School in Sitka.
In natural resources, Career Education faculty at the Ketchikan campus are collaborating with
College of Rural Alaska and UAA campuses to expand access to the fisheries technology
program via distance delivery. Internships in fisheries technology with regional employers have
been developed and are focused on assisting with the workforce needs of the emerging fisheries
and aquaculture industry in Southeast. Water and wastewater education and technical assistance
to rural communities is being provided statewide by Career Education faculty at the Sitka
campus in partnership with the US Environmental Protection Agency (EPA).
UA Goal 2: Educational Quality
Career Education programs contribute directly to the workforce preparation component of UAS’
community college mission by increasing the programs, courses, and scheduling options in the
areas of vocational and technical training to develop our regional professional workforce. A key
component of Career Education’s quality improvement is through partnerships with industry and
regional high schools for education and training at all the UAS campuses. These programs help
students acquire basic college academic skills on campus as well as technical and workplace
skills “on-the-job.” This also ensures that students are both prepared to enter high-demand jobs
and have the necessary learning skills to adapt their career for future workforce changes.
Examples of Career Education partnerships with industry and high schools for improving
education quality include:
Power Technology—Diesel Program Oiler Internship Program: The Juneau campus has a
joint agreement with the Inland Boatman’s Union of the Pacific (IBU) and the Alaska Marine
Highway System (AMHS) to place students from Diesel Technology as interns on the engine
rooms of the AMHS ships. The purpose of the program is to provide future employees to the
AMHS, future members for the IBU, and provide a capstone experience for UAS students in the
diesel program. This apprentice program will provide Alaskans an opportunity to train in the
marine diesel program, to do an internship aboard AMHS vessels and become qualified, licensed
- 24 -
marine oilers for the AMHS fleet. The program serves the needs of Alaska students interested in
working in marine engine rooms and they will receive a Marine Engine Room Preparation
Certificate.
Power Technology—Automotive Program Partnerships and Tech-Prep: Career Education is
developing a joint program agreement for both an academic partnership and a joint-use of
facilities agreement with Juneau-Douglas High School to offer Automotive Technology courses
at the UAS Technical Education Center. The high school offers small engine and automotive
technology courses and is working toward a Tech Prep agreement to provide credit to high
school students that enroll in the automotive program. Automotive Technology now also
received national certification and has received significant increases in industry support from
both dealerships (Mendenhall Motors, Evergreen Motors) and repair shops (Integrity Auto,
Alaska Auto) in the form of donations and internships for students.
Certified Nurse Aide Training Partnership: Career Education partners with the Wildflower
Court nursing facility (Bartlett Regional Hospital) to provide Certified Nurse Aide (CNA)
training in their classroom. Wildflower provides free usage of a classroom at their facility for
two sections each semester of CNA training (12 credit hours of lab instruction per semester).
Construction Technology Partnerships: Construction Technology faculty in Juneau have
received two grants from the Cold Climate Housing Research Center in Fairbanks for funding a
partnership with the Build America in Alaska Program to develop a cold coastal climate
construction testing facility for cold climate construction courses and materials research. Faculty
in Juneau are incorporating hands-on training with on-site construction experience in partnership
with the Greater Juneau Area Habitat for Humanity housing project. They also have partnered
with the Tlingit-Haida Regional Housing Authority to develop, monitor, and test improved wall
assemblies and affordable ventilation systems appropriate to Southeast Alaska.
SE Alaska Health Consortium (SEARHC): UAS – Sitka has developed a number of health
career related partnerships. The most unique is the Community Wellness Advocate (CWA)
program in which SEARHC and UAS instructor train individuals for a wide range of advocacy
activities designed to promote individual and community health in the smaller rural communities
of SE Alaska. The CWA is now a 30 credit one-year university certificate and has secured
Denali Commission funding for statewide expansion. UAS partnership with SEARHC also
includes traditional CNA and nursing training. Individuals are trained in entry-level clerical
skills to serve in the SEARHC system. With a native hire preference, these programs benefit a
high percentage of Alaska Native students. Other partners in the general health related career
development are the Sitka Community Hospital and the Sitka Pioneers’ Home.
Health Information Management (HIM) Internships: Working closely to develop internships
at hospitals statewide throughout Alaska, the UAS-Sitka Campus’ HIM program trains
individuals for a career in the broad field of health Information. The partner hospitals provide
clinical site. One of the active health information fields is medical records coding, which is a
certificate option in the HIM program.
- 25 -
Alaska Municipality and Village Utilities Water & Wastewater Operations: The
Environmental Technology Program at UAS-Sitka is designed to train entry-level water and
wastewater operators for both municipalities and villages in Alaska as well as for industries such
as the petroleum, mining, and forestry industries. These operators are trained to operate domestic
as well as industrial water supply system and wastewater purification. Graduates also have basic
entry level skills required to work as environmental field technicians for industry and local, state,
and federal agencies.
Ketchikan Shipyard Partnership: UAS — Ketchikan has been awarded a half-million-dollar
federal grant to develop and assess a training and education program at the Ketchikan Shipyard.
The grant from the U.S. Department of Labor will be used to set up a classroom at the shipyard,
where an instructor will train Alaska Ship and Drydock (ASD) workers using new national
standards. The program's goal is to create a new training and organizational plan that will help
not only ASD but other shipyard operators to maintain a skilled work force that meets national
standards.
UAA-UAS Partnership for Nursing Education: Career Education supports the UA objective
of improve collaboration among campuses by actively working to support and improve the UAA
School of Nursing in the program expansion of the Nursing programs available by distance,
primarily the Associate’s Degree. This distance-delivered UAA-ADN program has been
implemented in Juneau and Ketchikan beginning in 2004 and will expand to Sitka in 2005.
UAA-UAS Partnership for Radiologic Technology: Career Education supports the statewide
program expansion in Allied Health. The first of many anticipated partnerships has been
implemented in Juneau and Ketchikan with the initial cohorts in the distance-delivered AAS in
Radiologic Technology program. This program is done in partnership with the UAA Community
and Technical College and Bartlett Regional Hospital and Ketchikan General Hospital.
UA Goal 5: Responsiveness to State Needs
Career Education faculty work continuously with the key employers in the areas of health,
transportation, construction, and natural resources to assess and meet their current and projected
workforce needs. Advisory Boards developed by each academic program include employers,
high school teachers/administrators, State Department of Labor staff (when possible), students,
and alumni. The expertise and engagement of advisory structures ensures that programs are
meeting the needs of key stakeholders in its programs. The combination of partnerships for
training, internships, and advisory input is essential for the quality and sustainability of our
programs.
In serving regional needs, Career Education is particularly focused on the UA objective of
focusing on rural Alaska. Career Education serves a rural region and its mission is to provide
increased access to vocational and technical programs that will provide increased employment
opportunities for students. As needs change Career Education expands its programs in high-
demand job areas, partners to bring in new types of training not available at UAS, and
discontinues programs that no longer have demand or opportunities in the job market.
Reallocation of resources, both faculty and facilities, is continuously being evaluated to ensure
effectiveness in achieving Career Education’s mission.
- 26 -
UA Goal 7: Diverse Sources of Revenue
Career Education faculty and programs contribute to the UA objective of diversification of
funding sources in three ways: (1) direct financial contributions and partnerships between UAS
programs and employers; (2) partnerships for in-kind contributions from employers; (3) grant
funding for state and federal aid to academic programs and student support.
Direct financial contributions from Bartlett Regional Hospital and Ketchikan General Hospital
have been key to development and delivery of the health programs in nursing without the need
for additional state general funding.
Partnerships for in-kind contribution of staff and materials from these same two partners (Bartlett
and Ketchikan) were also key to the program expansion of radiologic technology into Juneau and
Ketchikan. The CNA and PCA programs on all three campuses receive substantial in-kind
contribution of space and facilities from Wildflower Court, Pioneer Home, and other local
healthcare providers to ensure ongoing training opportunities for these positions. In-kind
contributions of materials and staff time from the automotive dealerships in Juneau enabled the
program to achieve national certifications and professional credibility as a workforce
development program.
Grant funding examples for developing and supporting both programs and students in Career
Education are numerous. Practically every program has some type of engagement with grants
that leverage our general funding to expand the capacity and reach of our programs. A few
examples can be highlighted:
• In health, State DOL funding is supporting adult and youth training in CNA in Juneau
and Sitka; Denali Commission funding is supporting increased distance-delivery of CNA
and Community Wellness programs; federal funds is supporting the UAA-UAS
partnership for expanding the RRANN program to Southeast.
• In transportation, State DOL funding is supporting internship training for students in the
USCG Engine Room Prep “Oiler” Program in Juneau; Alaska Marine Highway System is
funding training grants for maritime training in Ketchikan; federal funding is supporting
workplace training at the Alaska Shipyard in Ketchikan as well as the welding laboratory
expansion in Sitka to respond to the regional needs for boat building and construction
laborers.
• In construction, federal grant funding is providing support for applied research and
development of cold climate housing technologies in partnership with the Tlingit-Haida
Regional Housing Authority. State cooperative extension funding provides outreach and
continuing education opportunities for regional contractors to maintain certifications.
• In natural resources, federal grant funding is supporting the Alaska Training and
Technical Assistance Center for water and wastewater system operators statewide from
the Sitka Environmental Technology program. Initial start up funds for the Fisheries
Technology program in Ketchikan was provided by state and regional funding from the
Sustainable Salmon Fund. State and private funding is being developed in partnership
- 27 -
with State DOL and Coeur Alaska for workforce training and development in advance of
the Kensington Mine operations.
Contribution to Academic and Enrollment Management Plan:
Career Education contributes to the academic and enrollment management plan by maximizing
the credit hour production of its programs through active needs assessment and resource
reallocation. Every program is responsible for identifying what the high-demand needs in their
area are and ensuring that the academic programs provide training that places students into these
jobs. Communicating program opportunities to a regional audience requires that it focus
primarily on the academic needs of part-time and non-traditional students. This requires close
collaboration with Student Services to provide the additional support and assistance this
population requires.
Unit’s Highest Priorities for FY05:
In FY05, Career Education’s priorities will be to:
1. Establish programs and advising pathways into careers in the health sciences at UAS.
2. Enhance, expand, and/or maintain quality vocational and technical programs in high
demand state and regional job fields.
3. Ensure support (both academic and financial) and success for students in Career
Education programs.
New Programs Planned:
Pending funding, a new regional programming initiative is anticipated in an entry-level training
certificate program for behavioral health workers as part of the UA Behavioral Health program
expansion initiative. The Ketchikan campus is planning to develop its maritime programming
into a United States Coast Guard approved Able-bodied Seaman to Third Mate certificated
program.
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SCHOOL OF CAREER EDUCATION
OUTCOME PERFORMANCE MEASURES TARGETS & GOALS
TITLE: High Demand Job Degree Programs
STRATEGIC GOAL: Responsive to State Needs & Educational Quality
PERFORMANCE MEASURE: Increase graduates in high demand programs.
METRIC: Number of graduates in Alaska high job demand degree programs. (Unit contribution to MAU
target/goal.)
Baseline Target Goal
FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 FY10
5 15 24 10% 10% 10% 10% 10% 10%
TITLE: Retention Rate for Freshmen
STRATEGIC GOAL: Student Success
PERFORMANCE MEASURE: Increase retention rates in degree programs.
METRIC: Retention rates for first-time full-time cohorts in Bachelor and Associate degree programs. (Unit
contribution to retention rate is not defined.)
Baseline Target Goal
FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 FY10
51.3% 60.8% NA NTP NTP NTP NTP NTP NTP
TITLE: Student Credit Hours & Headcount
STRATEGIC GOAL: Student Success & Educational Quality
PERFORMANCE MEASURE: Increase enrollment.
METRIC: Number of student credit hours attempted. (Unit contribution to MAU target/goal.)
Baseline Target Goal
FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 FY10
5,540 5,485 5,772 11% 11% 11% 11% 11% 11%
TITLE: Research Focus
STRATEGIC GOAL: Research Excellence
PERFORMANCE MEASURE: Increase competitive research.
METRIC: Amount of grant-funded research expenditures (in millions). (Unit contribution to MAU target/goal.)
Baseline Target Goal
FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 FY10
0 0 0.008 0% 0% 0% 0% 0% 0%
TITLE: University Generated Revenue
STRATEGIC GOAL: Diverse Sources of Revenue
PERFORMANCE MEASURE: Increase in university-generated (non-general) funds.
METRIC: Total amount of university-generated revenue (in millions). (Unit contribution to MAU target/goal.)
Baseline Target Goal
FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 FY10
2.0 1.8 2.1 16% 16% 16% 16% 16% 16%
- 26 -
- 29 -
Major Strengths:
Career Education strengths include:
• A dedicated and professional faculty focused on student needs for education,
employment, and career pathways to ensure economic success, for both the individual
student and the region as a whole.
• Exceptional facilities and equipment to support vocational-technical programs on each
campus in Juneau, Ketchikan, and Sitka.
• Partnerships with regional high schools and many opportunities to expand and strengthen
these in major career areas.
• Partnerships with other UA campuses that expand the career opportunities for UAS
students throughout the region.
• Partnerships with regional employers to leverage our state general funding and provide
increased access and quality to programs in high-demand fields.
Significant Challenges:
Major challenges will be related to maintaining quality and focus within the framework of
performance-based budgeting and current funding patterns for vocational-technical programs:
• Departmental certificates and other certifications are not “counted” yet within UAS
Banner system (admission, graduation).
• Facilities and faculty resources limit growth potential for enrollments.
• High costs for infrastructure vs. enrollment potential in vocational-technical programs.
• Four tenure-track versus 13 term faculty; term faculty can enhance flexibility but can
limit program stability.
• Approximately half of Career Education faculty are funded by “soft money”, primarily
SB137 or grants.
STATEWIDE LEADERSHIP ROLE
Career Education programs that have a statewide mission for distance-delivery of an academic
program are located on the Sitka campus and include: Health Information Management,
Environmental Technology, and Community Wellness Advocate. The Ketchikan campus is
working to expand the Fisheries Technology program toward a greater, possibly statewide
distance-delivered program mission.
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Center for
Teacher Education
- 31 -
CENTER FOR TEACHER EDUCATION
Marilyn Taylor, Dean
SCHOOL VISION
Graduates of the Center for Teacher Education (CTE) at University of Alaska Southeast will be
informed, reflective, and responsive teachers within diverse classroom, school, and community
contexts. The mission of the Center for Teacher Education is to identify, prepare, and strengthen
effective teachers for sustained contributions to students and the education profession in rural
and urban settings in Alaska and nationally.
Contribution to UA/UAS Strategic Plans:
The Center for Teacher Education contributes directly to four of the UA Strategic Plan goals and
objectives, which also align with the UAS Strategic Plan.
UA Goal 1: Student Success
A new Special Education endorsement and growing Reading M.Ed. prepares graduates for high
needs teaching jobs:
• In the new special education endorsement program, four students have completed
endorsements and all are employed in Alaskan schools. Ten more will be endorsed by the
end of Fall 2004. Another twenty-four are enrolled and will complete in Fall 2005. The
program provides courses through both distance and on-site delivery.
• In the Reading M.Ed. program, thirty new students enrolled in 2003-2004. Four
completed the program in Summer 2004 and all are employed in Alaskan schools. In
2004-2005, forty students are actively enrolled in one of four cohorts and progressing
toward the M.Ed. with emphasis in Reading.
The CTE promotes student success by developing their understanding of rural schools as well as
their responsiveness to children and families in rural communities. Faculty have incorporated the
Rural Practicum into each candidate’s field experience in the MAT programs for the last three
years (2002-2004). Approximately 120 interns have benefited thanks to a recruitment and
- 32 -
retention grant funded through the Alaska Department of Education and Early Development.
Candidates travel to rural communities for one to two weeks, and intern in rural schools in
communities like King Salmon, Aniak, Kalskag, Ambler, Point Hope, Barrow, Akiak, Akhiok,
the Pribilofs, Nuiqsut, Copper Center, Metlakatla, Chiniak, Galena, Scammon Bay, Kenny Lake,
and Klawock.
For example, Geoff Bechtol participated in the first year of the Rural Practicum. The next year
he took his first teaching position in a seventeen student school in Akhiok, an Alutiiq community
of about fifty residents on the southern coast of Kodiak Island. Going there, Mr. Bechtol brought
a deeper understanding of what it meant to be a successful teacher in rural Alaska and to live in a
rural community.
The rural practicum exemplifies the growing quality of the school-based component of MAT
programs. CTE would like to extend this opportunity to students in the Bachelor’s in Elementary
Education as well. In 2004-2005, CTE is engaging in a system-wide effort to find funding for the
rural practicum and other “rural outreach” efforts through a federal initiative.
Student success means students retention as well. To promote Alaska’s Head Start teachers’
retention as they work toward early childhood AAS degrees mandated nationally, CTE has
worked in partnership with UAF/CRA. One hundred and eighty-three students are actively
involved and served by the program. Mentors and tutors work in conjunction with program and
faculty advisors to ensure that AAS students have every opportunity to succeed. Faculty and
administrators plan annual “gatherings” and bring isolated students together face-to-face with
their classmates, advisors, mentors, tutors, and instructors.
As part of the effort to enhance early childhood education students’ success, CTE has created a
statewide videoconferencing network. Funded by the National Head Start ($1.5 million), CTE
has installed videoconference endpoints in twenty-two rural schools. An additional twelve end
points will be installed in rural communities by the end of Fall 2004. Thirteen more endpoints
remain to be installed in Spring 2005. Faculty and staff have presented the interactive
videoconferencing model for distance delivery nationally and will deliver an invited address at
the American Education Research Association’s meeting in Spring 2005 (Montreal, Canada).
UA Goal 2: Educational Quality & UA Goal 5: Responsiveness to State Needs
The Center for Teacher Education makes a steady and growing contribution to preparing and
strengthening informed, reflective, and responsive teachers for high demand jobs. The bulleted
items that follow describe representative CTE achievements in educational quality.
Extending Access through Distance Delivery and “Satellite” Cohorts:
• All three M.Ed. programs – ECE, Reading, and Educational Technology — are delivered
by distance and include on-site intensive components.
• One initial program is offered by distance – the MAT/credential Elementary Education
program.
• The new Special Education Endorsement is delivered both distance and on-site.
- 33 -
• The MAT Secondary program is delivered in Juneau and Sitka to two separate cohorts of
students. The Sitka satellite has been piloted for two years and extends teacher
candidates’ ability to complete internships in communities throughout Southeast, as
committed to do in the UAS Strategic Plan. The NCATE Board of Examiners’ Chair
visited Sitka recently and concluded that it provided as rigorous a curriculum and as
supportive a learning environment as the equivalent in Juneau.
Growing Numbers:
• In FY02, 57 UAS students graduated with degrees in teacher education.
• In FY03, 71 UAS students graduated with degrees in teacher education.
• In FY04, 73 UAS students graduated with degrees in teacher education.
• Of the 346 teachers who have graduated between 1999 and 2003, 151 of them are
employed in Alaskan schools (Alaska Department of Education and Early Development
data). Approximately half are employed in rural and half in urban schools.
• The UAS Special Education Endorsement program, initiated in Fall 2003, had its first
four graduates at the close of Summer 2004. All were immediately placed in teaching
positions in Alaska. Ten additional Special Education candidates are expected to
complete their endorsements at the end of Fall 2004. There are over 30 new candidates
enrolled in the program and expected to complete by the end of Fall 2005.
• There are currently 80+ students in the pre-major of the Bachelor of Arts in Elementary
Education. Each pre-major receives a letter from the CTE that identifies an education
faculty advisor.
Please note that the numbers for FY02-04 listed above do not reflect program completers
in teaching endorsement programs.
Growing Quality:
• At the October 13, 2004 exit interview, the five member NCATE Board of Examiners
determined that CTE teacher education programs—both initial and advanced—met all
standards for national accreditation. They commended UAS in particular for its
assessment system (Standard 2), one of the most developed systems examiners had ever
reviewed. They indicated their intention to forward a recommendation for full
accreditation of all UAS initial and advanced programs to the NCATE Unit Accreditation
Board. This decision culminates an over three-year preparation effort by CTE faculty and
staff.
• Examiners in specialized professional associations also reviewed each of the UAS
teacher education programs. Of eleven program reports submitted for review in February
2003, to date, nine UAS teacher education programs have been awarded national
recognition.
Nationally Recognized Distance programs:
• M.Ed. Reading
• M.Ed. Educational Technology
• M.Ed. Early Childhood Education
• MAT Elementary, Distance
- 34 -
Nationally Recognized On-Site programs:
• MAT Elementary
• MAT Secondary, English
• MAT Secondary, Science, Biology, Earth Sciences, Chemistry
• MAT Secondary, Mathematics
When CTE’s first students graduate from the BA elementary, CTE will resubmit this
program report (projected Fall 2005). When CTE collects the required data about
candidates’ achievement in social studies, it will resubmit the social studies program
report (Spring 2005).
As of October 2004, five additional program reports were prepared and submitted. These
reviews are still in progress (special education, secondary MAT foreign language,
secondary MAT physical education, secondary MAT art, and secondary MAT music).
A program report for secondary MAT business is currently under development.
UA Goal 4: Faculty and Staff Strength
CTE currently has 13 full-time faculty, 11 of whom have doctoral degrees in their fields. The
remaining two hold Master’s Degrees and bring extensive professional and faculty development
experience. They are teacher scholars and acknowledged leaders in Alaskan education.
In 2004-2005, CTE began to increase the number of tripartite faculty. Currently, of thirteen
faculty only four hold tripartite positions (one tenured faculty, three junior faculty) in order to
support our commitment to faculty research. In addition to looking to hire tripartite faculty in
future positions, CTE is also aiming to increase current UAS faculty research through system
wide communication, collaboration, shared research, and support, especially on questions of
policy relevant to Alaska schools and K-12 student learning.
Signs of CTE faculty’s scholarship and intellectual vitality follow:
• In the last year, six CTE faculty have had papers selected through peer review for
presentations at national conferences significant to their fields. They have presented at
American Education Research Association, International Reading Association, National
Association for Multicultural Education, American Association of Colleges for Teacher
Education, National Association for the Education of Young Children, and the Council
for Exceptional Children.
• A junior faculty member recently published an article representing a part of his
dissertation in a prestigious journal in Special Education; and he has a second under
review.
• Another junior faculty member serves on the editorial review board of the Journal of
Teacher Education.
• Two education faculty are sharing their expertise locally in Juneau in presentations at the
UAS Evenings at Egan in Fall 2004, speaking on issues of literacy, collaboration, and
technology in Alaskan education.
- 35 -
• At Convocation in 2004, two education faculty members led sessions for UAS regional
colleagues, presenting case studies of strategies teacher educators are using to
strengthening the diversity strand in their curriculum.
• Three education faculty submitted proposals for Chancellor’s Special Project grants in
2004-2005 and were funded for research and program enrichment projects.
CTE faculty and staff in the Professional Education Center (PEC), under Director Bernice
Tetpon, Ph.D., have a five-year plus history of success providing teachers’ professional
development, including mentorship training programs in support of beginning teachers. The PEC
currently manages a number of statewide initiatives and has proven its ability to sustain quality
and efficiency in its operations.
Contribution to Academic and Enrollment Management Plan:
The Center for Teacher Education has supported enrollment management through recruitment
and retention strategies. It has worked hard to recruit and retain Alaska teachers for Alaska
schools.
In grant funded efforts, CTE recruits Alaska Native students (PITAS programs and PITAS
connections with the UA statewide “Future Teachers of America”). To date, PITAS has funded:
• “Mentor” teacher contracts for seventeen certified teachers in Southeast Alaska and
LKSD. These teachers actively recruit and mentor Alaska Native middle and high school
students interested in joining the teaching profession.
• Tuition and other support for six Alaska Native MAT candidates who work with host
teachers in the Juneau or Sitka School Districts and who are on schedule to complete
their programs and enter the teaching force by Fall 2005.
• Tuition and other support for twenty-nine Alaska Native undergraduate candidates
enrolled full-time in programs that lead to teaching. They are either in the BA Elementary
Education or content area degrees that lead to MAT programs.
In 2003-2004, CTE faculty implemented recruitment strategies, including:
• Meetings with superintendents and principals.
• Developing/distributing program brochures.
• Setting up booths at state teacher conferences (e.g. The PITAS program and CTE
sponsored booths at the 2003 First Alaskans Native Education Summit, the 2004
Bilingual Multicultural Education /Equity Conference, and the 2004 ANS annual
meeting.) Booths have provided a key meeting place to share information about our
programs.
• Creating and displaying publicity banners featuring CTE logo and vision.
• Sending mass mailings to teacher prospects (e.g. in Fall 2004 CTE sent a mailing to 150+
universities promoting the MAT programs and distributing a poster/ with tear offs for
prospects).
- 36 -
• New student faculty advising (e.g. CTE provides information to students interested in
becoming paraprofessionals through either the ECE AAS degree program or through a
career ladder approach that builds toward the four year program of teacher preparation).
CTE faculty play an important role in student retention through “advisor tools” such as:
• Personalized, quality faculty advising for distance and on-site students.
• Plans for degree completion described in published student handbooks.
• An updated CTE website containing student handbooks and other key information about
CTE programs (http://www.uas.alaska.edu/education/).
Unit’s Highest Priorities for FY05:
1. Sustain the Rural Practicum through a system-wide rural outreach effort including
pursuing funding through a federal initiative.
2. Upgrade the Mac-based lab with new, state-of-the-art equipment, using a mobile lab
format with sufficient stations to serve on-site candidates.
3. Develop the capacity to support education faculty research that informs education policy
in Alaska through statewide collaboration, shared research, and technical support.
4. Support two tenure track tripartite positions (2.0 FTE) and search for faculty who bring
combined expertise in two of the following four areas: elementary education, secondary
education, special education, and English as a Second Language. (This change would
upgrade two term-funded positions serving the MAT and Special Education programs in
2004-2005 that currently total 1.5 FTE).
New (or Expanded) Programs Planned:
• Investigate ways the Professional Education Center can take a leadership role in the
teacher mentor effort given that it is already equipped for coordinating professional
development across Alaska.
• Expand the CTE quality programs that best meet state needs (e.g. Special Education,
MAT satellite programs in Southeast Alaska, and Reading).
• Expand CTE capacity to prepare teachers who can meet the needs of ESL students and
school district needs for ESL teachers.
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CENTER FOR TEACHER EDUCATION
OUTCOME PERFORMANCE MEASURES TARGETS & GOALS
TITLE: High Demand Job Degree Programs
STRATEGIC GOAL: Responsive to State Needs & Educational Quality
PERFORMANCE MEASURE: Increase graduates in high demand programs.
METRIC: Number of graduates in Alaska high job demand degree programs. (Unit contribution to MAU
target/goal.)
Baseline Target Goal
FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 FY10
57 71 73 46% 46% 46% 46% 46% 46%
TITLE: Retention Rate for Freshmen
STRATEGIC GOAL: Student Success
PERFORMANCE MEASURE: Increase retention rates in degree programs.
METRIC: Retention rates for first-time full-time cohorts in Bachelor and Associate degree programs. (Unit
contribution to retention rate is not defined.)
Baseline Target Goal
FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 FY10
51.3% 60.8% NA NTP NTP NTP NTP NTP NTP
TITLE: Student Credit Hours & Headcount
STRATEGIC GOAL: Student Success & Educational Quality
PERFORMANCE MEASURE: Increase enrollment.
METRIC: Number of student credit hours attempted. (Unit contribution to MAU target/goal.)
Baseline Target Goal
FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 FY10
7,869 12,293 8,898 18% 18% 18% 18% 18% 18%
TITLE: Research Focus
STRATEGIC GOAL: Research Excellence
PERFORMANCE MEASURE: Increase competitive research.
METRIC: Amount of grant-funded research expenditures (in millions). (Unit contribution to MAU target/goal.)
Baseline Target Goal
FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 FY10
0 0 0 0% 0% 0% 0% 0% 0%
TITLE: University Generated Revenue
STRATEGIC GOAL: Diverse Sources of Revenue
PERFORMANCE MEASURE: Increase in university-generated (non-general) funds.
METRIC: Total amount of university-generated revenue (in millions). (Unit contribution to MAU target/goal.)
Baseline Target Goal
FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 FY10
2.1 2.3 2.3 19% 19% 19% 19% 19% 19%
- 35
- 38 - -
Major Strengths:
• The recent Board of Examiners’ recommendation for national accreditation through
NCATE, coupled with the nine content programs awarded national recognition,
demonstrates that CTE programs meet rigorous national standards for professional
teachers and that those teachers will be highly qualified in their content areas.
• CTE effectively delivers distance education programs. The NCATE Board of Examiners
finally concluded that CTE’s distance programs offered at least the equivalent rigor and
quality as our on-site programs and met national accreditation standards in programs
delivered by distance.
• Principals and graduates alike, confirm that the school-based component of each UAS
pre-service teacher education program, featuring from 800 to 1000 hours in a classroom
before graduation, readies them effectively for the real challenges on teaching in urban
and rural settings. (CTE First and Third Year Survey) (In other states like Colorado, 640
hours in the field signifies a strong field-based program. CTE candidates’ readiness to
teach is strengthened by our partnership with school districts and our requirements for
800-100 hours in the field.)
• The performance-based assessment system CTE has developed, and that the NCATE
Board of Examiners commended, shows increasing promise of tracking candidate and
graduate achievement. The data bases CTE has created, internally and through
collaboration statewide, facilitates its ability to use aggregated data on achievement
during and after the program to direct decisions to improve programs.
Significant Challenges:
• While the Center for Teacher Education has been a state leader in educational
technology, its students are now taking technology classes in a lab that is out of date.
CTE’s challenge is to upgrade the Mac-based lab with new, state-of-the-art equipment, in
a mobile lab format with sufficient stations to serve on-site candidates. CTE has
submitted an FY06 academic equipment request to fund a $50,000 upgrade, and its has
developed a plan to continue to support the lab through fees after this one-time
expenditure. The dilemma is that CTE’s need for an upgrade is immediate, as current
MAT students are faced with using the out-of-date lab. If CTE wants to prepare these
future teachers to use technology effectively, creatively, and wisely, as its conceptual
framework states, it needs to find funding for the upgrade in 2004-2005.
• A current challenge is to increase the proportion and number of tripartite faculty in
teacher education at UAS. Current faculty need time to develop their scholarship and
make a more visible contribution to education policy decisions in Alaska in their areas of
expertise. By hiring new CTE faculty into tripartite positions, UAS enhances its ability to
attract new faculty prospects with strong research skills.
• Another CTE challenge is to promote education faculty research by engaging more fully
in system wide collaboration, including shared research and technical support, especially
to investigate questions of policy relevant to Alaska schools and K-12 student learning.
- 39 -
• For CTE to show a full impact and accurate picture of program completers, it is important
that teacher endorsement programs be tracked in the UA Banner system. While
endorsements do not lead to degrees, they are generally 21+ credit hour programs that
have to be approved by the Alaska Department of Education and Early Development.
• Funding the high cost of supervision of candidates in remote regions continues to put a
strain on the CTE budget, yet CTE wants to serve the teachers (current and prospective)
in remote regions who wish to enroll in UAS programs.
• To fulfill standards required in nationally recognized programs, and to offer programs
strong in content, CTE has committed to fully implement “content methods of teaching”
in each content area in which it accepts students in the secondary MAT. This step
forward in quality requires collaboration across the university and resources to pay
faculty with expertise in each area of content–pedagogy.
STATEWIDE LEADERSHIP ROLE
CTE offers statewide leadership in the following six distance programs, available across Alaska:
• ECE AAS in collaboration with UAF/CRA
• Special Education Endorsement (undergraduate)
• Distance Elementary Education Program Tracks: credential and MAT
• M.Ed. Reading (nationally recognized, IRA)
• M.Ed. Educational Technology (nationally recognized, ISTE)
• M.Ed. Early Childhood Education (nationally recognized, NAEYC)
The PITAS Program at UAS is a model acknowledged for its effectiveness in identifying and
preparing Alaska Native future teachers.
CTE’s MAT programs, onsite in Juneau and now in Sitka, have offered stable enrollment, high
graduation rates, and effective, now nationally accredited, programs for more than five years.
The MAT secondary is making progress toward achieving recognition (from specialized
professional associations or from the state) for nine different majors: Math, English, Science,
Social Studies, Foreign Language, Physical Education, Art, Music, and Business. This conveys
the UAS commitment to provide the full range of teachers needed for Alaska schools.
- 40 -
Ketchikan
Community Campus
- 41 -
KETCHIKAN COMMUNITY CAMPUS
Karen Polley, Director
CAMPUS VISION
UAS Ketchikan will provide the learning environment, support systems, academic programs,
technology, and faculty to enable students to achieve their individual higher education goals. It
will recruit and retain faculty who are effective leaders and instructors capable of meeting the
needs of local and distance students in order to offer the highest quality education and training. It
will continue to be responsive to the local and regional community in the development of
vocational technical and continuing education.
Contribution to UA/UAS Strategic Plans:
The Ketchikan community campus contributes directly to three of the UA Strategic plan goals
and objectives, which also align with the UAS Strategic Plan.
UA Goal 1: Student Success
The Ketchikan campus has developed and is implementing a student success program which
focuses on academic achievement and retention. Enrollment has increased and special academic
requirements are being piloted this year. It has been awarded a 5 year Title III Strengthening
Institutions grant to increase its efforts in providing a better student services component and
outreach to rural and Native students. It has implemented a fisheries internship program and is
currently developing internships to support other academic programs.
UA Goal 2: Educational Quality
The Ketchikan campus facilitates the enrollment and achievement of students in core liberal arts
academic program for the Associate of Arts and Bachelor’s of Liberal Arts. It specializes in the
development and delivery of web-based courses to expand options for students in achieving an
Associate of Arts and/or Bachelors of Liberal Arts degree. Each student is required to complete
standardized placement exams prior to first-time enrollment in a degree program. Supportive
services are provided though student support service staff, learning center staff and tutors, and
distance education support staff. Educational quality is monitored through on-line student
evaluations and the faculty and staff evaluation process.
Teacher Education: Faculty provides teacher education in coordination with the UAS Juneau
teacher education program. The Ketchikan campus works with local districts to meet
professional development needs associated with recertification, paraprofessional training, and
state and federal requirements.
Business, Public Administration and Information Systems: Ketchikan campus has taken a
leadership role in development and distance delivery of the Small Business Management
Certificate and the Associate of Applied Science in Business Administration. Enrollment
continues to increase as students see opportunities to begin a career path which can progress to
- 42 -
the BBA and an MBA while remaining in the local community. The campus supports students
enrolled in the BBA/MBA and MPA through student services, learning center services, and
distance education and facilities management.
The Ketchikan campus has taken a statewide leadership role in the provision of distance-
delivered Network Administration instruction in partnership with CISCO academy and other UA
academic institutions.
Health Occupations: The Ketchikan campus provides supportive programs for health
occupations including courses for the AAS in Allied Health and Pre-Nursing. It conducts
Certified Nurse Assistant training each semester. It coordinates the delivery of instruction for the
Registered Nurse, Licensed Practical Nurse, and radiology technicians from UAA by hosting and
supporting the faculty and program.
Vocational Technical and Continuing Education: The Ketchikan campus continues to be
responsive to the growth in the marine transportation industry. The AAS in Fisheries Technology
was approved by the Board of Regents in April 2004. In partnership with Alaska Ship and Dry
Dock, the Ketchikan campus is training incumbent shipyard workers to meet national skill
standards.
UA Goal 4: Faculty & Staff Strength
Five of the eleven full time faculty have Doctorate degrees and the balance appropriate Master’s
degrees or journeyman industry qualifications. Both regular and adjunct faculty are offered
opportunities for professional growth in new and emerging technologies and pedagogy. In
addition each full-time faculty receives an allocation of resources equivalent to $1,000 to attend
professional conferences and meetings and participate in the Wilson Fund for invitational papers.
Contribution to Academic and Enrollment Management Plan:
UAS Ketchikan staff provides support, input, and feedback in the ongoing development of the
UAS Enrollment Management Plan.
Unit’s Highest Priorities for FY05:
1. Implement the Student Success model designed and developed in FY 04 in coordination
with the Title III Strengthening Institutions award to retain students currently enrolled to
program completion status. Increase rural and native student enrollment in the core
academic program.
2. Coordinate the implementation of a USCG approved Able Seaman to Third Mate
program in partnership with the Alaska Marine Highway, Pacific Maritime Institute, and
AVTEC. Transition this program to an AAS in Marine Transportation by 2006.
3. Expand core academic course options to distance students though professional
development and web-based delivery, and distance education support services.
- 43 -
New Programs Planned:
The Ketchikan campus has a Natural Resources Education project which has funded a GIS lab.
It is our intent to develop a GIS Technician certificate program. The applications of GIS in
natural resources management has become commonplace. Technicians will assist managers and
researchers in planning recreation, timber harvests, wildlife monitoring, soils, fisheries,
hydrology, and silviculture. Local planners and emergency personnel will also need a basic
knowledge of GIS systems.
As described above under unit priorities, the Ketchikan campus is coordinating implementation
of a USCG approved Able-bodied Seaman to Third Mate certificated program.
Major Strengths:
The major strength of the Ketchikan campus is its highly qualified faculty who are providing an
excellent academic program to both local and distance students using technology, teamwork, and
on-going modifications and improvements.
Another strength is the Ketchikan campus’ student support services staff who are implementing
the student success model.
Significant Challenges:
The Ketchikan campus’ major challenge will be continued growth and development of
vocational technical programs that meet national industry standards and local workforce
development needs.
A second major challenge is to retain students to associate degree completion and to prepare
students for transfer to baccalaureate degrees.
STATEWIDE LEADERSHIP ROLE
The Ketchikan campus has a statewide leadership role in the development of programs and
course to serve the marine transportation industry. In addition it has a unique leadership role in
the development of an apprenticeship program for shipyard workers. These both require
collaboration with the State of Alaska, Departments of Labor and Transportation and the United
States Coast Guard. The Alaska Vocational Technical Center has the bridge simulator necessary
for the completion of the Able Seaman to Third Mate training program.
- 44 -
Sitka
Community Campus
- 45 -
SITKA COMMUNITY CAMPUS
David Felland, Director
CAMPUS VISION
The UAS Sitka community campus, through cooperation with the UAS Juneau, UA State
System, and the Sitka Education Consortium, provides quality education for students of the state.
It will continue to update existing curricula and develop new course offerings, vocational and
technical programs, academic programs and continuing education classes that UAS stakeholders
feel necessary for improved fiscal, physical, mental, and cultural health.
Contributions to UA/UAS Strategic Plans:
The Sitka campus contributes directly to six of the UA Strategic Plan goals and objectives, which
also align with the UAS Strategic Plan.
UA Goal 1: Student Services
• Improve and strengthen the UAS Sitka Academic Facilitator Program through training,
better communications, and improved resource materials.
• Assist with the development of recruitment materials for high school students and their
parents.
• Increase marketing efforts in Southeast Alaska communities through more personal
communications.
• Offer Small Business Management and the ACCT 121 &122 series for local students in
Sitka. This brought new students to the Sitka campus from community businesses and
Sheldon Jackson College.
• Developed a partnership with UAA to implement delivery of a nursing program on the
UAS Sitka campus.
UA Goal 2: Educational Quality
• Continue to develop and improve the distance offering of GERs and vocational curricula
for delivery by web.
• Developed the Healthcare Privacy Certificate through the Health Information
Management program in Sitka.
• UAS has developed a six-year plan for delivering GER courses to assist students with
timely degree completion. The Sitka campus accepts responsibility for many of the
distance delivered courses for students in the BLA degree program.
UA Goal 4: Faculty and Staff Strength
• Participate in First Bank sponsored on-site college preparation workshop sessions.
• Expand the Continuing Education offerings to other communities in Southeast Alaska in
the areas of health and understanding of Alaska’s aging population.
- 46 -
UA Goal 5: Responsiveness to State Needs
• Successfully offered more healthcare gateway courses by distance delivery including
Human Anatomy and Physiology, and Microbiology.
• Formalized the Community Wellness Advocate program into a BOR-recognized
certificate.
• Continue to be a part of the cohort distance delivery MAT program that has been a big
success and continues to fill a great need for teaching professionals in Alaska.
UA Goal 6: Technology and Faculty Development
• Increase the availability of technology, technology support, and learning resources to
onsite Outreach Coordinators in Southeast Alaska.
• Remodeled a classroom to the UAA specifications for a nursing classroom and lab on the
UAS Sitka campus.
UA Goal 7: Diverse Sources of Revenue
• Title III funds have provided faculty workshops, national conferences, and one-on-one
training for faculty involved with distance delivery development.
• Increased potential and expertise in the Instructional Design Center through additional
professional staffing and the latest technology.
• Provide ongoing staff training for the Distance Education Support Services.
• Hired and trained staff for the expanded Learning Center.
Contribution to Academic and Enrollment Management Plan:
UAS Sitka staff provides support, input, and feedback in the ongoing development of the UAS
Enrollment Management Plan.
Unit’s Highest Priorities for FY05:
1. Successfully finalize the existing Title III grant and apply for a new Title III grant for
native serving institutions.
2. Increase student enrollment using the information from Institutional Research reports.
3. Develop housing potential for increased vocational and technical offerings.
4. Improve and increase continuing education offering in the district.
5. Hire two instructors, one as a replacement for psychology and one for the large increase
in Anatomy and Physiology students.
6. Increase enrollment in the health careers, especially in the CNA and CWA areas.
7. Increase faculty understanding and usage of video streaming and other newly acquired
web tools for web course delivery.
8. Construct the new welding lab for Tech Prep offerings and training of aluminum boat
fabricators and pipeline workers.
- 47 -
New Programs Planned:
The Sitka campus will continue to coordinate with UAA and new UA initiatives to increase
offerings in health careers through expansion and development of certificates and degrees in the
Behavior Health field as needs arise for trained professionals.
Major Strengths and Significant Challenges:
The major strength on the Sitka campus is the student-oriented faculty and staff. Delivering
quality education to local and distance students. Distance students receive instructional support
from faculty through audio, US mail, e-mail, and on-line chats. Distance delivery of courses is
also supported by the Instructional Delivery Staff, Instructional Design staff, Computer Services,
and a Student Support Specialist. Local students acquire an equal amount of assistance through
the Learning Center, student and staff tutors, and faculty.
The major challenge for the Sitka campus is meeting the comprehensive community college
mission with limited on-site student enrollment. Its student body is comprised largely of distance
students. In spite of the challenges inherent in distance education, Sitka faculty have excelled in
serving their students. They are innovative in offering hands-on education and training through
extensive mailings of materials and supplies, condensed laboratory experiences, and cooperation
agreements with other institutions. The Sitka campus is presently evaluating the possibility of
putting the hands-on-experiences in a shipping container then sending the container and the
instructor to out lying areas for intensive training where a student population is large enough to
warrant the cost. Presently, ATTAC (water/waste water) sends trainers and educators out on a
circuit and the students come to Sitka for an intense eight hour day, seven day chemistry lab
during the holiday break. The instructors for Anatomy and Physiology send specimens to each
student along with lab equipment, digital cameras and supplies. The student completes the lab at
the kitchen table and mails the materials back to the Sitka campus for critiquing, grading, and
disposal. The Art Department offers Northwest Coast Art classes and the Biology Department
offers nursing labs, clinical experiences, and microbiology labs to distance students using intense
eight hours per day labs on the Sitka campus.
The rural communities want vocational offering such as construction trades, small engine repair,
outboard motor repair and maintenance, snow machine repair, diesel repair, heavy equipment
operation, etc., but the number of possible students in each community for specific training is not
large enough to warrant the university to move these high overhead programs to the villages. It
would be possible to bring the students to Sitka for intense training if affordable housing were
available. As the Southeast Conference projects materialize, Alaska will see most of the
development monies go to Canada and the lower forty-eight rather than stay in the state and be
subject to the states financial multiplier.
The Sitka campus can be a feeder institution to the MAUs of Alaska and it can fulfill its
obligation to the comprehensive community college mission if this challenge can be met.
- 48 -
STATEWIDE LEADERSHIP ROLE
The Sitka campus plays a leadership role in distance delivery of courses needed for certificates
and degrees offered by Alaska’s MAUs. It was one of the first Alaska institutions of higher
learning to offer quality education to the remote communities in the state. Grant funds and
general fund dollars have been and will continue to support quality course delivery to Alaskans
no matter where they are located. It is heavily involved with health care education through its
own initiative and partnerships with UAA and Weber State. It prides itself in finding extra
funding from other agencies to supplement the general fund for expanded health care education.
Creating and maintaining a healthy environment and lifestyle for Alaskans remains a goal for the
Sitka campus.
- 49 -
Appendix A
- 50 -
UAS: THE NEXT DECADE
Strategic Plan
For The
University Of Alaska Southeast
2000 – 2010
Introduction
Goal 1: Student Success
Goal 2: Faculty and Staff Strength
Goal 3: Educational Quality
• Liberal Arts
• Teacher Education
• Marine Biology and Environmental Science
• Business, Public Administration, and Information Systems
• Health Occupations
• Vocational, Technical, and Continuing Education
- 51 -
INTRODUCTION
In Fall 1999, The University of Alaska Southeast celebrated its tenth year as a comprehensive
regional institution with a ringing affirmation of its quality by the Northwest Commission of
Colleges and Universities. The accreditation association confirmed that UAS had, over the
decade of the 1990s, transformed itself from a loose confederation of two community colleges
and one affiliated four-year institution into a viable and vital university—a university which is
providing the citizens of Southeast Alaska and the state with quality programs in a variety of
disciplines ranging from certificate to graduate degrees.
The successful completion of the operational integration of the units that make up UAS presents
the university community with exciting possibilities for growth and expansion. Stakeholders
from all three campuses engaged in dialog concerning the mission of the institution, the values
that guide its actions and the possible futures open to it. As a result of these conversations, UAS
revised its mission statement, defined its core values and adopted a set of strategic goals. Taken
together, these statements and plans provide the roadmap for UAS in the coming decade.
The University of Alaska Board of Regents adopted the following mission statement for UAS in
March of 2001:
The University of Alaska Southeast is an open enrollment, public university that
provides postsecondary education for a diverse student body. UAS promotes
student achievement and faculty scholarship, lifelong learning opportunities, and
quality academic programs.
To provide further direction for plans and actions, the University of Alaska Southeast dedicates
itself to the following core values:
• Achieving distinction as a learning community.
• Developing programs and services rooted in its unique natural setting.
• Developing educated citizens with a sense of personal ethics.
• Serving as a center for culture and arts with a focus on Alaska Native traditions.
• Contributing to the economic development of the region and the state through basic and
applied research and public service.
• Using technology effectively in all programs and services.
• Forging dynamic partnerships with other academic institutions, governmental agencies
and private industry.
The UAS strategic plan for the coming decade seeks to breathe life into the mission and realize
these core values within the context of meeting the needs of the region and the state.
The university community identified the following goals which call upon UAS to:
• Provide the support systems, academic programs, facilities, technology and faculty to
enable the optimal learning environment for our students.
- 52 -
• Recruit, develop, and retain a culturally diverse faculty and staff who bring excellence to
our research, teaching, and public service.
• Offer the highest quality in our educational offerings, from non-degree training programs
to graduate degrees.
To accomplish these programmatic goals, UAS will:
• Continue its leadership in technology.
• Maintain quality academic support in its library information and media services.
• Extend support to its distance students comparable to on-campus services.
• Cultivate a student-centered ethos in all programs and services.
• Partner with other academic, governmental and private agencies to increase the
effectiveness and efficiency of its programs.
As a result of engaging in the strategic planning process in 1999 UAS has been transformed. The
institution today is stronger and better equipped to carry out its mission. Progress on the UAS
Strategic Plan can be followed on our website at http://www.uas.alaska.edu/UAS_StrategicPlan/.
As part of UAS’ ongoing planning process, in April, 2004 the UAS strategic planning work team
incorporated major goals from the Board of Regents University of Alaska System Strategic Plan.
The UAS plan now specifically addresses: Student Success, Faculty and Staff Strength, and
Educational Quality. The goals of Research Excellence, Responsiveness to State Needs,
Technology and Facility Development, and Diverse Sources of Revenue are integrated
throughout.
GOAL 1: STUDENT SUCCESS
The University will provide the learning environment, support systems, academic programs,
facilities, technology, and faculty to enhance the learning opportunities for our students, with
their diverse needs, interests, capabilities, and ambitions. We seek to increase the number and
share of traditional and non-traditional students attending a University campus. We are
particularly committed to the success of Alaska Native students.
STUDENT SUCCESS
Focus on Student Learning
Excellent educational institutions set high standards, assess student progress against these
standards, and recognize student achievement. Excellent institutions also support faculty growth
and development as a means of enhancing student learning. To assure that student learning is the
center of the educational program, UAS will:
• Extend opportunities for learning and participation to the larger community through
special programs and events.
• Provide exchange opportunities for students at institutions of higher education in other
states and abroad.
- 53 -
• Provide technology and services which support and enhance learning.
• Expand access to written and electronic information resources.
Develop and Implement Student Academic Support Services that can be Accessed by Both
Distance and On-campus Students
Student academic success relies not only on excellent teaching but also on the quality of the
student’s total college experience. To enhance success, UAS will:
• Ensure that each student has access to appropriate and continued academic advising.
• Provide academic and personal counseling services.
• Strengthen learning support services.
• Provide career counseling and internship services.
Provide Enhanced Access to Administration and Financial Services
Student success and retention is impacted by the quality of campus facilities and easy to access
administrative services. To enhance access, UAS will:
• Provide e-purchasing in the UAS Bookstore.
• Increase student access to jobs in administrative units.
• Improve and expand campus trail system.
• Move the Juneau administrative offices to the Auke Lake campus.
• Involve administrative staff in active support of student life functions.
Foster a Campus Community that Supports the Recruitment and Retention of a Diverse
Student Body
Access to diverse viewpoint and cultures are essential to the liberal arts experience. To help
foster a diverse student community, UAS will:
• Selectively recruit students from Alaska and elsewhere who indicate an interest in
programs provided by UAS.
• Develop and implement a campus diversity plan.
• Increase recruitment and retention of under-represented student populations.
• Establish enrollment, retention, and persistence goals based on capacity in academic
programs, academic support, student affairs, and facilities.
• Develop an overall plan for student migration into degree programs.
• Tailor support services to the unique needs of Alaskan Native and rural Alaskan students.
• Develop strategies for improving campus climate.
- 54 -
GOAL 2: FACULTY AND STAFF STRENGTH
The University will recruit, develop and retain a culturally diverse faculty and staff who bring
excellence to our research, teaching, and public service through innovative and mission-focused
academic programs and services.
FACULTY DEVELOPMENT AND RESEARCH
• Support faculty to grow in their discipline through research and scholarship, and
professional engagement.
• Encourage faculty to play active roles in professional organizations in their areas of
expertise.
• Assist faculty to secure funded opportunities for research, especially in service to state
needs.
• Promote faculty research through inter-MAU collaboration and pursuit of research grants.
• Provide coordinated instructional design and delivery resources for faculty and program
development.
• Assist faculty in integrating technology into instruction that leads to enhanced learning.
STAFF DEVELOPMENT
• Provide staff with opportunities for training and development.
• Develop a performance appraisal system with a focus on setting goals and objectives that
provide for future career development and professional success.
• Provide coordinated information technology instruction based on computing resources
used for UA administrative and academic support.
• Assist and encourage all staff to integrate technology improvements into campus best
business practices.
GOAL 3: EDUCATION QUALITY
The University of Alaska Southeast will offer the highest quality educational offerings, from
non-degree training programs to graduate degrees. Our campuses will provide the highest
possible quality programs and services within their respective missions. UAS recognizes that the
traditional liberal arts education is more important now than ever as it provides students with the
critical thinking skills and foundation necessary to be prepared to meet rapid changing work,
cultural, and social environments. The liberal arts education at UAS helps students develop skills
in self-examination, imagination, and citizenship. Every student at UAS is introduced to the
liberal arts through the general education curriculum.
LIBERAL ARTS
The School of Arts and Sciences prepares students for advanced study and employment in a
variety of fields while providing a broad education within the traditional liberal arts values. Each
program offers specialized training coupled with broad education in the humanities, social
sciences, and natural sciences. Juneau’s role as Alaska’s capitol allows students a wide variety of
- 55 -
governmental and agency internships, while its location within the Tongass National Forest
provides students with natural laboratories, studios, and research opportunities. Faculty likewise
can integrate their teaching, research, and service in ways that enrich each of those activities
while providing positive role models for students.
Through the Associate of Arts degree at the Ketchikan and Sitka campuses and the distance
delivery of a Bachelor of Liberal Arts, the School of Arts and Sciences extends this experience to
place-bound students throughout the state. UAS Juneau, with its compact, intimate campus, is
ideally positioned to provide a unique residential liberal arts experience to students from Alaska
and elsewhere.
Implementing the following will cement the School of Arts and Sciences’ reputation as a
distinctive learning community that is devoted to developing students’ ability to think critically
and act ethically. Over the next decade, the School of Arts and Sciences will:
Expand and Enhance Program Offerings
In an effort to increase retention and attract new students, bachelor degree programs have
expanded and now include liberal arts, English, social science, mathematics, biology, marine
biology, and environmental science. Each program emphasizes experiential learning and
mentoring relationships with faculty to take advantage of favorable student to faculty ratio and
the campus’ unique location. In addition, UAS will:
• Continue to develop viable baccalaureate majors in preparation of graduate study, with
attention to the needs of Master of Arts in Teaching (MAT) candidates.
• Develop additional appropriate baccalaureate minors.
• Further develop an Outdoor Leadership program, which incorporates the liberal arts with
outdoor recreational experiences.
• Enhance AA and Bachelor of Liberal Arts (BLA) distance-delivered program offerings.
• Develop meaningful assessment procedures for all undergraduate degrees.
• Determine the feasibility of developing advanced degrees in areas of faculty strength and
student interest.
• Establish an ongoing faculty leadership role in the preservation of Southeast Alaska
indigenous languages through instructional programs and linguistic research.
TEACHER EDUCATION
Good teachers are always in demand, especially those who can teach in high-need regions and
subject areas. State and national mandates require teachers and paraprofessionals to strengthen
their expertise in content and pedagogy, develop culturally responsive instruction, use
technology to promote content learning, and to demonstrate that students learn from their
instruction. UAS Center for Teacher Education faculty have developed and delivered programs
that respond to Alaska’s needs by offering a variety of paths, both on-site and distance, from
associate to graduate level. Education faculty model effective instruction and contribute to their
fields as active teacher scholars.
- 56 -
Provide Teacher Education Programs Locally and to Additional Populations and
Communities in Alaska
Alaskan teachers need to be prepared for effective and culturally relevant teaching in both urban
and rural settings. Traditional-aged students benefit from undergraduate paths to quality teacher
certification. Students with bachelor’s degrees and strong content background need graduate
programs focused on teaching. Place-bound students need distance-delivery options. Prospective
teachers from groups under-represented in the teaching force need focused opportunities to
prepare to teach. All UAS programs prepare teachers who are informed, reflective, and
responsive. To address these concerns, UAS will:
• Provide initial teacher preparation through a Bachelor of Arts in Elementary Education, a
Master of Arts in Elementary Education, and a Master of Arts in Secondary Education.
• Extend instructive programs to additional sites in the region and state, including rural
sites.
• Recruit, enroll, and support increasing numbers of Alaska Native students in teacher
education programs.
• Achieve and maintain national recognition for all teacher education programs.
Serve as the State Leader for Advanced Graduate Programs Increasing Educator’s Skills
in the High-needs Areas of Educational Technology, Early Childhood Education, Reading
and Mathematics
Many Alaskan teachers seek to integrate technology into their classrooms and provide
appropriate instruction for young children. UAS will:
• Serve the needs of Alaska’s practicing educators by offering quality graduate programs in
educational technology, early childhood education, reading, and mathematics.
• Achieve national recognition for UAS distance-delivered graduate programs serving high
needs areas.
Increase Special Education Expertise in the Region and the State
The shortage of special education teachers impacts all districts in the state and has severe
implications for the educational achievement of special needs students. To help meet this need,
UAS will:
• Provide a special education opportunity for Bachelor of Arts in elementary education
candidates.
• Provide an effective and accessible special education undergraduate endorsement
program to practicing teachers.
• Cooperate in the statewide delivery of an early childhood education AAS degree and
continue its focus on special needs students.
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Assist Current Practitioners to Make Progress Toward their own Professional
Development Goals and to Respond to the Demands of State and National Mandates
Design and deliver professional development programs that respond to state and national
mandates and standards. UAS will:
• Provide professional development and special topics courses to strengthen
paraprofessionals, teachers, and administrators throughout Alaska.
• Provide current teachers opportunities to obtain endorsements and graduate degrees in
high-need areas.
• Provide teachers opportunities to achieve Alaska certification and recertification through
in-service professional development.
MARINE BIOLOGY AND ENVIRONMENTAL SCIENCE
The UAS campuses are located within the diverse ecosystems of Juneau, Sitka, and Ketchikan.
The campuses are contained within the 17-million acre Tongass National Forest, they border the
Juneau Icefield that contains 38 major glaciers covering 1,500 square miles, and a glacial fjord
system containing thousands of islands. The complex waterways and 33,000 miles of coastline in
Southeast Alaska yield some of the richest fish and wildlife populations in North America. This
rich natural environment provides UAS students and faculty with unparalleled educational
laboratories, and our science programs take advantage of those opportunities for training
resource managers, conducting original research, and educating citizens to make informed
choicest. UAS will extend its influence in these areas by undertaking the following activities.
Extend Current Natural Resource-based Degrees
UAS focuses on Environmental Science and Marine Biology as its flagship programs in the
natural sciences. Both of these programs attract students interested in careers in natural resource
management, scientific research, and outdoor education. UAS students develop practical skills as
well as textbook knowledge in a curriculum that integrates traditional lectures and laboratory
courses with field research experiences in glaciology, hydrology, geology, chemistry, and marine
biology. UAS will:
• Continue to strengthen the marine biology, biology, and environmental science programs.
• Develop masters’ degrees in science areas that take advantage of the unique environment
and experience of UAS.
Develop an Increased Capacity for Natural Resource Research
The research and environmental monitoring services that UAS provides to public resource
agencies and the private sector aim to assist these clients and create professional growth
opportunities for faculty and students. To increase these opportunities, UAS will:
• Expand on undergraduate research in environmental/marine science.
• Encourage faculty research through increased access to facilities and grant support.
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Provide Scientific Leadership Concerning the Natural Resources of Southeast Alaska
Balancing the needs for economic diversification and development with the need to manage the
environmental effects of industrial and recreational activity in Southeast Alaska requires the
acquisition and dissemination of sound scientific information. To provide leadership in this area,
UAS will:
• Expand scientific collaboration with other research universities and agencies.
• Provide scientific consultation for government, industry, and non-profit agencies.
• Host scientific conferences and meetings.
BUSINESS, PUBLIC ADMINISTRATION,
AND INFORMATION SYSTEMS
The School of Business, Public Administration, and Information Systems provides quality
education that prepares students to perform effectively in private business and public service.
The faculty also seeks to serve the needs of the region by educating a competent workforce and
providing training, research, and technical assistance.
UAS has prepared several generations of state employees in public policy, management, and
accounting. UAS assumed the lead in delivering distance Bachelor of Business Administration
(BBA) and Masters of Public Administration (MPA) degrees via satellite to military bases and
extended campuses of the UA system and has been the primary provider of information
technology education and training for state and local government resources, businesses, as well
as home users.
The Information Systems program has developed skill based programs that provide students with
credentialing in almost every area of computer usage. The Bachelor of Science in Information
Systems blends the management and accounting skills needed for running a small business with
the computer skills required to provide that business a web-presence. This blend of knowledge,
along with the hands-on application skills acquired, equips small business owners to operate in
the global Internet market.
Increase Student Access
To meet the demands for business, public administration, and information systems programs,
UAS will:
• Increase awareness of programs through increased faculty participation in marketing and
recruitment activities.
• Develop and maintain tech-prep agreements with Alaskan high schools, providing
advanced and motivated high school students the opportunity to get a head start on
acquiring college credit.
• Develop articulation agreements with 2-year colleges in Alaska and the Pacific
Northwest to formalize transfer opportunities.
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Provide Business Administration Undergraduate Programs to Additional Audiences
Advances in technology as well as the expansion of sophisticated telecommunications to
additional areas of the state provide a window of opportunity. UAS will develop web-based and
content-rich degree programs:
• Continue to develop Associate of Applied Science (AAS) degrees in Business
Administration, Information Systems, and in Paralegal Studies with attention to course
sequence.
• Expand small business management offerings as electives for the AAS degrees.
• Develop a health management curriculum for the Bachelor’s of Business Administration
(BBA).
• Enrich business and information systems program offerings with e-commerce content.
Provide Continuing Education to Government, Public Organizations, and Private Industry
Alaskans rely on the university system to provide advanced education and professional
development in an accessible manner. Through cooperation within its sister campuses, UAS will:
• Continue to offer one-year certificates and the two-year AAS degree in current computer
applications.
• Provide professional development opportunities to government, public organizations, and
private industry.
Provide Effective, Practice-oriented, Alaska Relevant Master’s Degree Programs in Public
Administration (MPA) and Business Administration (MBA)
The MBA and MPA programs serve Alaska by developing effective and efficient managers and
administrators. UAS graduates are characterized by intellectual excellence and high ethical
standards. To meet the needs of the Alaskan professional workforce, UAS will:
• Enrich the graduate degree curriculum with specialties in key disciplines such as finance.
• Continue to develop distance delivery instructional systems to reach more Alaskans.
• Increase participation of full-time faculty in the instructional delivery of graduate
degrees.
• Provide support services to faculty and students for continued program quality.
Develop and Deliver High-demand Training and Education Programs in Information
Technology
The need for technology skills are universal. To assure graduates are skilled in technology, UAS
will:
• Support UAS competencies in computer literacy and information resources with a new
general education course offering.
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• Assist other disciplines to embed technology competencies into degree content to
strengthen the liberal arts education base.
• Match student technology competency outcomes with employer technology skill
requirements, such as CISCO networking and A+, for nationally recognized certification.
• Build lasting partnerships with Alaskan technology employers through active advisory
councils.
HEALTH OCCUPATIONS
The health industry has emerged as a major employer in Southeast Alaska. Five local
communities operate hospitals. Southeast Regional Health Corporation (SEARCH), the regional
Native health corporation, operates one large hospital in Sitka and numerous clinics in smaller
communities. Three Alaska Pioneer Homes in Juneau, Ketchikan, and Sitka serve an
increasingly aging population. In addition, the health services sector leads all occupations in the
number of workers 45 years of age or older and face workforce replacement issues in the next
ten to fifteen years. These facts challenge UAS to become active in the preparation of health care
personnel. To respond to these challenges, UAS will:
Provide Nursing Education on all Three Campuses
There is a well documented need for nurses in all health care institutions in the region as a result
of high turnover and the aging nurse population in addition to the increased interest in nursing
education in all Southeast communities, indicate that UAS should provide regular access to
nursing training. To need this demand, UAS will:
• Expand Certified Nurse Aide (CNA) training on all three campuses, including distance
delivery beyond Juneau, Ketchikan, and Sitka.
• Provide the UAA Licensed Practical Nursing (LPN) program offerings on an “as needed”
offering based on community needs in Juneau, Ketchikan, and Sitka.
• Continue to prepare highly-qualified students to successfully participate in the UAA
Associate Nursing program now scheduled for regular offerings to Juneau, Ketchikan,
and Sitka.
• Advise and prepare transfer students for entry into the UAA and other university
Bachelor Degree in Nursing (BSN) programs.
• Promote and support students in Southeast who are pursuing the distance-delivered UAA
BSN completion program as part of a career ladder approach for the professional
development of our regional nursing workforce.
• Collaborate with the UAA School of Nursing, Recruiting and Retaining Alaska Natives
in Nursing Program (RRANN) to provide regional outreach and academic support
programs for the recruitment and retention of Alaska Native students into nursing careers.
Provide Training in Selected Allied Health Occupations on an As-needed Basis
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Allied health occupations experience periodic shortages in the region. Employment opportunities
for these occupations are more limited and the demand for training more sporadic than the
nursing profession. In addition, training programs for these professionals often require
specialized accreditation. For these reasons, UAS does not seek to develop its own programs in
these areas. Rather, to meet this need regionally, UAS will:
• Cooperate with UAA, UAF, and other institutions for distance delivery of Allied
Health training opportunities in our region.
• Work closely with the public school system to develop career pathways in health
occupations to encourage young people into these careers.
Provide Training in Health Systems Support
A recent survey of health care providers identified a significant and continuing need for persons
trained in medical records and health information management. To meet this need, UAS will:
• Increase statewide enrollments in the distance-delivered Health Information
Management Certificate and Associate of Applied Sciences degree.
• Identify health management and administration training opportunities in partnership
with industry.
• Collaborate with the UAS Business department in developing their health
management emphasis for the Bachelor in Business Administration.
Provide Programs in Behavioral Health
Many Alaskan communities and health agencies experience shortages in persons trained in
substance abuse and mental health, although these are among the most pressing health issues in
the state. To assist in providing a trained workforce in this area, UAS will:
• Cooperate with the other MAUs in developing on-campus and distance-delivered
certificate and degree programs in behavioral health.
• Develop a certificate program for mental health technicians.
• Continue the distance delivered Bachelors of Social Work Program from UAF.
• Prepare social science students for graduate studies in social work and psychology.
VOCATIONAL, TECHNICAL, AND CONTINUING EDUCATION
UAS continues to honor its community college mission by offering vocational, technical, and
continuing education courses and programs on its campuses. Each campus maintains close ties
with business and industry to identify current and emerging training needs.
Career Education faculty work together to achieve the mission of building strong academic
programs and partner to provide vocational and technical instruction in quality facilities that
serve our diverse student population. Career Education offers organized educational programs
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providing individuals with the academic knowledge and skills needed to prepare for and enter
careers in current and emerging occupations.
As the economy of the region and the state continues to evolve, UAS will position itself to
respond rapidly and efficiently to changing training and educational demands through
cooperation with industry, shared resources among the three UAS campuses, and partnerships
with other UA institutions.
To support the following strategic objectives over the next decade, UAS will:
Provide Leadership for Regional Maritime Workforce Development
The geography of Southeast Alaska mandates a heavy reliance on marine transportation. UAS
campuses have a unique niche in training for this industry and have developed and maintained
partnerships with industry including Alaska Marine Highway System and Alaska Shipyard.
Building on this base, UAS will:
• Strengthen and expand the U.S. Coast Guard certified marine deck operations training
program at Ketchikan, including curriculum for an Able Bodied Seaman to Mate
program.
• Provide for structural steel and aluminum welding programs for marine applications at
Ketchikan and Sitka.
• Develop a Shipyard Production Workers Apprenticeship Program at Ketchikan.
• Provide AAS and related certificates for marine engine room training and the U.S. Coast
Guard documented Oilers program at Juneau.
Support Workforce Development Process for Key Southeast Alaska Industries
Economic development in Southeast Alaska is resource based: timber, fisheries, minerals, water,
and tourism. Development of our regional industries depends on the availability of a quality
workforce. The changing economy of Southeast Alaska challenges UAS to predict what training
and education programs will be needed in the future. To assist regional industries by assuring
that our training programs remain relevant and contribute to the economic growth of our region,
UAS will:
• Provide certificate and associate degree programs in high demand job categories
including: transportation and power generation (automotive technology, diesel
technology and marine operations), construction technology (building science, drafting).
• Provide certificate and associate degree programs in natural resources (fisheries
technology, forestry technology, and mining).
Maintain Program Flexibility to Ensure Responsiveness to the Educational Needs of
Students and Employers in our Region
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• In partnerships with industry, develop employee skills through training and continuing
education, (both credit and non credit) to ensure an adequate and well-trained workforce.
• Develop alternative schedules—including compressed semesters, all-day instruction—
that accommodate the needs of vocational-technical students and industry requirements.
• Develop faculty and staff capacity to serve as informed, community resources for
individuals and industries.
Expand Natural Resource Technology Training
Natural resource technicians are employed throughout the state and region to collect air, water,
biologic, and geologic data for private industry and governmental agencies. The wood products
industry seeks technical assistance as it moves to value-added processing and light
manufacturing. To meet these expanding needs for natural resource technicians, UAS will:
• Continue to distance deliver the AAS degree in Environmental Technology from Sitka.
• Deliver an AAS in Fisheries Technology from Ketchikan in partnership with regional
industry.
• Develop and deliver a Geographical Information System (GIS) technician certificate
program at Ketchikan.
Facilitate Continuing Education Programs which Meet Local Needs for Workforce
Development and Upgrade Opportunities
• Develop and deliver ongoing industry certification training programs to meet local, state,
and federal workforce requirements.
• Facilitate certified public manager program/courses for public and non-profit agency
employees.
• Form partnerships with appropriate agencies to respond to new industry development by
providing start-up training.
• Foster academic achievement and career development for secondary students through
tech prep initiatives.
• Develop partnership with secondary schools to strengthen math and science achievement
and foster career development in high demand occupations.
• Provide natural resource education through the geographical information system project
to interested parties.
• Foster academic education and vocational training for the health care industry through
partnerships with appropriate agencies.
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Appendix B
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COMPREHENSIVE
ENROLLMENT MANAGEMENT PLAN
(Fall 2004)
Introduction:
The University of Alaska Southeast is committed to providing an educational experience for
students that will enable them to achieve their personal and professional goals. The University is
committed to improving student retention and the proportion of students graduating in a timely
manner.
Vice Provost for Student Success, Vicki Orazem and the Dean of Students and Enrollment
Management, Paul Kraft worked collaboratively to design a long-term enrollment management
plan for UAS. The plan links enrollment planning to academic planning with strategies and
programs intentionally designed to increase retention and persistence to graduation. To develop
this plan, the mission statements of UA and UAS were reviewed in conjunction with the UAS
Strategic Plan. An internal assessment was completed by compiling and reviewing historical
enrollment and admissions data, reviewing appropriate demographic trends, reviewing and
conducting retention research, and analyzing the current admission, registration, and academic
planning for the university.
Enrollment Management Plan:
Goal: To implement a comprehensive strategic enrollment management plan that will
encompass all segments of the university and provide UAS with continued enrollment growth.
The challenge will be to successfully: (a) increase access to new and continuing students,
(b) maintain the integrity of our academic programs, (c) sustain the mission of our institution,
and (d) plan for facilities and support services to facilitate the enrollment growth.
Marketing and Recruitment Goals:
The goals of marketing and recruitment are based on the following:
• Enrollment targets are set to meet or exceed the UAS proposed targets for performance
based budgeting.
• Attracting students with educational goals compatible to UAS academic offerings is
explicit in marketing and recruitment activities.
• Recruitment and marketing efforts promote the following unique features and benefits of
a UAS education:
• Small, idyllic setting with excellent faculty to student ratio.
• Liberal arts curriculum with emphasis on experiential learning.
• Opportunities for undergraduate research and fieldwork.
• Access to diverse pristine environment in back yard.
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• Affordability of state supported, public university tuition.
• Comprehensive curriculum-vocational education to graduate programs.
• Technology is used to the greatest extent possible to accurately and effectively
communicate the UAS message to targeted audiences.
• The entire campus community shares the responsibility for attracting and informing
prospective students.
• UAS will work as a coordinated team with the Juneau, Ketchikan, and Sitka campuses to
direct students to the appropriate campuses based on student goals and educational
offerings.
Retention and Persistence Goals:
The goals for retention and graduation are based on the following:
• In concert with the UAS Strategic Plan, a key goal of student success is to attract and
retain a diverse student body.
• Faculty members play an important role in successful recruiting and retention efforts.
• Specific activities are required to meet the needs of students that currently fall below
campus retention and graduation rates.
• The factors that affect retention and time to degree are complex.
• Retention activities require a variety of programs to meet the student needs in areas such
as academic advising, student life, faculty and student interaction, personal development,
peer relations, etc.
• Administrative systems will become more responsive and efficient.
• Many students come to UAS with goals other than completion of a UAS degree or
certificate.
Guiding Principles:
• Students are central to the academic experience.
• The university is committed to continuous improvement of the undergraduate and
graduate experience.
• Resources will be reallocated to support new programming for student success.
• Quality academic advisement is a priority, including advising students utilizing distance
delivery.
• Academic Affairs, Student Service, and UAS Administration will cooperate to support
student success.
The Role of Admissions:
• Attract and recruit a diverse student body that can benefit from a UAS degree and
enhance the general make-up of the UAS community.
• Provide exceptional customer service to all prospective students as they progress toward
gaining admission to the university.
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• Use highly trained and committed student telecounselors and student ambassadors to
communicate with prospective students and their families about UAS.
• To strategically engage faculty at appropriate opportunities during the recruitment
process.
• Continue to explore opportunities for more effective, exciting, and efficient practices to
communicate with interested stakeholders from inquiry through admitted stages.
• Take a leadership role in developing and delivering the New Student Orientation
programs for Fall and Spring semesters.
• Continuously explore opportunities for development of new markets based on analysis of
historical data.
• Continue to pursue opportunities to increase enrollment for the following areas:
• Workforce (non-degree seeking)
• Department Certificate programs
• Career-changing adults
• Lower division
• Current High School students
• Returning students
• Upper Division
• Extended campus recruitment- Sitka and Ketchikan to Juneau
• Community college recruitment- Pacific Northwest
• Transfer students
• Graduate students
• Current UAS students
• Community – career enhancing and career changing adults
The Role of Financial Aid:
• To strategically use financial resources to provide access to qualified students.
• Educate and inform students and families as to the variety and scope of financial aid
options available to them through workshops, meetings, and individual sessions. College
Goal Sunday and College Success in Southeast Alaska are examples of new
opportunities.
• Collaborate with academic units to strategically spend limited resources in a manner that
will enhance retention of students.
The Role of Administration and Facilities:
• Provide for the university's long-term administrative structure that will support and
respond to challenges and demands of the current and future enrollment.
• Clearly communicate the plans and goals to the campus community.
• Provide clean and safe facilities conducive to learning and working for students, staff,
and faculty.
• Develop and train a student-focused, culturally diverse faculty and staff.
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The Role of Academic Affairs:
• All major/departments will develop a plan that provides for timely advancement to
degree completion including the possibility of graduation from associate and bachelors
degrees in two and four years.
• Academic advisor tools such as published course sequencing and curriculum check sheet
within each major will be developed to assist students towards tracking progress towards
degree completion.
• Ensure remediation courses in English, math, and reading will continue to be offered as
appropriate. The Learning Center will continue to provide academic support in
mathematics and writing as well as other instructional support services for students.
• Ensure collaborative departmental dialogue to coordinate class schedules to meet the
needs of multiple degrees of the three campuses and distance students.
• The First year seminar (HUM 120) and the peer leadership program (COM 220/420) will
be enhanced to support retention efforts.
• Ensure appropriate placement into classes occurs through placement testing that is
available for local and distance students.
• Academic recruitment and retention success strategies will be developed for each
academic unit to assure the “right fit” for each program.
The Role of Student Affairs and Enrollment Management Services:
• Develop and implement student academic support services that can be accessed
by both distance and on-campus students.
• Provide academic/personal counseling services.
• Ensure that each student has access to appropriate and continued academic
advising.
• Tailor support services to the special needs of Alaskan Native and rural students.
• Provide career counseling, job search skill-building, and internship experiences
that link students to employment in high demand occupations and those areas
where we provide programs.
• Extend opportunities for learning and participation to the larger community
through special programs and events.
• Ongoing review and assessment of the student affairs services and initiatives
that support the recruitment, retention, and graduation of students, i.e.,
financial aid, admissions, registration and records, housing, and student life.
• Review and evaluate the enrollment management plans for target populations within the
student body.
• Early Warning and Early Identification – enhance the effort to identify at-risk students,
provide opportunities for intervention, and monitor and track students who experience
academic or personal problems.
• Residence Life and Housing will provide a safe and comfortable living and learning
environment that supports student learning moral and social development.
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• Student Activities – Continue to provide a variety of social, spiritual, cultural, and
recreational activities and opportunities to students through extra-curricular and out of
class experiences.
• Provide exchange opportunities for students at institutions of higher education in other
states and abroad.
• Re-recruit - communicate with students who have withdrawn to help them return to UAS.
• Create a specific enrollment plan for each academic unit that is linked to the university
Enrollment Management Plan and the Strategic Plan.
Academic Affairs and Support Units:
• Library :
• Maintain current, accurate web presence, providing evidence for prospective students
of library resources and services.
• Continue to make comparable resources and services available to on- and off-campus
students and faculty.
• Extend on-line full-text and e-book collections as appropriate, in support of programs
needs and in response to usage levels.
• Continue participation in new student orientation, library instruction role for HUM
120, and student-centered library services.
• Expand access to written and electronic information resources.
• Instructional Technology:
• Provide desktop and network technology support to the enrollment management staff.
• Participate in the ongoing support and development of the EMAS+ system and serve
as a technical resource to the EMAS+ position.
• Tailor the student computing environment to meet the enrollment management goals:
• Promote registration/advising with tailored messages on computers, web pages,
etc.
• Encourage early enrollment/retention through summer account extensions.
• Provide tools to support enrollment plan: online schedules, admission
information, etc.
• Serve on the Enrollment Management and Marketing Teams.
•
• Leverage the UAS video production staff and the UATV channel to market UA
•
programs across the state.
• Contribute to the overall quality of UAS by supporting the strategic objectives of:
•
• Using technology effectively in all programs and services.
• Providing tools and services which support and enhance learning.
• Achieving recognition as a technology leader among peer institutions.
The Role of Public Information and Marketing:
• Develop an integrated marketing and communications plan that is consistent with the
UAS Strategic Plan and express our unique advantages to targeted markets.
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• Continue to use Web technology to communicate UAS unique advantages and to
facilitate e-transactions, such as applying for admission and financial aid.
• Develop marketing materials that support the recruitment efforts of UAS.
• Be a resource for accurate information and creator of informative materials for UAS
departments and individual faculty and staff members.
• Determine best local, regional, and national venues in which to support recruitment
efforts.
The Role of Data Management:
• Track enrollment and re-enrollment patterns of students.
• Gather baseline data to understand profile of the UAS student.
• Assess perceptions with regard to student satisfaction, i.e., Noel-Levitz Student
Satisfaction Inventory; Your First College Year; National Survey on Student
Engagement.
• Review graduation data to provide a profile of UAS graduates/graduation rates, profile of
graduates.
• Review data on the patterns of transfer students – to UAS, within the university system
and those that transfer out.
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