Executive Summary

Section I:
Performance and Outcomes Plan Refinements

New Goals

Additions to Existing Goals

Modifications of Existing Goals

Section II
Performance Outcomes Plan for 2003-2004

Goals and Priorities

Academic Affairs

Administration and Finance

Student Life

University Advancement

Marketing and Communication

Social Equity

Commitment to Social Equity

Extramural Support and System Performance Reward Funding

System Associations

Revenue Enhancement and Resource Allocation Plans

Resources Management

Section III:
Outcomes Plans

Quantitative Outcomes

Other Qualitative and Quantitative Outcomes

Office of the Chancellor Service, Advocacy and Accountability

Section IV
Performance and Outcomes Plan Results for 2001-2002

PERFORMANCE OUTCOMES PLAN 2001-2004

Presented to the Office of the Chancellor

Jessica S. Kozloff, Ph.D. President

Bloomsburg University of Pennsylvania

August 31, 2001

Bloomsburg University of Pennsylvania

A Member of the State System of Higher Education

Executive Summary

The original Bloomsburg University Performance Outcomes Plan was developed in response to the Board of Governors' Convergence Report. Each major unit within the University engaged in a thorough analysis and self-evaluation to determine how to best use the observations and recommendations presented in the Convergence Report. The resulting plan was designed to enhance the quality, productivity and efficiency of operations. The plan was also designed to reduce costs while providing high quality programs of instruction, service and research.

The plan was fully implemented through the 2000-2001 academic year, and substantial progress was made on the goals. Beyond implementation and monitoring, the faculty, staff, and administration were vigilant to identify areas in which the plan could be modified to be more responsive to the needs of the Commonwealth. Beyond our own deliberations, the plan reflects the leadership of the State System of Higher Education, and Office of the Chancellor as expressed through "Imperatives for the Future," "Imperatives Affirmed," Goals of the Board of Governors, State System of Higher Education Business Plans, and State System of Higher Education Performance Indicators. The relationship between System Goals, University Goals, and Performance Indicators is identified in the following matrix:

Progress regarding these goals is detailed in this report and highlighted below. Also discussed is our use of Extramural support and System performance reward.

System Goal 1-1. Begin implementation of a shared administrative system for the 14 universities, the Educational Resources Group (ERG) and the Dixon University Center with concurrent development of a System Data Warehouse.

Implementation of SAP is scheduled to begin in 2002. The University has established a project team of twenty-five members from various departments within the university to support the implementation of the SAP on campus. Team meetings have been occurring since June 2001. The Director of Administrative Computing is the project team leader. An SAP financial analyst has visited the campus to demonstrate the functionality of SAP. In addition, the University has transferred Margaret Manning, Assistant Vice President, Administration and Finance, to join the project team in Harrisburg as a functional leader. Technical advisors from the University Business Office, Budget Office and Purchasing Office have also been selected to assist the SAP team at the State System.

System Goal 1-2. Redesign System funding allocation systems to better align them with program priorities and university missions and to improve program performance and goal achievement

President Kozloff has served as a member of the steering committee for the new funding model and as Chair of the Performance Funding Committee. In addition, Dr. Patrick Schloss, Provost and Vice President for Academic Affairs, has served on the High Cost Committee, and Ms. Sharon Meyer, Vice President for Administration and Finance, was a member of the Performance Funding Committee.

System Goal 1-3. Eliminate, consolidate or realign undergraduate academic degree programs and concentrations with eight or fewer majors or graduates over a three-year period.

Though slightly above the criteria for consideration, the College of Business has eliminated the Business Administration Economics degree program. Continual evaluation of University academic programs will occur to maintain this goal.

System Goal 1-4. Improve student credit hour production per full-time equivalent faculty (FTEF) by 3.0% over three years.

Recognizing that enrollment growth is vital to improved student credit hour production, the university has aggressively recruited a larger freshman and transfer population. While enrollment numbers are not official, the Registrar's July 18 report of students who have scheduled courses projects 7066 students. This represents an increase of 402 students over the same time last year. Transfer students who have given deposits now number 400, an increase of 40 over last year's numbers.

Effective scheduling and course capacity management are also critical. A course capacity model has been developed to provide the Provost and Deans the ability to monitor course capacity. Annual course enrollment and faculty instructional productivity will be predicted from these data. Each College Dean has developed a plan, described in more detail in Section II, to increase student credit hour production by 3% by 2003.

System Goal 1-5. Secure an aggregate $97.4 million in private voluntary cash support to the System during the next three years (FY 2000/01 to FY 2002/03), an approximate increase of 16% over aggregate support in recent years (FY 1996/97 to FY 1998/99).

The University has met its goals for years one and two. The amount that has been received or pledged to meet our three-year goal of $10 million is currently totaling $7,093,796. The University will conclude its capital campaign in June 2002. The original goal of $11 million has been surpassed. Eighty-seven (87) percent of the new $15 million goal had been raised as of July 10, 2001.

System Goal 1-6. Sustain and expand collaborative procurement within the System as part of the development of the finance component of the shared administrative system and other non-technical approaches that will allow and encourage institutions to more effectively share resources and procure goods and services.

The University participates in the contracts that the State System has put into place as well as those negotiated by the Commonwealth. The purchasing office continually shares information with the other thirteen universities and the Office of the Chancellor about vendors and best practices. The University has greatly expanded this goal to include many other internal efficiencies and increased productivity including departmental purchasing and travel cards, web-based posting of grades to eliminate mailing costs and numerous other initiatives which are fully discussed under University Goal 16, "Improve operational efficiency and productivity including collaborative procurement through shared administrative system and other non-technical approaches."

System Goal 2-1. Begin to address the improvement of four-year and other graduation rates by increasing second-year persistence rates to 76.7% System-wide by fall 2003.

In 2000-2001, the University attained an 82.1% retention rate for freshman to sophomore year, which is well above State System rate of 76.7% and above our goal of 82%.

System Goal 2-2. Increase program quality and student performance in all teacher preparation programs.

The University is currently conducting self-studies to achieve Pennsylvania Department of Education Program Approval for all teacher education programs. In addition, a National Science Foundation grant will provide experiences for elementary education majors to complete a minor in science or mathematics or dual major in elementary education and special education.

Average scores on the K-6 and 7-12 subtests for our education majors are related to the State Average and University Goal in the following table:

We will continue to refine curriculum experiences that ensure attainment of our institutional goals on the state PRAXIS.

System Goal 2-3. Increase enrollments by 5% in science and technology and other high-need programs, including math and science teachers by fall of 2003.

The University had a 3.67% increase in science and technology majors in the fall 1999 and the fall 2000 majors. The establishment of the College of Science and Technology effective July 1, 2001, will positively impact this goal to ensure a 5% increase in enrollments in these critical areas. In addition, Master of Science in Instructional Technology has increased its enrollment by 10%. Expansion of the recently approved BS in the Electrical and Electronics Engineering Technology Program is anticipated. Finally, we have begun a planning effort for a technology institute that brings together technology-related disciplines from across the university. Approval from the State System of Higher Education will be requested through the Imperatives Affirmed Business Plan Process.

System Goal 2-4. Meet Office for Civil Rights commitments as described in the partnership agreement.

Bloomsburg University has been a full partner in the Urban Academy, a collaborative between us, Cheyney University, Kutztown University and East Stroudsburg University. We have committed faculty to offer courses for the joint Masters of Arts in Teaching, to be offered as a Cheyney degree.

Finally, we are committed to not duplicating programs that the System has designated to be offered exclusively by Cheyney University.

System Goal 2-5. Develop and implement a relationship management strategy that enhances the System's stature and the ability of System universities to better serve the needs of business and industry in the Commonwealth.

The Institute for Instructional Technology (IIT), the College of Business and the Department of Mathematics, Computer Science and Statistics all have corporate advisory boards. These boards insure that Bloomsburg University is responsive to needs of Pennsylvania employers. The IIT has specific partnerships with numerous businesses that provide financial support to the IIT and receive professional advice from the faculty. The IIT also conducts many workshops and seminars for businesses related to web development and instructional technology.

System Goal 2-6. Increase program quality through the identification of and support for university Areas of Distinction intended to serve a statewide clientele. These determinations will be made by System universities and reported to and agreed upon with the Chancellor.

The University has identified four areas of distinction and has established a specific process by which future areas of distinction can be named and proposed to the Chancellor. The areas and the process are described more fully in the body of this plan.

System Goal 2-7. The State System will increase and enhance current instructional, service and support programs in high-need areas and health care.

The University is in the process of developing an LPN to BSN program for employees of the Geisinger Medical Center. The program will be offered on site if enrollment is sufficient. The curricular process to the Doctor of Audiology has been completed internally and will be submitted to the Council of Trustees and the Board of Governors in the fall 2001. Additional high need programs such as Special Education, Early Childhood Education, and Accounting have been targeted for enrollment growth.

System Goal 3-1. Expand System-sponsored partnerships (Philadelphia, Pittsburgh, Harrisburg, Erie), Emerging Scholars, and Adelante 2000 (Lehigh Valley area) from approximately 625 students to 800 students.

The University fully participates in the System Partnership Program, and has a highly successful Pre-Collegiate Program of its own. In summer 2001, fifty-four (54) rising juniors from the Harrisburg public schools spent two weeks on campus as part of the Partnership Program. The BU Pre-Collegiate Program brought an additional twenty-four students from Martin Luther King High School who participated in a 3-week language art program. Students earned one (1) Humanities credit toward their high school graduation requirements and received credit toward their service learning graduation requirement.

System Goal 3-2. Increase enrollment for the entering fall 2001 first-time, full-time degree seeking Pennsylvania resident students who are members of under-represented racial and ethnic groups from 6.9% to 7.7%.

The University implemented a major initiative ($60,000 System Grant) during the academic year 2000-2001 to recruit members of under-represented racial and ethnic groups. This initiative has resulted in a 19.5% increase in under-represented racial and ethnic group applications and an 11.8% increase in offers of fall admission for the 2001-2002 academic year. The Board of Governors (BOG) Scholars Program Scholarships have increased from 65 to 130, which will assist individuals from disadvantaged backgrounds.

Unfortunately, we failed to make progress toward our 2002-03 target of recruiting 4.5% African American students and 2.5% Latino Students. We achieved a rate of 3.5% for African American and 1.7% for Latino new students. We are optimistic that this goal will be attained by the target date of Fall 2003. This optimism is based on paid applications for the 2001-02 academic year for 37 Latino students as contrasted with 29 in the 2000-01 academic year and 75 for African American students contrasted with 57.

We have an active and viable Act 101/EOP program and make extensive use of the Board of Governors Scholarships to recruit students of color and support a diverse campus community. Bloomsburg University currently enrolls 350 (40% are African American and 10% Latino) students through the Act 101/EOP program with a fiscal commitment from the general operating budget of $450,000 and grant support of $157,191. Funds are used to subsidize student tuition, housing, administrative overhead, and faculty reassigned time related to program activities. The Board of Governors scholarship program supports 121 students, 22 of whom are Latino and 49 of whom are African American. This represents an increase of 54 students above the 2000-01 academic year. In addition, the Student Support Services Federal Grant Program has a budget of $221,454 to support 165 disadvantaged students. Also, 40 percent of the Bloomsburg University admissions staff (two of five) is dedicated to the recruitment of African American and Latino students.

System Goal 3-3. For each of the next three years, reduce by 1% the disparity in first- to second-year retention rates between majority and under-represented racial and ethnic students. The disparity between African American and majority students was .3% when judged against the 1998 baseline year. The disparity between Latino and majority students was 8.2% for the same period. The disparity for African American students increased to 4.7% in 2000-01 and decreased to -10.8% for Latino students (indicating a higher retention rate than for majority students). This represented a first year difference of 4.4% for African Americans and -19% for Latino students. We fell short of our goal of .25% for African American students while exceeding our goal of 5.2% for Latino students.

Our retention plan for students of color includes several key elements. The Frederick Douglass Institute will initiate the first two learning communities in the fall 2001 to support the retention rate of the students. In addition, a structured BOG Scholars Program initiative continued to realize an 83% retention rate in the academic year 2000-2001. As noted earlier, considerable university resources have been directed to the Act 101/EOP program. This initiative has demonstrated a strong effect in enhancing the retention rate of students participating in the Act 101/EOP program enjoying almost the same first year retention rate (within 5%) as the general student population.

In addition to these initiatives, the Bloomsburg University Multicultural Center offers the TRIAD mentoring program for students. Individual faculty and staff are paired with students prior to degree attainment. Because the program is relatively new, little outcome data can be reported. We are optimistic that mentors will be effective in preventing student attrition.

The Board of Governors Scholarship Program will increasingly develop more visible and meaningful ties to Academic Affairs. In particular a faculty/staff council from Academic Affairs, Student Life, and Administration will monitor student success and implement program enhancement strategies.

System Goal 3-4: Increase the percentage of full-time female and under-represented racial and ethnic groups within the manager, professional, and faculty workforce groups.

During the academic year 2000 - 2001, vacancies existed in 65 full-time positions (Manager, Professional and Faculty). Women were recruited into 52% of these positions, men for 48% of the positions, African American individuals were employed in 2% of the positions and no Latino individuals were hired.

Currently, 14 African American and 6 Latino faculty are employed by Bloomsburg University. In the 1999 base year there were 13 African American faculty and 6 Latino faculty. We were one African American faculty member short of our target of 15 and anticipate maintaining this target through 2001-2002. We were also one Latino faculty member short of the target of 7 and again anticipate maintaining this target.

There are 131 female faculty members in contrast with 127 during the 1999 base year. This gain is one female faculty member short of our target of 132. We anticipate maintaining this target through 2001-02.

We currently employ 49 African American and Latino faculty, managers, and support staff. We have proposed a target of 55 to be achieved by fall of 2003. We also employ 197 female faculty, managers, and support staff. Our Fall 2003 target is 206.

System Goal 3-5. Increase enrollments for part-time adult students and incumbent workers on-campus, at off-campus sites, and in distance education courses by 5% a year for three years.

The Graduate School offers various off-campus Master's and certificate programs in Elementary and Secondary Education, Special Education, MBA, Reading and Instructional Technology. The total off-campus Graduate FTE has experienced a 37.2% increase this academic year. A new e-learning training program, which may offer a Corporate Certificate Program, has been initiated. The Provost has implemented a task force to restructure off-campus programs in order to successfully accomplish this goal.

In addition to these System goals, Bloomsburg University has committed to an additional 27 institutional goals, which are described in Section II of this report. Each university goal is directly related to the System goals and Imperatives Affirmed.

System performance reward funding. We have made full use of system funding initiatives to support progress toward goals in our Performance Outcomes Plan. Funding sources have included a wide array of state and federal grants as well as System supported Program Initiative Grants, Venture Capital Loans, Performance Enhancement Funds, and Performance Rewards Funds. Details of extramural support received are reported under related goals. They are also summarized in the section titled "Extramural Support and System Performance Reward Funding."

Finally, the documents entitled "2000-01 Board of Governors Goal Results and New Targets" and "Intermediate Term Budget and Strategic Plan" are included as appendices G and H. In addition, Appendices I, J, K are also part of this document.

Appendices A - F, while referenced throughout this plan, are provided under separate cover as the "Bloomsburg University of Pennsylvania Supplemental Performance Outcomes Plan Data". Only one document has been printed with this submission since these documents were included with our original POP last year.