Increase support for research grants, curriculum development grants and grant writing assistance - Center for Teaching and Learning.

Still  needed for the CTL

Designate an ITS resource person to consult with individual professors regarding new technologies and their classroom application – ITS.

In process – Instructional Technologist/Designer

Begin an effort to maintain appropriate class sizes (including adequate seating) – Deans.

In-process.  Major progress made

Allocate more professional development funds for conferences – Provost.

Completed

Continue an aggressive recruitment of top high school students and students of diverse cultural backgrounds – Admissions.

Ongoing

Implement as aggressive policy of creating “smart classrooms” – ITS and Teaching, Learning, Technology Roundtable.

In-Process (from David)
Complete – continue to add to the number of available Smart Classrooms.

Increase coordination between the Wesley Center, the CTL, the Special Events Committee, and the Faculty Resource Committee – CTL.

In-process:  Note writers-by-the sea conference this year

Implement 3-year plan for CTL – Director of CTL.

Completed

Monitor the data regarding declared majors, referring this information to the Office of the Provost for study – Associate Provost for Academic Administration.

On-going process

The application for admission to the university should be revised in an attempt to encourage the declaration of an academic home – Admissions.

Completed

Develop a model for advising undeclared students that may help move students more efficiently to a decision on declaring a major, thus stabilizing program enrollments and the variable of undecided students – Career Center and Academic Advising.

Processes are developed,
The number of undeclared students has reduced.
Career and Advising are coordinating efforts.

Establish guidelines for the addition, expansion, or deletion of academic majors. Such guidelines, together with the mission of the University, would allow for a kind of environmental scan or impact on the question of balance, given the FTE cap – Deans, Academic Policy Committee and Graduate Studies Committee.

In-process:  Guidelines for new programs at both undergrad and grad levels have been adopted.

Change the current scholarship policy, from one that enhances enrollment at PLNU, to one that enhances academic quality and diversity.

Completed and ongoing

Change scholarship policy and lower the requirements to maintain scholarships. To do so will simply the procedure and thereby improve the quality of the financial aid process. This will also be fairer and provide more continuity to the awardees.

Completed

Limit admission of marginal or provisional students to those coming from identified priority groups or to special cases as approved by the Enrollment Management Committee.

Completed

Establish a qualitative grid of factors to help choose from among otherwise equally qualified students.

Completed

Begin computing academic high school GPAs and use these as well as unweighted GPAs as factors in the admissions process. Also, collect statistical data on the academic and unweighted GPAs of entering PLNU students.

Completed

Begin using academic (or unweighted) high school GPAs as the grade point of record for incoming students as soon as enough data is available to effectively do so.

Ongoing

Set the minimum requirements for early action admission so that only about half of the expected freshman class would qualify. Currently this could be accomplished with a weighted GPA >3.0 AND SAT >1000.

Completed

Require the suggested high school courses (as stated in the Catalog) for early action admission.

Completed

Maintain a pool of available positions for priority students (on-region Nazarenes, athletes, minorities, etc) until the final admission deadline to ensure that all such students who make timely applications will continue to be accepted.

Completed

Consider impaction limits in certain majors and require higher standards for admission into those majors. It should be noted that this has already been done for nursing majors.

Important for future consideration

Consider not allowing freshman to have automobiles except in special cases.

Completed

All transfer students should be required to submit an SAT score as part of the admission process.

Completed

All entering transfer students should be full-time except in special cases reviewed by the Enrollment Management Committee.

Completed

The transfer student admission standard of GPA > 2.0 should be based on non-elective units (i.e. only those units meeting PLNU general education or major of choice requirements.) This would place the transfer grade requirement in parallel with the academic GPA for high school students.

Completed in principle (AVG. entering TR GPA is at 3.0)

An optimum freshman class size should be determined and the remainder of new student positions should be filled by transfers. The size of the remainder will be determined by retention rate and may change in the future along with the character of the PLNU student body.

Completed

No recommendations will be made until it is decided whether graduate programs are moved off the Point Loma campus.

Completed

Change the admit language from “acceptance” to “offer of admission.”

Completed

Require a deposit to be submitted before a place in the entering class is secured.

Completed

Require one deposit. The deposit amount could be $425, reflecting a tuition deposit ($225) and a housing deposit ($200).

Completed

Require housing contract and registration profile to be sent immediately upon receipt of deposit.

Completed- contracts are remitted along with deposit

Require housing assignments for new students to be made by June 1 and communicated to new matriculates by June 15. Communication will also be sent to returning students regarding their room assignment and any residential life policy changes by July 1.

Completed with following timelines June 15 placement, July 1 communication for new students.  April for continuing students.

Establish a move-in DAY outside the scope of New Student Orientation (NSO) which gives ample time for families to arrange the room and make practical local purchase. Returning students should move in during the conclusion of NSO.

Completed

Conduct a literature review and on-campus to establish a rational for First-Year Student residence halls.  A local study of student success in Frosh only residence halls vs. groups of first-year students placed in all residence halls.

Completed

Establish an official Matriculation Timeline to be adopted by all campus departments having direct contact with new matriculates and prospective families.

Completed

This timeline would include all pertinent deadlines and response dates.

Completed

Create a “dead period” between July 1 and New Student Orientation when no registration or related matriculation activities occur.

Completed with following timeline August 1 to NSO- Dead period.

Establish July 1 as a void date for any offer of admission of the Fall semester which has not been acted upon by the student.

Completed

We believe that the matrix, as designed, is a valuable tool for forcing consideration of issues critical to the decision making process.

System is no longer used

Historically, the university has had donors offer to fund a portion of a building or a project that was not consistent with the priorities of buildings or projects established by the university. It is recommended that if a donor offers funds for a project that has low university priority, all funds must be contributed by donors to complete the project. Subsidies of university funds should not be made outside the priority the university has established for its needs.

This policy is in place

It was recognized that the opinions of non-academic personnel were not very educated when they attempted to evaluate priorities for academic needs. It is recommended that the academic side of the house of responsible for establishing the priorities of academic projects independent of non-academic projects. We further recommend that an evaluation tool be created by the academic side that forces formal consideration of all academic projects on a consistent basis.

Limited construction remaining so the process has been simplified

We recommend that the two separate lists of priorities as determined for academic and non-academic projects should then be merged by a fully integrated campus group with appropriate representation from both sides of the university. Results of both evaluation tools should be discussed and evaluated together to finalize university priorities.

Limited construction remaining so the process has been simplified

Initial eligibility for the Presidents and Deans scholarships should be based on both a minimum high school grade point average and minimum test score. Based on an analysis of various GPA and test score thresholds, we recommend a threshold of 3.700 GPA and 1150 SAT for the Presidents Scholarships, and 3.500 GPA and 1050 SAT for the Deans Scholarship. (These combined GPA/test score thresholds are for freshman only. Transfer students with at least 24 college units would be eligible based on their college GPA alone.)

Completed

The PLNU scholarship should be eliminated and these finds should be redirected to need-based grants and/or to other types of grants whose purpose is to further shape the student body (e.g. diversity)

Completed

Eligibility for initial academic scholarships should be based on a six-semester high school transcript. This is the same transcript used by the Cal Grant program and its use will result in the more timely determination and awarding of academic scholarships at PLNU. We recommend that students be able to improve their scholarship awards if their subsequent grades and/or retaken test scores warrant it.

Completed

The GPA’s required to renew an Honors, Presidents, or Deans scholarship should be reduced from their current levels to the following: Honors - 3.500 cum; Presidents – 3.400 cum; Deans - 3.200 cum. Eligibility should be based on the cumulative GPA at the end of the spring semester.

Completed

Students who are not eligible for an academic scholarship at the time they initially enroll at PLNU, and students who receive a scholarship but subsequently do not meet renewal requirements, should have the opportunity to make application for a Deans Scholarship. Approval would be based on: 1) raising their cumulative GPA to at least 3.200 by the end of the spring semester; and 2) recommendations from their major department and/or other individuals. We recommend that the Enrollment Management Committee be assigned the task of implementing this process.

Completed
No longer relevant

Remove the institutional restrictions that permit certain kinds of awards to be used for tuition only, provided there is adequate funding to do this. This change would greatly simplify the awarding process and improve constituent relations.

Completed

PLNU should award Cal Grants on an estimated basis in order to have our award letters be more comparable to other institutions.

Completed
No longer relevant

To increase the timeliness with which awards are made, the Financial Aid Office should perform the federally-required verification process after making the initial award rather than before.

In addition, we should only request required additional documents from students who are actually selected for verification.

In Process

Completed

The University should establish firm deadlines each year by which PLNU departments need to submit the names of scholarship and grant nominees to the Financial Aid Office. A limited number of awards past the deadline may be necessary in performance-related areas such as athletics, music, and forensics.

Completed

The University should attempt to establish, wherever practical, consistent start & stop dates and standard term lengths for its various programs and locations, both regular year and summer. This will greatly benefit both the awarding of aid and the billing and collection of charges.

In Process

Current non-academic institutional scholarships and grants should be evaluated to determine if their objectives are still valid and being met, and whether their awarding can be simplified.

In Process

Ensure that technical support for the Financial Aid Office from Information Technology Services is adequate to ensure compliance with federal and state requirements, and to facilitate improvements in the processing of financial aid.

Completed

Maintain the network infrastructure to support 25% annual growth.

Complete

Maintain the administrative system and hardware to support 25% annual growth maintaining between 1-3 second response times as additional services are added.

In Progress

Upgrade and replace computer lab hardware on a two to three year cycle and keep software upgraded to within one year of the currently released version.

Complete

Provide all students with a standard suite of software (same software used by faculty) at an affordable cost.

Complete

Have 50% of all classrooms (29) equipped with a minimum of Level One technology by Fall Semester 2001 and develop an equipment replacement cycle of 3-5 years to keep this technology and 3 contain Level Three technology (see Attachment G).

In Progress

Upgrade and replace desktop personal computers on a three-year cycle and keep software upgraded within one year of currently released version.

Complete

Maintain the currency of servers in support of the development of academic programs.

Complete

Support exponentially increasing demand for Internet services.

Complete

Provide secure access to LomaNet resources to prevent unauthorized used to information resources.

Complete – In Progress (Portal/ CMS)

Maintain and enhance ITS staff skill levels to support currents tasks and responsibilities as well as anticipated responsibilities.

Complete – ongoing

Identify and install integrated office automation software for faculty and staff to improve access to institutional information (e.g. master calendar) and the use of communication tools (e.g. e-mail, voice mail, FAX).

In Progress

Explore ways that Media Services (MS) and ITS can work together to ensure we meet educational needs.

Complete – In Progress (joining of Departments Summer 06).

Maintain the currency of the Telecommunications services including the telephone switch, voice mail and call accounting systems.

Complete

Increase the competency level of the PLNU faculty and staff in the use of LomaNet resources, based on minimum competency standards.

Complete – ongoing

Increase the competency level of the PLNU students in the use of LomaNet resources, based on minimum competency standards.

To be considered for future planning

Increase staffing levels that support the delivery of increased training and support of technological tools/resources to accomplish the goals of the PLNU Long Range Technology Plan.

Complete

Resolve hardware and software problems reported to the Help Desk in a timely manner.

Complete

Increase the percentage of faculty using information technology to enhance teaching and learning by 15% per year to reach a goal of 75% of full-time faculty and 50% of part-time faculty.

In Progress

Increase the percentage of user information needs that are fulfilled.

In Progress

Increase the collaboration between ITS, the Library, Media Services and the new Center for Teaching and Learning.

Complete – In Progress (joining of Departments Summer 06).

Explore distance learning techniques.

Complete – ongoing

Develop a strong Residential Computing program for students living on campus.

Complete

Develop a notebook computer purchase requirement program for all students.

In Progress

Provide a common, accurate data set (in CARS) for decision making.

In Progress

Enable departments to evaluate and implement changing operational paradigms and redesign business procedures.

Ongoing

Develop and maintain the PLNU Web site as a major tool for communication of information.

In Progress

Use a target approach to promoting the University’s technology initiatives and accomplishments.

Ongoing

Establish strategic partners in the area of technology.

Ongoing

Develop a better understanding of technology planning, budgeting and allocation process for PLNU’s internal community.

In Progress

Make New Student Orientation a major priority of the entire campus. Each employee treats this day with specific focus. The committee applauds the efforts of the University to address this need. We encourage continued refinement of this process.

Items one and two have received an affirmative from the PLNU community.
The process and goals are improved each year.  A summer reading program was added last year.

Academic Advising is the major structured service on campus in which all students have the opportunity for ongoing, one-to-one interaction with a concerned representative of the institution. We recommend ongoing data support for advisors to help advisors fulfill their roles more successfully. Effective academic advising is dependent upon the talent of the advisor, the relationship between student and advisor and the quality of information on individual students that is available.

This activity was referred to the Office of the Provost.   The web based advising interface has greatly improved advisors’ ability to access student information and provide appropriate advising.

Communication to New Student. We recommend that the cabinet review all admissions material for consistency with the University catalog, the Mascot, record process, housing procedure, NSO materials from all departments, and clear communications regarding institutional fit.

This item is complete and on-going as a formal part of process.  The Catalog editor is the editor of NSO materials.

New Student Orientation. We recommend that the current practice of total community involvement in New Student Orientation be continued and refined. We further recommend that this event be designed as the priority for every employee. Vacations should not occur during this time and other events should not be held on campus the week of NSO.

Action is practiced as recommended.

First Year Experience. We recommend that the institutional focus on the First Year Experience be reviewed and expanded to become a holistic experience for the student. Both the academic program and co-curricular program should be engaged in this review. Spiritual Development, Student Development and Academic Affairs should act in concert to expand and advance the University’s first program.

Please refer to FYE web summary.

Financial Aid Strategies to Support Graduation. We recommend that the Century II commission’s recommendations on scholarships be implemented. Also, additional strategies which help students continue to graduation should be explored. The scholarship strategy should allow time for students to adjust to the change they experience coming to the University. The strategy should also address institutional issues of balance, which support strategic institutional goals. These include, but are not limited to Nazarene balance, diversity issues, performance awards, historical objectives of students and upward social mobility.

The diversity scholarship was modified to support students toward graduation.  This was changed from an initial admissions focus.  This same strategy is also followed by other student financial support strategies.

Housing. We recommend that housing facilities become a priority of institution. Since housing is the first experience of parents and students and since this initial experience relates directly to institutional success, housing interior appearance, landscaping, individual and group space, and equipment need to be improved.

This step is implemented.  A refurbishing plan with financial priority has been implemented.

Advising. We recommend that a new advising strategy be developed for new students. This should include developing a personal academic home for each new student, advisers should have multiple contact with students before they arrive, a budget for first year advisors, activities of personal/social contact with students, staff and faculty should be expanded and training for faculty who provide this positive intrusive style of advising and student contact should be developed.

Advising changes are in place for new students.  The balance of the recommendation has been referred to the Provost’s Office.

Retention Research. We recommended more comprehensive research on student retention. Research should include both standard measures and creative study of schedule, study and living patterns of both the continuing student and the drop out. In addition, financial aid changes and their impact on dropout rates and course schedule patterns of dropouts should be developed.

This step is in process.

Retention. We recommend a continued expansion of the training of student support groups. Ministry groups, Discipleship Ministries, Professional Clubs, Social Clubs, Fraternities and Sororities, ASB, Peer Counselors, ResCons, Community Service Officers, Commuter Assistants, Nicholson Commons Assistant and Resident Assistants as well as informal affinity groups provide the support necessary for students to grow academically, spiritually, socially and personally. A comprehensive leadership development program is integral to the success of these support groups. Therefore, we encourage the leadership sub-committee to press forward with this comprehensive program.

L.E.A.D. contains this training.  Follow through for the entire year is in process.

Diversity. We recommend that the admissions committee establish working targets that will provide a balance in the student population regarding gender, minority and international populations. This balance is necessary for students to experience the conditions and to develop the understanding necessary for graduates to be effective in the next century. In addition, faculty and staff balance is necessary to provide a diverse education and to provide diverse role models for our students. Further, our institutional heritage implies that we should also consider an economic background balance in the student population. This issue should be part of institutional discussion regarding enrollment cap.

Targets are established.  The balance of this planning is a part of strategic planning.

Staffing. We recommend that staffing issues in New Student Orientation, minority support, international student support, retention and First Year Experience be addressed. In addition, we recommend that additional personnel be employed to address student assignment to the residence halls.

A Director of Diversity Support Programs and for International Student Support has been hired.

Spiritual Growth. Each of these issues of student experience can only be achieved if the institution reflects to students an atmosphere of vital Christianity. To achieve this end, we recommend that the entire campus integrate the recommendations of the Spiritual Life Sub-Committee into both personal and program activities.

In process.

The Cabinet must remind supervisors that training is a high priority at Point Loma. Supervisors, in turn, must expect their staff members to attend on-campus training programs and give it the same priority they would if they had already paid for a staff member to attend an off-campus training program. In other words, they need to ensure that last minute conflicts do not result in “no-shows.” (For example, at a recent supervisory training program on time management, 35% of the expected participants did not attend. Many of those who did attend arrived late or left early.)

Still important for future planning – needs to be continually reinforced

When evaluating candidates for internal promotions, participation in on-campus training and development programs should be considered a positive indication of one’s commitment to improving their skills.

Still important for future planning

Attendance at appropriate training programs should be one of the goals established during the annual performance appraisal for all staff and administrators.

Still important for future planning

Attendance at appropriate training programs should be one of the goals established during the annual performance appraisal for all staff and administrators.

Still important for future planning

An appropriate new employee orientation program should be established that will provide all new staff and administrators with an introduction to Point Loma—its history, mission, organizational structure, how to effectively utilize the technical resources, and the importance of providing quality service to all constituents.

In-process – continuing to develop

The management and supervisor training program that was started in 1997-98 should be continued. It is recommended that the core management and supervisory training programs be repeated every two to three years. During the intervening years, additional relevant topics should be presented three to four times a year for management training and two or three times a year for supervisory training.

In-process - Still important for future planning

In line with Point Loma’s commitment to excellence, exempt-level staff and administrators should be encourage to meet and maintain the professional standards of their relevant professional associations. In doing so, they should be encouraged to attend at least one professional association conference each year.

In-process -  Still important for future planning

A minimum of two seminars should be conducted on-campus for office support personnel each year so that everyone has an opportunity to participate.

In-process – Still important for future planning

In the Physical Plant area, a strong emphasis should be placed on providing safety training and cross-training in each area. Cross-training provides development opportunities which are important for one’s sense of well-being.

In-process -  Still important for future planning

The technical skills training must increase in order to meet the needs of staff and administrators. The training schedule should be published so that all staff and administrators can determine when a class will next be offered. Training personnel should carefully consider the survey data in determining how to best meet the needs of the campus community.

In-process -  Still important for future planning

There are many staff and administrators who require specialized training in order to successfully perform their responsibilities. It is recommended that these individuals participate in specialized off-campus training as is necessary and appropriate for their job responsibilities. Since such training may only be relevant to one or two individuals, it would not be cost efficient to offer this type of training on-campus.

In-process -  Still important for future planning

General training that is applicable to all Point Loma staff and administrators, such as safety, diversity, service, sexual harassment, etc., should be conducted on-campus. This type of training is necessary to ensure that all personnel are familiar with Point Loma’s expectations, such as providing quality service; or, to ensure compliance with federal or state requirements, such as safety, sexual harassment, etc.

In-process -  Still important for future planning

Finally, to monitor the training and development activities throughout the institution, the accounting structure should be modified so that one can easily identify the total institutional funds that are spent on training and development activities each fiscal year.

Not implemented – still important