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STRATEGIC PLANNING COMMITTEE - Office of the Provost - The


									    ► Accessibility              ► Quality and Excellence                               ► Diversity and Inclusiveness

                                                         March 19, 2008

   Introductory Comments and Announcements............................................................Bob Holub

   Benefits of the UTK Expansion: Economic Impact .................................................. Bill Neilson

   Cherokee Farm: Status and Strategic Planning Implications .....................................John Nolt

   Subcommittee Progress Reports (please limit to 5 minutes per subcommittee)

                            1.     Financial Aid and Admissions..................... Donald Cunningham (for Richard Bayer)
Principle 1
Access for students at      2.     Disability and Diversity........................................................ Maxine Thompson Davis
all levels of higher        3.     Expansion of Facilities .......................................................................... Denise Barlow
                            4.     Expansion of Student Services ..................................... Emily Parker (for Tim Rogers)
Principle 2
Student success in          5.     Increased Instructional Capacity.................................. Todd Diacon and Susan Martin
achieving progress and      6.     Academic Expansion ........................................... Karen Sowers and Way Kuo (away)
appropriate degrees
                            7.     Continuing Education ............................................................................... Jan Williams
Principle 3
Research activity as        8.     Alumni, Development, and
measured by scholarly                 Communications................................... Linda Davidson and Tom Milligan (away)
output and grant
                            9.     Advising Needs ........................................................................................ Ruth Darling
                           10.     Central Academic Management of Programs for
Principle 4                          Undergraduate Students (CAMPUS)................................................... Todd Diacon
Economic development
as evidenced in activity   11.     Interdisciplinary Directions ...................................... Caula Beyl and Way Kuo (away)
contributing to the
fiscal wellbeing of the    12.     Graduate Education .............................................................................Carolyn Hodges
state                      13.     Campus Climate ................................................................................ Terrell Strayhorn
Principle 5                14.     Research Productivity and Facilities........................................... Brad Fenwick (away)
Educational outreach to
ensure accessibility to    15.     Economic Development ............................................................. Brad Fenwick (away)
university resources for   16.     Engagement .......................................Tom Milligan (away) and Brad Fenwick (away)
a great number of
citizens                   17.     Globalization and Interculturalism ............................................................ Mary Papke
Principle 6
Globalization measured      NOTE: Standard meeting times for the primary committee are set up
by the connectivity of      for the third Wednesday of each month at least through May 2008.
the campus with the rest
of the world and the
preparation of students     Next Meeting
for participation in the
global economy              University Center C R E S T R O O M
                            Wednesday, April 16, 2008, 4:00 – 6:00 p.m.

    ► Accessibility              ► Quality and Excellence                               ► Diversity and Inclusiveness
                    Strategic Planning Committee Members
                                Roster for Meeting of 03/19/2008

         Please initial by your name (or write in name at bottom if not on list).

                                        Chair: Bob Holub
Adams, Betsy (staffing) (not present)             Kuo, Way (on travel)
Anderson, Monique (for Richard Bayer)              Maples, Jeff
Barlow, Denise                                     Martin, Susan
* Bayer, Richard (on travel)                       McGlasson, Nancy (for Richard Bayer)
Beyl, Caula                                        Milligan, Tom (on travel)
Broyles, Linda     (staffing)                      Monroe, Anita (unable to attend)
Cook, Nicholas (not present)                       Nolt, John
Cronan, Joan (not present)                         ** Parker, Emily (for Tim Rogers)
* Cunningham, Donald                               Papke, Mary
Darling, Ruth                                      Patterson, David (out of office)
Davidson, Linda                                    Rader, John (not present)
Diacon, Todd (sick)                                ** Rogers, Tim (on travel)
DiPietro, Joe (on travel)                          Sowers, Karen
Dunne, William (on travel)                         Stoner, Ken
Fenwick, Brad (on travel)                          Strayhorn, Terrell
Fortenberry, Dee (not present)                     Thompson Davis, Maxine
Geier, Rita (not present)                          Tucker, Richard
Gross, Lou (on travel)                             Williams, Jan
Hamilton, Michael (not present)                    York, Anna (not present)
Hodges, Carolyn
                  Prepared by William Neilson, Betsy Adams, Linda Broyles

          BENEFIT CATEGORY                                    ANNUAL ADDITIONAL BENEFIT
          Earnings in Tennessee                                      $ 741 million
          Sales tax revenue                                           $ 10 million
          State and local tax revenue                                 $ 37 million
            Preliminary estimates to be updated once detailed enrollment projections are made


                                            Median yearly earnings
                $100,000                                                   $93,593

                 $80,000                                   $68,302
                 $40,000     $31,644

                            High school    Bachelor's      Master's         Ph.D.         Professional


                                    Per capita tax revenue generated
                 $6,000                                   4,946
                           2,588                                                  2,456            2,547
                                                1,663             1,799
                 $2,000         1,087

                           High school     Bachelor's      Master's         Ph.D.         Professional

                                          State and local taxes     TN sales tax revenue

                                                                 ANNUAL SAVINGS TO
  BENEFIT CATEGORY                        REDUCTION                   STATE
  Number living in poverty                  4,215
  Number enrolled in TennCare               7,538                     $ 32 million
  Number reporting poor health              5,855                     $ 21 million
  Number obese                              8,285                     $ 11 million

    ● People with more education are more generous with their time.

           ● Increased hours devoted to volunteering           396,000
           ● Monetary value of time                         $11 million

    ● Parents with college degrees are twice as likely to send their children to college.

    ● Students learn the most when taught by research-active faculty.

    ● Students earning degrees at state flagship campuses earn 15-20% more.

    ● A 10% increase in university research spending leads to a 6% increase in the number
      of corporate patents in the state.

    ● University-generated patents tend to generate subsequent patents in the same state.

    ● UTK can attract more and better out-of-state students to the Tennessee workforce
      than other Tennessee campuses can.
                                              WHY UTK?
         This document contains 10 possible bullet points relating to why it is better for the state to fund an
expansion at the University of Tennessee, Knoxville, than a similar expansion at other, possibly less expensive
public campuses. The bullet points are numbered and each is accompanied by a short discussion point. Every bullet
point has a corresponding reference at the end of the document. With the exception of the one unpublished working
paper (which I love), all primary references come from highly-respected journals.
                                                                                                             Bill Neilson

                                Increased Benefits for Students
1. Students learn the most when taught by research-active faculty.

         The most intellectual growth was achieved by students enrolled in departments ranked
         “high” in both teaching and research activity, and the least intellectual growth was
         achieved by students enrolled in departments ranked “high” in teaching activity but “low”
         in research activity.

2. Students earning degrees at state flagship campuses earn 15-20% more.

         The study links admissions data to employment data to find that students barely admitted
         to the flagship university earned 15-20% more than comparable applicants who barely
         missed the cut.

3. UTK can attract more and better out-of-state students to the Tennessee workforce than
the state’s other public campuses can.

         UTK has a higher percentage of out-of state students (14% versus 9% according to the
         College Board) and higher average ACT scores (25.5 versus 21.5 according to the
         College Board) than the other Tennessee public universities, excluding Tennessee State.
         Furthermore, of the 15 schools most often clicked on by people who also click on UTK at
         the College Board website, none of them are public universities in Tennessee.

                               Increased Benefits for Businesses
4. A 10% increase in university research spending leads to a 6% increase in the number of
corporate patents in the state.

         This study finds that causation runs from university research to corporate research, and
         not the other direction.

WHY UTK?                                                 Page 1                                  Bill Neilson 3/20/2008
5. University-generated patents tend to generate subsequent patents in the same state.

       A university-generated patent is 6-10 times more likely to generate a subsequent patent in
       the same state compared to any other state, and this localization effect is highly

6. Research universities are a key ingredient for innovative performance in a regional
technology cluster.

       The impact of research universities is greater than either the availability of venture capital
       or the availability of human capital.

7. Foreign firms opening operations in the U.S. for the first time favor locations with
strong academic activity.

       Areas with high levels of academic activity, as measured by university-generated patents,
       attract the most-technically advanced firms, while areas with lower levels of academic
       activity attract less-technically advanced firms.

8. Land-grant universities and universities with higher graduate program rankings tend to
produce research that is more useful to the private sector.

       The paper concludes that public research dollars should be channeled disproportionately
       toward the state’s highest-quality research programs.

9. Corporate research is more successful when the firms are linked to academic
researchers from top research universities.

       Corporate patents generate more citations when employees of the corporation co-author
       papers with either “star” academic researchers or researchers from top-112 universities.

10. Knowledge spillovers from research universities to high-tech industries are highly

       Statistically significant impacts occur up to 145 miles away.

WHY UTK?                                       Page 2                            Bill Neilson 3/20/2008

1. Volkwein, J.F. and D.A. Carbone (1994). The impact of departmental research and teaching
       climates on undergraduate growth and satisfaction, Journal of Higher Education 65, 147-

2. Hoekstra, M. (2007). The effect of attending the flagship state university on earnings: A
      discontinuity-based approach,” unpublished working paper, University of Pittsburgh.

3. Analysis based on data gathered from

4. Jaffe, A.B. (1989). Real effects of academic research, American Economic Review 79, 957-

5. Jaffe, A.B., M. Trajtenberg, and R. Henderson (1993). Geographic localization of knowledge
        spillovers as evidenced by patent citations, Quarterly Journal of Economics 108, 577-

       This study is updated using patent data through 2001 in:

Thompson, P. and M. Fox-Kean (2005). Patent citations and the geography of knowledge
     spillovers: A reassessment, American Economic Review 95, 450-460.

6. Rothaermel, F.T. and D.N. Ku (2008). Intercluster innovation differentials: The role of
       research universities, IEEE Transactions on Engineering Management 55, 9-22.

7. Alcacer, J. and W. Chung (2007). Location strategies and knowledge spillovers, Management
       Science 53, 760-776.

       The same sort of result is found using British data in:

Abramovsky, L., R. Harrison, and H. Simpson (2007). University research and the location of
     business R&D, Economic Journal 117, C114-C141.

8. Tornquist, K.M. and L.A. Kallsen (1994). Out of the ivory tower: Characteristics of
       institutions meeting the research needs of industry, Journal of Higher Education 65, 523-

       Studies with similar findings are:

WHY UTK?                                      Page 3                         Bill Neilson 3/20/2008
Di Gregorio, D. and S. Shane (2003). Why do some universities generate more start-ups than
       others? Research Policy 32, 209-227.

Mansfield, E. (1995). Academic research underlying industrial innovations: Sources,
      characteristics, and financing, Review of Economics and Statistics 77, 55-65.

9. Zucker, L.G., M.R. Darby, and J.S. Armstrong (2002). Commercializing knowledge:
      University science, knowledge capture, and firm performance in biotechnology,
      Management Science 48, 138-153.

10. Woodward, D., O. Figueiredo, and P. Guimaraes (2006). Beyond the Silicon Valley:
      University R&D and high-technology location, Journal of Urban Economics 60, 15-32.

WHY UTK?                                    Page 4                          Bill Neilson 3/20/2008
Cherokee Farm: Status and Strategic Planning Implications
General Talking Points

From Lou Gross

   1. SPC discussion needed on the potential for Cherokee Farm to contribute to the academic
      mission of UT, including fostering interdisciplinary endeavors that may require stepping out
      of the bounds of our departmental homes
   2. Potential benefit to the curricular, research, and outreach aspects of UT
   3. Proposed inclusion of a formal academic focus in strategic plan, e.g., interdisciplinary
      centers that cross humanities, social science and natural science
   4. Update on status: Location chosen, but later found to possibly interfere with road plans (re-
      routing of roadway may be in progress)

From John Nolt

   1. Recent conversation between faculty leadership and John Petersen in which Petersen said
      that faculty involvement in the planning of Cherokee Campus should occur largely through
      the strategic planning process
   2. Recommendations for energy efficiency of Cherokee Campus made by the Committee on
      the Campus Environment
   3. Concerns widely voiced that development, operations, and maintenance of Cherokee
      Campus may negatively impact UTK budget (no solid information on this as yet—only
   4. Suggestion: SPC look at Cherokee Campus as a resource and make specific
      recommendations for siting educational facilities there to foster management of increased
Recommendations Relevant To Cherokee Campus from
The Committee on the Campus Environment’s Energy Plan:

D. Recommendations for the Cherokee Campus

Because the Cherokee Campus is a “greenfields” development, it offers significant opportunities
for energy-saving site design, infrastructure, and buildings. In addition, because the UTK steam
system cannot be extended across the river, alternative sources of heating and hot water will be
needed. In addition to recommendations generally applicable to UTK (see above) and the
Campus Master Plan (see below), recommendations specific to the Cherokee Campus include:

   •   Hire a nationally known sustainable design master planning firm for design of the
       Cherokee Campus.
   •   Develop a comprehensive plan for the Cherokee Campus that integrates energy savings
       into other aspects of the campus design.
   •   Explore innovative heating and cooling approaches for the Cherokee Campus.

E. Recommendations for the Campus Master Plan
The following energy efficiency ideas for new construction should be incorporated into the
Master Plan. (See Appendices 2 and 3 for fuller descriptions of some of these ideas.)

   •   Design to LEED silver standards.
   •   Provide for the eventuality of a centralized campus-wide energy management system.
   •   With infrastructure, design for integrated energy systems.
   •   Place utilities, steam pipes, and other infrastructure in easily accessed spaces beneath
       removable sidewalks.
   •   Use cool roofs, green roofs, or smart roofs.
   •   Design grounds to minimize the need for outdoor lighting.
   •   In site design and building orientation, reduce heat islands for summer cooling while
       taking advantage of solar gain for winter heating.
   •   Use trees for natural cooling and carbon sequestration.
   •   Incorporate hybrid lighting on upper floors.
   •   Design circulation systems to encourage walking, biking and public transportation and
       discourage the on-campus use of private automobiles.
   •   Increase vegetated green space by reducing surface parking and setting green space goals
       for each new building.
   •   Establish Sustainable Campus Design Guidelines – e.g., regarding solar orientation,
       daylighting, air circulation, parking, and energy efficiency.
   •   Revise UTK Site Design Guidelines (see UTK Facilities Services website) to add
       sustainability principles regarding, e.g., site lighting, outdoor furniture, and recycling
Financial Aid and Admissions Subcommittee
Committee Members: Bayer, Richard; Anderson, Monique; Bates, Tierney; Cunningham,
Donald ; Gerkin, Jeffrey ; Hatfield, Heather ; Joel Reeves; McGlasson, Nancy ; Post, Jim; Rachel
Chen; Warden, Kathy

Added: Mohanan MK – Director of Graduate and International Admissions

Chair: Richard Bayer
  • Model for achieving 25,000 undergraduates and 8,000 graduates
  • Community college access
  • Shift to need-based financial aid
  • Summer bridge programs
  • Recruiting
  • Diversity of pools (including community colleges)
  • Demographic trends
  • Lottery scholarships

The committee reviewed our enrollment projection model in preparation for a presentation to
some key SPC sub committee chairs.

The interactive enrollment projection model for achieving 25,000 undergraduates was presented
by Don Cunningham. Donald walked us through his model. In short, four major data elements
(variables) were created which contributed to enrollment growth. These variables can be
changed and manipulated with the idea that we need to achieve beginning in 2012 and ending in
2018, 25,000 undergraduates. These variables are first time freshman, transfer students, native
retention rates, and transfer retention rates. In addition, progression rates of currently enrolled
students in our model were based on the most recent 5 years of progression rates. We weighted
these rates so the most recent years have more influence on the expected rate than the older rates.
This method does not allow for distinct shifts in progression rates caused by outside forces, such
as changes in student selectivity or our increased effort to improve student success.

A gradual (step) approach was used leading up to 2012 the year that our enrollment goals/targets
for each of our variables would be established. .

We discussed a number of scenarios changing the variables and making certain assumptions. It
was agreed that we would present 3 scenarios next week for the SPC sub committee chairs to
review and discuss. A fourth scenario was presented and labeled “what if”. This scenario would
allow for other assumptions and scenarios to be played out.

March 5, 2008`

Strategic Planning Committe             Handouts for 03/19/2008                          Page 1 of 58
                                       Introduction to our interactive model

    The interactive enrollment projection model for achieving 25,000 undergraduates was created by Don
    Cunningham (OIR). In short, four major data elements (variables) were created which effect enrollment
    growth. These variables can be changed and manipulated with the idea that by 2017 we have achieved our
    goal of 25,000 undergraduates. Our model begins with a gradual “step” approach and is fully launched in

    The variables which can be manipulated in our model are first time freshman, first time transfer students,
    native retention rates, and transfer retention rates. It should be noted that progression rates in our model of
    currently enrolled students were based on the most recent 5 years. We weighted these rates so the most
    recent years have more influence on the expected rate than the older rates. This method does not allow for
    distinct shifts in progression rates caused by outside forces, such as changes in student selectivity or our
    increased effort to improve student success.

    A gradual (step) approach was used leading up to 2014 the year that our enrollment goals/targets for each
    of our variables would be established. Our “steps” begin in 2010 (retention steps begin in 2009)...

                                        Brief explanation of each scenario
    Worksheet 1:
    Assumption #1 - First time freshman cohort of 4500 is a reasonable target even though from 2009–2014 the
    number of Tennessee high school graduates will shrink by approximately 1% each year. After 2014 the
    number of high school graduates will increase by about 1% each year until 2018. Growth will also occur
    in the number of minority high school graduates who will need additional support services and financial
    assistance when they arrive on campus. It is reasonable to assume that we will witness modest increases in
    quality (test scores and GPA) and remain, at the very least, stable with the percentage of first time freshman
    minority students.

    Assumption #2 – First time transfer cohort of 1500 is a reasonable target given that we are introducing new
    transfer scholarship programs beginning in 2008-09, will increase recruitment efforts at community
    colleges, and have initiated discussions to make our general education requirements more in line with other
    TBR schools, no longer giving TBR schools a recruiting advantage.

    Assumption #3 – Attainment of a freshman retention rate of 90% by the year 2014 is a reasonable goal
    given the increased funding in some critical first year/retention programs. Programs focusing on student
    success should not only increase freshman retention, but should also have a cascading effect on progression
    rates of sophomores and juniors. Programs such as UT LEAD, UT LEAD SUMMER INSTITUTE,
    expansion of the Success Center, implementation of best practices in advising and welcome week, and the
    success of FYS129 should result in higher retention rates. In addition, higher scores on the ACT and GPA
    should also help boost retention rates. Currently our retention rate is 84%; reaching 90% would place us
    among our peers.

    Worksheet 2: First time freshman cohort equals 4650 is a reasonable target given that we have witnessed
    a 33% increase in applications since 2004. However, it is likely that selectivity will increase (acceptance
    rates will go up) and the academic profile will at best, remain the same, and perhaps decline. In addition,
    the percentage of freshman minority enrollment will likely decrease.

    Assumption #2 – First time transfer cohort of 1500 is a reasonable target given that we are introducing new
    transfer scholarship programs beginning in 2008-09, will increase recruitment efforts at community
    colleges, and have initiated discussions to make our general education requirements more in line with other
    TBR schools, no longer giving TBR schools a recruiting advantage .

    Assumption #3 – Attainment of a freshman retention rate of 90% by the year 2014 is a reasonable goal
    given the increased funding in some critical first year/retention programs. Programs focusing on student
    success should not only increase freshman retention, but should also have a cascading effect on progression

Strategic Planning Committe                     Handouts for 03/19/2008                                     Page 2 of 58
    rates of sophomores and juniors. Programs such as UT LEAD, UT LEAD SUMMER INSTITUTE,
    expansion of the Success Center, implementation of best practices in advising and welcome week, and the
    success of FYS129 should result in higher retention rates. At 4650 freshman, test scores and GPA will not
    likely have an effect on retention unless the quality of freshman class declines. Currently our retention rate
    is 84%; reaching 90% would place us among our peers.

    Worksheet 3:
    Assumption #1 - First time freshman cohort of 4500 is a reasonable target even though from 2009–2014 the
    number of Tennessee high school graduates will shrink by approximately 1% each year. After 2014 the
    number of high school graduates will increase by about 1% each year until 2018. Growth will also occur
    in the number of minority high school graduates who will need additional support services and financial
    assistance when they arrive on campus. It is reasonable to assume that we will witness modest increases in
    quality (test scores and GPA) and remain, at the very least, stable with the percentage of first time freshman
    minority students.

    Assumption #2 – First time transfer cohort of 1700 is possible if transfer entrance requirements remain the
    same and we create our own transfer population by increasing our delayed entry numbers. Our new
    transfer scholarship programs beginning in 2008-09, and increased recruitment efforts at community
    colleges will have a positive effect as well as making our general education requirements more in line with
    the TBR schools. However, it is unlikely that we will achieve the 82% transfer retention rate.

    Assumption #3 – Attainment of a freshman retention rate of 88% by the year 2014 is possible given the
    increased funding in some critical first year/retention programs. Programs focusing on student success
    should not only increase freshman retention, but should also have a cascading effect on progression rates of
    sophomores and juniors. Programs such as UT LEAD, UT LEAD SUMMER INSTITUTE, expanded
    Success Center staff, implementation of best practices in advising and welcome week, and the success of
    FY 129 courses should result in higher retention rates. In addition, higher scores on the ACT and GPA
    should also help boost retention rates. Currently our retention rate is 84%; reaching 90% would place us
    among our peers.

    Our subcommittee recommends worksheet 1 scenario.

    March 18, 2008

Strategic Planning Committe                     Handouts for 03/19/2008                                    Page 3 of 58
                                                                                                                                    Native Retention Rate       90.0
                                                       UNIVERSITY OF TENNESSEE, KNOXVILLE                                        Number of New Freshmen        4,500
                                              UNDERGRADUATE ENROLLMENT PROJECTIONS -- FALL 2008 - 2019                             Transfer Retention Rate      82.0
                                                                                                                                      Number of Transfers      1,500

                           Actual                                                                   PROJECTED
                        2006      2007         2008     2009     2010       2011        2012        2013    2014      2015     2016      2017       2018       2019

New Freshmen           4,244          4,351    4,200    4,200    4,260      4,320      4,380        4,440    4,500    4,500    4,500     4,500     4,500       4,500
Other Freshmen         1,705          1,544    1,691    1,650    1,684      1,717      1,760        1,799    1,842    1,860    1,861     1,860     1,861       1,861
Sophomores             4,613          4,615    4,413    4,477    4,575      4,748      4,937        5,134    5,334    5,421    5,444     5,447     5,447       5,447
Juniors                4,255          4,679    4,512    4,414    4,500      4,642      4,844        5,068    5,301    5,472    5,555     5,580     5,585       5,585
Seniors                4,967          5,280    5,653    5,626    5,583      5,673      5,848        6,092    6,375    6,642    6,849     6,967     7,016       7,032
5th Years                325           295       323     341      344         345        351         362      376      393      408        419       426           430
Ugrad Specials           321           368       345     356      350         353        352         353      352      352      352        352       352           352
Total                 20,430     21,132       21,136   21,064   21,296    21,799      22,472       23,248   24,080   24,640   24,968    25,126    25,187      25,207

 Office of Institutional Research & Assessment                                                                                                             3/18/2008

        Strategic Planning Committe                                      Handouts for 03/19/2008                                                    Page 4 of 58
                                                                                                                                    Native Retention Rate       88.0
                                                       UNIVERSITY OF TENNESSEE, KNOXVILLE                                        Number of New Freshmen        4,650
                                              UNDERGRADUATE ENROLLMENT PROJECTIONS -- FALL 2008 - 2019                             Transfer Retention Rate      82.0
                                                                                                                                      Number of Transfers      1,500

                           Actual                                                                   PROJECTED
                        2006      2007         2008     2009     2010       2011        2012        2013    2014      2015     2016      2017       2018       2019

New Freshmen           4,244          4,351    4,200    4,200    4,290      4,380      4,470        4,560    4,650    4,650    4,650     4,650     4,650       4,650
Other Freshmen         1,705          1,544    1,691    1,645    1,674      1,711      1,758        1,800    1,847    1,873    1,874     1,874     1,874       1,874
Sophomores             4,613          4,615    4,413    4,463    4,543      4,713      4,905        5,107    5,312    5,417    5,447     5,451     5,451       5,451
Juniors                4,255          4,679    4,512    4,402    4,464      4,578      4,762        4,971    5,191    5,362    5,457     5,488     5,494       5,495
Seniors                4,967          5,280    5,653    5,614    5,546      5,597      5,728        5,932    6,178    6,422    6,620     6,745     6,800       6,818
5th Years                325           295       323     341      343         343        346         355      367      381      395        406       413           417
Ugrad Specials           321           368       345     356      350         353        352         353      352      352      352        352       352           352
Total                 20,430     21,132       21,136   21,021   21,210    21,675      22,320       23,078   23,896   24,456   24,795    24,966    25,034      25,057

 Office of Institutional Research & Assessment                                                                                                             3/18/2008

        Strategic Planning Committe                                      Handouts for 03/19/2008                                                    Page 5 of 58
                                                                                                                                    Native Retention Rate       88.0
                                                       UNIVERSITY OF TENNESSEE, KNOXVILLE                                        Number of New Freshmen        4,500
                                              UNDERGRADUATE ENROLLMENT PROJECTIONS -- FALL 2008 - 2019                             Transfer Retention Rate      82.0
                                                                                                                                      Number of Transfers      1,700

                           Actual                                                                   PROJECTED
                        2006      2007         2008     2009     2010       2011        2012        2013    2014      2015     2016      2017       2018       2019

New Freshmen           4,244          4,351    4,200    4,200    4,260      4,320      4,380        4,440    4,500    4,500    4,500     4,500     4,500       4,500
Other Freshmen         1,705          1,544    1,691    1,645    1,674      1,702      1,741        1,775    1,812    1,829    1,830     1,830     1,830       1,830
Sophomores             4,613          4,615    4,413    4,463    4,567      4,747      4,940        5,142    5,346    5,427    5,448     5,451     5,451       5,451
Juniors                4,255          4,679    4,512    4,402    4,480      4,624      4,828        5,053    5,286    5,452    5,528     5,551     5,555       5,556
Seniors                4,967          5,280    5,653    5,614    5,546      5,612      5,770        5,999    6,263    6,524    6,722     6,831     6,876       6,890
5th Years                325           295       323     341      343         343        348         357      371      386      401        412       419           422
Ugrad Specials           321           368       345     356      350         353        352         353      352      352      352        352       352           352
Total                 20,430     21,132       21,136   21,021   21,220    21,701      22,358       23,118   23,930   24,471   24,781    24,927    24,983      25,001

 Office of Institutional Research & Assessment                                                                                                             3/18/2008

        Strategic Planning Committe                                      Handouts for 03/19/2008                                                    Page 6 of 58
                                                                                                                                    Native Retention Rate       90.0
                                                       UNIVERSITY OF TENNESSEE, KNOXVILLE                                        Number of New Freshmen        4,500
                                              UNDERGRADUATE ENROLLMENT PROJECTIONS -- FALL 2008 - 2019                             Transfer Retention Rate      82.0
                                                                                                                                      Number of Transfers      1,500

                           Actual                                                                   PROJECTED
                        2006      2007         2008     2009     2010       2011        2012        2013    2014      2015     2016      2017       2018       2019

New Freshmen           4,244          4,351    4,200    4,200    4,260      4,320      4,380        4,440    4,500    4,500    4,500     4,500     4,500       4,500
Other Freshmen         1,705          1,544    1,691    1,650    1,684      1,717      1,760        1,799    1,842    1,860    1,861     1,860     1,861       1,861
Sophomores             4,613          4,615    4,413    4,477    4,575      4,748      4,937        5,134    5,334    5,421    5,444     5,447     5,447       5,447
Juniors                4,255          4,679    4,512    4,414    4,500      4,642      4,844        5,068    5,301    5,472    5,555     5,580     5,585       5,585
Seniors                4,967          5,280    5,653    5,626    5,583      5,673      5,848        6,092    6,375    6,642    6,849     6,967     7,016       7,032
5th Years                325           295       323     341      344         345        351         362      376      393      408        419       426           430
Ugrad Specials           321           368       345     356      350         353        352         353      352      352      352        352       352           352
Total                 20,430     21,132       21,136   21,064   21,296    21,799      22,472       23,248   24,080   24,640   24,968    25,126    25,187      25,207

 Office of Institutional Research & Assessment                                                                                                             3/18/2008

        Strategic Planning Committe                                      Handouts for 03/19/2008                                                    Page 7 of 58
             Disability and Diversity Subcommittee Meeting
                              Meeting Minutes: February 29, 2008
                                   10:00 a.m. 405 Student Services

Attending:            Sarah Helm                   Alan Muir              Teressa Gregory
                      Maxine Thompson Davis        Shanna Pendergrast     Chip Rayman
                      Mike Herbstritt              Donna Thomas           Valeria Hodge
                      Cynthia Walker               Anazette McCane        Marva Rouldoph
                      Betsey Creekmore             Jenny Richter          Otis Stephens
                      Peter Foley                  Jill Keally

    I.        Welcome
              a. Reviewed the minutes
              b. Dean Thompson introduced the new Director of Disability Services Annazette
              c. Everyone did a brief introduction, name and where they work.
              d. Reviewed the agenda

    II.       Strategic Planning Committee Update
              a. This committee met last week.
              b. Each of the subcommittees has been asked to provide the committee with a more
                  detailed report at the next meeting. The Dean will need reports from each
                  subgroup by Friday March 7th, no later than the 10th. The larger Strategic Planning
                  Committee wants a report from the Dean on March 12th.
              c. All 17 subcommittees gave reports. The Dean has some of those reports if anyone
                  is interested. Reports can also be found on the Provosts website. However, some
                  of the committees are dealing with very sensitive issues and reports are not
              d. Each committee chair was encouraged to look to the six principles and three
                  themes for guidance. These principles and themes are to be emphasis in the
              e. Everyone was also encouraged to look at things that are measurable as well as
                  benchmarking for all their reports.
              f. They brought the six themes back because some of the subcommittees seemed to
                  be doing their own thing. There did not seem to be a lot of overlap in the
                  materials that were collected.
              g. The undergraduate population will grow to 25,000 and the rest will be graduate
                       i. Betsy brought up the fact that it is important for us to know, which
                           departments they are anticipating growth. For example if it is a science,
                           you will need to add 20% to the overall cost to ensure the building is built

    III.      Reviewed Minutes and Charge
              a. The charge will remain on the agenda for each meeting to help keep us focused.

Strategic Planning Committe                Handouts for 03/19/2008                           Page 8 of 58
    IV.       Subgroup updates
              a. Facilities and Infrastructure
                     i. This committee has not formally met yet.
              b. Services and Programs
                     i. Met twice
                    ii. Divided the eleven categories assigned to the subgroup amongst all of its
                         members. Each group member has at least two areas
                             1. The areas include: advising, career services, distance learning,
                                 residence life, registration, conferences, continuing education,
                                 student organizations, student services and success, safety, media
                             2. A short questionnaire was developed to gather information from
                                 these various areas to create our report. The Dean asked Alan to
                                 send this questionnaire out the other committee members.
                             3. Discussed power outages and the needs of students with
                                 disabilities in other similar situations.
                                     a. Also discussed the current emergency evacuation plan and
                                         how it is communicated. Is there a safe place for people to
                                         go who may need help getting out of the building in an
                                         emergency when the elevators are off?
                                     b. The fact was brought up that when people are using the
                                         conference center we have no idea how many, if any,
                                         people with disabilities may be attending. This means in
                                         the case of evacuation we will not know if there is someone
                                         still inside who may need help.
                                               i. The campus evacuation plan should be examined to
                                                  see how it relates to these matters. This evacuation
                                                  plan can be found on the website. It should be on
                                                  the UTPD, facilities, or safety.
                                              ii. Other schools have a person assigned to each
                                                  building on campus who is responsible for safety
                                                  and making sure everyone knows how to get out.
                                                  They also know if there are any people with
                                                  disabilities in their buildings.
                                             iii. UT currently has building reps but they deal
                                                  specifically with facility needs. It is also difficult to
                                                  get these people because they have to be a member
                                                  of the faculty or administration who is willing to
                                                  volunteer without extra pay.
                                             iv. Maybe a recommendation should be made for
                                                  safety officers, separate from the building reps, who
                                                  are concerned with safety.
                                              v. The Office of Environmental Health and Safety is in
                                                  charge of fire drills. A recommendation should be
                                                  made for these drills to be done regularly.
                                     c. Our next meeting is a week from Wednesday

Strategic Planning Committe                 Handouts for 03/19/2008                             Page 9 of 58
              c. Student Accommodations and Accessibility
                      i. This committee has met a couple time
                     ii. Had a lot of good discussion and everyone got homework
                    iii. Each of the assignments are taking one at a time with a collective effort
                         from all members of the subgroup
                    iv. A very active student was also added who offered suggestions and got
                     v. There was lot of discussion about accommodations and accessibility from
                         a psychological disabilities point of view
                    vi. Creating an inclusive climate by installing software all over campus. The
                         software the Office of Disability Services currently offers can be an asset
                         for all students.
                   vii. Universal design was another big discussion topic for us. Schools that
                         have done this successfully are being examined.
                              1. All of these changes do not have to be drastic there are simple
                                  small things that could be done now.
                              2. This can be as simple as providing an alternative for every
                                  textbook. Another option is guided notes on blackboard
                  viii. This also ties into the Diversity Committee. The committee received a
                         diversity plan from each department and this avenue can be used to ensure
                         these changes are made.
                    ix. The committee is also going to invite people who could be of assistance to
                         us during specific discussions. For example during the tutoring discussion
                         Tammy Kahrig will be invited
              d. Faculty and Staff Accommodations
                      i. This committee has also met already
                     ii. The subgroup is working to keep in mind that our goal is to get
                         information for the subcommittees larger report
                    iii. There is a lot of information out there about student accommodations and
                         little on staff and faculty accommodations
                    iv. Three major areas were identified
                              1. Services:
                                      a. Notifying the public of policies and the need to identify
                                          those policies.
                                      b. Maybe these policies can also be sent out with employee
                                      c. Get more time to address what services are available, the
                                          policies, and other critical information at the orientation
                                          session for new employees
                                      d. Getting down to the how-to’s
                              2. Training
                                      a. Training for employees and supervisors regarding
                                          employees with disabilities
                                      b. These trainings may be site specific
                                      c. Identify the areas where computer based training has been
                                          successful in the past and possibly utilizes a similar system.

Strategic Planning Committe                Handouts for 03/19/2008                           Page 10 of 58
                                     d. What do you do if you are the employee and you need
                             3. Specific accommodation areas
                                     a. Physical
                                     b. Mobility
                                     c. Chronic Health
                                     d. Emotional and psychological
                                     e. Temporary disabilities
                                     f. Other
                                              i. What if an employee has a learning disability, what
                                                 do you do? How far do you go?
                                             ii. The department has to clearly define what the
                                                 requirements are to do the job
                                            iii. Family Medical Leave Act paperwork
              e. Technology
                      i. They have met three times already. The subgroup meets every Monday
                     ii. Extended an invitation for Marva and Jenny to come to their meetings
                    iii. The work was divided between each of the subgroup members. Each
                         person will prepare his or her section of the report to be edited and sent in.
                    iv. Technology is being evaluated with regards to email, long distance
                         learning, website access, and software training.
                     v. Bruce Delaney and PJ Snodgrass have both come to meetings and been
                         very helpful.
                    vi. One of our recommendations will be to have someone in the office of
                         Disability Services who can provide some software training for faculty,
                         staff, and students.
              f. Peter Foley let everyone know that the ADA compliance was completed three
                 years ago. He will send the report to the subgroup chairs and additional
                 information will be available upon request.

    V.        Meetings Schedule
              a. Monday February 25th, 2008 at 10:00am, Andy Holt P115 conference room
              b. Monday March 24, 2008 at 10:00am, Andy Holt 4th floor conference room
              c. Monday April 7th, 2008 at 10:00am, Andy Holt 4th floor conference room

Strategic Planning Committe                Handouts for 03/19/2008                          Page 11 of 58
                                 Services and Programs Sub Group
                                      Disability Subcommittee
                                 UT Strategic Planning Committee
                                      Preliminary Report as of 3/7/08

Sub Group Members

Erik Bledsoe                     Shanna Pendergrast
Abigail Hursh                    Marva Rudolph
Annazette McCane                 Alan Muir, Chair

Our Sub Group has met three times and we have made significant progress. Each of us volunteered to
take two or more of the eleven areas assigned to our Sub Group. The breakdown was as follows:

Advising – Abigail
Career Services – Alan
Distance Learning – Erik
Residence Life – Marva
Recruitment / Admissions – Marva
Registration – Abigail
Conferences / Continuing Education – Marva
Student Organizations / Student Services – Shanna
Student Success – Alan
Media PR to campus and elsewhere – Erik
Safety – Erik

All areas have been contacted and all but Student Organizations / Student Services and Recruitment /
Admissions have been interviewed. From all interviews, reports were generated using the format
Abigail Hursh created. Those reports will be attachments to the Final Report to the Sub Committee.

Four general themes are exhibited from the interviews conducted so far. Based on each of our
experiences on other Sub Groups, we are assuming that these themes will be fairly common across the
campus and all through each of the Sub Committees as well. Those themes are Funding, Staffing,
Technology and Facilities.

In addition to those basic underlying themes, there are a number of area-specific needs that are unusual
and will be highlighted in the Final Report. An example of this is Safety and the fine line that area
needs walk to be protective of the general population of the campus, while not unfairly targeting
students or faculty / staff with behavioral health issues and violating their rights or confidentiality.

The Final Report will be jointly written by Abigail and Shanna with oversight by the rest of the Sub
Group. We are on target to finish the Final Report by the deadline of April 1.

Respectfully Submitted,

Alan Muir, Chair

   Strategic Planning Committe              Handouts for 03/19/2008                       Page 12 of 58

To:                Dean Maxine Thompson Davis
From:              Otis Stephens
Date:              March 6, 2008
Subject:           Report of Sub-Group on Technology to Subcommittee on Disability

        The task of our sub-group is to identify and analyze technology resources and needs on
the UT Knoxville campus and to make appropriate recommendations. The committee met three
times in February and has met once thus far in March. We have been given the responsibility of
gathering information and identifying needs for persons with disabilities in the following areas:
website access; email access; distance learning access; software training; and compliance with
federal statutes and regulations pertaining to issues of accessibility. We want to know as fully
and specifically as possible what is available on the UT campus and what needs are still not
being served.

       Separate segments of our report are being prepared in draft form by various members of
our sub-group. Cynthia Walker, an administrator in Soil and Plant Sciences and a member of our
sub-group, has taken the responsibility of gathering information on website access. The
following material is excerpted from her preliminary report:

                                        Website Accessibility

         It is daunting to try and design a website that is comfortably accessible to
         individuals with the multitude of different disabilities. However, as the population
         ages, there will be an even larger number of people who will be negatively
         impacted by poor web design. Well designed, accessible web pages will often
         benefit the wider public as well as those with disabilities. It is very important to
         have web page designs tested by individuals with actual disabilities. Accessibility
         experts may understand guidelines, but guidelines may differ from real world
         experiences. A disabled tester may find many problems that might go
         unrecognized by an “expert”. The University of Wisconsin has established the
         “Trace Center of Research and Development” which is devoted to addressing the
         needs of the disabled. Their website,, can provide
         a valuable resource for information about what is needed to design truly
         accessible websites, perhaps above and beyond what is “required”.

         The University of Tennessee has made great strides in website accessibility for
         the disabled since a redesign in February 2007. New features have brought our
         main websites into web standards compliance. Code has been implemented to aid
         individuals using text readers. Hidden links that text readers recognize point
         browsers to important information. Audio releases have text transcripts available
         for hearing impaired individuals. Access keys make navigation easier for
         individuals who have difficulty using a mouse (more information can be found by
         clicking the Accessibility link at the bottom of UT’s Home Page). An

Strategic Planning Committe              Handouts for 03/19/2008                          Page 13 of 58
         improvement could be made by providing links to alternatively formatted pages
         (pages formatted with different colors, fonts and text sizes for different visual
         impairments). Though the main pages often comply with web standards, problems
         can be found in underlying pages, such as departmental web pages. UT’s web
         templates, when correctly implemented, can resolve many of these issues. There
         is, however, a need for much greater education and communication with regards
         to web design for disabled users in departments hosting these pages. A suggestion
         for the future would be the hiring of a staff person with the responsibility of
         providing captions for web videos. Uncaptioned videos and other poorly
         accessible features are often posted on departmental pages, mostly due to lack of
         awareness. Another suggestion would be to have disabled staff people browse our
         websites to test for navigation problems in our underlying web pages as well as
         our primary sites. Classes or seminars in accessible web design should be
         encouraged if not mandatory for personnel involved with the creation or
         maintenance of official University of Tennessee web pages.

       When all preliminary reports are received, I will collate them and send you a final edited

Strategic Planning Committe             Handouts for 03/19/2008                        Page 14 of 58
Preliminary Report from The Disability Subcommittee on Faculty, Staff, and
Public Accommodations
Committee Members:              Jenny Richter, Chair
                                        Sarah Helm                    Valerie Hodge
                                        Mike Herbstritt               Cynthia Walker


The Subcommittee on faculty, staff, and public accommodations offers the following
information based on the model report provided by Alan Muir’s group.

    I.        What is being done now to accommodate faculty, staff, and members of the public
              with disabilities?
              1. Materials – If employees have a specific need based on a disability, the University
                 is very receptive to equipment and accessibility requests. The University has
                       a.     larger print handouts
                       b.     signage
                       c.     software available for particular needs (curswell reader/printers,
                              Braille readers/printers)
                       d.     TTY’s telephonic communication
                       e.     videophones (on a limited basis)
                       f.     ergonomic furniture, as needed
                       g.     curb cuts
                       h.     improved and increased numbers of door openers
              2. Programs – The University is currently able to provide various programs that fill a
                 need for employees, including;
                      a.     The ability to request accommodations through the ADA
                             Coordinator at OED
                      b.     The ability to convey the existence of a potential disability through
                             the annual Vets 100 Report (sent out to all staff members, the form
                             includes sections allowing the self-reporting of medical/disability
                      c.     Availability of interpreters for faculty, staff, and members of the
                      d.     Pre-scheduled theatre production nights with interpretive services
                      e.     Information on multiple websites for parking accommodation for
                             those with disabilities

Strategic Planning Committe               Handouts for 03/19/2008                        Page 15 of 58
                          f.   Information on multiple websites for seating accommodations at
                               University facilities, including athletic facilities
                          g.   Availability of Family Medical Leave, Sick Leave, and Employee
                               Assistance Programs for faculty and staff
                          h.   Safety programs and safety evacuation strategies
              3. Resources – The University currently has funds earmarked for ADA expenditures.
                 Most of those funds are apparently housed in facilities services, with a smaller
                 amount housed in Disability Services

    II.       How is the availability of these accommodations efforts being communicated to
              faculty, staff, and members of the public?
              1. Information on who to contact with a request for accommodation appears as the
                  last line of the University’s EEO/AA statement. The statement is required on all
                  publications (brochures, admissions packets, job announcements, catalogues, etc.)
                  of the University.
              2. Information appears on multiple websites, specifically including websites for the
                  Office of Disability Services, Facilities Services, Parking Services, and soon –to-
                  be-added information on the OED website
              3. Information is briefly discussed in the OED portion of new employee orientation
              4. Vets 100 self-identification annual report

    III.      What should be done now that is not being done?
              1. Annual e-mail notices and reminders of the process available for faculty and staff
                 to make a request for accommodation (much like the annual flyer that is sent to all
                 faculty and staff regarding the University’s policy on Sexual Harassment)
              2. E-mail notices sent as a reminder to faculty and staff on an annual (or semester)
              3. Information regarding the availability of the process could be sent out to
                 supervisors and department heads on the DDDH list serv
              4. Information could be conveyed through already existing channels to employees,
                 including ERC representatives, Exempt Staff Council members, and
                 representatives of the Faculty Senate
              5. University should consider developing a protocol for requesting and accessing
                 funds for short- and long-term ADA or other types of disability accommodation
                 requests (should include exploration of whether such requests and needs should
                 be funded from a central source or departmental funds when specific employee
                 needs are identified for accommodation)

Strategic Planning Committe               Handouts for 03/19/2008                         Page 16 of 58
    IV.       What challenges will be presented by increasing the enrollment to 33,000?
              The committee anticipates that the increase need for additional staff and faculty to
              assist the greater student population would increase the number of faculty and staff
              with recognized disabilities. Based on that anticipated increase, service and materials
              needs will increase.

    V.        What will our needs be in order to successfully meet these challenges?

              1. Personnel: The University may need to consider creating a full-time ADA
                 Coordinator position in the future, rather than maintaining the responsibilities as
                 an add-on to already existing staff. University should also consider creating a
                 method through which the ADA Coordinator could access expert information and
                 evaluation on the types and variety of accommodation needs (i.e., physical,
                 emotional, psychological, cognitive, etc.) presented by faculty and staff.
                 The University should consider creating and presenting training programs for
                 supervisors and staff that focus on the availability of and the process used for
                 accommodation requests.
                 The University should consider additional methods of communicating the
                 availability of accommodations for employees.
                 Equipment needs and costs would likely increase for faculty and staff as their
                 numbers increase.
              2. Funding: Increased staff and equipment would require an increase in funding.
                 Increased communication with faculty and staff would require funds for the
                 creation and broadcasting of web-based and printed materials. Amounts would
                 have to be determined based on the direction taken by the University in terms
                 ADA coordination and communication.
              3. Equipment needs will continue to be made on a case-by-case basis.

    VI.       What additional challenges will need to be considered due to the progression of time?
              1. The progression of time will, obviously, result in new technology for the
                 accommodation of faculty and staff. Keeping up with the purchasing components
                 and training aspects of the technology will create a challenge.
              2. Keeping up with laws, regulations and trends in the ADA and accommodation
                 component in the employment arena will create a challenge.
              3. Getting and keeping current and future employees informed of the availability of
                 the accommodation process, and the responsibilities involved with that process,
                 will create a challenge.

Strategic Planning Committe               Handouts for 03/19/2008                         Page 17 of 58
Student Accommodations and Accessibility Group

Alan Muir                             Nathan Cate
Sarah Helm                            Trent Molan
Annazette McCane                      Donna Thomas, chair
Daniel Ellis

Accommodations Group Report

Universal Design in Education is a relatively new concept with the purpose of removing barriers
to the learning process. Consideration is given to a variety of characteristics including gender,
race/ethnicity, age, stature, disability, and learning style. The concept requires a commitment to
seven principles: equitable use, flexibility in use, simple and intuitive, perceptible information,
tolerance for error, low physical effort, and size and space approach and use.

In terms of instruction, curriculum meets the needs of students with a wide range of abilities,
learning styles, and preferences. An awareness of the unique nature of each learne and the
need to address differences is reflected in teaching. This includes multiple means of
presentation to give learners various ways of acquiring information and knowledge; multiple
means of expression to provide learners alternatives for demonstration of what they know; and
multiple means of engagement to tap into learners’ interests, offer appropriate challenges, and
increase motivation. It is important to apply Universal Design to all aspects of instruction –
teaching techniques, curriculum, and assessment. The basics include:

    •    Class Climate: adopting practices that reflect high values with respect to both diversity
         and inclusiveness
    •    Physical Environments/Products: assuring that activities, materials, and equipment are
         physically accessible to and usable by all students and that all potential student
         characteristics are addressed in safety considerations
    •    Delivery Methods: use multiple, accessible instruction methods
    •    Information Resources/Technology: assuring that course materials, notes, and other
         information resources are engaging, flexible, and accessible to all participants
    •    Interaction: encouraging effective interactions between students and the instructor and
         assuring that communication methods are accessible to all participants
    •    Feedback: providing specific feedback on a regular basis
    •    Assessment: regularly assessing student progress using multiple accessible methods
         and tools and adjusting instruction accordingly
    •    Accommodation: planning accommodations for students for who the instructional design
         does not meet their needs

Resource: Universal Design in Education: Principles and Applications, Sheryl Burgstahler,
Ph.D., University of Washington

The adoption of Universal Design in Education on the Knoxville Campus will be an evolution
over time. It makes sense to start small and move forward. The entire concept can start with
the requirement for Faculty to utilize guided notes for all students. Gradually, we could move
into the 100 level General Education Courses and move forward over time. It will require a
commitment from faculty in terms of teaching style and from the University as a whole in terms
of facility and equipment changes.

Strategic Planning Committe              Handouts for 03/19/2008                        Page 18 of 58
The Knoxville Campus should create a centrally located Learning Resource Center to include a
comprehensive program for all students. The concept of the Learning Resource Center is to
expand the programming of the Student Success Center concept to include all academic
support services for all students, including those with disabilities. Locating the Office of
Disability Services in the same building as the Learning Resource Center is an accommodation
necessary for a truly integrated support program for all students. This Learning Resource
Center should include writing labs, mat labs, foreign language labs, etc. There should be a
testing center for online, placement, extended time, missed exams, etc. There should be a
computer lab to include speech to text programs, read & write gold programs, kurzweil
programs, etc. Services should include tutoring, mentors, note takers, schedule and time
management, etc. Accessible parking for students is a must. The idea is to provide a support
center for students in one location with all of the services they may need or qualify for in the
same place. A facility such as this eliminates need to each college to have something on their
own, allows for an increase in retention as students know where to go and have access to the
services needed, and provides the same basic services regardless of physical or learning ability
or style.

Those computer labs across campus that must exist for various reasons should all include the
software mentioned for inclusion in the Learning Resource Center and every computer lab
should offer the same software – an engineering student should be able to use any computer
lab open to all students, not just the lab in the engineering building.

Universal Design accommodations for students to be provided by Faculty include: power point
presentations; guided notes; textbooks available in alternative format (audio and print).

The Student Health Center and Student Counseling Center must be equipped to address
potential increase in the population of psychological disorders in the student body. This will
require extensive collaboration as psychiatric and counseling treatment may re quire a
cohesive approach to best meet the need of the student. If possible, the Counseling Center and
the Student Health Center should be located in the same facility.

In essence, the move toward Universal Design in Education is supportive for all students. There
will continue to be a need for services provided to students with disabilities. The bulk of the
services provided by the Office of Disability Services are related to learning disabilities,
however, the campus cannot lose sight of the need for accommodations for those with physical
disabilities. Access is an issue in some facilities on campus and is being addressed. The
academic community and the disability services community will be required work together to
design a reasonable approach to changing the climate of the Campus to Universal Design in
terms of instruction, materials, and all other aspects related to learning. The Provost and
Chancellor will have to stipulate to Faculty that the Campus is moving in this direction.

University of Washington
University of Connecticut
North Carolina State University
Universal Design in Education web site
University at Buffalo

Strategic Planning Committe            Handouts for 03/19/2008                        Page 19 of 58
                                       ACCESSIBLE FACILITIES 
                                        CURRENT STATUS AT UT 


The natural campus terrain of The University of Tennessee, Knoxville is the greatest barrier for persons 
with mobility disabilities—permanent or temporary.  Since the early 1970’s, UT has installed curb cuts to 
make travel through the campus easier for those persons using wheelchairs, and modern motorized 
wheelchairs provide significantly increased capacity to deal with the hilly terrain.  

UT provides on‐demand accessible van transport, maintains handicapped parking spaces in numbers 
that exceed federal guidelines, and has an active program to use specialized equipment purchased for 
the purpose to smooth concrete sidewalks. UT has evaluated its street trees, which are the cause of 
most of the sidewalk problems, and has determined that, over time, to move uniformly to the non‐
street side of the sidewalk and, when possible, to replace trees beside sidewalks with appropriate trees 
in central medians. 


Most buildings of The University were constructed prior to the Americans with Disabilities Act. Some 
constructed following that Act and in nominal compliance with it present difficulties for persons with 
some disabilities. Over time, the state will fund capital renovation and new construction projects for 
educational and general space; auxiliaries, athletics, and student fee capital projects will renovate 
existing buildings or construct new ones; and institutional facilities will comply with the ADA and exhibit 
the practice of principles of universal design. During the transition, however, which is likely to be 
decades long, the current practice of accommodating requests for accommodations on an individual 
basis in order to comply with Sections 503 and 504 of the Rehabilitation Act of 1973 and with the intent 
of the Americans With Disabilities Act will continue.  

Like other universities with substantial numbers of older buildings, UT has made strides to make the 
buildings as accessible as possible, and to improve the accessibility of the functions within them. Some 
of the changes that have been made over time include: Every building (other than former residences 
being used temporarily until appropriate space becomes available) has an entrance accessible for 
wheelchairs, and restrooms modified for accessibility on the ground level. While the accessibility may be 
ramps or designation of an entrance other than the most visible for wheelchair access, and while the 
modified restrooms may not be ideal, the multi‐year effort has assisted in making facilities useful for 
those with disabilities. All interior building signs—including those in elevators—have Braille 
designations, and elevators sound the floors in newer installations.  

Elevators have been installed in older major instruction and research buildings. Residence Halls and 
student activity facilities have elevators, and athletic facilities with more than one level have elevators 
or ramps that provide access at least to some areas of the facility. All unique educational facilities (labs, 
resource centers and the like to which a student must have access for completion of a field of study) are  

Strategic Planning Committe                 Handouts for 03/19/2008                              Page 20 of 58
on accessible floors of buildings, so the Registrar can relocate classes to accessible rooms, if a student is 
enrolled in a class which meets in an inaccessible location. All fume hoods purchased are ADA 
accessible, and the general classroom seating standards have been changed from the previous tablet 
armchair seating to provide seating in accord with universal design principles. Lab benches provide 
access for the handicapped in teaching and research, and university‐funded classroom technology 
upgrades are not provided to classrooms in inaccessible locations. In fact, the UT sympodium was 
designed with the assistance of Disability Services, and its controls are in Braille and a second panel for 
use by persons using wheelchairs is installed. 

In terms of terrain and facilities, UT has moved forward in similar ways and with similar success as 
institutions such as The University of Georgia, University of North Carolina, and University of Iowa. The 
University of Virginia has also had a very active program, and provides an example of communication 
through its web site. At the University of Virginia, the Learning Needs and Evaluation Center, which is 
the primary contact for students, is a part of the Student Health Services.  


The University of Virginia sets a high standard for provision of information about the campus and its 
programs to students and others with disabilities, although the information is not as well‐linked as it 
might be. UT’s websites provides information about how to receive accommodations and what they are, 
but does not provide the same level of information about the campus. Communication of general 
information about the campus and institutional modifications on behalf of persons with disabilities is 
not well communicated to the general population.  


                                             CURRENT NEEDS 


    •    The Office of Environmental Health and Safety should update its comprehensive sidewalk survey 
         showing areas that require smoothing or replacement by June 1, so that Facilities Services can 
         address the needs over the summer. The survey should be updated annually.  
    •    Based on the sidewalk survey, sidewalks and steps that require more repair than smoothing 
         should be undertaken annually, in an on‐going program. 
    •    The street tree modification program should proceed, with progress being made on a regular 
    •    Curb cuts should be installed as needed 

Strategic Planning Committe                 Handouts for 03/19/2008                               Page 21 of 58
    •    The surface of the Joe Johnson‐Ward Pedestrian Mall should be assessed to determine whether 
         it can be made less slippery when wet, and any extensions of the Mall should have the character 
         of the surface as a major consideration. 


    •    Safety of all persons on The University campus is a major institutional focus, and the special 
         inclusion of those with disabilities is essential.  
                 The UT emergency response system will change to a system provided by Reverse 911. 
                 This system will allow tying into the telephone system, so that every telephone in a 
                 building, an area of the campus, or the entire campus can be made to ring, with a 
                 message delivered to whomever picks up the phone. Since phones for the hearing 
                 impaired have lights as well as sound, this will add a level of communication not now 
                 available. In addition, the system will be able to leave voicemail, which will benefit tose 
                 other than the hearing impaired. The system will also tie into the new campus blue 
                 phone system, allowing the phone stations to act as PA systems, broadcasting an 
                 emergency message. The alerts delivered to cell phones and computers will continue. 
                 This project is funded and is expected to be complete by Spring, 2009. Since the 
                 messages are user‐generated, standard messages can be developed, with the assistance 
                 of the Office of Disability Services and Office of Equity and Diversity, that remind 
                 building occupants to be sure their colleagues in the building are aware of the 
                 emergency and take appropriate action, or that inform people in the building that 
                 persons with disabilities should move with all due speed to the designated “Area of 
                 Refuge. An upgrade to the blue phone system is available that can have cameras in the 
                 area turn toward the blue phone station. This would provide an indication that the 
                 message has been received for deaf persons who cannot communicate on the two‐way 

                   The evacuation of persons with disabilities from institutional facilities in the case of an 
                   emergency is an area that has, to date, received insufficient attention, and it is a difficult 
                   problem, since there is no way to know which students, employees, or visitors might be 
                   in any given building.  In order to take all possible measures to ensure the safety of 
                   those with disabilities when elevator service is eliminated by the sounding of the fire 
                   alarm, “Areas of Refuge” need to be designated on each floor above the first. Those 
                   areas need to 1) have uniform signs designating the area, 2) need to be communicated 
                   to all emergency personnel and be included in all University emergency planning, and 3) 
                   need to be shown on the computerized small‐scale plans maintained by Facilities 
                   Services. 217 Buildings, with an average of four floors will need to have refuge Areas 
                   identified and signage installed. 

Strategic Planning Committe                    Handouts for 03/19/2008                               Page 22 of 58
    •    The project architects of all major renovations and new construction are required to ensure that 
         the completed project meets the requirements of the Americans with Disabilities Act. In 
         addition, however, facilities programs will call upon project architects to research and employ 
         best practices of universal design.  


    •    In order to ensure that issues related to persons with disabilities are identified early in the 
         planning process for new facilities and major renovations, Facilities Services needs to include 
         representatives from the Office of Disability Services and the Office of Equity and Diversity in 
         predesign process meetings. 
    •    An “Accessibility Map” for inclusion with other maps of the campus should be developed by the 
         Office of Disability Services, Office of Equity and Diversity, Facilities Services, and Parking 
         Services. This map should be modeled after the one in use at the University of Virginia, that 1) 
         provides a guide to wheelchair accessible buildings and routes, 2) provides online disability 
         resources and contact information 3) provides accessibility information for sporting events, area 
         transit services, dining facilities, libraries, and other areas of interest and 4) handicap parking 
         information. It should be available (or a link provided) on the websites of all four groups 
         included in its development. 
    •    A list of buildings, with accessibility information about each, including which ones have fire 
         alarms with lights as well as sound, should be developed by the Office of Disability Services, the 
         Registrar’s Office, and Facilities Services. The list should be available (or a link provided) on the 
         web sites of all groups participating. 
    •    A link to‐formats.html should be provided in information about making 
         web sites accessible. 
    •    Currently, there is no signage indicating which entrances to buildings are accessible entrances. 
         The accessible entrances should be identified by signage placed by Facilities Services. 
    •    Currently there is confusion about what is required of persons who may be in a building when 
         an emergency occurs. Information (brochures, web site) from the Office of Environmental 
         Health and Safety should be distributed to all employees. 
    •    Additional fire drills should be held. 
    •    Currently, there is no definitive statement of the responsibilities of department and unit heads 
         as the responsibilities relate to safety of employees. The Office of Human Resources should 
         include this in training and materials provided to department and unit heads, and to 
         communicate it broadly to all employees. 

Strategic Planning Committe                  Handouts for 03/19/2008                               Page 23 of 58
                              NEEDS TO MEET INCREASED ENROLLMENT 
Renovations and new facilities will be required to meet expanded enrollment—buildings that address 
the needs of instruction, research, dining, student activities. Each renovation or new facility will increase 
UT’s ability properly to incorporate persons with disabilities into the general campus community, by 
employing the principles of universal design.  



                 ITEM                   Ongoing/               RESPONSIBLE PARTY                ADDITIONAL 
                                        One time                                                  COST $ 
Annual update of sidewalk survey       annual         Environmental Health and Safety                      0
Smoothing of sidewalks by              annual         Facilities Services                             10,000
Facilities Services 
Repair/Replacement of sidewalks        annual         Facilities Services                            100,000
and steps (includes 
Avoidance/repair or slippery 
surfaces on campus pedestrian 
Street Tree Modification program       annual         Facilities Services                             30,000
Curb cuts                              as needed      Facilities Services/ City of Knoxville               0
Avoidance/repair or slippery           As needed      Facilities Services                                  0
surfaces on campus pedestrian 
Maintenance of UT emergency            Annual         Office of the Senior Vice Chancellor              8,000
response team—portion devoted                         for Finance and Administration 
to upgrades for those with 
Designating and installing signage     One time       Office of Environmental Health and              33,400
for Refuge Areas for 217 buildings                    Safety 
with an average of 4 floors                           Facilities Services 
Including Refuge areas on              One time       Facilities Services                             13,200
computerized small scale plans 
Notifying emergency responders         One time,      Office of the Senior Vice Chancellor                   0
about the Refuge Areas                 with           for Finance and Administration 
Signage designating accessible         One time       Facilities Services                             10,200
entrances to all buildings 
Inclusion of representatives from      Ongoing        Facilities Services                                    0
Disability services and Office of 
Equity and Diversity in predesign 
Development of an Accessibility        One‐time,      Office of Disability Services, Office           12,000

Strategic Planning Committe                 Handouts for 03/19/2008                               Page 24 of 58
Map                                   with          of Equity and Diversity, Facilities 
                                      updates       Services, Parking 
Development of a list of Buildings    One time,     Office of Disability Services,                     0
with accessibility information for    with          Registrar, Facilities Services 
each                                  updates 
Placement of a link to                One‐time      Office of Disability Services, OIT                 0‐
formats.html in information about 
making web sites accessible 
Distribution of information about     On going      Office of Environmental Health and                 0
what to do when an emergency                        Safety 
Hold additional fire drills           On going      Office of Environmental Health and                 0
Development of training and        On going         Human Resources Office                             0
information about the 
responsibilities of unit and 
department heads in an 
emergency related to safety of 
Move toward ADA compliance and  Ongoing             Office of the Senior Vice Chancellor     Included in 
universal design by inclusion in                    for Finance and Administration          project cost
new facilities and major 
Continue response to requests for  Ongoing          Facilities Services                       unknown
individual accommodations 

Strategic Planning Committe               Handouts for 03/19/2008                           Page 25 of 58
Expansion of Facilities Subcommittee
Update on March 11th Meeting

Student Affairs Facilities: Ken Stoner is the lead.
Student Health Clinic: The new Student Health Clinic is planned to accommodate 33,000

Residence Halls: Plans are in place to accommodate the expansion of residential facilities
required for enrollment growth to 33,000 students. The opening of Laurel Apts and Volunteer
Hall, closing of Strong and Melrose Halls, construction of a sorority village and a new residence
hall culminate in meeting the projected growth. Comparative data document that UT has the
lowest base (air-conditioned, double room) rental rate among peer institutions annually surveyed
by the University of Georgia.

University Center: CAST Standards are 10 square feet per student for a student center. Peer
institutions average 9.6 square feet per student while UT’s University Center has 7.0 square feet
per student. The current University Center has 281,000 square feet, need 326,000 square feet to
33, 000 students and at a cost of $226 per square feet, the construction cost is $74 million. The
large University Center will require additional three exempt employees, two nonexempt, and
four custodians.

Rec Sports: Benchmark data was obtained by contacting THEC peer institutions. The average
number of lighted recreational fields is 3.1 per 10,000 students while UT’s is .76 lighted fields
per 10,000 students. Indoor recreation space averages 10.54 square feet per student for the
THEC peers while UT provides 5.06 square feet. To accommodate this additional rec fields and
indoor rec space requires three additional professional staff and one additional maintenance

Administrative Facilities: Jeff Maples is the lead
Parking: Plans are to provide a 1,200 vehicle garage on the main campus and a 500 vehicle
garage on the Cherokee campus. In FY 2009-10, Parking and Transit Services will review and
reallocate parking assignments throughout the campus.

IT Infrastructure: UT needs to construct a new data center complete with redundant fiber links.
Also, need to remodel existing equipment room in Humanities to maximize space utilization.
Costs are not yet assigned to the projects in this subcommittee.

Academic and Research Facilities Subcommittee and the Other Entities Subcommittee does
not have an update.

Next meeting is scheduled for April 22, 3:00-4:30, 4th Floor Conference Room, Andy Holt

H:\strategic_plan\031908_meeting\03_Expansion of Facilities Subcommittee update 0308.doc

Strategic Planning Committe            Handouts for 03/19/2008                         Page 26 of 58
                          Expansion of Student Services
                             March 2008 Status Report
   FOCI: Need for increased staffing in student services; capital construction needs for student
   services; other increases required for servicing 33K students
   •   ESSC Meetings:
       o December 17, 2007
       o January 9, 2008 and January 22, 2008
       o February 5, 2008 and February 26, 2008

   •   Themes
       o Accessibility – The various units and departments reviewed under the Expansion of
          Student Services Sub Committee will positively contribute to the recruitment and
          retention of the growing student population.
       o Quality and excellence – The quality of services and facilities along with the number
          of staff necessary to perform the services has been reviewed to develop a clear
          understanding of best practices.
       o Diversity and inclusiveness – Among the units providing student services, the Ready
          for the World initiative, the campus climate and campus events are central to the
          goals and action plans of each task force.

   •   Eight (8) Student Services Task Forces

   1. Safety – Dan Reilly, Chair
      o This task force examined the safety implications for a growing student population.
      o A comprehensive review of peer institutions revealed a shortage of approximately 12
          full-time positions. The UTPD currently has 50 full-time positions. In a survey of
          staffing of SEC peer institutions, the University of Alabama and the University of
          South Carolina include 62 full-time benefited police officers and 35 full-time
          benefited Community Service Officers.
      o The past year has exemplified the need to disseminate safety information and
          communicate crisis information to students. In 2007-08, the University has spent in
          excess of $25,000 for distribution of safety programming and communication on the
          current enrollment. We are estimating that our current efforts did not adequately meet
          the needs of our students.
      o A review of current security systems reveals the need for a Code Blue Phone system
          with Reverse 911 to meet the safety and security needs of students. Furthermore, the
          current centralized alarm system is antiquated and resource intensive. Currently there
          are several alarm systems on campus. The UTPD would provide better service and
          utilize fewer resources with a centralized alarm system.
      o To meet the service needs of students the current Dean of Students Staff are working
          at a rate inconsistent with the work-life balance. Provision of one new associate
          director at this time would make the University of Tennessee commensurate with
          comparison universities. An additional coordinator may meet the needs of 33,000

Student Affairs                                                 Rev: 3/20/2008 1:18 PM
   2. Health Services – Jim Boyle, Chair
      o This task force examined the need for increased staffing in Student Health, Safety,
         Environment and Education (SEE) Center, and Counseling Services; capital
         construction needs and other services required.
      o American College Health Association (ACHA) sponsors a yearly National College
         Health Assessment (NCHA) program which indicates the top five impediments to
         academic performance are:
            1. Stress
            2. Cold/Flu/Sore Throat
            3. Sleep Difficulties
            4. Concern for friend or family
            5. Depression/anxiety disorders

          The top four remain unchanged in ACHA-NCHA survey results since 2000. The rate
          of students reporting ever being diagnosed with depression has increased 56% in the
          last six years, from 10% in spring 2000 to 16% in spring 2005. The current deficit in
          both facility and staff in the UT Counseling Center, together with the dramatic
          increase in demand for services will only increase with a growing student population.
          The average staff to student ratio of public universities of 25,001 to 30,000 is about 1
          per 2,000; UT’s ratio is 1:2,600. Therefore there is a need for five additional staff
          members by 2010, plus two more additional staff members by 2012.

          For physical health, the ACHA recommends a medical provider to student ratio of
          one provider for every 3,000 to 4,000 students. The Student Health Service will not
          need another medical provider until the student population reaches 30,000 students
          (based on ACHA statistics and functional measurement of 1 provider per 3,000 to
          4,000 students). At that point an additional medical provider, a nurse, and a
          laboratory technician would also be needed. Additionally, the ACHA predicts a 30 –
          35% increase in mental health problems in incoming students during the next five
          years. Since we are very close to maximum in our Mental Health Department, this
          factor and the projected growth of the student population will necessitate an
          additional psychiatric nurse practitioner.

   3. Records, Data and Information Technology
      Data Committee – Tim Kresse, Chair
         a. This task force is examining the data and technological implications of student
         b. Maintain computer support services consistent with current levels. At current
            time, the service center in the Undergraduate Library Commons has a wait of 5-7
            days for hardware services on individual computers. An additional staff person is
            needed to reduce that time to a more manageable 2-3 days wait. As the student
            population grows, an additional service staff would be needed to maintain the
            shorter turnaround time.
         c. Maintain lab access at current levels. As The Myth about the Need for Public
            Computer Labs points out, there will always be a need for public labs at

Student Affairs                                                  Rev: 3/20/2008 1:18 PM
             institutions. Public labs provide “quick” access for students (and staff), access to
             specialized programs, access to printing resources (mundane and specialized), and
             facilities for collaboration. At UTK, there are currently over 31,000 unique logins
             at managed machines every year. This means that the labs are being utilized by
             nearly every member of the UTK community (students, faculty, and staff).
             computer touches a lab computer at least one time per year.
          d. Increase teaching lab space and flexibility in teaching labs. OIT Customer
             Support has a need for two additional labs. The ideal would be two additional
             teaching labs with a capacity of 30 students in one and a second lab with a
             capacity of 60 students that could be subdivided into two separate rooms to
             provide the most flexibility). There is a need for at least one new teaching lab to
             have a capacity of 50 or more seats. There is an increasing demand for larger
             teaching computer lab space that OIT is unable to accommodate. 
          e. Pervasive, secure and robust wireless access will be a necessity to expand student
             services. Currently, wireless is nearly pervasive (most buildings have full internal
             wireless coverage, but many external areas do not have wireless coverage). As
             assessment and tracking of student involvement grows (using the VolCard to
             verify student enrollment to access resources like career fairs, athletic events, or
             student activities), the use of live-connect wireless devices becomes key. To
             accomplish this, there needs to be a robust, secure wireless network.

       Financial Committee – Jonee Daniels, Chair
          o This task force examined the need for increased staffing and development of the
             Bursar’s Office and VolCard Office in order to accommodate an increasing
             student population.
          o The Office of the Bursar will require two additional, non-exempt staff in order to
             effectively offer satisfactory services to students, parents, the University, and
             outside entities. These staff members will work with telephone communication
             (an area already contributing to a deficit identified by the Office of the Bursar)
             and reviewing and entering forms and data.
          o The VolCard Office also requests two additional, non-exempt staff in order to
             manage the increased workload of the office. These positions would work with
             the internal accounting and information technology of the VolCard Office.

   4. Auxiliary Services – Brian Browning, Chair
      o This task force focused on providing a climate conducive to learning, personal
        growth, and a “student first” oriented environment from areas such as Parking &
        Transit Services, Dining Services, University Book & Supply Stores, and meeting and
        study areas. This environment enables students to become fully productive members
        of their communities.
      o Parking and Transit Services:
             o The task force agreed that more information is needed regarding the Campus
                Master Plan in determining auxiliary services needs. Parking continues to be a
                fundamental issue at each meeting. Discussions have included identifying
                garage locations on the perimeter of campus. Furthermore, an overhaul of the

Student Affairs                                                 Rev: 3/20/2008 1:18 PM
               campus transit plan to factor in pedestrian mall extension and new routes will
               be necessary. Additional buses to accommodate growth will also be under
       o University Center:
            o The University Center is committed to providing the highest possible level of
               quality services and facilities to the University community, which serves
               students, faculty, staff, and guests. Through the offering of quality services
               and facilities and the support of various programs and educational activities,
               the university Center contributes to a rich campus climate by promoting
               interaction and the learning of how to understand, accept, value and celebrate
               differences among diverse community members.
            o That Committee identified functional uses of component space totaling
               281,365 gross square feet. This concept is based on the University’s student
               population stabilized at 27,000. With the strategic planning initiative focusing
               on an expanded student population of 33,000 a second proposal is based on
               326,375 gross square feet of space. This figure is calculated by increasing
               gross feet of space by 8%, which is the increase to 33,000 student from the
               current level of 27,000.
            o Dining Services has several renovations scheduled (some currently
               underway), which should address current enrollment needs. There is a need to
               identify other potential dining locations due to student enrollment projections.
            o According to CAS Professional Standards for Higher Education 2003, a
               “college union should contain approximately 10 square feet of gross space for
               each student enrolled”. Currently the University Center consists of 212,185
               square feet of space, which translates to 7.9 square feet per student for a
               student population of 27,000. Proposal 1, which increases square footage to
               281,365, translates to 10.4 square feet per student for a student population of
               27,000. Proposal 2, increasing gross square footage to 326,375, translates to
               9.9 square feet per student for a student population of 33,000.
            o It must be noted that even if the University enrollment remains stable, the
               University Center must be replaced and should have an extremely high
               priority on the capital projects agenda of the University. The existing facility
               is at the end of its useful life and the infrastructure is not only deteriorating
               exponentially but also routinely failing as most recently demonstrated by a
               collapsed waste line and sewage discharge in the basement early in March
       o RecSports:
            o Along with the University Center, a tandem and similarly critical need is
               apparent with RecSports – specifically when field space is considered.
               Benchmark data was obtained by contacting THEC peer institutions. The
               average number of lighted recreational fields at peer institutions is 3.1 fields
               per 10,000 students while UT Knoxville has 0.76 lighted fields per 10,000
               students. The National Intramural Recreational Sports Association (NIRSA)
               has prepared a white paper that recommended 1 acre of field space per every
               1,000 students, UT RecSports currently has approximately 4.4 acres available
               and needs an additional 23 acres just to accommodate our existing 27,000

Student Affairs                                                 Rev: 3/20/2008 1:18 PM
                students and will need a total of approximately 29 acres for a student
                population of 33,000. This current deficit is severe and must be addressed as
                part of any growth projections.
              o Dedicated indoor recreation space (used by recreation only) at THEC peer
                institutions averages 7.5 square feet per student while the current population
                (27,000) at UT Knoxville is provided 4.98 square feet per student. When the
                student population increases to 33,000 at UT Knoxville, this dedicated space
                drops to 4.08 square feet per student (reduced by approximately 1 square foot)
                barring any changes to existing allocations. Shared indoor recreation space at
                THEC peer institutions averages 10.54 square feet per student while UT
                provides 5.06 square feet with the current population (27,000 students). When
                the student population increases to 33,000 at UT Knoxville, the shared indoor
                recreational space is reduced to 4.14 square feet per student (reduced by
                approximately 1 square foot). Again, under either approach to the calculation
                of space, the comparative shortage for both dedicated and shared indoor
                recreation space is severe.
              o Comparison data was obtained from the THEC peer institutions on full time
                recreational sports professional staff members, support staff, graduate
                assistants, full time maintenance and housekeeping staff paid for by the
                RecSports Departments. The data collected indicates the RecSports
                organizational umbrella is currently under-funded by 5.9 full time
                professional/support staff and an additional 6 full time professional/support
                staff would need to be added if enrollment grew to 33,000 in order to bring
                Tennessee to the average employment comparisons within our THEC peers.
                 Comparison data for dedicated recreation equipment maintenance staff
                members at THEC peer institutions averaged 3.8 staff members while
                RecSports has one dedicated maintenance staff member that specializes in
                maintaining and repairing the fitness equipment in RecSports, Housing &
                Residence Life and University Police facilities. UT RecSports would need an
                a minimum of 2 dedicated equipment maintenance staff members to be
                comparable to our THEC peers.
              o It should be further noted that the Student Aquatic Center is a 40 year old
                facility that needs major filtration system (indoor & outdoor), interior pipe,
                tile and deck and mechanical system replacement along with beautification
                enhancements (i.e., re-bricking the exterior of the facility, structural
                enhancements where cracking has occurred, etc.) Estimates are currently
                being researched with the assistance of Facilities Services. Preliminary cost
                estimates being developed have pricing that approaches $500+ per square foot
                to address the deficiencies in this aging facility and failing infrastructure
                (actual pool area is 31,500 square feet while a total facility renovation is
                61,919 square feet).

   5. Human Resources – Patrick Ladd, Chair
      o This committee examined the human resource implications including recruitment,
        training, compensation, and retention of staff to serve a growing student population.
      o The Human Resource task force benchmarked recruitment and training initiatives for
        peer institutions. After benchmarking, the committee developed a matrix to allow
Student Affairs                                               Rev: 3/20/2008 1:18 PM
         other task forces to estimate compensation for new employees at each year of the
         proposed growth.
       o This task force also developed a framework for a recruitment plan. This plan
         estimates the cost of recruiting each incoming exempt and non-exempt position over
         the period of the proposed growth.
       o The task force also examined the expansion of training and professional development
         offerings to staff. With a growing staff, additional funding will need to be allocated
         for training and professional development efforts.

   6. Residence Life – Jerry Adams, Chair
      o This task force will develop a plan for meeting the requirements to proportionately
         accommodate students seeking University Housing as total enrollment grows to
         33,000 students over the next decade. The mission of the Department of University
         Housing is: to create positive residential communities supporting the academic
         mission of the university; to provide programs, services, and a diverse community
         environment that contribute to individual learning, growth, and development, and in
         which respect and responsible behavior are encouraged; and, to provide safe,
         comfortable, affordable, and well-maintained housing facilities for residents.
      o For benchmarking and comparative purposes, UT has the lowest base (air-
         conditioned, double room) rental rate among peer institutions as annually surveyed by
         the University of Georgia and again emphasizes the necessity for enhancing the
         revenue stream of University Housing to meet the financial demands to accomplish
         the renovation and construction requirements for our students – not only for our
         current residents, but also for those that will enter the University as part of the
         growing enrollment.
      o Plans are in place to accommodate the expansion of residential facilities that will be
         required to meet the needs of a growing enrollment. The opening of Laurel
         Apartments and Volunteer Hall, closing of Strong and Melrose Halls, construction of
         a sorority village and a new residence hall culminate in meeting the growth increases
      o At UT, a consultant prepared a long-range facility/finance plan for University
         Housing in 2001 noting that the core assumption was that revenues had to be
         increased faster than operating costs, in turn increasing the debt capacity of the
         housing system over time. The recommended facility renovations have moved
         forward as outlined in the plan, but most all have been over the projected budgets and
         a commitment to implementing the core assumption was not implemented. For the
         most part, rental rates have been approved in amounts only slightly in excess of
         inflationary rates to cover operating cost increases. It will take approximately a 10%
         rental increase for the four academic years (2007 – 2010), to re-establish a base rate.
      o It will be critical for both Parking and Dining services to work collaboratively to
         similarly expand their operations to ensure growth that will address not only current
         deficiencies, but also a growth that will proportionately parallel those realized by
         University Housing.

Student Affairs                                                 Rev: 3/20/2008 1:18 PM
   7. Co-curricular Life – Ron Laffitte, Chair
      o This task force defined and examined Co-curricular life as related to an increase in
         the student population.
      o The mission of the Division of Student Affairs is to foster the intellectual, cultural,
         social and emotional development of students by providing a climate conducive to
         learning and personal growth, enabling them to become fully productive members of
         their communities. Specifically, in order to frame this report, the following
         information was utilized, from Student Services, A handbook for the Profession
         (Komives, Woodard, & Associates, Fourth Edition, 1978, P. 262).

         “Learning takes place both intentionally and serendipitously, through both formal and
         informal interactions, and in both curricular and cocurricular contexts. Cocurricular
         learning is powerful because it helps students make connections between ideas,
         events, learning strategies, and skills, etc., that would otherwise be seen as
         unconnected, and it give them opportunities to practice what they know. How
         educators choose to encourage learning varies as they respond to many different
         factors, including student characteristics, institutional purposes and priorities, and
         distinctive aspects of a given educational or social context. Educators select
         strategies for encouraging student learning based on their assumptions about students
         and about the process of learning, as well as on their own preferred styles of teaching
         (Davis, 1993). Students’ selection of learning strategies also depends on their
         assumptions about the teacher and about the process of learning, as well on their
         awareness of themselves as learners (e.g. their strengths, weaknesses, and
       o It became clear that “co-curricular life” needs to be better defined. Three areas have
         been examined with one miscellaneous area mentioned.

       o Wellness:
         o After meeting with staffs from both the Student Health Center and Recreational
           Sports, the following definition will be utilized when considering wellness. From
           the World Health Organization, health is defined as a “state of complete physical,
           mental and social well-being and not merely the absence of disease or infirmity”.
         o Currently, we have one wellness coordinator located in the Student Health Center.
           Among the SEC and our peer institutions, the University of Kansas has six staff
           members, the University of South Carolina has four staff members, and the
           University of Georgia has six staff members responsible for Wellness. From
           reviewing literature from other institutions, Tennessee would move closer to best
           practices of our peers and could do much more in this area with three additional
           staff. A significant increase to four staff members and resulting programs would
           have a “ripple” effect across the division and campus regarding student wellness.
           An additional staff member would also greatly impact our Safety, Environment,
           and Education Center. It is an important note that our Recreational Sports
           department supports wellness programs and believes they are a crucial aspect of
           their operations. Several programs have been sponsored with the input of the
           student health center and have been quite successful.

Student Affairs                                                 Rev: 3/20/2008 1:18 PM
       o Volunteerism:
         o The mission of the University of Tennessee Volunteer Center, in pursuit of active
            community service and outreach, seeks to provide opportunities for students to
            invest themselves in the world around them and for each student to be and
            become responsive citizens aware of and concerned with civic organizations and
            activities in the community. We believe that through this involvement and
            awareness that students learn what community is and commit to becoming
            proactive participants in it now and in the future.
         o The current structure of the Volunteer Center is comprised of two graduate
            advisors who are supervised by the Director of Student Activities. With the
            exception of the reduction of a support staff position as a result of budget
            impoundments in 2001, the staff has kept its original design since creation in
            1996. In order to develop additional programs, additional staff must be added.
            Based upon feedback from the Student Activities Staff, most, if not all SEC
            institutions have a full-time position entitled Coordinator of Community Service
            and a support staff position to assist.

       o Leadership:
         o The University of Tennessee is committed to providing students with experiences
            that enhance student life both inside and outside the classroom. The Center for
            Leadership Development (CLD) helps students maximize their potential to get
            involved outside the classroom by helping students connect to the university. The
            CLD offers a variety of programs and services open to any student who wants to
            enhance his or her leadership skills. The CLD helps students increase their
            effectiveness as leaders. Programs and services sponsored by the CLD include
            Ignite Programs, the Summit (summer conference) and Teams (ongoing meetings
            throughout the semester), Leadership Guides, Emerging Leader Class, Leadership
            Conference, Leadership Link (electronic newsletter) and a leadership library.
         o Since it’s inception in 2001, the CLD has provided dynamic programs for
            entering and matriculating students at The University of Tennessee. However, in
            order for additional programs to be added and to enhance existing programs,
            modifications must be made.

       o Miscellaneous Area:
         o As a result of the growing number of student organizations and the responsibility
            to provide support, training and space there is a need for someone to directly
            coordinate Student Organizations. Currently, the process for renewal,
            recognition, and formation of new groups is handled in the Dean of Students
            Office. Due to demands on the current staff and the burgeoning growth of student
            organizations, more time, attention, and care is needed. Most of our peer
            institutions have a position which focuses on student organizations and helps in
            other areas when needed.

Student Affairs                                               Rev: 3/20/2008 1:18 PM
8. Career Services – Russ Coughenour, Chair
      o This task force examined the Career Services Office’s continued delivery of quality
          career services to employers, students and faculty as UT’s plans to grow to 33,000
          students are examined.
      o The first issue revolves around Career Services relationship with UT’s College of
          Business Administration (CBA). Students from the CBA represent not only the
          single largest student user group for Career Services but they also are more likely to
          re-use career services throughout the semester. The CBA fully expects 25% of any
          growth between 2008 and 2017 to be in the College of Business. Peer institutions
          such as North Carolina and Georgia have two and four FTE respectively serving their
          Colleges of Business.
      o The other area that concerns the group is at the “undecided” or freshman/sophomore
          level. Little doubt that having freshmen and sophomores confidently transitioning
          from undecided to major/degree seeker is critical to their comfort and thus,
          satisfaction with UT. Career Services and more precisely the career planning area is
          critical to this transition.
      o In comparison with THEC and other peer institutions the average number of Career
          Counselors based on 25,000 -35,000 enrollments is 2.45. UT Career Services
          currently operates with 2 professional career counselors and that is somewhat
          misleading given closer examination. Both of the two career counselors split their
          time with other responsibilities. When evaluating the two positions and their time
          allotted to perform core career counseling duties it is estimated that we are actually
          operating with the equivalent of 1.25 full time career counselor placing us well below
          the average of 2.45.
      o If the Career Services operation remains in Dunford Hall, the addition of two new
          staff members would involve renovation of the Career Resource Center. Current
          interview space is also, at peak times, beyond full. In fact for a full four days in Fall
          2007, 80% of the professional staff were asked to give up their offices due to
          employer demand.

Next ESSC Meeting: Tuesday, March 25 in Arena C&D

Student Affairs                                                   Rev: 3/20/2008 1:18 PM
                                                                  Karen Sowers Page 1 3/18/2008
                                                                  Academic Expansion Committee

                                       Strategic Plan
                                Academic Expansion Committee

    Academic Committee Expansion Committee Charge: Identify areas best suited to
    expansion to fulfill mission of flagship campus to move toward first rank university
    status. Consider current and future demographics, IT infrastructure and potential

    U.S. Demographic Trends

    The 2000 Census confirmed what demographers have known for some time: the United
    States is experiencing fundamental demographic shifts. Birth rates have declined, average
    family size has fallen, and people are living longer. Meanwhile, immigrants compose a
    larger share of the population than ever before: between 15 and 20 percent. These trends
    pose stark challenges for the U.S., including coping with a reduced workforce, caring for
    a growing elderly population, assimilating the steady flow of immigrants into its
    mainstream, and reducing barriers to economic opportunity (Rand, n.d.). In order to
    determine which academic areas at the University of Tennessee need to grow, or be
    emphasized less, in order to best accommodate the proposed influx of students (8000) to
    this university over the next decade, it is necessary that we take a look at the anticipated
    employment trends over that same period.

    Nationally Predicted Occupational Trends:
    According to the Bureau of Labor Statistics (2007) the 30 fastest growing occupations
    Employment Trends will be in the following areas (listed alphabetically):

          •    Computing and Networking
          •    Entertainment
          •    Environmental
          •    Financial
          •    Forensics
          •    Healthcare support
          •    Mental Health
          •    Social Work and community services
          •    Veterinary Health

    Predicated Trends in Tennessee:
    Short term projections of employment in Tennessee for 2007 and 2008 show a 1.2
    percent average annual increase, with employment expected to increase about 75,900
    jobs in the two year period. This is a slight decrease over the past few years (Global
    Employment Trends, 2004). The occupations in the state of Tennessee that are predicted

Strategic Planning Committe             Handouts for 03/19/2008                          Page 27 of 58
    to have a very strong growth rate are similar to that for the nation. According to the State
    of Tennessee Department of Labor and Workforce Development (n.d.) the occupations
    that are considered to have strong growth rates are:
        • Building and grounds cleaning and maintenance
        • Computer and mathematical
        • Entertainment, art and design
        • Financial and business operations
        • Farming, fishing and forestry
        • Food preparation and serving
        • Healthcare practitioners and technicians
        • Healthcare support
        • Legal practitioners
        • Management occupations
        • Social and community services

    Not all occupations that are anticipated to show growth in the next decade necessarily
    require a university education. Decisions regarding where to expand at the university to
    accommodate training the population to meet the occupational needs must not be made
    without considering all institutions of higher learning in the state. The Academic
    Expansion sub-committee of the Provost’s Strategic Planning Committee will
    recommend for academic expansion, those departments and colleges where it will be
    most advantageous economically and feasibly to do so.

                        Educational Trends (Revolutions) in Higher Education

    Many universities and other scholars have noted that there are three major revolutions
    affecting higher education; globalization (UGA Strategic Plan; NC State Strategic Plan),
    information technology (UVA Strategic Plan; UGA Strategic Plan; VT Strategic Plan;
    NC State Strategic Plan); and dramatic biological discoveries (UGA Strategic Plan).
    Each of these has far-reaching implications for higher education. Additionally, the
    growing healthcare demand, environmentalism, and terrorism all have implications for
    the future of higher education.

                          Suggested Areas for Potential Growth At UT

         •    Globalization

    Every organization is linked and anchored inextricably to global interactions. The
    practical effect of "globalization" is that it affects nearly every aspect of life. Educational
    programs, regardless of level, must provide tangible recognition of this evolving
    perspective (UGA Strategic Plan). International education programs and activities
    should be considered as core elements of any academic program.

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    According to U.S. News and World Report (Nemko, 2007) globalization is creating great
    demand for business development specialists, helping U.S. companies create joint
    ventures with Asian firms. Once those deals are made, offshoring managers will be
    needed to oversee new collaborations as well as the growing number of offshored jobs.
    At the same time, large numbers of people from impoverished countries are immigrating
    to the U.S. As a result, immigration specialists of all types, from marketing to education
    and social services, to criminal justice, will be needed to attempt to accommodate the
    unprecedented in-migration.

    We should provide diverse perspectives on ways in which education is being shaped by
    global processes. UT needs to provide room for faculty and students to engage in
    dialogues on pertinent issues relating to globalization and education and to provide
    teaching and research resources that can be incorporated by faculties in their curricula.

    Specifically, we encourage placing globalization in our curriculum and student exchange
    programs. For example, the UT College of Engineering has developed or renewed more
    than ten memoranda of agreement with various universities. These and similar ongoing
    activities at other UT colleges continue to provide and expand new research and
    educational relationships with international universities. At the graduate level, we have
    helped in developing plans to offer joint doctoral degrees between UT and other foreign
    universities. This plan is currently being discussed by appropriate faculty committees and
    Graduate School for approval and implementation. The committee suggests the
    development of joint degrees with leading institutions in other countries.

    We suggest that the UT Center for International Education take the lead in promoting and
    setting up the globalization projects. Each college should promote curriculum
    modernization, enhance student international internships, provide faculty sabbatical
    programs to visit foreign universities or laboratories, and continue to institute joint
    graduate degree programs with international universities.

    Strengths on which to build:

              Ready for the World

              International Business


              Howard Baker Center for Policy Studies

              Social Work


Strategic Planning Committe             Handouts for 03/19/2008                         Page 29 of 58
              Computer Science

              Forensic Anthropology


              Language and World Business

              Interdisciplinary Programs in Asian Studies, Global Studies, Latin American


    Potential New Areas:

                       Develop graduate degree programs in Public Policy in conjunction with
                       the Howard Baker Center. A specialization should be in Global Public
                       Policy in conjunction with the College of Law.
                       Develop a doctoral program in Global Public Policy with Law and Baker
                       Develop post-doctoral fellowships in Global Policy
                       Develop interdisciplinary minors for specialization in immigration in
                       marketing, social services/criminal justice, forensic anthropology, law
                       Develop joint degree programs with top ranked international universities
                       Provide for faculty sabbatical programs at foreign universities/laboratories

         •    The New World of Biology

    The revolutions going on in biology have been transforming. The combination of
    information technology, robotics and the advancement of the life sciences has made
    possible a whole new age of discovery. Recent discoveries such as the double helix
    structure of DNA will provide the tools for advances in our understanding of life far
    beyond anything ever imagined (UGA Strategic Plan).

    According to U.S. News and World Report (Nemko, 2007) the basic research in
    genomics is yielding new discoveries rapidly as well as new clinical implications which
    will give rise to the reinvention of psychology, education, social services, and medicine.
    Scientists engaged in this new science will include computational biologists and
    behavioral geneticists.

    Strengths on which to build:

              Ecology and Evolutionary Biology

Strategic Planning Committe                 Handouts for 03/19/2008                         Page 30 of 58

              Biochemistry and Cellular and Molecular Biology


              Social Work

    Potential New Areas:

                               Develop graduate degree program in computational biology
                               Develop graduate degree program in behavioral genetics
                               Develop interdisciplinary graduate certificate program in
                               neurobiology and evidence based practices for applied fields such
                               as education, social work, counseling psychology

                   •   Environmentalism

    Growing alarm about global warming is making environmentalism this generation’s
    dominant initiative. The environmental wave is creating jobs in everything from sales to
    accounting in companies making green products, regulatory position in government, and
    grant writing, fundraising, and litigation work in nonprofits. Engineers are working on
    such projects as hydrogen-powered cars, more efficient solar cells, and coal pollution
    sequestration systems. Those jobs are currently at risk of being offshored. Green collar
    consulting is a new career in which environmental consultants solve new and different
    problems at constantly changing worksites (Nemko, 2007).

              Strengths on Which to Build:

              Earth Sciences


              Environmental Social Work

              Ecology and Evolutionary Biology

              Architecture (sustainability/energy)


    Potential New Areas:

Strategic Planning Committe                 Handouts for 03/19/2008                        Page 31 of 58
                              Create interdisciplinary major or certificate program in
                              environmental engineering
                              Develop graduate interdisciplinary degree program in
                              environmental sustainability with law, architecture, social work,
                              Create interdisciplinary major or certificate program in
                              environmental consulting

                   •   Terrorism – Growth in Emergency Management/Planning Programs

    Jobs in the antiterrorism field have already increased and another attack would create
    even more jobs. Demand is expected to grow in such areas as computer security and
    Islamic-country intelligence. A definite demand which is increasingly difficult to fill is
    that of emergency planning (Nemko, 2007).

    Projected Growth in Emergency Management/Planning

    In the wake of 9/11 as well as recent natural disasters, such as Hurricane Katrina,
    emergency planning and management continues to be a growing sector in the U.S. The
    U.S. Bureau of Labor Statistics projects the following:

         •    A growth of 12.3 percent of all workers in the field of Emergency Management
              Specialists between 2006 and 2016.

         •    During that same time frame, the largest growth areas would be in management,
              scientific, and technical consulting services (78.5%), computer systems design
              and related services (35%), and community food and housing, and emergency and
              other relief services (15.8%). (Bureau of Labor Statistics, 2008a)

         •    Based on data compiled from the Bureau of Labor Statistics, as well as each State
              Employment Security Agency, between the years of 2004 and 2014, there is a
              projected employment change of 22% within the entire United States for
              Emergency Management Specialists.

         •    The states with the larges projected employment change between 2004 and 2014
              are: Arizona (26%), Arkansas (29%), Florida (41%), Georgia (36%), Hawaii
              (29%), Idaho (25%), Kentucky (22%), Maine (20%), Minnesota (22%), Montana
              (28%), Nevada (52%), New Mexico (21%), North Carolina (20%), Oklahoma
              (26%), Tennessee (21%) and Utah (41%). (Bureau of Labor Statistics, 2008b)

    Table 1 shows information regarding the number of people actually employed (2002) as
    well as projected to be employed (2012) in fields related to Emergency Management.
    (Huseman, 2005).

Strategic Planning Committe                Handouts for 03/19/2008                         Page 32 of 58
    Table 1. U.S. Department of Labor, Bureau of Labor Statistics, Occupational
    Employment Statistics
                               Number     Projected       Change       Change    Number of    Mean        Mean
                                 of      employment       Number       Percent   Employed     hourly      annual
                              employed       (*)            (*)          (*)       (**)      wage (**)   wage (**)
         Industry               2002        2012         2002-2012      2002-      2003        2003        2003
    Emergency                  10,948      14,040          3,092         28.2      9,800      $23.65     $49,180
    Emergency                 179,112     238,449          59,337        33.1     186,110     $13.02     $27,080
    Technicians and
    Environmental              27,591      37,738          10,147        36.8     28,070      $18.11     $37,660
    science and
    including health
    Fire Fighters             281,948     304,402          58,454        20.7     274,590     $18.66     $38,810
    Hazardous                  37,559      53,760          16,201        43.1     37,710      $17.47     $36,330
    materials removal
    Occupational               41,363      46,808          5,445         13.2     44,700      $23.85     $49,610
    health and safety
    specialists and
    Police and Sheriff’s      618,786     771,581         152,795        24.7     612,420     $21.90     $45,560
    Patrol Officers
    Police, Fire, and          92,203     103,920          11,716        12.7     90,490      $14.36     $29,860
    Private Sector            1381 ***      N/A             N/A          N/A       N/A         N/A         N/A
    Planning Business
    Continuity Disaster

    (*) U.S Department of Labor, Bureau of Labor Statistics, Industry-Occupation Employment
    (**) U.S Department of Labor, Bureau of Labor Statistics, Occupational Employment Statistics
    (***) Number of Active members in the Association of Contingency Planners (Courtesy of Paul Striedl)
     (1) Annual wages have been calculated by multiplying the hourly mean wage by a “year-
    round, full-time” hours figure of 2,080 hours; for those occupations where there is not

Strategic Planning Committe                         Handouts for 03/19/2008                               Page 33 of 58
    an hourly mean wage published, the annual wage has been directly calculated from the
    reported survey data.
    Higher Education Offerings in Emergency Management

    In 2007, The Federal Emergency Management Agency conducted a survey to determine
    the number of educational institutions offering emergency management programs. Table
    2 shows the program classifications and number reported from that survey (Cwiak, 2007).

    Table 2
    Program Classification                                      Number Reported
    Certificate                                                 38
    Concentration with undergraduate minor                      8
    Minor                                                       6
    Associate Degree                                            19
    Bachelor’s Degree                                           12
    Master’s degree                                             14
    Doctoral Degree                                             1
    Master’s Level Concentration or similar program             15
    Doctoral Level Concentration or similar program             4
    Other                                                       4

    As part of this survey, Enrollment and Graduate rates were also looked at for the
    institutions which provided information on their emergency management programs. The
    results are shown below:


    Past three years:
    Increase 71%, No Change 23%, Decrease 6%

    Predicted over next three years:
    Increase 88%, No Change 10%, Decrease 2%

              Graduating Students:

    Past three years:
    Increase 77%, No Change 18%, Decrease 5%

    Predicted over next three years:
    Increase 89%, No Change 9%, Decrease 2%

    Strengths on Which to Build:

              Public Health

Strategic Planning Committe           Handouts for 03/19/2008                       Page 34 of 58
              Veterinary Medicine


              Social Work


              Intercollegiate Public Administration



              Marketing and Logistics


              Computer Science

              Connection to Oak Ridge

              Connections to local emergency management agencies (KEMA, TEMA)

    Potential New Areas:

                              Develop interdisciplinary graduate certificate program in
                              emergency management planning with public administration,
                              nursing, social work, marketing and logistics, management, law
                              Develop interdisciplinary graduate certificate program in disaster
                              response with public health, veterinary medicine, nursing, social
                              work, psychology, marketing and logistics
                              Build on nursing’s doctoral program in this area by offering an
                              additional doctoral program in Disaster Response and Emergency
                              Management with several disciplines such as architecture,
                              marketing and logistics, public administration, public health, social
                              work, and psychology working with nursing

                   •   Growing Healthcare Demand (Including Mental Health)

    The already overtaxed U.S. healthcare system will be forced to take on more patients
    because of the many aging baby boomers, the influx of immigrants, and the millions of
    now uninsured Americans who would be covered under a national healthcare plan likely
    to be enacted in the next president’s administration (Nemko, 2007). Jobs will become

Strategic Planning Committe                Handouts for 03/19/2008                          Page 35 of 58
    available in nearly all specialties. In the future there will be a need for health informatics
    specialists who will develop expert systems to help doctors, therapists, and nurses make
    evidence-based diagnoses and treatments. It is expected that hospitals, insurers, and
    patient families will hire patient advocates to navigate the healthcare system. On the
    preventive side, people will move beyond personal trainers to wellness coaches. Rapidly
    changing directions and new innovations in healthcare, materials and technology,
    sustainability and energy, and near environment factors such as natural light are all
    contributing to interdisciplinary research and advanced education in the field of design
    for health and wellness facilities (Design Futures Council, 2007).

    Health care is a rapidly growing employment sector in the U.S. economy. The U.S.
    Bureau of Labor Statistics predicts the following for the health care industry.

    •    The addition of “nearly 3.5 million new jobs between 2002 and 2012, an increase of

    •    During the same time period, “10 of the 20 fastest growing occupations are
         concentrated in health services. These positions include medical assistants (59%
         growth), physician assistants (49% growth), home health aides (48% growth), and
         medical records and health information technicians (47% growth).”

    •    Projected rates of employment growth for the various segments of the industry range
         from 12.8% in hospitals, the largest and slowest-growing industry segment, to 55.8%
         in the much smaller home health care services” (Career Voyages, 2007).

    Table 1 displays anticipated growth data on a number of health care and health care
    related professions for which UT Knoxville students are currently being prepared.
    Excluded are health care occupations such as occupational therapy and physical herapy,
    since there are currently no programs on the UT Knoxville campus for these professions.

    Table 1. Employment of Wage and Salary Workers in Health Care by Occupation, 2006
    and Projected Change, 2006-2016.

Strategic Planning Committe              Handouts for 03/19/2008                           Page 36 of 58
    Bureau of Labor Statistics (2007a)

    Two professions not included by the Bureau of Labor Statistics in Table 1 are audiology
    and speech pathology. Bureau of Labor Statistics data found elsewhere indicate the
    following growth rates (Bureau of Labor Statistics (2007b and 2007c).

    Table 2. Anticipated Growth Rates Audiology and Speech Pathology

    Profession                   Expected Growth Rate

    Audiology                    10%

Strategic Planning Committe              Handouts for 03/19/2008                      Page 37 of 58
    Speech Pathology                  11%

    Strengths on Which to Build

              Audiology and Speech Pathology

              Food Science and Technology

              Social Work

              Exercise, Sport and Leisure Studies



              Certificate in Gerontology

              Molecular Biology

              Architecture (health care design)

              Public Health

    Potential New Areas:

                              Develop interdisciplinary graduate certificate programs in health
                              and wellness with exercise, sport and leisure studies, social work,
                              food science and technology, nursing, architecture
                              Develop interdisciplinary graduate certificate programs in the
                              aging well with education, social work, exercise, sport and leisure
                              studies, nutrition, architecture
                              Develop interdisciplinary graduate certificate programs in health
                              services management with food science, management, social work,
                              public health, information sciences
                              Develop interdisciplinary doctoral program in gerontology with
                              nursing, social work, public health
                              Develop interdisciplinary graduate certificate program in medical
                              records and health information with nursing, veterinary medicine,
                              information technology
                              Establish a School of Public Health
                              Develop Post-doctoral fellowships in gerontology

Strategic Planning Committe                 Handouts for 03/19/2008                       Page 38 of 58
                              Develop interdisciplinary graduate degree in Global Health with
                              nursing, public health, social work, nutrition, food sciences
                              Develop interdisciplinary graduate degree or certificate program in
                              applied evidence-based health care with nursing, public health,
                              social work, nutrition

                   •   The Digitized World.

    An under-the-radar career that is core to the digital enterprise is data miner (Nemko,
    2007). Online customers provide enterprises with high-quality data on what to sell and
    for individualized marketing. Another developing career is that of simulation developer.
    The growing development of broadband connectivity is helping entertainment, education,
    and training to incorporate simulations of exciting, often dangerous experiences. Nemko
    (2007) gives the example of virtual patients allowing medical students to diagnose and
    treat without risking a real patient’s life.

    The development of more miniaturized equipment and storage devices has resulted in the
    recognition that new technologies are required for design, synthesis, and fabrication of
    miniaturized systems. The field of Integrated Nanostructured Systems is having a
    tremendous impact on the new technological breakthroughs in material science,
    electronics and photonics, and their application to biological research, diagnostics, and
    medical devices. Nanostructured Systems research will be in demand utilizing faculty
    from Arts and Sciences, Medicine and biomedical sciences, engineering and applied
    sciences, pharmacy, pharmaceutical sciences and dental medicine (University at Buffalo
    Strategic Plan).

              Strengths on Which to Build:

              Materials Science and Engineering



              Computer Science

              Potential New Areas:

                       Strengthen/expand doctorate in materials science and engineering/polymer
                       engineering with emphasis on nanostructured systems
                       Create post-doctoral fellowships in nanostructured systems

         •    Information Technology and the New Learning Environment

Strategic Planning Committe                Handouts for 03/19/2008                        Page 39 of 58
    It is anticipated that higher education will change more over the next decade than it has
    over the past millennia. The paradoxical result of the new capabilities of "distance
    education" is that distance is no longer an issue: Both traditional higher education and the
    "lifelong" learning required by the rapidly changing world of contemporary professional
    life are being reshaped and transformed by the new communications technologies and the
    Internet (UGA Strategic Plan; VT Strategic Plan; UNC Strategic Plan).

    With the accelerated move to high-tech interactivity comes the accelerated requirements
    for a more personal, "high-touch," strongly residential, educational environment. Great
    universities are finding myriad new ways to develop and combine the human and
    technological resources now available to create an entirely new environment for learning,
    an environment that is richer, more effective, more stimulating and more continuous than
    ever before. This environment must be both personally customized and globally relevant,
    both technologically sophisticated and intellectually contemplative (UGA Strategic Plan;
    VT Strategic Plan; UNC Strategic Plan).

    Driving Forces for Virtual Learning Environments:
    The need for a better and differently prepared U.S. workforce is indisputable. Today's
    global economy has created a high demand for intellectually strong workers, capable of
    solving complex problems and developing innovative services and products. It is
    anticipated that higher education will change more over the next decade than it has over
    the past millennia. The paradoxical result of the new capabilities of "distance education"
    is that distance is no longer an issue: Both traditional higher education and the "lifelong"
    learning required by the rapidly changing world of contemporary professional life are
    being reshaped and transformed by the new communications technologies and the
    Internet. A primary mechanism for reaching a broader student body is online learning.
    Online learning continues to grow for both secondary and post-secondary education.
    Some view online learning as one of the few relatively unrestricted avenues for
    innovation in teaching and learning (Kirriemuir, 2000). Tuition revenue from online
    offerings increased to about $8.1 billion in 2006 (Allen & Seaman, 2007). Digital natives
    will continue to demand that more learning be delivered asynchronously, via whatever
    electronic telecommunications devise they have handy (kirriemuir, 2000). Today’s
    students use technology to generate and use content, create virtual communities around
    the globe, solve problems, provide social interaction, and more. UT’s teaching and
    learning strategies, facilities, and practices must change to better meet
    these needs. Moreover, UT needs to support its faculty as they adapt to a rapidly
    changing teaching/learning landscape. A recent study concluded that geography is often
    inconsequential in online higher education (MIT News, 2001). The number of committed
    online students in higher education programs is expected to reach 2 million by the Fall
    2008 semester, with a 20% projected annual growth rate (MIT News, 2001). In 2007,
    3.5 million people have taken at least one online course. Driven by both career
    advancement and convenience, online learning is growing into a substantial component in
    the overall higher education system.
          • Online learning continues to grow for both secondary and post-secondary
               education. Some are seeing it as one of the few relatively unrestricted avenues
               for innovation in teaching and learning (Eduventures, 2007.).

Strategic Planning Committe             Handouts for 03/19/2008                          Page 40 of 58
           •  Digital natives will continue to demand that more learning be delivered
              asynchronously, via whatever electronic telecommunications devise they have
              handy (Eduventures, 2007).
           • Today’s students use technology to generate and use content, create
              virtual communities around the globe, solve problems, provide social
              interaction, and more. UT’s teaching and learning strategies, facilities,
              and practices must change to meet these needs better. UT needs to
              support its faculty as they adapt to a rapidly changing teaching/learning
            • Today’s students are comfortable using mobile devices anywhere, devices that
            converge diverse technologies. They expect access to information from any
            source, in any format, at their fingertips. Teaching and learning content from
            UT’s libraries and other instructional sources must be easily accessible and easy
            to manipulate.
           • Nearly two-thirds of online students live within the region of the institution they
              are attending and one-third live within 50 miles. Even traditional students seem
              to prefer online learning (Eduventures, 2007).
           • Blended learning, including gaming, virtual reality, text messaging and social
              networking sites, requires continued investment in supporting faculty to create
              these new learning venues (Trends in Higher Education, 2007).
           • Tuition revenue from online offerings increased to about $8.1 billion in 2006
              (Eduventures, 2007)

    Open knowledge platforms, in the form a body of course material available freely on the
    Web, have been gaining momentum in recent years. This notion, first introduced by
    MIT’s OpenCourseWare (USA Today, 2007) , is widely considered to be beneficial in
    many ways, including augmenting learning material for students as well as a university
    promotional tool. It appears that a growing number of universities have since taken
    similar approaches to providing “open knowledge” environments (Boston Globe, 2007;
    Giannino-Racine, 2006). When M.I.T. introduced its OpenCourseWare project six years
    ago, it was a radical departure. The project was intended to make virtually all of the
    institute’s course materials available online — free — over a 10-year period at the cost of
    $100 million (Giannino-Racine, 2006). (The material is provided under a Creative
    Commons license, which, among other things, forbids its being used for commercial
    purposes, but allows it to be copied and used for other purposes.) Despite the many
    difficulties involved, the positive impact of the program is unquestionable. If UT is to
    become a leading institution in its online learning program, sufficient resources should be
    made available. A multi-year plan should be carefully crafted, with clearly identified
    milestones and performance metrics. The capable educators at UT along with the
    geographic independence offered by the Web create an opportunity for leadership and
    growth in new online learning environments.

    Exactly who will be the new students that UT is seeking to attract? Distance Education,
    as it occurs at most institutions today -- including UT -- is comprised primarily of adult
    learners, i.e., those who fall outside of the 18-22 demographic profile, who cannot (or

Strategic Planning Committe              Handouts for 03/19/2008                         Page 41 of 58
    choose not) to relocate to a physical campus, who have careers and/or family obligations
    that necessitate that their learning is "part time" rather than full time. At UT, DE has
    almost exclusively been focused upon graduate education. This is in part due to the
    unwillingness / lack of interest in offering an online "degree completion" program for
    undergraduates (those who have an A.A. A.S, A.A.S or equivalent) or who have attended
    UT and, for what ever reasons, have not finished with us. UTK DE commissioned their
    own Eduventures survey which confirmed that there is definitely a market in TN for an
    online degree completion program with a first choice of content focus as business /
    management (I've shared this with the business folks). Moreover, the UT System
    sponsored investigation of last fall also came to the same conclusion.

    The following are factors that encourage and discourage distance education at UTK:

    Factors that Encourage
    1. The system favors expanded distance education programming (but see below).
    2. All educational endeavors (continuing education, credit and non-credit programming
    and "regular" on-campus programs) will or have moved to adopt elements of technology
    that, heretofore, were thought of as solely as "distance education." Thus, blended or
    "distributed" education ( a mixture of face-to-face and online / remote student or teacher
    delivery) is a "fact on the ground" (or, in the ether, as the case may be).
    3. UT Knoxville campus policies as stated bring resources to the academic department or
    unit providing distance education programming.
     (NB: the policies is implement, but not in a timely manner, see below).

    Factors that Discourage
    1. There is a danger that distance education will become a political football in the
    increasingly contentious relationship between the system and the campus.
    2. The campus has made no direct, clear and definitive endorsement of distance
    education for its own sake or as a tactic towards implementation of the "33 in Tennessee"
    goal. DE and the DE department are considered tertiary to the campus mission.
    3. Implementation of the revenue sharing policy has been delayed in each of the two
    years that the formula has been in place (see attached document, generated by Denise
    Barlow). Revenue sharing occurred in November of 2006 and December of 2007, not in
    August as the document states. An incentive plan that is not followed quickly becomes as
    disincentive by creating suspicion in prospective academic units.
    4. Distance Education instruction is considered "on load" teaching -- both a minus and,
    from a financial point of view, a plus. The "extra service pay model" is ultimately
    unsustainable because it is not scalable.
    5. "Combo" classes (simultaneous instruction to Knoxville-based and distance students,
    a model that is used frequently) results in significant increase in students per class, thus
    more work for instructors even though the one course is "on load."
    6. Faculty evaluations do not take into consideration the unique demands -- and
    accomplishments -- of distance education.
    7. There is virtually no consideration of distance education students regarding student
    services -- lack of toll free telephone numbers (bursar's office, among others), office
    hours, forms, advising, etc.

Strategic Planning Committe             Handouts for 03/19/2008                          Page 42 of 58
    8. There is insufficient funding available for program development and barely enough
    funding for marketing activities (itself a concept mostly unknown to the campus),
    9. There is inadequate coordination of available technologies (ITC, a campus unit,
    controls Centra and Blackboard and is funding centrally while ITES, a system
    unit, controls the web casting hardware and software and has a "charge back to the
    department" model of cost recovery). This structure works today *only* because of the
    good will of individual unit leaders at DE, ITC and ITES. Another mix of personalities
    and there could be real problems.
    10. The "New College" at UT Martin charges a differential tuition rate to its online
    students, somewhat more than in-state tuition (I think the rate is $40 per credit hour) but
    substantially *less* than full out-of-state tuition. This is obviously a huge marketing
    advantage and one that could really benefit the programs at the Knoxville campus. It also
    appears that this differential rate structure has also been applied to online courses
    originating from the Health Sciences campus.

              Resources for Online Learning

    Integrating online learning into an existing education system is a worthwhile, but
    complex endeavor that requires focused management of a range of detailed activities, as
    well as ongoing, effective communication between a district or institution and its online
    provider (Allen & Jeff, 2007). For these reasons, a university plan to offer online courses
    will profit from identifying the following:
    • Adequate IT resources to support a healthy online learning experience,
    including data storage facilities, communication resources and technical support
    staff. In particular, course/learning management systems are necessary for the
    institution’s strategic success (Society for College and University Planning, 2007).
    • A body of educators committed to the program and its cause. MIT is offering
    over 1,600 online courses today, with a diverse range of very capable instructors
    delivering classes and other instructional sessions. A similar commitment will be
    required from UT, if it is to succeed in this goal.
    • In the state of Tennessee, a range of physical sites can be considered, where
    students can complement their online learning process with a more personal
    learning experience. To that end, site coordinators, at either the district level or
    at each site would be required. These are individuals who will have primary
    responsibility for implementing the online program, including ensuring
    adequate student support. Recruiting and developing the proficiencies of such
    individuals is imperative.
    • Access to UT’s libraries and other instructional sources must be easily accessible.
    This entails IT involvement in augmenting existing IT infrastructure.
    Management Plan and Tasks
    A successful online learning program must be a result of a comprehensive and thorough
    management plan that is reflective of UT’s strategic plan. Such plan should encompass
    all aspects of the resources required and roadmap to be followed. Consequently, the
    following tasks should be considered:

Strategic Planning Committe             Handouts for 03/19/2008                         Page 43 of 58
    • A university-wide committee should be charged with defining a multi-year plan
    for gradually introducing online courses. Priorities should be set with regards to
    the order in which courses will be introduced, based on available resources and
    detailed market analysis.
    • Develop a comprehensive IT plan that encompasses all aspects of the online
    learning infrastructure needed to support and enhance existing educational
    programs and curricula. This would include emphasis on IT-accessible learning
    environments that meet teachers’ and learners’ needs.
    • Ensure that all classrooms are equipped to support common pedagogical
    approaches and have the capacity to accommodate temporary or mobile
    installations. IT should produce a three-year plan and cost estimate to bring all
    classrooms up to a base level where they can support both on-campus and online
    learning activities.
    • Guidelines for assessing learning outcomes should be created by the Provost’s
    Office. The latter should develop an incentives program that supports faculty
    participation in strategic technology pilots, particularly in the context of online
    • IT, with broad consultation, should develop an instructional support center that
    will provide guidance to all that are involved in online education processes.
    • A university-wide committee should be charged to assess needs and uses for
    distributed learning systems, keeping in mind the capabilities of learners both on
    and off campus.

              Strengths on Which to Build:


              Information Technology

              Information Sciences

    Offering Knowledge to Everyone – A return to the broader mission of higher
    education: to offer knowledge to everyone

         • As technology evolves, classes are becoming engaging to a broader public
         • Many universities (VA Tech, Yale, MIT, UC-Berkeley, American University,
           Utah State) are offering free on-line courses to donors and alums (Washington
           Post, 2007)
    Open classes can bring many benefits including luring applicants, spreading the
    university’s name, impressing donors, keeping alumni engaged (Washington Post, 2007

              Traditional Approach to Education

Strategic Planning Committe             Handouts for 03/19/2008                           Page 44 of 58
    The idea of a student learning from a teacher or mentor is the foundation for sharing
    knowledge. People have used a variety of means to pursue this endeavor. The exchange
    of knowledge has evolved as communications and technology evolved. Today we have
    more ways to share knowledge than ever before.

    Society has supported the pursuit of knowledge. We have laws to encourage education
    until the student is at least 16 years old. We have public education to address thirteen
    years of base education (K-12). However, the quest for knowledge after high school is

    The Higher Education Act of 1965 intended to provide a way for everyone wanting
    higher education to receive access to a college or university (Boston Globe, 2007). This
    act has had a significant impact on who could attend college, and millions of students
    have taken advantage of the opportunity over the years. However, the cost of educating a
    person has increased over the years and recently has risen faster than inflation. From
    2001 to 2006, the average tuition at a public university increased by 35% - after adjusting
    for inflation (USA Today, 2007). Today it is estimated that over 400,000 qualified
    students do not attend a four-year college because they cannot afford it – primarily
    because the available grants have not kept pace with the escalating tuition costs (Boston
    Globe, 2007). Twenty years ago a maximum Pell Grant covered over half the costs for a
    student. Today less than one-third of the cost is covered by the same Pell Grant (Boston
    Globe, 2007).

    The 1965 act attempted to address the challenge of opening higher education to lower-
    income families. It did address some of the issues, but it has not solved the problem for
    everyone. Some deserving students still cannot afford to attend a college. Of the 36
    valedictorians in Boston public schools in 2006, 21 were at risk of not having sufficient
    funds for college (Giannino-Racine, 2006). The traditional approach for higher education
    is just not working for everyone who is qualified for a higher education and has a desire
    to pursue a degree.

           New Ideas for Education
    The opportunity for education has changed over the years as new communications and
    technologies have been introduced. Cable television, the internet, podcasting, and other
    communications media have connected people with information as well as entertainment.
    Most universities have recognized this opportunity and have been investigating or using
    these media effectively. However, many institutions have not made a serious
    commitment to using these options to deliver the knowledge desired by potential

    According to a Sloan Consortium survey almost 3.5 million students were using the
    internet for higher education in fall 2006. The growth in this medium has been
    significant since 2002 when around 1.6 million students took at least one online course
    (Allen & Seaman, 2007). Over half the colleges and universities today consider
    themselves engaged or fully engaged in “online” learning, and twenty percent of students
    were taking at least one “online” course (Allen & Seaman, 2007). They defined a course

Strategic Planning Committe             Handouts for 03/19/2008                         Page 45 of 58
    as being “online” if over 80% of the course was delivered online and there were typically
    no face-to-face meetings (Allen & Seaman, 2007).

    The plethora of statistics from the Sloan survey suggested that the higher education
    community was not in total agreement about online learning in 2006. The primary reason
    colleges and universities were supporting online education was to increase student access,
    but there were several other reasons that include attracting new, non-traditional students;
    continued professional growth; increase rate of degree completion; improve student
    retention; and several others (Allen & Seaman, 2007).

    Some colleges and universities are looking for innovative ways to use the internet to
    deliver knowledge while others are looking at ways to broaden the impact of online
    education by offering courses for no cost. MIT (like a few other institutions) is providing
    free courses in their OpenCourseWare program (MIT News, 2001). However, MIT does
    not believe this program will provide an MIT education. The OpenCourseWare courses
    will generally be core materials and will provide MIT and other students a solid
    foundation for learning, but they do not intend to offer a degree program using the free
    courses (MIT News, 2001). MIT expects this program will provide a “window onto an
    MIT education” worldwide and should help traditional enrollment as well as provide core
    knowledge to everyone (MIT News, 2001).

    Knowledge can be delivered in as many ways as one can communicate. The traditional
    education approach has been followed by most colleges and universities who are offering
    online courses. However, some colleges and universities are also offering knowledge via
    cable TV either on their local cable channel or in concert with cable companies. The
    effectiveness of this delivery method is difficult to measure, but some innovative
    educators could find a way and use this medium. Some “blended learning” options
    include gaming, virtual reality, text messaging, and social networking (Society for
    College and University Planning, 2007). In addition to traditional methods of sharing
    knowledge through classes or online courses, new techniques are being considered. As
    one looks to the new, computer savvy students, one will see that many students are as
    knowledgeable about computing because they play computer games. Colleges and
    universities are starting to recognize this trend, and the use of games is being considered
    as a learning technique by many (Kirriemuir, 2000). Lastly, knowledge may be the result
    of a course or game, but knowledge can also be gained by simply accessing and
    interpreting data. The libraries of the world have always been a significant source of data
    and today’s college and university libraries continue to be a significant source of data.
    Providing access to these resources and the tools to research library data can be a
    significant way of making knowledge available to everyone.

    All these options for providing knowledge to everyone depend on a method for
    communication – most depend on the internet and local networks. To fulfill the mission
    of providing knowledge, the colleges and universities must invest not only in the course
    work and the data sources, but also in the infrastructure and connectivity options. High-
    speed networks are required for the volume of use required to support everyone. Gaming
    is very dependent on high-speed network connections.

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    In addition to networks, a terminal device such as a personal computer or other device is
    required to take advantage of the knowledge provided. Colleges and universities
    generally have labs available if students do not have their own devices. Some libraries
    have devices as well, but some potential students may not have the access needed.
    Therefore, to effectively deliver knowledge to everyone, technology must be made
    available to everyone. The Higher Education Act may need to be amended.

    There are several steps The University of Tennessee can take to support the mission of
    providing knowledge to everyone. They include:

         •    Provide a high-speed and dependable network within the university environment
         •    Provide high-speed connectivity to the internet
         •    Secure and manage the network to help ensure reliability and consistency in
         •    Provide reliable and secure servers to make online courses available to the
              campus and the world
         •    Provide access to personal computers and other devices to allow students to
              access education and knowledge
         •    Investigate new delivery options such as podcasting to leverage tools students
         •    Develop a program to define what courses should be made available for everyone
         •    Provide qualified staff to assist faculty in the development and deployment of
              online courses
         •    Provide incentives for the faculty to develop online courses
         •    Provide the management and administration of the course libraries to ensure
              current and consistent quality of courses
         •    Provide library resources for the campus and beyond
         •    Provide a program for developing cable-television training classes for the
              university cable system
         •    Negotiate with commercial cable companies to provide university cable training
              programs for public use
         •    Investigate the use of new tools such as gaming and simulation
         •    Investigate funding models that will reduce the cost of learning

    Strengths on Which to Build:


         Computer Engineering

         Information Sciences

         Information Technology

Strategic Planning Committe              Handouts for 03/19/2008                       Page 47 of 58
    Potential New Areas:

                       Develop major/minor in gaming/simulation in computer sciences

    Artistic Expression, Culture and Performing Arts

         •    Although art, culture and performing arts was not identified as an area for growth
              in jobs or higher education, it is the opinion of the committee that this area
              contributes to the quality of life of individuals, communities and nations.
              Enhancing this area has the potential to nurture a cultural renaissance within the
              university and general community as well as enhance the reputation of the
              university. Opportunities exist to meld this area with globalization efforts.

              Strengths on Which to Build:




              Cinema Studies

              Medieval Studies



              McClung Museum

              Performing Arts

    Potential New Areas:

                              Develop interdisciplinary certificate programs in global arts
                              incorporating music, architecture, cinema, theatre, and art.
                              Develop doctoral program in global arts

Strategic Planning Committe                Handouts for 03/19/2008                            Page 48 of 58

    Allen, Elaine and Seaman, Jeff. (2007, October). Online Nation – Five Years of Growth
           in Online Learning The Sloan Consortium

    Bureau of Labor Statistics (2007) Table 1. The 30 fastest growing occupations covered in
       the 2008-2009 Occupational Outlook Handbook. Retrieved January 16, 2008, from
       US Department of Labor Bureau of Labor Statistics Web site:

    Bureau of Labor Statistics (December 7, 2007) News. Retrieved January 16, 2008 from
          US Department of Labor Bureau of Labor Statistics Web site:

    Bureau of Labor Statistics, (2008a). U.S. Department of Labor, Industry-Occupation
          Employment Matrix, on the Internet at

          s&Type=Occupation (visited January 30, 2008)

    Bureau of Labor Statistics, (2008b). U.S. Department of Labor, State Occupational
          Projections 2004-2014 Long Term Projections, on the Internet at
 (visited January 30, 2008)

    Cwiak, Carol (2007). The Face of Emergency Management Education: 2007 FEMA
           Emergency Management Higher Education Program Report. Retrieved January
           20, 2008 from

    Design Futures Council. (2007). Thirty five trends transforming the design professions:
           Mastering the future. Design Intelligence.

    EDUCAUSE. (2007, November). Current Issues Survey Report, 2007. EDUCAUSE
           Quarterly, (2), 12-31.
    Eduventures. (April 11, 2007).
    Giannino-Racine, Bob. (2006). Ensuring Higher Education Access for All: A New Deal
    for Equalizing Opportunity and Enabling Hopes and Dreams Campus Compact

    Global Employment Trends. (January 2004).
    Huseman, Kim and Monika Buchanan (2005, April). Emergency Management and
           Related Labor Market Data and Statistics, 2005. Retrieved January 20, 2008 from

    Nemko, M. (2007, December). Ahead-of-the-curve careers. U.S. News and World
         Report. Retrieved December 30, 2007 from

Strategic Planning Committe            Handouts for 03/19/2008                          Page 49 of 58
    Rand Corporation. (n.d.). Retrieved December 30, 2007 from
    State of Tennessee Department of Labor and Workforce Development, Short-term
            Projections to 2008, Retrieved January 23, 2008 from The Source website:
    The Boston Globe. (2007, February 15). Grant Access to Higher Education

    Trends in Higher Education. (2007, July). Society for College and University Planning.
           Ann Arbor: MI
    USA Today. (2007, July 26). Cost of Higher Education Gets More Pricey

    Washington Post. (2007, December 31). Internet access is only prerequisite for more
          And more college classes. Washington DC: The Washington Post

Strategic Planning Committe           Handouts for 03/19/2008                          Page 50 of 58
Academic Expansion Committee
Committee Charge: Identify areas best suited to expansion to fulfill mission of flagship
campus to move toward first rank university status. Consider current and future demographics,
IT infrastructure and potential outcomes.

                                 Format of Action Plans (conceptual draft)

Goal A Expand and Strengthen Globalization

Objective A1:
Task/Activity                 Timeline    Lead       Strategies              Measure/    Resources
                                          Role       Used                    Document    Needed
A1(a) activity                5 years     Deans of   Relationship            Progress    Travel dollars
Develop joint                             each       building with           reports     $100,000 a
degrees with                              college    similar degree          provided    year for 5
leading institutions                                 programs at leading     by deans    years
in other countries                                   international
A1(b) task                    Year 1      Provost    Utilize ranking lists   List        $0
Identify                                  Office     of international        provided
international lead                                   institutions and        to deans
institutions                                         specific degree
A1(c) task           Year 2-5             Individual Outreach,               Number of
Each dean identifies                      deans      relationship            MOUs and
target institutions                                  building, formal        joint
and develops                                         MOU                     degrees
relationships                                                                developed

Objective A2
Task/Activity Timeline                   Lead Role        Strategies     Measure/        Resources
                                                          Used           Document        Needed
A2(a) task
A2(b) activity
A2(c) activity

Objective A3
Task/Activity Timeline                   Lead Role        Strategies     Measure/        Resources
                                                          Used           Document        Needed
A3(a) activity
A3(b) task
A3(c) task

Strategic Planning Committe                   Handouts for 03/19/2008                         Page 51 of 58
                            MARCH 12, 2008

The Continuing Education Subcommittee has held three meetings to date. The first two were
described in our February 18 update to the Strategic Planning Committee. The third meeting,
which took place on Feb. 29, include the following major discussion topics:

    •    Reports from six of the eight benchmark schools concerning continuing/distance
         education activities, organizational structure, etc. Those schools are Michigan State
         University, Pennsylvania State University, University of Georgia, North Carolina State
         University, and The Ohio State University.

    •    Discussion of the organization of continuing and distance education on the Knoxville
         campus based on a report prepared by subcommittee member Charles Norman. Our
         conclusion is that we employ both a centralized and decentralized model, with centralized
         activity carried out through University Outreach and Continuing Education and a great
         deal of activity taking place through other units, including the Institute for Public Service,
         UT Extension, and individual college units.

Our attempt to schedule a fourth meeting prior to the March 19 meeting of the Strategic Planning
Committee was unsuccessful. Looking forward to our next meeting, which is expected to be
during the week of March 24, we plan to do the following:

    •    Hear reports on the two remaining benchmark schools (University of Alabama,
         University of Wisconsin Extension).

    •    Consider a draft outline (to be prepared) of our report focusing on the small number of
         recommendations (i.e., three to five) that could make a real difference in continuing and
         distance education on the Knoxville campus and increase the campus's role as the
         flagship campus of the UT system.

Strategic Planning Committe               Handouts for 03/19/2008                           Page 52 of 58
Strategic Planning Committee
Academic Advising Sub-Committee Report
March 16, 2008

    1.        Each “sub-sub committee” has submitted an example of an “action plan” addressing
              current needs and one for future needs. The template was completed for each goal
              statement. The plans are posted on the sub-committee’s Blackboard site.
    2.        The chair has started writing the first draft of the narrative portion of the sub-
              committee report.
    3.        The agenda topics for the March 19 meeting are:

              a. Review the enrollment projection document developed by Dean Bayer and IR
                 staff – discuss implications for advising goals and report
              b. Review the action plans and discuss additional goals for each area
              c. Discuss the critical points that need to be outlined in the first section of the
                 narrative concerning:
                   1.         current state of affairs (based on College Advising Audit documents)
                   2.         impediments to goals

    4.        The committee will consider the issues addressed by the external consultants in the
              exit interview with Dr. Holub – the final document has not yet been submitted.
    5.        Discuss timeline for completion of the sub-group reports and final sub-committee
              report by the end of April.

Strategic Planning Committe                   Handouts for 03/19/2008                         Page 53 of 58
3/11/08 CAMPUS (Central Academic Management of Programs for
Undergraduate Students) Subcommittee Report
NOTE: we are addressing each of our charges separately. Only at the end of this semester, when
each charge has been addressed, will we then compose our entire report.

We met to discuss Learning Assistance programs, and began with the following summary of
what is offered CURRENTLY on our campus:
   1. Minority Student Affairs/Black Cultural Center tutoring program: 300 students/term in
        Math, Biology, Chemistry, and Spanish and French; 35-45 tutors; only 100-200 level
   2. EAP and Thornton Center: not discussed here
   3. Math Tutorial Center: 100/200 level; Math 109 (computer-based and self-directed, by
        with only a 47% pass rate)
   4. Chemistry Tutorial Center: staffed 100% by graduate students; limited hours of operation
   5. Student Success Center: Supplemental Instruction (an upper-division student who earned
        a B+ or A in the survey course attends the survey course and then leads study sessions) in
        Math 119 and 130; Chemistry 120 and 130; need to extend this program to Accounting
        200 and Stats 201?
   6. Statistics Lab: mainly for Stats 201. High demand/long lines
   7. Writing Center: staffed by well-trained graduate students; offers English 103 for 1 credit;

We seem not to be meeting demand for Math and Accounting tutoring;
Initial retention figures for students in Supplemental Instruction are positive/encouraging.
Consider expanding this program. Note: perhaps the best way to do this is by implementing a $5
a semester Learning Assistance Fee for all undergraduate students. This would generate nearly
$100K per semester.

  1. Purdue University and others operate a web-based clearinghouse that connects students to
      private tutors. Often in such programs the private tutors must attend a training session
      before they can be listed in the electronic clearinghouse
  2. Purdue and others offer learning assistance courses for academic credit (reading
      assistance courses, study skills courses, and PAIRED COURSES, in which, for example,
      a student takes the Introduction to Psychology course for 3 credits, and must also take the
      1 credit Psych Study Skills course
  3. Workshops (no academic credit), many of which are offered online
  4. Academic Coaching: administering assessment tests to then work on problems identified
      (reading skills, for example); Virginia Tech has a “Get on Track” course that is offered
      second session of the semester for those students who are struggling in a/their course(s)

Strategic Planning Committe            Handouts for 03/19/2008                         Page 54 of 58
Interdisciplinarity Preamble
        In a recent letter sent to members of Phi Beta Kappa by the organization’s secretary, John
Churchill, the importance and relevance of a liberal education were reaffirmed because “broad-
based learning develops men and women who are able to think and create, collaborate and
compromise, solve problems, communicate, and act. Such men and women are best prepared to
lead our nation in meeting the profound challenges of the 21st Century” (February 2008). The
urgency of Professor Churchill’s appeal echoes Catherine Stimpson’s claim that “our survival
depends on bringing to bear a multiplicity of perspectives upon life’s forces and phenomena, its
movements and complexities. Our constructed sense of life must be as rich and thick and hybrid
and multiplicitous as life itself” (Chronicle of Higher Education, 1 November 1, 2002). Such
breadth of knowledge and the ability to think comprehensively in a rapidly changing world
require new approaches to how universities develop their multiple missions in teaching, research,
and service. To that end, interdisciplinarity has emerged as a most effective response to meeting
those challenges mentioned above.
         While interdisciplinarity “involves attacking a subject from various angles and methods,
eventually cutting across disciplines and forming a new method for understanding the subject”
(, there is a distinctiveness to interdisciplinarity
when compared to other forms of collaboration (e.g., multidisciplinarity, cross-disciplinarity,
transdisciplinarity). Although these latter forms bring together individuals from different
academic backgrounds who share their perspectives and insights, the participants basically
continue to reaffirm the fundamental principles which are the bedrock of their traditional
disciplines. To varying degrees, these kinds of collaboration may result in a synthesis of the
diverse forms of knowledge brought to bear upon a particular problem or topic of study.
However, synthesis is not necessarily the ultimate goal of interdisciplinarity since the process of
inquiry is emphasized as much as the end product of investigation. In other words,
interdisciplinarity is about the transformation of the ways in which the participants understand
and think from their respective areas of specialization. Clearly, then, interdisciplinarity is not an
attempt to eliminate academic disciplines. It is rather an effort to reconfigure and redefine our
understanding and use of those disciplines as we allow ourselves to be reconfigured and
redefined as teachers and scholars by contiguous areas of thought and practice.
         The following report on Interdisciplinary Directions is based on the belief that if
universities are to continue to evolve as dynamic and creative learning communities of the
twenty-first century—a historical period profoundly marked by the opportunities and the dangers
of globalization—interdisciplinarity will of necessity constitute an essential means of creating
new and on-going conversations that will be pluralistic and conflictive, but also productive. To
be sure, the humanities, the social sciences, and the natural sciences have a long history of co-
existence and collaboration in the Academy. However, the need for more (in)tense interactions
has emerged in a world in which the “accounting for the whole in terms of a single set, part of a
set, or a single procedure for organizing parts will always be incomplete” (Thompson Klein 137).
What follows, then, is a call for active practice and broad institutional support of
interdisciplinarity which will empower our university community to enrich and transform the
academic disciplines as we create and re-create multiple forms of knowledge that transcend fixed
and impermeable borders.

Strategic Planning Committe              Handouts for 03/19/2008                          Page 55 of 58
Campus Climate Subcommittee Report
Meeting Date: March 19, 2008

The Campus Climate Subcommittee (CCS) met on Wednesday, March 5th at 11:00 AM in the 2nd
floor conference room of the Black Cultural Center. CCS has divided its work into four taskforce
groups, representing each of the primary constituent groups on campus: undergraduate and
graduate students (Dr. Tammy Kahrig, Chair); full-time instructional and research faculty (Drs.
Terrell Strayhorn and Norma Mertz, Co-chairs); exempt and non-exempt staff (Dr. Marva
Rudolph and Anita Moore, Co-chairs); and alumni and other friends of UT (no chair yet). Each
of the subgroups have met independently to (a) identify campus climate issues relevant to their
specific subpopulation based on existing data sources or new information, (b) formulate
recommendations that address each issue identified under Section A, and (c) record data sources
used to justify relevance/prevalence of issues identified under Section A and potential promise of
recommendations identified under Section B. For instance, the Student Taskforce has reviewed
data from UT’s National Survey of Student Engagement (NSSE), Survey of Leavers,
AAA/AAIG Evaluation Report, and the “Improving Undergraduate Experience “ Report, to
name a few.

The Staff Taskforce will hold a public forum on Wednesday, March 19th from 11:30 AM to 1:00
PM in the Shiloh Room of the University Center for the purposes of collecting information from
exempt and non-exempt staff about their experiences at the University and ways in which UT
can effectively recruit and retain skilled staff members. Similar sessions may be held in the
future for other subgroups within CCS. Our next meeting is scheduled for Wednesday, April 9th
at 11:00 AM.

Strategic Planning Committe            Handouts for 03/19/2008                         Page 56 of 58
Engagement Subcommittee
Recap of Meeting, 03/17/2008

    1. Karen Collins did an outstanding job pulling together reports and summarizing ongoing
       outreach activities in coordination with Lynn Champion. This week or early next week
       we will send a PDF file of this information to all committee members and ask that
       everyone review this information. We are seeking thoughts, suggestions and additions.

    2. Alan Lowe is charged with taking some of the information in Karen’s report and
       developing a “best practices document” analyzing other institutions around the country
       heralded for their outreach work and support and recognition for outreach activities.

    3. Tom Milligan will work to schedule a presentation by Charles Norman and Arlene
       Garrison on their system-wide outreach quantification project. This presentation will be a
       forerunner to a broader report by this subcommittee on outreach activities at the campus
       and how they relate to system-wide activities.

    4. All committee members are encouraged to begin developing thoughts on how we may
       increase emphasis on outreach through the following:

            •   Faculty, department head and staff training opportunities on linking outreach
                activities to research and scholarly activities.
            •   Increase linkages between outreach activities and the university’s Ready for the
                World initiatives, both international and intercultural aspects.
           •    Increased emphasis on student involvement in outreach particularly as it relates to
                service learning and structuring these activities.

    5. The Baker Center will play a central role in supporting these activities in faculty, staff
       and student outreach activities and will help develop many of the plans for these efforts
       in coordination with this subcommittee.

         [NOTE: Background material is to be posed on the Provost’s Strategic
         Planning page. This information may prove useful to other

Strategic Planning Committe               Handouts for 03/19/2008                         Page 57 of 58
SPC Subcommittee on Globalization and Interculturalism—Report 3
Mary E. Papke, Chair

3rd meeting on March 3, 2008

        We distributed and discussed the new format for reports and the preceding reports from
all subcommittees. We will work our current materials into the spread sheet formats for the next
meeting. Our discussion focused on progress on particular reports and reports yet to come. In
addition, we reviewed the areas of concern for our subcommittee. These include the following
recommendations and actions:
         The student survey planned by Anna York still needs to be finalized and distributed to the
Student Senate, the Freshman Council, the Global Studies Club, and to international students
through the I-House listserv. We will also draw upon surveys already completed for the Ready
for the World Initiative for data on student needs. Joann Ng Hartmann and Pia Wood are
preparing a report that will detail needs in terms of recruitment, processing of and services for
international students, as well as recruitment for study abroad programs, scholarships, effective
cost-sharing of study abroad programs, additional funds for developing memoranda of
agreement, and other needs of the Center for International Education. The sub-committee noted
that the Office of Equity and Diversity would also require additional staffing; and Rita Geier
emphasized the need for training in interculturalism for faculty, staff, and students, as well as the
opportunities to pair with HBCU and Appalachian Association Colleges in such training. The
new Teaching and Learning Center will require funding for training for educators on
synchronous learning possibilities that will increase the diversity and intercultural engagement of
our students. Of particular concern are needs in the STEM field, particularly funding for annual
workshops and continuous support groups for minority students and faculty, and the
Commissions could play a role in providing such support. Opportunities for intermestic
(international and domestic) service learning need to be increased and facilitated with the
creation of a new service learning course number by which such opportunities can be formalized
and credited; the Undergraduate Council should review the entire curriculum for service learning
possibilities and facilitate their creation. So that we do not needlessly duplicate efforts already
made by our sister institutions, we need to form a much stronger consortium with those sister
institutions and begin capitalizing on and contributing to connections that would increase our
diverse and the opportunities for enhanced intercultural and international education. Joint
degrees as a venue for student exchange and increased diversity need to be made easier to
pursue. Much more focus should be placed on sharing the strategic plan vision with students,
particular in terms of international and intercultural awareness, and Orientation, 1st Year Studies,
and General Curriculum courses should emphasize what it means to be ready for the 21st century.
       The committee will present more detailed action statements and goals after its next

Strategic Planning Committe              Handouts for 03/19/2008                          Page 58 of 58

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