Progress Report

Prepared for the New England Commission of Higher Education

August 2020

CENTRAL CONNECTICUT STATE UNIVERSITY

1615 STANLEY STREET NEW BRITAIN CT, 06050

INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

INSTITUTIONAL OVERVIEW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

AREAS OF FOCUS

1 . Strategic Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

2 . Enrollment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

3A . Title IV . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

3B . Title IX . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

APPENDICES

Appendix A: CCSU Strategic Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A-i, A-ii, A-1 thru A-25

Appendix B: Benchmark Institutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .B-1

Appendix C: SP2030 Action Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .C-1 thru C-26

Appendix D: SPSC Financial Modeling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-1

Appendix E: SP2030 Year 1 Priorities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E-1 thru E-3

Appendix F: SP2030 Activity Status as of July 17, 2020 . . . . . . . . . . . . . . . . . . . . . . . . . . . . F-1

Appendix G: Action Plan to Change CCSU Campus Climate . . . . . . . . . . . . . . . . G-1 thru G-4

Appendix H: CCSU NECHE FE Forms

General Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . H-1

Standard 4: The Academic Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . H-2

Standard 5: Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . H-9

Standard 6: Teaching, Learning, and Scholarship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . H-12

Standard 7: Institutional Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . H-15

Appendix I: Progress Report on Transforming CCSU Culture . . . . . . . . . . . . . . . . . . I-1 thru I-26

TABLE OF CONTENTS

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INTRODUCTIONIn May 2019, Central Connecticut State University (CCSU, Central) received a letter from the

Commission which continued the University’s accreditation as well as identified areas for improvement.

The commission asked CCSU to submit a report in Fall 2020 that addressed success in the following

areas:

1. Completing the strategic planning process and beginning to implement its strategic plan;

2. Achieving its enrollment goals;

3. Documenting compliance with Title IV and Title IX requirements with attention to ensuring that

staffing is sufficient to comply with Title IX requirements.

Shortly after the New England Commission of Higher Education (NECHE) Review Team was on

campus, CCSU announced the development of the Strategic Planning Steering Committee (SPSC). The

SPSC met regularly from November 2018 through early February 2020. The strategic planning process

began with developing a timeline and collecting data at the national, regional and institutional levels.

Constituents from the surrounding community, campus community and members of the Connecticut

State Colleges and Universities System Office (CSCU) as well as the Board of Regents (BOR) were

all invited to provide their perspective on the institution and its priorities as they relate to a strategic

plan. In addition, the SPSC worked in tandem with the University Planning and Budget Council

(UPBC), an elected committee of the Faculty Senate and an active partner in the progression of the

plan. Throughout the process, several open forums were held – each with an initial presentation to

communicate the status of the planning process and an open discussion regarding the direction of the

plan. Following a year-long process the new strategic plan was passed by the Faculty Senate in February

2020 and implementation has begun.

Progress on enrollment requires a multi-pronged approach that includes improving retention rates and

increasing enrollment of new students. Since Fall 2018, the CCSU administration has placed greater

emphasis on increasing retention. Efforts included hosting a retention retreat, awarding retention grants

to faculty and staff with innovative ideas to more fully engage students, sending faculty and staff to

retention conferences, and improving communication about the importance of student retention.

During the last self-study, CCSU was in the final stages of creating an Enrollment Management

Division. That has now been accomplished and the new Associate Vice President for Enrollment

Management has focused on improving recruitment strategies and reimagining how financial aid is

distributed – now using a standardized formula to ensure equitable distribution of aid.

In response to sexual harassment claims, the Chief Diversity Officer has been elevated to a Vice

President and the Office of Diversity and Equity is now the Office of Equity and Inclusion. New

software to assist with case management and document compliance with training has been or is in the

process of being implemented. CCSU has made considerable progress in laying the necessary foundation

to positively impact the campus culture.

CCSU was founded in 1849 as the New Britain Normal School. It is Connecticut’s oldest publicly

supported institution of higher education. Over the years, the New Britain Normal School became the

Teachers College of Connecticut (in 1933) and the Central Connecticut State College in 1959. The

present name and educational charter were conferred in 1983. CCSU is governed by the CSCU Board

of Regents, which oversees the four Connecticut state universities (Central, Eastern, Southern, and

INSTITUTIONAL OVERVIEW

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Western), the state’s 12 community colleges and Charter Oak State College. It received continuing

reaccreditation in spring 2019, following the site team visit, chaired by Chancellor Jacqueline Maloney,

in September 2018.

Central is recognized not only for its teacher education programs, but for liberal arts, business,

and programs in science, technology, engineering and mathematics (STEM). It is the largest of the

universities within the CSCU system, with an enrollment of over 11,000 students and a full-time

faculty of over 400 members. CCSU has more than 65,000 living alumni, with nearly 80 percent

choosing to stay in Connecticut and contributing to the intellectual, cultural, and economic health

of the state. The University’s commitment to Connecticut is more than just a reflection of its alumni.

Central is one of very few universities in Connecticut that are designated by the Carnegie Foundation

for the Advancement of Teaching as a Community Engagement University. As such, CCSU partners

with communities and shares resources and expertise to assist these populations in solving their most

pressing challenges.

When NECHE last visited CCSU in 2018, the University’s President had been in office for less than

two years, and the University was about to embark on a new strategic plan. Now, nearly two years

later, CCSU has a new, ten-year Strategic Plan that reaffirms its historic mission and introduces a new

vision statement.

��Mission: Central Connecticut State University is a community of learners dedicated to teaching

and scholarship that emphasizes development and application of knowledge and ideas through

research and outreach activities, and prepares students to be thoughtful, responsible, and successful

citizens. As a comprehensive public university, we provide broad access to quality degree programs

at the baccalaureate, master’s, and doctoral levels.

Vision: A modern public regional university in ambitious pursuit of knowledge, bold ideas, and

innovative partnerships that advance social mobility and drive economic, cultural, and intellectual

vitality in the communities we serve.

Possibly the biggest challenge CCSU has ever had to face is the current pandemic caused by the

coronavirus. On March 13, 2020 CCSU was forced to begin operating remotely, transitioning all

courses to online delivery formats within a week. With the help of its Emergency Planning Team,

the University took quick and decisive action to keep everyone safe while facilitating the success of its

students. For example, the threshold to trigger a financial hold was increased from $800 to $20,000,

fees associated with enrollment and credit cards were eliminated, the pass/fail policy and the probation

policy were modified for Spring 2020, and survival guides for students and faculty were generated.

Numerous faculty development opportunities were created and Information Technology (IT) oversaw

the deployment of 450 computers to students, faculty and staff while managing a 300 percent increase

in support calls to the IT Help Desk.

In addition, all student support services, including counseling, tutoring, academic coaching, and

advising have moved online, and CCSU was the first of the four state universities to move to

telecounseling. To keep students engaged, concerts, eSports competitions, and other student activities

and leadership development programs were offered on a virtual platform. To ease the financial burden,

students who lived on campus or had a campus meal plan were refunded room and board charges

covering the period between March 23 and the end of the semester.

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On March 22, the campus community was alerted that the state requested access to residence halls to

serve as an emergency shelter for healthcare professionals. Shortly after that, the Connecticut National

Guard began setting up 224 beds in the gymnasium and recreation center for potential use by

Hartford Hospital. A FEMA-certified professional moving company was hired to pack up belongings

for students who did not have the opportunity to move personal effects out of the residence halls. As of

mid-July 2020, members of the Connecticut National Guard were no longer residing on campus and

CCSU had regained full control over all buildings.

As a result of the COVID-19, the University is projecting a modest shortfall of $1.5M for FY 2020.

The shortfall was offset by savings associated with a decrease in purchasing, a freeze on travel, and a

pause on hiring new employees. The University incurred approximately $9.5M in pandemic-related

expenses, reduced by the $4.5M in institutional funding portion of the Coronavirus Aid, Relief, and

Economic Security (CARES) Act resulting in approximately $5M in costs. Of the $5M in COVID-19

costs, approximately $650K pertains to direct expenses to ready Central’s campus for third party use

related to hospital care and emergency responder housing.

For fiscal year 2021, CCSU is assuming a ten percent decline in enrollment and residential services

resulting in a projected shortfall of $17.1M. To lessen the impact on students, approximately $7M

will be funded via reserves, which as of June 30, 2019 had an unrestricted balance of $38.2M. The

University will implement a $10.1M reduction plan to address the remainder, of which at least $5M

will be achieved via personal services savings as a result of hiring only critical positions. At this point,

the only reduction to the FY2021 state appropriation is a $650,000 holdback. The University has a

long-standing commitment to managing its budget via resource reallocation and contingency planning

to not only address budget shortfalls, but to also ensure Central’s ability to continue to invest in

activities which support the student experience and enhance student success.

From mid-March through mid-July, Central functioned remotely, with a small skeleton crew on

campus for maintenance and operational needs that could not be completed remotely. In late June,

CCSU received permission from CSCU and the State to begin its phased reopening on July 13, 2020.

According to the plan, students will be able to access campus services beginning August 3, 2020. The

phased-in, on-ground operation of the University will include staggered and intermittent scheduling

of employees for social distancing, a robust cleaning regime and various other safety measures. To

help choreograph the on-ground reopening, 16 different workgroups, more than 130 people, have

been working to develop fall semester guidelines and recommendations, covering everything from

how many people can be in the Registrar’s office area at a given time and day to how instruction will

be delivered. The phased-in reopening must meet or exceed the minimum guidelines set forth by the

State and System Office.

Fall 2020 instruction will occur in two formats – online and HyFlex. The HyFlex approach allows a

small number of students to be taught in-person while another group of students in the class stream

the lecture live, albeit remotely. The lecture is also recorded for viewing at a later time. To facilitate the

transition from on-ground courses to online or HyFlex modalities, the Center for Teaching and Faculty

Development (CTFD) and the Instructional Design and Technology Resource Center (IDTRC) have

created numerous faculty development opportunities, with instructional material readily available.

Like other institutions, the pandemic has forced CCSU to adjust its operations in order to fulfill its

missions of educating students. This crisis has proven the University’s agility and determination to

adapt, succeed and to move forward.

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1 . STRATEGIC PLAN

CCSU’s new ten-year strategic plan, Strategic Plan 2030: Changing Lives, Building Communities;

Central to Connecticut (SP2030; Appendix A), was approved by the Faculty Senate on February 10,

2020, as well as reviewed and endorsed by the Integrated Planning Council (IPC). The CSCU System

Office was informed of the SP2030, and the BOR approved CCSU’s new Vision statement on April

3, 2020. The year-long process to develop the plan included multiple phases to help ensure a thorough

and thoughtful approach was taken. What resulted is a document that is unique to CCSU with

measurable goals and outcomes. The plan drives strategic investments within the institution, informs

a capital campaign and provides a framework for future growth – all while remaining dedicated to

academic excellence.

The process was led and facilitated by the SPSC, chaired by President Toro and composed of

representatives from all campus constituencies, including the president of the Faculty Senate. At each

step of the way, the SPSC worked in tandem with the UPBC, an elected committee of the Faculty

Senate. In addition to the chair of the UPBC, three other UPBC members also serve on the SPSC –

this helped to facilitate discussions, adding clarity when needed. The UPBC was an active partner in

the planning process, helping develop a survey that was administered to the larger campus community,

in addition to providing feedback and support.

As a starting point, an environmental scan was conducted to ensure that the SPSC was aware of major

trends in higher education, had an understanding of perceptions (both within and beyond the campus

community) and had knowledge of the University’s strengths and weaknesses. The scan involved

reviewing national trends in higher education, hosting multiple campus-wide open forums, conducting

targeted interviews with key stakeholders, and surveying students, staff and faculty. Feedback was

solicited from a broad array of constituents including: CCSU students, faculty and staff; legislators;

industry leaders; community members; alumni; members of the Board of Regents and Connecticut

State Colleges and Universities leadership; donors; and, local employers to name a few.

While the environmental scan was being conducted, the UPBC worked to identify a set of Peer and

Aspirational institutions based on 13 different metrics. Fifteen institutions were identified for each

group, and the lists were used to help the University contextualize key performance indicators such as

retention and graduation rates. Two sets of competitor institutions – institutions that CCSU competes

with for students or resources – were also selected. The CSCU Institution group includes all the

institutions in the CSCU system (N=16), while the Admissions benchmark group (N=23) is comprised

of regional public and private four-year institutions (Appendix B).

Ultimately, results from the environmental scan reaffirmed the validity and relevance of CCSU’s

historic Mission and Elements of Distinctiveness:

Mission:�Central Connecticut State University is a community of learners dedicated to teaching

and scholarship that emphasizes development and application of knowledge and ideas through

research and outreach activities, and prepares students to be thoughtful, responsible and successful

citizens. As a comprehensive public university, we provide broad access to quality degree programs

at the baccalaureate, master’s, and doctoral levels.

AREAS OF FOCUS

5

� Elements�of�Distinctiveness:

• International Education

• Workforce and State Economic Development

• Community Engagement

• Interdisciplinary Studies and Cross-curricular Initiatives

The scan also inspired the development of a new Vision�Statement, accompanied by a set of Core�

Values which highlight the principal beliefs that distinguish CCSU from other institutions:

� Vision:��

A modern public regional university in ambitious pursuit of knowledge, bold ideas, and innovative

partnerships that advance social mobility and drive economic, cultural, and intellectual vitality in the

communities we serve.

� Core�Values:�

�Accountability. We commit to holding ourselves and each other Accountable to the highest

ethical standards and to fostering a culture of civility, collegiality, and justice.

� �Collaboration. We commit to Collaboration within the University and the Connecticut State

Colleges and University system, as well as with our legislators, industry, and community partners.

�Equity. We commit to embrace and strengthen Diversity�and�Inclusion, providing an enriching

and equitable learning environment where every individual is valued, and promoting diversity of

people and ideas.

� �Engagement. We commit to the recognition of the Centrality�of�Engagement, involving our

communities in all aspects of our work.

�Excellence.�We commit to Excellence in everything we do. We hold ourselves to highest academic

and professional standards and focus on continuous improvement.

Innovation. We commit to Innovation�and�Creativity in our teaching, research, and

interdisciplinary approaches to inspire our students to meet the challenges of the 21st century.

�Integrity. We commit to Integrity. As stewards of the public trust, we will be honest, ethical and

transparent.

�Responsibility. We commit to Social�Responsibility to promote the public good and contribute to

global understanding.

� �Responsiveness. We commit to Agility�and�Responsiveness to address the emerging needs of our

region and state and create a sustainable future for the University.

Most importantly, the environmental scan highlighted five�strategic�themes, and in spring 2019

multidisciplinary teams worked to add substance to these themes, which would eventually become

the SP2030’s Five Strategic Goals. The SPSC further refined the goals and presented multiple drafts

of the proposed plan to the UPBC for review and feedback in fall 2019. On November 19, 2019, the

collective efforts of the SPSC and the UPBC were presented to the campus community during an open

forum, as well as to the Student Government Association the next day. Additional feedback collected

6

after the presentations and forum were considered by the SPSC and the UPBC; a draft of the plan was

presented to UPBC for final review in December 2019.

Goal One of the SP2030 is the cornerstone of the plan from which CCSU achieves its Mission.

The next three goals support academic excellence and are crucial to distinguishing the value and

uniqueness of a CCSU education. Lastly, Goal Five facilitates the success of the four previous goals.

SP2030�Goals:

1. Enhancing�Academic�Excellence�and�Preparing�Graduates�to�Thrive�in�a�Changing�Economy�

2. Increasing�Access�to�Higher�Education�and�Ensuring�Student�Success

3. Fostering�an�Inclusive�and�Safe�Campus�Culture�that�Values�and�Encourages�Individuals�to�

Participate�in�a�Free�and�Respectful�Exchange�of�Ideas

4. �Strengthening�Stewardship�–�Advancing�Scholarship,�Service�Learning,�and�Community�

Development�for�the�Public�Good

5. Assuring�Sustainability�for�the�Future

The five strategic goals are each supported by a set of�Objectives,�Strategies and Key�Activities

that, when combined, will contribute to the overall success of the plan (Figure 1). Every goal begins

with a narrative and a set of definitions that provide clarity and context for the reader. Each goal is

also accompanied by a set of metrics that will serve as the assessment of the plan. Key Activities are

outlined in the Action Plan (Appendix C), which is a supplemental document to the SP2030 that

will be used to guide strategic planning efforts while remaining flexible and responsive to changing

conditions and needs.

One or more members of the President’s Executive Committee has oversight responsibility for the

activities supporting each Goal. Additionally, each Key Activity has at least one person, typically

a director or higher, who has been assigned to oversee progress on that activity. Key activities will

be updated on a three-year rolling planning horizon, as they transition from development, to

implementation, and finally, to maintenance. To measure progress on the SP2030, each Goal has five

Figure 1. Structure of the SP2030.

1�or�More��

Key�Activities�per�Strategy

3�to�8�

Strategies�per�Objective

3�to�5��

Objectives�per�Goal

5��

Goals

7

to six key metrics that will be updated annually. These metrics are currently being finalized. This

process includes clearly defining the data to be used, and in some cases, developing the needed data

sources. Where possible, benchmark comparisons will be made.

In addition, a financial modeling (Appendix D) document serves as another supplement to the SP2030.

This working financial guide will be adjusted on an annual basis, and it includes the following : 1)

an estimate of the expenses incurred during the implementation of the SP2030 with the anticipation

that additional resources will be needed (positions, software, etc.) to accomplish the goals, and 2) any

savings associated with improved efficiencies or revenues generated will be strategically redeployed to

facilitate the goals. This modeling was completed before the pandemic and will need to be adjusted

once the University has a better understanding of the financial impact from the coronavirus.

Implementation of the SP2030 has already begun. In preparation for Fiscal Year 2021 division and

department leaders were asked to align their budget request(s) with the five goals outlined in the

SP2030. Departments and divisions were also asked to document their contributions to the SP2030 in

their 2019-20 annual report.

A robust list of Key Activities identified in the SP2030 Action Plan has been developed and prioritized

– each in support of a specific Strategy. Start dates for each of the activities have been staggered.

Originally, just over half of the identified activities were scheduled to start in Year-1. However, in

light of the COVID-19 pandemic, which resulted in a major shift of educational and safety priorities,

the University does not have the bandwidth to initiate or work on all Year-1 activities at this time. To

help prioritize Year-1 activities, input was requested from the IPC, UPBC, President’s Commission

on Diversity and the Enrollment Management Council (EMC). Members were asked to identify cost-

neutral Year-1 activities that would have an immediate impact on the institution (Appendix E). In

total, work has begun on nearly 40 different activities (covering Goals 1, 2, 3 and 5; Appendix F), some

of which are directly related to COVID-19 (i.e. preparing faculty to deliver high-quality courses across

multiple modalities) and others that may impact enrollment if not completed.

As alluded to previously, the Action Plan is a fluid document that is meant to be flexible and adaptable

over the course of the next ten years. Activities will be evaluated on a three-year rolling planning

horizon; as conditions change, activities may be substituted or augmented.

Completion of the SP2030 is one example of Central’s ability to implement the results of its planning.

As stated earlier, the University has already made some or significant progress on 40 Key Activities. For

example, expanding the assessment of general education learning objectives was identified as an action

item in the ten-year self-study and is included as a Key Activity in the SP2030. At the time of the site

visit, three learning objectives had been assessed: Critical Thinking, Written Communication, and

Quantitative Reasoning. Now, almost two years later, two more objectives have been included – Civic

Engagement and Information Literacy – and work has begun to assess Scientific Reasoning. Other

examples from the Projection sections of the self-study that CCSU planned to do include the hiring of

an Associate Vice President of Enrollment Management, expanding new student orientation to a two-

day program, initiating new academic programs, developing accelerated programs, all of which are

described in more detail in the Enrollment section of this report.

CCSU has also made significant progress toward improving the campus culture. In addition to

dedicating an entire goal in the SP2030 (Goal 3) to this important endeavor, a 15-point blueprint

titled Action Plan to Change CCSU Campus Climate was also developed (see Title IX section). To date,

almost one-half of the action items have been completed (47 percent), and another 45 percent are in

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progress. While there is some overlap between these action items and the Key Activities supporting

Goal 3, it is worth noting that 12 of the activities have either been initiated or completed.

2 . ENROLLMENT

While CCSU’s self-study acknowledged that achieving its enrollment goal of 15,000 students was

very ambitious, many events have transpired since the NECHE site visit to reach this objective. In

2019, CCSU reorganized to create a new Division of Enrollment Management (Division) and hired

an Associate Vice President of Enrollment Management. The Division is comprised of Admissions,

Graduate Admissions, Transfer and Academic Articulations, and Financial Aid. In addition, a new

office, Financial Literacy, has been created and staffed.

One of the first changes to CCSU’s enrollment strategy was the evaluation of how financial aid is

awarded. With the help of consultants, the University redesigned and developed a more equitable

strategy to leverage both need- and merit-based financial aid. The new, more transparent, financial aid

packaging will go into effect in the 2020-21 academic year.

The University is also updating its communication plans and advertising strategies to attract

new students. To facilitate communication efforts with prospective students, CCSU began the

implementation of CRM Recruit. As part of the 2017-2020 System Office Banner Modernization

project, CCSU was afforded an “introductory priced/low cost” license for the Ellucian Recruit

and Ellucian Advise CRM tools. Ultimately it was determined that the tool was not the right fit

for the CCSU admissions business process. However, what was learned during this unsuccessful

implementation was used to select a more appropriate platform, Slate CRM, that is expected to be fully

implemented in Spring 2021. In the meantime, Enrollment Management is using Salesforce for email

and CallFire for texting and voicemail messages. Additionally, the University recently added a chat

feature to its website, and software such as PlatformQ and WebEx is being utilized to host webinars,

information sessions, and open house. The search for an appropriate CRM to track all communication

with students is ongoing.

To make the University more attractive to students from the New England region, beginning with

academic year 2020-21, CCSU will participate in the New England Board of Higher Education

(NEBHE) Flexible Programs Policy. Students from New England states will be able to attend CCSU,

regardless of their major, and pay 150 percent of in-state tuition, rather than full out-of-state tuition.

The program is available for both undergraduate and graduate students.

CCSU has also revitalized open house, recruitment fairs, and has begun hosting “Admitted Students”

days. Summer orientation programs have been enhanced, moving from a four-hour information-

based program to a two-day program with expanded content to ensure a better student-life experience

and a more informed student. Unfortunately, due to the recent COVID-19 pandemic the in-person

orientation has now been transitioned into an online format. One advantage of the virtual orientation,

however, is that it is now a one-stop resource that provides students with continued access to important

information throughout the semester. In addition to students completing the virtual orientation at

their own pace, advisors are available via email, phone and video chat, and orientation leaders are

hosting group meetings with new students. Recognizing that not all students enroll as new freshmen,

CCSU has also begun working with the Connecticut community colleges to develop stronger

connections and partnerships.

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CCSU is also working to develop new academic programs that are in high demand. Since the last

NECHE site visit, the University has developed nine new academic programs and is working on the

development of six new programs in STEM disciplines (Table 1). CCSU has also considered innovative

and cutting-edge trends and created two new accelerated 3 + 2 programs, one that results in a master’s

in Athletic Training and the other that results in a master’s in Criminal Justice.

Table 1. New and Potential Academic Programs.

New Programs

Detective Certificate, C2 Advanced Detective Certificate, OCP

Cybersecurity, BS Business Leadership, OCP

Electrical Engineering, BS Mechanical Engineering, MS

Advanced Manufacturing Technology, OCP Supply Chain Logistics Management, MS

Additive Manufacturing Technology, OCP

Accelerated (3+2) programs

Criminology, BA/Criminal Justice, MS Exercise Training, BS/Athletic Training, MS

Programs Under Consideration

Aerospace Engineering, BS Serious Gaming and Simulations, BS

Data Science, BS Civil Engineering, MS

Industrial Engineering, BS Construction Management, Doctor of Practice

CCSU continues to work with Hanover Research to help identify promising opportunities to develop

new degree and certificate programs that align with workforce needs. Also aligning with workforce

needs is the SP2030 action item of increasing the number of hybrid and online course offerings. This

action item, which because of the pandemic now has even greater emphasis, should result in more

attractive course offerings to adult learners and provide greater flexibility to working students. Keeping

with the theme of increased flexibility and becoming more student-friendly, the University expects to

open a daycare center, the CCSU Drop in Center. The Drop in Center was originally scheduled to

open in Fall 2020 and will now open when conditions related to the pandemic permit.

That said, increased recruitment is only the first step; CCSU must also work to retain more students.

To help put the University’s retention and graduation rates into perspective, the Fall 2018 cohort had

the lowest retention rate in recent history, with only 72 percent of first-time full-time degree-seeking

students returning for their second year. However, not all the news is discouraging. The most recent

four-year graduation rate is the second highest (28 percent) it has ever been, and the six-year graduation

rate is now at 57.2 percent, second only to the Fall 2009 cohort (57.3 percent). Understanding and

communicating these data to the campus community is one of the first steps that CCSU has taken in

its retention efforts.

Another important step in increasing retention was CCSU’s commitment to undergoing a campus-

wide cultural transformation. The institution acknowledges that student success is the responsibility

of everyone, including faculty, administrators, and staff. While it takes time to make this transition,

CCSU is committed to doing whatever it takes to provide the knowledge and tools to help students

succeed. To start, the University has elevated four faculty members who have served on the Student

Success Team (SST) for many years to a new role of “Faculty Liaison.” Of all the members of a campus

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community, faculty are in the best position to identify and provide front-line support for students, as

they have the most frequent and long-term contact with students. As part of the SST, these chosen

faculty members are regularly updated about student success rates (retention and graduation) and have

participated in reviewing student surveys such as the National Survey of Student Engagement, alumni

and advising surveys. In their new role, Faculty Liaisons are in a perfect position to communicate this

information to other faculty, as they work directly with academic departments. Part of their charge is

to help identify issues impacting student retention and discuss strategies to improve student success.

The liaisons began their work with a survey followed by an open forum to identify what faculty felt

were some of the roadblocks to student success. The forum identified some areas of improvement while

also taking the opportunity to address some myths about students, such as their academic preparedness

and level of poverty. The liaisons are also visiting each academic department to identify approaches

and activities that promote student success. Ultimately a list of best practices will be shared with the

campus community.

Additionally, Central is providing faculty the tools and knowledge to help students succeed. To

accomplish this, the CTFD created a sequence of professional development opportunities. Most

recently, they hosted two workshops, one on “Breaking down Silos to Ensure Student Success” and

the other on “Student Success: Recognizing and Fostering Student Success at CCSU”; each workshop

was well attended with over 70 faculty participating. In August 2019, a successful retention summit

was held that focused on Jean Twenge’s book iGen: Why Today’s Super-Connected Kids Are Growing Up

Less Rebellious, More Tolerant, Less Happy–and Completely Unprepared for Adulthood–and What That

Means for the Rest of Us. One result of the retreat was the recognition of the need to change the CCSU

advising model. A workgroup was formed, and the University will be moving toward a dual advising

model, where students will have support from both a faculty advisor and a professional advisor. A

renewed effort on improving advising was also supported in Central’s annual budget process with the

IPC concurring that hiring more professional advisors should be a top priority; nearly $500K had been

allocated but due to COVID-19 related expenses, action on this has been delayed.

A few months after the retreat, two Faculty Success Liaisons and a Student Success Team member

were sent to the National Symposium on Student Retention. Of particular interest was the keynote

speaker from Georgia State University who spoke about the use of a chatbot to help answer commonly

asked questions 24 hours a day, seven days a week. As a result, CCSU expects to launch a chatbot and

a mobile application in Fall 2020, allowing students greater access to information in a more convenient

form. Both platforms will provide 24/7 automated, personalized student services amplifying campus

resources and reducing the time from question to solution.

CCSU is also working to identify and remove obstacles to student success. For example, the institution

recently began working with the CCSU Foundation to offer Presidential Registration Scholarships, and

beginning with Spring 2020, CCSU began to host on-campus vaccination services. Other initiatives

include a newly established Financial Aid Appeals Committee, which works with students who are

experiencing unforeseen and/or unexpected financial hardship. The Circle of Care initiative assists

students who are struggling with food and housing insecurity, homelessness, and other basic needs.

Students can refer themselves for assistance or be referred by a member of the CCSU community.

During the Fall 2019 opening remarks, President Toro announced a new retention initiative. She

invited faculty and staff to apply for grants valued up to $10K, whereby the recipients must identify

a retention-related issue to be addressed, propose an action, and measure and report the outcomes

upon completion of the initiative. Of the 13 applications, four were funded. Contrary to previous

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grant opportunities, recipients are expected to work with the Office of Institutional Research and

Assessment to evaluate the data, as well as submit a formal report to the President and present their

work at a campus-wide symposium, scheduled for Fall 2020. While it is still early, and the activities

were cut short by the COVID-19, some of the preliminary data look promising. For example, the grant

“Retaining Women in Computer-Related Academic Programs” encouraged female students to attend

“Women in Computer” lunches in Fall 2019 and Spring 2020. The lunches featured women from

local industries and faculty mentors committed to help build peer and mentor networks and address

challenges faced by the attendees. Survey results comparing pre and mid-point outcomes show positive

gains in attitudes across all survey questions, with seven of the nine questions increasing more than 0.5

points (on a five-point scale).

Another top priority for the University is the enhancement of its first-year experience (FYE) program.

To help accomplish this, the Faculty Senate created and charged a committee with improving the FYE

program. In February 2019, members of the committee attended the 38th Annual Conference on The

First-Year Experience and came back energized and more dedicated than ever to improving FYE. The

committee is expected to develop a proposal for final review and approval by the Faculty Senate.

Despite its best efforts, CCSU’s total enrollment and retention rate have recently declined. In Fall

2019, the new freshmen numbers returned to Fall 2015 enrollment levels after a peak in new student

enrollment in Fall 2018. Nevertheless, CCSU still enrolled over 100 more freshmen than in Fall 2016.

Over the last five years, transfer student enrollment has continued to decline, enrolling 917 students

in Fall 2019. Slightly more than 50 percent of CCSU’s transfer students come from the community

colleges, with Manchester Community College and Tunxis Community College as the top feeder

schools. Each year since Fall 2015, the University has experienced a three to eight percent decline from

the previous year’s new transfer enrollment. Similar to freshmen enrollment, graduate enrollment has

returned to roughly Fall 2016 new student enrollment levels. There was a spike in graduate enrollment

in Fall 2017 due to some changes in cohort offerings and strong enrollments in the MBA and MS in

Special Education. Overall, total enrollment for Fall 2019 was 11,154 students.

Enrollment for Fall 2020 appears to be in line with expectations voiced at other institutions nation-

wide – decrease in enrollment by as much as 10 to 15 percent. According to fitchratings.com, the

pandemic economy will likely decrease the expected family contribution, resulting in students with

greater financial need. Additionally, according to their June 8, 2020 article, they predict a slower

economic recovery, driven by prolonged coronavirus-related disruptions; their enrollment forecast is for

declines of up to 20 percent. As of July 31, 2020, when looking at a year-over-year comparison, CCSU

is down 5.9 percent in total enrollment. More specifically, full-time undergraduate enrollment is down

6.9 percent and part-time enrollment down 1.9 percent. Graduate enrollment, both full- and part-

time, is down 5.8 percent. On a positive note, the weekly comparisons of year-over-year data do show

that the decline in enrollment is softening. Total enrollment on May 22, 2020 was down 10.8 percent,

and the decline is slowly decreasing each week. It is worth noting that CCSU has budgeted for a ten

percent decline in enrollment.

In response to the pandemic, CCSU has taken quick and decisive actions on several fronts to ensure

the safety of its students and employees, to maintain educational quality, and to stabilize enrollment

for future semesters. As mentioned in the Institutional Overview, in Spring 2020, CCSU transitioned

from offering about five percent of courses online to offering 100 percent online. Other COVID-

related changes implemented in Spring 2020 included the elimination of enrollment fees, suspension

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of credit card fees, and the deployment of 450 computers and other technology to support students,

faculty and staff as they moved online.

Planning for the next academic year has been a top priority. The University is preparing to offer classes

in either online or HyFlex formats in Fall 2020. The HyFlex modality is a flexible approach allowing

faculty to simultaneously teach a class to students, some who are in the classroom and some who are

remote. The “live” class is streamed while also being recorded for future playback. This feature will

be particularly attractive to students who may not be able to view the lecture synchronously due to

internet/equipment access or work schedule. All in-person interactions will follow the safety guidelines

outlined by the State.

To help prepare faculty for the fall semester, both the IDTRC and the CTFD have created extensive

professional development calendars including Blackboard Boot Camps, cohort-based Quality Matters

workshops, and daily trainings on lecture capture and test proctoring software, that are available to

full- and part-time faculty. As the installation of the HyFlex systems continues on campus, both centers

are working in coordination with the Information Technology Division to offer in-class training to

prepare faculty to teach effectively in the HyFlex space. To date, there are four sets of Quality Matters

workshops: 1) Rethinking your Course for Online Adaption, 2) Building the Online Presence, 3)

Consistency of Form, and 4) Getting Ready for Fall. Each set has four unique clinics with different

areas of focus. Both centers continue to expand their professional development opportunities and expect

to add more programs as conditions change and decisions are made at the State and local levels.

In April of this year, CCSU was notified that the University successfully applied for and was awarded

$4.5M of the Coronavirus Aid, Relief, and Economic Security (CARES) Act. Just over $4M was

distributed directly to students (see Title IV section) while the remaining funds ($422K) were set aside

for other student- and COVID-19-related expenses. Student feedback from Spring 2020 drew attention

to challenges that many CCSU students will have in the coming year, including inadequate access

to computers and the internet. Normally, this is not an issue because students have access to CCSU’s

well-resourced computer laboratories and Wi-Fi that is available across campus. As such, the University

has procured 650 laptops ($370K), and the remainder of the funds will be used to secure Wi-Fi on a

student-by-student basis. Additional high-speed Wi-Fi has been added to the Welte Parking Garage to

support “drive-in” broadband and campus resource access. All computers will be owned and licensed

by the University. A portion of the computers (50 to 100) will be available via the Library loaner pool,

while the remaining computers will be available to students who submit requests through the Office of

Financial Aid.

While it may be difficult to assess, CCSU is hopeful that these technological investments will attract

future students and help current students to succeed and retain at higher rates.

CCSU’s ten-year self-study acknowledged that the number of Connecticut high school students

continues to decline. Now, three years later, that is still the case. Not only are there significantly fewer

students graduating from Connecticut high schools, the state ranks fourth in the nation with 45 percent

of its first-time students attending a four-year college in another state. Beginning in academic year 2020-

21, Connecticut high school graduates will be eligible to earn a debt-free education at any Connecticut

community college as long as they meet specific criteria, which include being a first-time, degree-seeking

college student who is enrolled full-time. As a result, CCSU is in a more competitive market than it

was a few years ago and is now actively competing with the University of Connecticut (UCONN) to

gain more students. In 2013, 484 students applied to CCSU and went on to enroll at UCONN. By

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2018, that number had almost doubled to 911 students. That said, with the exception of UCONN,

CCSU still has the largest undergraduate population in the state. Another trend in Connecticut is

the number of first-time students enrolling in out-of-state institutions. In comparison to neighboring

states, Connecticut enrolls approximately 75 percent of its first-time students while Massachusetts

and New York enroll 85 percent and 95 percent of their students, respectively. In recognition of these

challenges, the IPC recommended the funding of new positions in Marketing and Communications,

as well as setting aside funds to make enhancements to the website and increase the advertising budget.

Originally, about $400K had been earmarked in fiscal year 2021, however, due to expenses associated

with the COVID-19, not all of the money will be used to support marketing efforts.

Overall, while the total number of Connecticut high school graduates is decreasing, the number

of Hispanic students graduating from high school has increased 25 percent over the last five years.

CCSU believes this is an opportunity, and as such, has made it a goal to increase the enrollment of

Latino students. In October 2019, CCSU sent a team to the Accelerating Latino Student Success

(ALASS) Institute and in Spring 2020 participated in the Seal of Excelencia 2020 Data Institute

to learn how to better serve Latino students. As a result of these experiences, CCSU has created

a workgroup that, over the next few years, will focus on making better use of data to help Latino

students. Then, what is learned through this initiative will better prepare the University to help other

under-represented populations.

Ultimately, CCSU has made strides in the area of enrollment, even with the added pressure from the

COVID-19. While there is still a great deal of work to be done, the University is prepared to rise to

the challenge.

3A . TITLE IV

In March 2017, all public higher education institutions in Connecticut, including CCSU, were

placed on Provisional Certification Status. Since then, CCSU has taken appropriate measures to

correct repeat audit findings. On August 30, 2019 the University was notified by the United States

Department of Education that it satisfied the definition of an eligible institution and its Application

for Approval to Participate in Federal Student Financial Aid Programs was accepted and certified. The

Program Participation Agreement has been signed and CCSU is qualified to participate in Federal

student financial assistance programs. CCSU must reapply by March 31, 2023 to maintain its status.

In addition to demonstrating that the University’s administrative capabilities are commensurate with

the standards established in regulations 34 C.F.R. 668.15 and 668.16, CCSU has also taken steps

to standardize financial aid awards and improve communication with students. The first step in

this process was to provide closer oversight by creating the Division of Enrollment Management, led

by the Associate Vice President of Enrollment Management. The Division now includes the offices

of Undergraduate Admissions, Graduate Recruitment and Admissions, Transfer and Academic

Articulations, Financial Literacy, and Financial Aid.

Beginning with the financial aid award year 2020-21 (Fall 2020 aid is currently being packaged),

CCSU implemented a new strategy for awarding merit and need-based financial aid. Working with an

outside vendor, Ruffalo Noel Levitz, CCSU developed an equitable, data-based financial aid strategy

using clear guidelines and thresholds.

Merit aid is based on incoming GPA and test scores for all incoming freshmen, and on GPA for

incoming transfer students. Students are divided into five tiers based on academic performance. The

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five tiers are used to track academic performance and retention over time and will be used to help

assess the award strategy. Students in tiers one, two, and three will receive a Trustee’s Scholarship, A

President’s Scholarship, or a Director’s Scholarship, respectively. An additional feature of this new model

is that students will receive the same financial aid package throughout their four years at Central,

allowing students to plan accordingly. Previously, students were notified annually if they qualified for

a merit award, and it was not uncommon for the value of the scholarship to differ from one year to the

next. Going forward, CCSU’s merit scholarships will only be removed from a student’s financial aid

award in subsequent years if they fail to meet the average grade point (GPA) threshold required to keep

the scholarship. This information is clearly outlined for the student in the financial aid award letter.

Need-based aid is awarded based on a student’s expected family contribution (EFC) upon completion

of the Free Application for Federal Student Aid (FAFSA). Students will be divided into five tiers based

on their EFC. CCSU meets a certain “percentage of need” based on the tier the student falls into. This

aid is awarded in the following manner: federal and state aid first, followed by institutional aid should

the student’s “percentage of need” not met by the merit, federal and state aid already awarded. Students

will maintain eligibility for need-based aid based on their EFC through graduation, provided they

complete the FAFSA each academic year and continue to make Satisfactory Academic Progress.

CCSU has also taken steps to improve communication with students. First, CCSU created a new

Office of Financial Literacy and hired a coordinator. While the Office of Financial Aid assists students

with their financial aid, the Office of Financial Literacy provides broader financial literacy education,

guidance, and support. The Financial Literacy Coordinator hosts several workshops each year designed

to help students become more financially literate. Workshops, which are held on campus for current

students and in high schools for prospective students, cover topics such as completing the FAFSA, as

well as understanding loans and repayment options, interest rates, and credit reports. The Coordinator

has also participated in several Senior Seminar courses to ensure students who have already taken out

loans understand their repayment obligations. Resources are designed to lay the groundwork for major

decisions they will make upon graduation, such as managing student debt and attending graduate

school. The goal is to ensure each student learns the skills necessary to set a budget, track spending,

pay off debt, and prepare for life after college. To that end, the Office of Financial Literacy also hosts

several information sessions both on and off campus on topics such as:

n Financial aid, including scholarships, grants, student loans and parent loans

n Understanding student loans, repayment options and interest rates

n Maintaining a budget and money management

n Credit Scores, credit reports and the credit bureaus

n Opening and managing a bank account

Second, CCSU has designed a new Financial Aid Award package that is mailed to the student’s home.

Prospective students receive their Financial Aid award letter along with a “Commitment to Value”

brochure once they are admitted to the University. The Financial Aid award letter lists all grant,

scholarship and loan aid that the student has qualified for (federal, state, institutional, and other)

and subtracts this amount from expected tuition, fee, and housing costs. As a result, students see

their expected balance before they accept their aid offer. The accompanying “Commitment to Value”

brochure gives students a brief description of each type of award they might see in their Financial

Aid letter and provides instructions on how to accept each type of aid as well as for completing the

Entrance Counseling and Master Promissory Notes required for loan acceptance.

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Third, Central’s Financial Aid website offers student loan and Parent Plus Loan information, including

current interest rates and repayment terms, and links to information on Studentaid.gov regarding the

different types of federal loans available to students, loan limits, etc. The website also offers a link to

ELM Select, which provides a neutral lender and product comparison tool to students and families

who wish to research options for alternative loans. Consistent with Federal requirements, CCSU

maintains and routinely updates a Net Price Calculator that assists students in determining how much

they are likely to owe, given their unique financial circumstances. There are a number of resources

on the Student Consumer Information page that students can access as well. For example, a student or

parent can compare the three-year cohort default rate for CCSU students (6.1 percent) to the default

rates within the state (11.0 percent) or to the national rate (10.1 percent) or that the average educational

loan debt of bachelor’s degree recipients decreased by more than $1,000 in 2018-19. Tuition, fees, and

housing costs can be accessed through the Admissions webpages or through the Bursar’s webpage.

Finally, the University is working to fill vacant positions in the Office of Financial Aid. In August

2019, the long-time Director retired, and the Associate Director was selected to fill the Director

position in March 2020. A search is now underway to refill the vacated Associate Director position.

In addition, a search will soon begin for an open Assistant Director position, and a search for a new

financial aid counselor was recently completed.

As mentioned in the Enrollment section of this report, CCSU received $4.5M from the CARES Act,

of which just over $4M was distributed to Title IV eligible students who were enrolled in at least

one on-ground course as of March 27, 2020. The methodology used to determine the amount of aid

disbursed to students is clearly posted on the CCSU Financial Aid website for students and parents

to view. Title IV eligible, full-time non-Pell students were distributed $448, while full-time Pell-

eligible students were disbursed an additional 40 percent, bringing their allotment to $629. Part-time

Title IV eligible students received prorated disbursements, based on the number of credit hours billed,

at 75 percent of the full-time student rate. A question and answer webpage fully discloses student

eligibility requirements to receive the CARES grant, as well as steps to be taken for ineligible students.

To determine eligibility, students must first complete the Free Application for Federal Student Aid

(FAFSA). Students who were enrolled as of March 27, 2020 and had not completed the FAFSA were

encouraged to do so by June 30, 2020.

3B . TITLE IX

Since the NECHE site visit in September 2018, CCSU has taken additional steps to ensure compliance

with Title IX. As mentioned in the self-study, the University learned of allegations of sexual

misconduct by a faculty member in 2018, as well as claims of misconduct within the CCSU Police

Department. As a result, the current administration has worked to improve the campus culture, and

to communicate a policy of “zero tolerance” in relation to acts of sexual misconduct, as well as acts of

violence, bias and discrimination.

One of the first steps taken to ensure Title IX compliance was the assembly of the Task Force on

Sexual Misconduct, Bullying and Campus Climate (Task Force). The group reviewed University policies

and processes to ensure the safety and wellbeing of students, faculty and staff. After eight months

of work, the Task Force’s report was finalized and submitted to President Toro on January 14, 2019.

Recommendations from the Task Force included reengineering the Department of Human Resources

(HR) and the Office of Equity and Inclusion (OEI, formerly the Office of Diversity and Equity),

improving tracking and documentation of training activities and compliance with policies, regularly

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administering a campus climate survey, and adopting a new model for investigations that necessitated

an increase in staff. Since then, staffing levels in OEI have doubled, moving from three full-time

employees in fiscal year 2018 to six full-time employees in fiscal year 2020.

As a result of the report from the Task Force as well as other reports, several changes have been

implemented that go beyond personnel and organizational adjustments. For example, the President

has personally overseen the reengineering of the OEI and HR. To assist in this process the President

also hired Sibson Consulting (Sibson), a firm specializing in human resources, to help identify

opportunities to improve functionality and foster a more inclusive culture at CCSU.

Shortly thereafter, President Toro charged the Strategic Planning Steering Committee with developing

a new strategic plan and proposed that Committee consider a goal related to improving the campus

climate. This recommendation resulted in Goal 3: Foster an Inclusive and Safe Campus Culture that

Values and Encourages Individuals to Participate in a Free and Respectful Exchange of Ideas. Within Goal

3, there are two Objectives and three strategies that specifically relate to Title IX compliance. The Key

activities are:

n Goal 3.2C – Identify opportunities to incorporate Title IX and the Americans with Disabilities

Act (ADA)

n Goal 3.4.A1 – Inventory all state and federal compliance policies relating to Title IX, equal

employment, ADA, equity and discrimination

n Goal 3.4.B9 – Professionalize the CCSU Police and incorporate training on diversity, cultural

competency, mental health, and Title IX

Additionally, one of the key metrics to be measured in Goal 3 is the number and percent of employees

and students who have received Title IX and diversity training. To clarify, while CCSU remains

compliant with federal and state Title IX policies that require the institution to provide training, it has

been less successful with its own policy of requiring employees and students to participate in training

each year. Forty-three percent of employees have complied with Title IX training, an increase of 22

percent, over 2018-19 and a 95 percent increase in number of people trained. CCSU offers both in-

person and online Title IX training to employees. This year, 27 in-person training sessions were open

to the entire campus, and 12 department-specific sessions were offered, for a total of 39 trainings

in 2019-20; this compares to 21 in-person training sessions offered in 2018-19. Title IX training

for students was not quite as successful. In 2019-20, new students received Title IX training during

orientation while returning students and students who did not participate in orientation, completed

it online. Disappointingly, only 36 percent of students successfully completed their training. This

represents a ten percent decrease from the prior year where all the training was completed online. With

the COVID-19, all training has moved to an online format.

The State of Connecticut requires that every new employee participate in diversity training when

hired. However, it has become apparent that a one-and-done approach is simply not adequate. To

rectify this, CCSU has begun hosting additional opportunities for employees to participate in diversity

training. For example, earlier this year two “Coffee Over Culture” sessions were held, and later this

spring three different sessions were offered: Understanding Unconscious Bias: We All Have Them (128

attendees), Racial Injustice: Speaking Your Truth (348 attendees), and most recently, a Faculty & Staff

Open Forum about racism, bigotry, bullying and discrimination was held (227 attendees).

One of the recommendations made by the Task Force was to adopt software that would assist in

documenting which employees and students have or have not completed required training. CCSU has

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selected two software products, one to be used by HR and OEI, Simplicity (anticipated to go live in

Fall 2020), and the other, Maxient (fully implemented in January 2020), is now used by the Office

of Student Rights & Responsibilities. It is likely that the disruption caused by the COVID-19, the

reorganization of the Office of Equity and Inclusion, and the implementation of new tracking software

contributed to the lower than expected participation in training activities. While not yet at 100 percent

compliance, Central has begun the process to move forward.

In Fall 2019, a suite of three campus climate surveys from the Higher Education Research Institute

(HERI) at the University of California Los Angeles (UCLA) were selected for administration in Spring

2020. The surveys were administered simultaneously to students, faculty and staff from February

through mid-March. Initially, the surveys were scheduled to remain open until the end of April but had

to be closed early due to the coronavirus. Results from the survey are expected in early fall. Tentatively,

these surveys are scheduled to be administered annually for the first two to three years and then a

rotation schedule will be implemented. This activity aligns with Goal 3, Objective 3 in the SP2030.

In addition to the recommendations from the Task Force, President Toro and her Executive Committee

developed a detailed, 15-point plan outlining the actions necessary to ensure the achievement of a safe

and inclusive campus environment for all students and employees. The Action Plan to Change CCSU

Campus Climate (Appendix H) outlines the objectives and establishes a timeline for each action to be

completed, and it identifies which Executive Committee member is responsible for each element of the

plan. The following provides a summary of each of the 15 action items, some of which are also part of

the SP2030.

ACTION PLAN TO CHANGE CCSU CAMPUS CLIMATEAction�Item�1. Reengineering the Offices of Equity and Inclusion and Human Resources (HR) –

Responsible person: President.

The review of HR and OEI was expanded to include the Ombudsperson’s (OMB) office. Sibson’s

evaluation, now complete, included reviewing the organizational structure, policies, procedures, tools

and technologies, staffing levels and more. A few areas of strength for the University included frequent

communication and transparency with the campus community. However, the evaluation also determined

that the long-term lack of action in addressing cultural and behavioral matters has contributed to an

environment of diminished trust. As such, Sibson made the following recommendations:

n Revise the structure and staffing model for the OEI (completed).

u Changed the name of the Office of Diversity and Equity to the Office of Equity and

Inclusion, in order to more accurately convey the charge and responsibilities of the

department.

u Elevated the position of Chief Diversity Officer to a Vice President level. Dr. Barceló, a

nationally recognized expert in diversity and equity, is now the Interim Vice President for

Equity and Inclusion.

u Hired a Senior Equity and Inclusion Officer and two Equity and Inclusion Associates. The

increase in personnel allowed the University to move from a single-investigator model with

support from outside investigators, to a two-investigator model that aligns with best practices

and uses no outside investigators.

n Conduct a comprehensive assessment of the Women’s Center (completed).

u Evaluate the Center’s alignment with OEI’s mission and identify opportunities to improve

operational and cultural aspects of the unit.

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n Develop a comprehensive plan to address culture and climate issues (in progress).

u Set clearly articulated and measurable goals related to campus climate. Develop a

communications strategy as well as an education plan. The goals and education plan should

be informed by the results of the campus climate surveys administered in Spring 2020.

n Reimagine the Ombudsperson model (in progress).

u Transition to an in-house conflict resolution function. To avoid bias and conflict, the

Ombudsperson will have no teaching or administrative responsibilities.

n Transform the HR Department (in progress).

u Provide professional development opportunities to HR staff and redefine select positions to

support the transformation and improve campus culture.

n Reduce manual efforts and increase efficiency in HR and OEI (in progress).

u Review current technologies and processes that can be automated to increase efficiencies.

u Finalize process mapping and recommendations for HR and OEI.

u Implemented software, PC Recruiter, to facilitate the hiring process (completed).

Action�Item�2. Implementation of an Institution-wide Reporting, Monitoring and Tracking System to

Facilitate and Maintain Collection of Information (Complaints and Training) – Responsible person:

Chief Information Officer.

n Inventoried required trainings and surveyed training providers to ensure the requirements

prescribed by the State of Connecticut and the Federal Government are met (completed).

n Purchased Simplicity software for HR and OEI to manage confidential employee information

and training compliance data (completed).

n Acquired and implemented Maxient software for Student Affairs to track and manage student

behavior records and to track compliance with student-related Title IX issues (completed).

Action�Item�3. Administer a Campus Climate Survey – Responsible persons: Vice President for

Equity and Inclusion (VPEI), Chief Financial Officer, and Associate Vice President for Planning and

Institutional Effectiveness (AVPPIE).

n Administered a set of nationally recognized campus climate surveys for students, faculty and

staff. The surveys were developed by the HERI at UCLA and the campus community was

encouraged to participate between February and April 2020 (completed).

n The VPIE and AVPPIE will work with the Commission on Diversity, Equity and Inclusion to

analyze the survey results, which are expected in early fall 2020, and develop recommendations

(to be completed).

Action�Item�4. Implement actions to improve campus climate – Responsible persons: President and

Vice President for Equity and Inclusion.

As mentioned previously, the Office of Diversity and Equity has been renamed, the Office of Equity

and Inclusion, and now has a new mission that is broader and more inclusive and aligns with national

trends. The Chief Diversity Officer position was elevated to a Vice President, to reflect the importance

of the office and position. One way to create sustainable diversity initiatives is to have the Executive

Committee lead by example. As such, in summer 2019, in advance of the Committee’s retreat, all

members were required to read and be prepared to discuss: Why Are All the Black Kids Sitting Together

in the Cafeteria? Other changes include, but are not limited to:

n Moved the office of OEI to a new space that is more welcoming and is better suited for

confidential conversations and records (completed).

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n Hired two new Equity and Inclusion Associates to ensure timely investigation of complaints

and subsequent resolutions, improved training and professional development efforts that will

contribute positively to an improved campus climate (completed).

n Created and appointed the President’s Commission on Diversity, Equity and Inclusion

(Commission), chaired by the VPEI and comprised of diversity liaisons from each School/

College, representatives from Faculty Senate, affinity groups, administrative staff and students.

Their charge is to promote respect, diversity and inclusivity within the campus community

(completed).

u Host a Symposium in academic year 2020-21 focusing on the Status of Diversity, Equity and

Inclusion at CCSU, showcasing research and successes (to be completed).

n Developed and hosted “Coffee over Culture” workshops for faculty to discuss diversity, equity

and inclusion (completed).

n In Spring 2020, three virtual workshops open to the campus community, replaced the planned

in-person workshops (completed).

n Created and presented a series of workshops for students where the focus was on sexual

misconduct issues (completed).

n Design a sustainable training and professional development plan that extends beyond Federal

and State requirements. The plan should include topics such as disabilities, race, homophobia,

and sexual misconduct (to be completed).

Action�Item�5.�Development of a vision for a safe and inclusive Central Connecticut State University –

Responsible persons: Strategic Planning Steering Committee.

CCSU finalized its new strategic plan, Strategic Plan 2030: Changing Lives, Building Communities;

Central to Connecticut, in Spring 2020. Goal 3, Fostering an Inclusive and Safe Campus Culture

that Values and Encourages Individuals to Participate in a Free and Respectful Exchange of Ideas,

focuses on the development and preservation of an equitable, inclusive, safe, responsible, accessible,

and accountable campus environment. The Goal identifies five overarching objectives supported by

a set of strategies which are then supported with a set of key action items. Together, these actions will

contribute to the development of a richly diverse, healthier, more vibrant climate that is safe, inclusive,

and welcoming to all (completed).

n Progress will be reported annually (to be completed).

Action�Item�6. Partner with faculty and union leaders to achieve 100 percent employee participation in

Title IX training – Responsible persons: President and Vice President for Equity and Inclusion.

n Inventoried all mandatory training and training providers (completed).

n Members of the Sexual Assault & Interpersonal Violence Resource Team (SART) will

participate in a retreat to review training efforts and policies with the goal of developing

strategies to obtain 100 percent compliance with mandatory training (in progress).

u Qualitative data collected on Title IX training will be considered.

Action�Item�7.�Explore a new model for investigating sexual harassment, bullying, and sexual

misconduct on campus and HR complaints rather than a “single investigator” to decrease individual

bias or conflicts of interest – Responsible person: University Counsel

n Two new Equity and Inclusion Associates have been hired, allowing investigations of

misconduct to be completed with less bias (completed).

20

n In concert with the CSCU System Office, update processes and policies to ensure alignment

with new Federal Title IX regulations (in progress).

Action�Item�8. Appoint a work group to examine and make recommendations on policies and

processes related to bullying and hazing – Responsible person: Vice President for Student Affairs.

n New policy on bullying has been drafted and is currently under review by the CHRO (in progress).

Action�Item�9.�Determine how best to incorporate educational material on Title IX, bullying, and

civility into student programming – Responsible person: Vice President for Student Affairs.

n New freshmen participating in two-day summer orientation sessions now receive Bringing in the

Bystander training (completed). Continuing students and new students who did not receive the

Bringing in the Bystander training will receive Not Anymore training (in progress).

u Student Affairs captured attendance at each of the events and will follow up with students

accordingly (in progress).

u The recently developed online orientation for new students (due to the pandemic) includes

Title IX training (completed).

n OEI is working with the Division of Student Affairs to evaluate the effectiveness of these

trainings (in progress).

Action�Item�10.�Analyze programming offered by Student Affairs’ departments on topics such

as: sexual misconduct and bullying, among others, to leverage efforts and resources and increase

effectiveness – Responsible person: Vice President for Student Affairs.

n Conducted an inventory of all programs related to issues such as stalking, inter-personal

relationship violence, sexual assault, and bullying (completed).

n The Division of Student Affairs is working in collaboration with OEI to develop new training

material, scheduled for Spring 2020 (in progress, training was scheduled but delayed due to the

COVID 19).

Action�Item�11.�Implement the Recommendations Contained in the report of Counseling & Student

Development Reviewed with Special Attention to After Business Hours and Weekend Coverage –

Responsible person: Vice President for Student Affairs.

n Counseling and Student Development has a cell phone dedicated for after-hours calls. The

CCSU Police Department can access the on-call counselor (completed).

Action�Item�12. Assess Training Programs and delivery Models – Responsible persons: Vice President

for Equity and Inclusion

n Evaluation of online training vendors (in progress).

n New online courses are being evaluated for content and ability to meet training requirements

such as Title IX and Harassment prevention for Connecticut Supervisors (in progress).

n Trainings that were already on a State contract have been put forward in the Fiscal Year 2021

budget request (in progress).

Action�Item�13. Review Operation of the Sexual Assault and Interpersonal Resource Team (SART) –

Responsible person: University Counsel

n Researched requirements of the statute, and per Connecticut law, President Toro appointed

members of SART based on recommendations from the University Counsel and Vice President

for Student Affairs (completed).

21

Action�Item�14. Create a New Webpage to Keep the Internal and External Campus Community

Informed on the Progress Made with Respect to the Above Action Items, Including Actions

Implemented, As Well As to Gather Feedback as Needed – Responsible person: Chief Information

Officer

n The new webpage was created and can be found at www.ccsu.edu/ccc (completed).

Action�Item�15.�Develop and support “champions” to lead the transformation of the CCSU campus

climate to become more inclusive, welcoming and safe environment – Responsible persons: President

and the Executive Committee, Union Leaders, Deans

n Create and appoint the President’s Commission on Diversity, Equity and Inclusion

(Commission). Commission will be chaired by the VPEI and comprised of diversity liaisons

from each School/College, representatives from Faculty Senate, affinity groups, administrative

staff, and students.

u President Toro appointed 36 Diversity Liaisons as “Champions” (completed).

u The Commission has been charged with:

m Promoting respect, diversity and inclusivity within the campus community (completed).

m Monitoring and evaluating progress on Goal 3, Fostering an Inclusive and Safe Campus

Culture that Values and Encourages Individuals to Participate in a Free and Respectful

Exchange of Ideas of the Strategic Plan 2030: Changing Lives, Building Communities;

Central to Connecticut (in progress).

m Oversight of diversity, equity and inclusion practices, policies, climate, data and research

(in progress).

u The Commission will host a series of smaller conversations and professional development

opportunities throughout the year focusing on different topics including gender, disabilities,

and race, among others (in progress).

u The Commission will work in concert with the President to establishing institutional diversity

priorities and advise the President on Diversity, Equity & Inclusion progress and issues (in

progress).

In addition to the progress summarized above, more detail is presented in the Progress Report on

Transforming CCSU Culture, which was completed on August 3 (Appendix I). the The University has

also made considerable progress on a number of investigations of sexual misconduct. All investigations

have been finalized. For investigations that resulted in findings of employee misconduct, in all cases,

the employee is no longer with the University. One case is still in arbitration.

STRATEGIC PLAN

2030CENTRAL CONNECTICUT STATE UNIVERSITY

CHANGING LIVES, BUILDING COMMUNITIES; CENTRAL TO CONNECTICUT

Appendix 1 - CCSU Strategic Plan

TABLE OF CONTENTSAn Invitation from President Zulma R. Toro . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Introduction: Changing Lives, Building Communities; Central to Connecticut

Keep it at: A New Vision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Building on our Historic Mission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Elements of Distinctiveness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

CCSU’s Core Values . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Goal 1

Enhancing Academic Excellence and Preparing Graduates to Thrive in a

Changing Economy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Goal 2

Increasing Access to Higher Education and Ensuring Student Success . . . . . . . 9

Goal 3

Foster an Inclusive and Safe Campus Culture that Values and Encourages

Individuals to Participate in a Free and Respectful Exchange of Ideas . . . . . . . 12

Goal 4

Strengthening Stewardship – Advancing Scholarship, Service Learning,

and Community Development for the Public Good . . . . . . . . . . . . . . . . . . . . 15

Goal 5

Assuring Sustainability for the Future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Background and Process to Develop Our Strategic Plan

Background and Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Strategic Planning Steering Committee Membership . . . . . . . . . . . . . . . . . . . 21

University Planning and Budget Committee Membership . . . . . . . . . . . . . . . 21

Work Group Memberships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

1

With great enthusiasm and determination, we enter a new decade at Central

Connecticut State University. Looking ahead, we remember our beginnings as the

State Normal School and how much the institution has advanced and grown to

meet the needs of the community it serves. Founded in 1849, CCSU is the oldest

public university in the state, and our deep commitment to quality, affordable, and

accessible education has transformed us into the public comprehensive university we

are today.

We believe that education provides the most effective vehicle for social mobility.

Appreciating how far we’ve come has inspired us to develop ambitious goals for

the future of the institution. This new strategic plan builds upon CCSU’s historic

mission. It exemplifies the ideas of access, inclusiveness, community engagement,

sustainability, and the advancement of academic excellence. Its goals will strengthen

our work as a “student success-centered” institution that creates lifelong learners and

provides the best opportunities to the next generation of hardworking Connecticut

families.

CCSU has become an engine of significant economic and social development

in Connecticut. Our unique ability to provide a strong liberal arts foundation

combined with high impact practices and community engagement prepares our

students for real-world experiences. We will continue to engage, share ideas, and

promote innovative and positive changes throughout New Britain, the region, and

the state. These elements embody the spirit and value of a CCSU education.

A renewed vision will extend Central’s reach through unique academic programming

and a solid liberal arts foundation to prepare graduates for the careers they will

pursue 10 to 15 years from now. This approach will benefit the CCSU community

by developing graduates who are well-informed, civic-minded citizens, and

professionals contributing to the needs of our increasingly diverse society.

CCSU is a driving force in the state. We will use this momentum to elevate the

institution to new levels of academic recognition and civic engagement. Through

rigorous yet affordable four-year higher education opportunities we will meet the

needs of the most diverse population of students the institution has ever seen.

There are challenges to come in the years ahead, as Connecticut faces some of the

most difficult financial obstacles and socioeconomic shifts in decades. During these

times of struggle, CCSU will build upon our strengths and become more innovative,

bold, inclusive, and engaged. It is through this plan and our determination and

optimism that we will persevere.

In this spirit, I welcome your support, commitment, and involvement in building

upon CCSU’s traditions of success to bring the University into an exciting new

decade. These collective efforts will allow us to overcome any challenges we face and

promote positive change for our students and community.

AN INVITATION FROM THE PRESIDENT

Zulma Toro, Ph.D.

President

2

Central Connecticut State University plays an essential role by offering quality,

affordable education and socioeconomic development in New Britain, the region,

and the state. Since 2010, CCSU has dramatically improved the diversity of its

student population, growing from 21 percent to 35 percent in just a few years.

CCSU’s unique programs help make us the largest recipient of transfer students in

the state and attract traditional undergraduate students, graduate students, and adult

learners. The value of a CCSU education begins with a deep liberal arts foundation

combined with high impact practices, community engagement, and innovative

ideas to prepare our graduates for success in the workforce of today and tomorrow.

Our goal is to develop lifelong learners who become industry leaders and pillars of

their community. This plan builds upon these fundamental principles to provide

an enriching student experience to the increasingly diverse 21st-century population

of Connecticut and beyond. It was created over the course of a year and includes

the contributions and input of hundreds of CCSU faculty, staff, students, and

community members.

A NEW VISIONThe strategic plan for CCSU affirms our historic mission and presents the following

new vision: A modern public regional university in ambitious pursuit of knowledge,

bold ideas, and innovative partnerships that advance social mobility and drive

economic, cultural, and intellectual vitality in the communities we serve.

We will achieve this vision by engaging all of our stakeholders in our mutual success

and focusing on five bold goals:

1. Enhancing Academic Excellence and Preparing Graduates to Thrive in a

Changing Economy

2. Increasing Access to Higher Education and Ensuring Student Success

3. Fostering an Inclusive and Safe Campus Culture that Values and Encourages

Individuals to Participate in a Free and Respectful Exchange of Ideas

4. Strengthening Stewardship – Advancing Scholarship, Service Learning, and

Community Development for the Public Good

5. Assuring Sustainability for the Future

The first goal of the plan, Enhancing Academic Excellence and Preparing Graduates

to Thrive in a Changing Economy, is the foundation from which CCSU achieves its

mission. The subsequent three goals are essential to supporting academic excellence

and distinguishing the unique value of a CCSU education. The last goal will make

the first four goals possible.

INTRODUCTIONCHANGING LIVES, BUILDING COMMUNITIES; CENTRAL TO CONNECTICUT

3

BUILDING ON OUR HISTORIC MISSIONAdopted by the University in 2010, CCSU’s mission states:

Central Connecticut State University is a community of learners dedicated to teaching

and scholarship that emphasizes development and application of knowledge and

ideas through research and outreach activities, and prepares students to be thoughtful,

responsible, and successful citizens. As a comprehensive public university, we provide broad

access to quality degree programs at the baccalaureate, master’s, and doctoral levels.

In the spirit of this mission, Changing Lives, Building Communities; Central to

Connecticut continues to support CCSU’s community of learners as we strive toward

new goals that align the University with 21st-century needs.

ELEMENTS OF DISTINCTIVENESSTo accompany its mission, in 2008, CCSU identified the following as distinctive

elements within the Connecticut State University system. These elements will

continue to differentiate CCSU as Connecticut’s oldest public university and are

reflected throughout our new strategic planning framework as we look toward the

future.

■ International Education

■ Workforce and State Economic Development

■ Community Engagement

■ Interdisciplinary Studies and Cross-Curricular Initiatives

CCSU’S CORE VALUES The following is a list of our principal values that distinguish CCSU from other

institutions (in alphabetical order):

Accountability. We commit to holding ourselves and each other Accountable to the highest ethical

standards and to fostering a culture of civility, collegiality, and justice.

Collaboration. We commit to Collaboration within the University and the Connecticut State

Colleges and University system, as well as with our legislators, industry, and

community partners.

Equity. We commit to embrace and strengthen Diversity and Inclusion, providing an

enriching and equitable learning environment where every individual is valued, and

promoting diversity of people and ideas.

4

Engagement. We commit to the recognition of the Centrality of Engagement, involving our

communities in all aspects of our work.

Excellence.

We commit to Excellence in everything we do. We hold ourselves to highest

academic and professional standards and focus on continuous improvement.

Innovation. We commit to Innovation and Creativity in our teaching, research, and

interdisciplinary approaches to inspire our students to meet the challenges of the 21st

century.

Integrity. We commit to Integrity. As stewards of the public trust, we will be honest, ethical,

and transparent.

Responsibility. We commit to Social Responsibility to promote the public good and contribute to

global understanding.

Responsiveness. We commit to Agility and Responsiveness to address the emerging needs of our

region and state and create a sustainable future for the University.

TAKING ACTIONSince its founding in 1849, Central Connecticut State University has advanced and

developed to meet the needs of the communities it serves. This ten-year strategic plan

consists of five goals, each with specific objectives for achievement. As a supplement,

CCSU has developed an Action Plan which identifies key activities essential to

the accomplishment of each goal and objective. With these collective documents,

we will build upon our strengths as a “student success-centered” institution that

creates lifelong learners and provides the best opportunities to the next generation of

hardworking Connecticut families.

5

Academic excellence is the cornerstone of the Central Connecticut State University

mission, and our faculty, full- and part-time, take pride in being scholars, mentors,

and advisors who collectively contribute to a vibrant and engaged community.

We graduate students who think creatively and critically, communicate effectively,

and engage with their surrounding communities in a meaningful way. A CCSU

education builds upon foundations in core General Education areas and in-depth

mastery in chosen fields of study to foster the valuable and transferable skills needed

to be successful in the 21st-century workforce.

Central is a driving force of the economic, social, cultural, and intellectual

development of Connecticut; an enabler of social mobility; and a committed

community partner. To support our academic goals, faculty are dedicated to

excellence in teaching and scholarship. Faculty provide innovative learning

opportunities necessary for students to meet the changing economic, social, and

cultural needs of society. CCSU will continue to educate Connecticut’s hardworking

families, incorporating high-impact practices and innovative pedagogical approaches

to prepare them for the next phase of their lives and ensuring lifelong learning. We

will pursue the expansion of academics beyond the walls of our classrooms, and we

will challenge students to embrace diverse ideas and experiences through domestic

and international programs and developing the knowledge, skills, and values to make

a difference in the world for today and tomorrow.

To achieve academic excellence, all constituent groups must commit to being bold,

innovative, and dedicated:

■ Students will challenge themselves in the pursuit of knowledge and develop

skills that foster lifelong learning in preparation for career agility, benefiting

their communities as engaged citizens.

■ Instructional faculty will focus on the “whole” student, fostering critical

thinking, communication skills, quantitative and scientific reasoning,

teamwork, and civic responsibility; excel in their scholarship, creative activity

and development of innovative teaching practices, remaining dedicated and

engaged in professional development; and serve their departments, Central,

and the wider community.

■ Administrative faculty and staff will engage as partners with instructional

faculty and administration in support of the educational mission, while

dedicating themselves to student success in and beyond the classroom through

student programming, health and wellness, residence life, advising, and more.

■ The administration will provide leadership to enhance and develop the

necessary resources to carry out the goals of academic excellence. The

administration will be responsible for establishing relationships with the

System, state, federal, and regional partners. At its core, the administration will

ensure that transparency and integrity are embraced across the institution.

GOAL 1ENHANCING ACADEMIC EXCELLENCE AND PREPARING GRADUATES TO THRIVE IN A CHANGING ECONOMY

6

1. Offer degrees, certificates, and experiences designed for today and tomorrow

A. Expose students to multiple high-impact educational practices such as

community engagement, writing in the disciplines, research and creative

activity, study abroad/away, internships, leadership, and capstone experiences.

B. Develop flexible academic programs that ensure accessibility, inspire lifelong

learning, and prepare graduates to meet the demands of the 21st century and

the future needs of industry.

C. Prepare students to succeed in the 21st century by exposing them to differences

in culture and ways of thinking, equity issues, and the advantages of an

inclusive society.

D. Consult with alumni and employers to ensure all programs are contemporary

and relevant.

E. Increase academic program offerings that accommodate working students,

adult learners, and graduate student populations through delivery of online,

evening, and weekend courses.

F. Encourage interdisciplinary collaborations through innovative courses and

degree options.

EDUCATIONAL FOUNDATION

HIGH-IMPACT PRACTICES

ADVISING INNOVATIVE PEDAGOGY

A strong educational

foundation rests on

scholarly excellence.

It prepares students

for successful careers

upon graduation and

promotes lifelong

learning. It ensures

students will be able

to think critically,

communicate

effectively, and

interpret scientific

and quantitative

information. These

along with other

core skills, coupled

with discipline

specific knowledge,

prepares students to

pursue the careers of

today and tomorrow.

High-impact

practices help

students learn more

effectively, preparing

them for future

careers. These

educational practices

can come in many

forms, including,

but not limited to:

first-year experience

programs, writing-

intensive courses,

study abroad and

away, undergraduate

research projects,

collaborative

assignments,

internships,

leadership

opportunities, and

capstone courses.

Effective advising

is a teaching and

learning opportunity

that shapes the

student’s educational

experience. Advising

helps students frame

their aspirational

goals, identify

opportunities to

enhance their

educational

experiences, and

prepares them to

succeed in college

and their careers.

Innovative

pedagogical

approaches

enhance student

learning through

nontraditional

teaching styles.

Lectures are

supplemented with

experiential learning

activities such as

flipped classrooms

or service learning,

whereby students are

expected to actively

engage in their own

education.

GOAL 1ENHANCING ACADEMIC EXCELLENCE AND PREPARING GRADUATES TO THRIVE IN A CHANGING ECONOMY

7

G. Enhance infrastructure support for academic programs, including state-of-

the-art classrooms, laboratories, technology, library facilities, galleries, and

performance spaces.

2. Develop educational foundations that strengthen student learning

A. Provide a comprehensive, multi-faceted first-year program to all incoming

undergraduates that prepares them to thrive in a complex and challenging

21st-century environment.

B. Guide undeclared students toward academic pathways that match their

aspirations and abilities.

C. Ensure a liberal arts education strong in critical thinking, written

communication, and scientific and quantitative reasoning.

D. Collaborate with community college partners to improve transfer students’

consistency of skills and learning outcomes.

3. Promote a student-centered environment to ensure success

A. Improve advising such that all undergraduate students are regularly and

consistently advised according to their academic and career aspirations.

B. Increase student success rates through predictive analytics, improved utilization

of Degree Works, and software that facilitates information sharing.

C. Engage faculty in using all available tools and resources to support and ensure

student success.

D. Improve student access and performance by expanding open educational

resources, focusing on information literacy and promoting sound digital

practices.

4. Recognize faculty as pillars of knowledge

A. Encourage faculty to adopt innovative pedagogical approaches to teaching,

research, and service that contribute to the advancement and application of

knowledge.

B. Recruit and retain a diverse faculty who think boldly and innovatively to

address the challenges of the 21st century.

C. Encourage and support faculty in obtaining external funding.

D. Recognize innovative faculty activities that increase access to higher education,

support student success, and enhance advising and community engagement.

E. Incorporate professional development opportunities for faculty that highlight

effective strategies they can use to prepare students to succeed in a diverse and

changing world.

GOAL 1ENHANCING ACADEMIC EXCELLENCE AND PREPARING GRADUATES TO THRIVE IN A CHANGING ECONOMY

8

GOAL 1ENHANCING ACADEMIC EXCELLENCE AND PREPARING GRADUATES TO THRIVE IN A CHANGING ECONOMY

5. Drive academic transformation through innovation

A. Increase support for interdisciplinary centers of excellence, such as the Center

of Excellence in Social & Emotional Learning, by building on the expertise

of faculty across the disciplines to improve scholarship, create learning

opportunities, and address community needs.

B. Expand the offerings of the Center for Teaching and Faculty Development,

fostering innovative pedagogical approaches that support the success of the

diverse students of Connecticut.

C. Broaden the Honors Program to include outreach and retention strategies to

serve a more diverse audience, encouraging future civic and business leaders

that transform the state and country.

D. Embrace periodic, rigorous reviews that promote strategic investments in

academic programs ensuring a continuous commitment to excellence.

POTENTIAL METRICSEach metric will have an assessment tool identified and will be assessed annually

using quantifiable and qualitative information, when appropriate.

1. Metric: Diversity of faculty, staff and administration

Target: Mirror the diversity of the student population

2. Metric: Alumni and employer satisfaction regarding how prepared students are

upon graduation

Target: Continuous increase in level of satisfaction

3. Metric: Assessment of all General Education Learning Objectives

Target: Continuous improvement on all general education assessment

indicators

4. Metric: Number and percent of courses incorporating high-impact practices

Target: Continuous increase in number and percent of courses with high-

impact practices

5. Metric: Student satisfaction with advising

Target: Continuous increase in level of satisfaction

6. Metric: Number and type of professional development offerings through the

Center for Teaching and Faculty Development

Target: Increase the number of and faculty participation rate in professional

development offerings

9

GOAL 2INCREASING ACCESS TO HIGHER EDUCATION AND ENSURING STUDENT SUCCESS

As the oldest public institution of higher education in Connecticut, CCSU takes

pride in its role as an affordable gateway to success and lifelong learning. We

recognize that access to quality education is the most effective route for social

and economic mobility, and Central is committed to providing the residents of

New Britain, the region, and the state with multiple pathways to a transformative

educational experience. We will emphasize the creation of an inclusive and

“student-ready” institution that meets our 21st-century students where they are

and eliminate obstacles and achievement barriers. Increasing innovative programs,

support services, flexible course options, and co-curricular opportunities will extend

CCSU’s reach and influence in the community.

The University also will continue to develop a greater connection with the

underrepresented populations of Connecticut. It will expand outreach to

historically marginalized socioeconomic groups to provide equal opportunity for

an excellent education and student success. Coupled with this effort, CCSU will

develop initiatives that inspire more K-12 students to pursue a higher education

degree, as well as provide accessible and industry relevant programs to adult learners

and working professionals.

CCSU is an inclusive and “student success-centered” institution with an

increasingly diverse student body that represents the populations of the

communities it serves. We are dedicated to enhancing our innovative practices to

increase access, improve retention, engage students in campus life, incorporate high-

impact practices, and promote educational achievement and career readiness.

ACCESS ENGAGEMENT FIRST-YEAR RETENTION

RATE

STUDENT SUCCESS

Providing an equal

opportunity to

all individuals to

take full advantage

of a life-changing

educational

experience.

Engagement is

the cornerstone of

student success,

providing the

support and

encouragement to

take full advantage

of all academic

and co-curricular

opportunities that

will prepare lifelong

learners.

The percentage

of first-time, full-

time students

who began their

educational career

at CCSU in the fall

and reenrolled the

following fall.

Accomplishment

of the desired

educational and

experiential goals

that will equip

students to become

fully engaged citizens

and successful

professionals.

10

GOAL 2INCREASING ACCESS TO HIGHER EDUCATION AND ENSURING STUDENT SUCCESS

1. Develop a culture of accessibility

A. Make Central a “student-ready” institution to meet the needs of incoming

21st-century students.

B. Develop innovative marketing strategies to attract new and diverse incoming

student populations.

C. Expand offerings that appeal to transfer students and working professionals,

such as flexible class schedules and in-demand professional programs.

D. Foster a welcoming and safe learning environment for all.

2. Facilitate student success in the college environment

A. Prepare our students for successful careers.

B. Engage students in the campus community and encourage participation in

clubs, sports, and campus events.

C. Provide supplemental academic support in and out of the classroom.

D. Foster student wellness and counseling services.

E. Educate students and families regarding financial resources and support.

F. Ensure the opportunity for timely degree completion.

G. Expand and enhance advising and mentorship.

H. Incorporate high impact practices and foundational skills into every major.

3. Prepare students for career readiness and future success

A. Expand student horizons and expose them to new challenges.

B. Engage students in career discussions from day one.

C. Strengthen relationships with local businesses and industries to provide

internships and future job opportunities.

D. Prepare students to enter the workforce.

E. Increase alumni involvement in career preparation and student mentorship

through the development of career events and workshops.

4. Provide accessible and relevant graduate education

A. Increase responsiveness to evolving trends in graduate studies leading to careers

in the public and private sector.

B. Provide alternative delivery options for academic programs.

C. Partner with industry to increase program offerings.

D. Develop marketing campaigns to target working professionals and prospective

students.

11

GOAL 2INCREASING ACCESS TO HIGHER EDUCATION AND ENSURING STUDENT SUCCESS

POTENTIAL METRICSEach metric will have an assessment tool identified and will be assessed annually

using quantifiable and qualitative information when appropriate.

1. Metric: Percent of undergraduate full-time equivalent (FTE) students

who identify as Hispanic

Target: Become a Hispanic Serving Institution as defined by the U. S. Department of Education (20 U.S. Code §1101a)

2. Metric: First-year retention rate and six-year graduation rate

Target: First-year retention rate and six-year graduation rate equal to or

higher than 85 percent and 60 percent, respectively

3. Metric: Local high school students completing the Free Application for

Federal Student Aid (FAFSA)

Target: Continuous increase in number and percent of local high school

students who complete the FAFSA each year

4. Metric: Alumni survey on career preparation

Target: Continual increase in favorable response

5. Metric: Student enrollment and profile of the student body

Target: Increase enrollment to 15,000 students and transition the student

population to 25 percent graduate enrollment

*Definitions: Four-year and Six-year graduation rates: The number of first-time, full-

time students who began their educational career at CCSU in the fall and

graduated from CCSU within four or six years, respectively.

12

GOAL 3FOSTER AN INCLUSIVE AND SAFE CAMPUS CULTURE THAT VALUES AND ENCOURAGES INDIVIDUALS TO PARTICIPATE IN A FREE AND RESPECTFUL EXCHANGE OF IDEAS

Central Connecticut State University is dedicated to the development and

preservation of an equitable, inclusive, safe, responsible, accessible, and accountable

campus environment, ensuring that all can achieve their full potential as active

citizens and lifelong learners. Addressing the 21st-century challenges and

opportunities, CCSU will transform into a stronger, student-centered university that

prepares graduates to work and lead in a global world. The University will emerge as

a leader in inclusion and social justice and become a national model for community

built on mutual respect, compassion, and support for one another. We will develop

a community that values individuality and diversity of thought, ensures equity, and

celebrates each other’s successes.

CCSU commits to ensuring that every member of our community, regardless

of how they identify or the group they associate with, feels safe and secure, and

to communicating a policy of “zero tolerance” for acts of violence, bias, and

discrimination. We must be bold and progressive in our approach, addressing these

actions in innovative ways while holding ourselves responsible for achieving a diverse,

equitable, and inclusive environment where we are all accountable. Our collective

efforts will ensure a richly diverse campus with a healthier, more vibrant climate that

is safe, inclusive, and welcoming.

ACCOUNTABILITY DIVERSITY EQUITY INCLUSION SAFETY

We will hold

each other

accountable

for following

our policies

and procedures

while behaving

morally and

ethically.

Ensuring that

the population

of the CCSU

community

reflects the

diversity

and social

conditions of

the surrounding

communities

and the State of

Connecticut.

The fair and

unbiased

treatment of all

people.

Providing

an enriching

and equitable

learning

environment to

every individual.

Ensuring a

welcoming

and secure

environment,

wherein every

member of

the CCSU

community

is physically

protected and

comfortable

expressing

individual

thoughts and

ideas.

13

GOAL 3FOSTER AN INCLUSIVE AND SAFE CAMPUS CULTURE THAT VALUES AND ENCOURAGES INDIVIDUALS TO PARTICIPATE IN A FREE AND RESPECTFUL EXCHANGE OF IDEAS

1. Welcome and engage a diverse community of students, faculty, and staff

A. Invest in and reframe the Office of Equity and Inclusion such that the office

responsibilities are broadened beyond compliance.

B. Develop a Commission on Diversity, Equity, and Inclusion that will provide

oversight and advise the President as needed.

C. Create an Endowed Professorship for the study of social justice, civil rights,

and equity.

D. Strengthen and encourage CCSU’s existing academic cultural centers and

affinity groups.

E. Enhance the efforts of departments, schools, and colleges, encouraging the

development of specific actions to address their diversity priorities.

2. Integrate diversity into the curriculum, pedagogical methods, professional

development, and co-curricular activities that contribute to cultural competency

A. Develop new diversity models that inform the curriculum, pedagogy, and

advising.

B. Support innovative and inclusive teaching, scholarship, and creative activities.

C. Incorporate requirements identified in Title IX and the American with

Disabilities Act (ADA) into professional development activities.

D. Ensure community engagement activities are culturally responsive.

E. Expand funding beyond current levels to support projects and initiatives led by

students, faculty, and staff.

3. Use data to inform and develop accountability measures in support of a diverse

21st-century university

A. Identify and administer a series of campus climate surveys on a regular basis to

inform tomorrow’s academic directions.

B. Review and analyze the survey data to identify priorities and gaps in

educational needs.

C. Develop a portfolio of training and engaging activities for students, faculty, and

staff.

D. Implement tracking mechanisms to ensure compliance and guide future

planning.

4. Identify best practices that align with federal and state policies to increase safety

both on and around campus

A. Identify and assess all compliance requirements.

B. Continue to work with local and state authorities to ensure compliance

with the most up-to-date campus safety measures and procedures, including

completion of required safety training and emergency drills.

C. Update digital signage to conform to emergency notification standards.

14

GOAL 3FOSTER AN INCLUSIVE AND SAFE CAMPUS CULTURE THAT VALUES AND ENCOURAGES INDIVIDUALS TO PARTICIPATE IN A FREE AND RESPECTFUL EXCHANGE OF IDEAS

5. Enhance recognition of faculty and staff for their value and service to the

institution

A. Expand the value of service in the evaluation and promotion guidelines to

incorporate activities such as community engagement, advising, and committee

assignments.

B. Establish an annual recognition ceremony for innovative scholarship, service

and teaching on behalf of equity and inclusion.

C. Promote a culture of respect, collegiality and teamwork within the CCSU

family

POTENTIAL METRICSEach metric will have an assessment tool identified and will be assessed annually

using quantifiable and qualitative information, when appropriate.

1. Metric: Number of collaborative activities produced by the academic cultural

centers

Target: Increase the number of collaborative activities produced by the

academic cultural centers and increase attendance

2. Metric: Number of courses that incorporate an element of diversity, equity or

inclusion

Target: Increase the number of courses that integrate elements of diversity,

equity or inclusion

3. Metric: Number of training programs offered by type (mandatory, optional,

etc.) and attendance

Target: One-hundred percent of CCSU employees comply with all required

trainings and continually increase the attendance at optional trainings

4. Metric: Effectiveness of all trainings, including those that are state or federally

mandated

Target: Improve the effectiveness of trainings and meet or exceed federal and

state requirements

5. Metric: Number of people actively participating in service such as community

engagement, advising and diversity, equity and inclusion taskforces

Target: One-hundred percent of academic and non-academic departments

incorporating service in their performance evaluation guidelines

15

GOAL 4STRENGTHENING STEWARDSHIP – ADVANCING SCHOLARSHIP, SERVICE LEARNING, AND COMMUNITY DEVELOPMENT FOR THE PUBLIC GOOD

Central Connecticut State University has developed a reputation as a model for

community engagement in New Britain, the region, and the state. True to our

mission, we build upon partnerships with the broader community to exchange ideas

and develop stronger relationships that meet the educational, social-cultural, and

economic needs of our institution and community. CCSU will serve the central

Connecticut region and beyond, fully engaging with communities and leveraging

University resources to become more responsive to the needs of the people it serves.

We will utilize our academic strengths and innovative ideas to further enhance the

region and contribute to the education, advancement, and social mobility of an

increasingly diverse population.

The key to our success depends on the meaningful engagement of our students,

faculty, and staff. These are the lead players and drivers of the development and

sustainability of innovative programming and initiatives that distinguishes CCSU

from other institutions. Ultimately, we will be a premier institution that embraces

its civic responsibilities to engage and contribute substantially to the public good

through service, research, and educational opportunity.

SCHOLARSHIP OF

ENGAGEMENT

SERVICE LEARNING

COMMUNITY DEVELOPMENT

PUBLIC GOOD

Connection of the

CCSU community’s

accumulated

knowledge

and University

resources to inform

community

engagement and

service, and to

contribute to

economic and social

advancement.

Integration of

learning with

thoughtful and

beneficial service

to the community.

Promotes

educational

experiences built

upon academic

and co-curricular

instruction,

reinforces civic

responsibility,

builds a stronger

community

and society, and

complements

classroom learning

where students

reflect upon their

experiences.

Mutually beneficial

collaboration

between CCSU and

the region, leading

to the exchange

of knowledge and

resources that

enhance, strengthen,

and provide valuable

contributions to the

community. This

relationship enriches

scholarship, research,

and creative activity;

enhances learning;

and prepares

students to engage

and contribute to

the public good.

Activities resulting in

service and outcomes

beneficial to the

broader community

and to the mission of

the institution.

16

GOAL 4STRENGTHENING STEWARDSHIP – ADVANCING SCHOLARSHIP, SERVICE LEARNING, AND COMMUNITY DEVELOPMENT FOR THE PUBLIC GOOD

1. Foster partnerships that contribute to societal improvements

A. Expand mutually beneficial partnerships with community organizations, local

government, alumni, industry, and employers.

B. Engage with community leaders and potential partners whose needs align with

the expertise provided by CCSU.

C. Develop new community engagement opportunities that benefit New Britain,

the region, and the state socially, culturally, environmentally, and economically.

D. Encourage students, faculty, staff, and administrators to strengthen

relationships with the broader community and create a more welcoming and

inclusive atmosphere for community members of all ages.

2. Institute a framework that promotes and strengthens community engagement and

partnerships

A. Reengineer the Office of Community Engagement and develop a more

comprehensive mission and organizational framework, building on the work of

the Faculty Senate Community Engagement Committee.

B. Establish an advisory board to guide community engagement priorities.

C. Identify internal and external opportunities to fund community engagement

activities and promote economic development.

D. Assess the impact of community engagement initiatives to inform future

activities.

3. Develop seamless communication and exchange of knowledge and resources for

the public good

A. Identify how community engagement will prepare students to be better leaders

and citizens in their communities.

B. Establish community engagement efforts that reflect the diverse backgrounds,

languages, and cultures within the region and state and address pressing

challenges.

C. Promote global awareness and respect for diversity and inclusion in the CCSU

community and beyond.

D. Dedicate University resources to adequately support economic development in

the region and state.

4. Create innovative community connections to inspire the integration of teaching,

learning, scholarship, and service

A. Increase and strengthen K-12 partnerships.

B. Encourage the scholarship of engagement and the scholarship of application

while building on the knowledge and experience of participants.

C. Align community engagement activities with the curriculum while leveraging

the resources available in Institutional Advancement.

17

GOAL 4STRENGTHENING STEWARDSHIP – ADVANCING SCHOLARSHIP, SERVICE LEARNING, AND COMMUNITY DEVELOPMENT FOR THE PUBLIC GOOD

POTENTIAL METRICS Each metric will have an assessment tool identified and will be assessed annually

using quantifiable and qualitative information, when appropriate.

1. Metric: Completion of the application for The Carnegie Foundation for the

Advancement of Teaching Elective Community Engagement

Classification

Target: Application is completed in full every year

2. Metric: Community satisfaction with CCSU sponsored/affiliated activities

Target: Improve the level of satisfaction with community engagement efforts

for members of the campus and the community

3. Metric: Number of community engagement activities, partners, and

participants

Target: Continually increase the number of community engagement

partnerships, the number of events, and the number of participants

4. Metric: Number and value of community engagement grants and funded

events

Target: Annually, increase the number and value of externally funded

community engagement grants

5. Metric: Number of collaborations between CCSU and K-12 partners

Target: Increase the number of events and participants in CCSU and K-12

collaborations

18

GOAL 5ASSURING SUSTAINABILITY FOR THE FUTURE

Central Connecticut State University provides quality and affordable education to

the hardworking citizens of New Britain, the region, and the state. To successfully

achieve our mission and vision, CCSU is committed to looking at creative and cost-

effective ways to remain financially stable while continuing to meet the needs of our

21st-century students in a changing landscape.

In order to achieve these goals, the University will continue to implement a

financially sustainable model supplemented by entrepreneurial and philanthropic

efforts, innovative partnerships, and increased external support for funded research

activities. We will advance our mission by enhancing financial aid, supporting

academic pursuits, providing research and community engagement grants, and

funding initiatives like the endowed chairs and centers of excellence. In the face of

financial obstacles and socioeconomic shifts, CCSU will build upon its strengths

and develop creative ways to remain an engine of social and economic development

within Connecticut.

STEWARDSHIP ENTREPRENEURSHIP PARTNERSHIPManagement of resources

entrusted to CCSU in a

thoughtful, responsible, and

ethical manner.

Innovative and organized

approach to creating and

cultivating economic and

social ventures that are

purposeful and flexible.

Beneficial relationship

and collaboration between

CCSU and public or private

entities that positively

affects the public good

and enhances social and

economic development.

1. Cultivate an entrepreneurial culture in support of academic excellence

A. Capitalize on existing policies and practices to expand high-demand

educational courses and programs in alternative ways.

B. Leverage Continuing Education resources and expertise to increase credentialed

programs offered by faculty as well as non-credit offerings in support of

lifelong learning.

C. Cultivate campus ventures that increase revenues.

D. Provide an ecosystem that fosters student, faculty, and staff innovation and

creativity.

E. Encourage and support faculty and staff in pursuit of external funding.

2. Exercise thoughtful stewardship of resources

A. Strengthen the thoughtful and innovative management of resources to improve

affordability and contain costs.

B. Optimize processes and ensure appropriate allocation of resources.

C. Complete implementation of the Athletics Program Sustainability Plan.

19

GOAL 5ASSURING SUSTAINABILITY FOR THE FUTURE

D. Customize services to meet the needs of CCSU’s unique student population.

E. Develop an integrated marketing strategy and communication plan to promote

the University and its programs.

F. Continue to implement mitigation strategies to reduce greenhouse gas

emissions as outlined in the Climate Action Plan and in the objectives of the

Governor’s Council on Climate Change.

3. Grow the CCSU endowment to facilitate access to higher education, student

success, and faculty achievement

A. Complete the $75M Capital Campaign.

B. Make giving count through thoughtful and responsible allocation of grants and

donations.

C. Develop and implement a plan to seek private funding for capital projects to

support academic programs and student services.

POTENTIAL METRICSEach metric will have an assessment tool identified and will be assessed annually

using quantifiable and qualitative information when appropriate.

1. Metric: Number of programs and enrollments offered in flexible delivery

formats

Target: Increase the University’s enrollment by increasing the number of

enrollments in online, hybrid, 8-week term courses and programs

2. Metric: Number of faculty and staff utilizing technology to improve efficiencies

Target: Increase the use of technology by faculty and staff

3. Metric: Number of students on scholarship and the amount of aid awarded

Target: Annually, increase the number of students on scholarship, the average

value awarded, and the total amount awarded

4. Metric: Number of alumni donors

Target: Increase the number of alumni donors from three percent to ten

percent

5. Metric: Annual funds raised

Target: Raise in excess of $15M annually for the Capital Campaign

20

STRATEGIC PLANThe strategic plan for Central Connecticut State University represents a year-long

process that engaged the campus community and key stakeholders in conversations

about the University’s strengths and elements of distinction, the challenges faced by

public higher education, and emerging opportunities to strengthen the University’s

mission as a regional, public comprehensive university.

The process was led and facilitated by the Strategic Planning Steering Committee

(SPSC), chaired by President Toro and composed of representatives from all campus

constituencies. The SPSC worked closely with the University Planning and Budget

Committee (UPBC) and the Integrated Planning Council (IPC) throughout the

year-long effort.

The SPSC, UPBC, and IPC engaged in an inclusive process to solicit feedback from

students, faculty, staff, system and union leaders, legislators, employers, community

members, alumni, and friends. In early 2019, a web-based survey was conducted,

and targeted interviews and listening sessions were held with members of the Board

of Regents, CSCU system leadership, legislators, donors, and community members.

The University also hosted open forums to engage the CCSU community in

roundtable discussions about their vision and goals.

Input from the forums, survey, and interviews with external stakeholders was

analyzed to produce a comprehensive stakeholder analysis and environmental scan

that would inform strategic themes. These themes were reviewed and recommended

by the UPBC. Multidisciplinary workgroups were convened for each of the themes

over the course of the spring semester 2019. The SPSC produced multiple revisions

of the strategic plan which were presented to UPBC for review and comment, as well

as to the campus community in fall 2019. The input received was incorporated into

the plan and presented to the Faculty Senate for final review and approval. The final

strategic plan was adopted in February 2020.

STRATEGIC PLAN IMPLEMENTATIONChanging Lives, Building Communities; Central to Connecticut is a dynamic planning

strategy that enables the University to remain adaptable to changing trends and

conditions, respond to economic pressures, and pursue emerging opportunities.

The plan will be integrated with the University’s enrollment, resource, and facility

planning. The strategic plan will be supported by a robust and bold action plan,

comprised of key activities to be completed over a 10-year period. The Action Plan

will consist of a three-year rolling planning horizon, in which key activities will

be updated as they transition from development, to implementation, and finally,

to maintenance. The University will measure its progress against the milestones

and metrics, as outlined in the strategic plan, in order to set annual priorities and

align resources accordingly. The President and division leadership will oversee

BACKGROUND AND PROCESS TO DEVELOP OUR STRATEGIC PLAN

21

implementation of the plan to achieve success or make modifications as unforeseen

conditions arise or new opportunities emerge. In consultation with the UPBC and

IPC, the divisions and schools/colleges, will develop strategic and resource allocation

plans that align with the overall strategic plan.

STRATEGIC PLANNING STEERING COMMITTEE MEMBERSHIP

Zulma Toro – Chair, President

Rusty Barceló – Interim Vice President for Equity and Inclusion

Lisa Bigelow – Chair, UPBC (2018-19) & Director, Institutional Advancement

Daniel Broyld – Faculty, History

Charlene Casamento – Chief Financial Officer

Andres Cintron – Student, Graduate Student Association (2018-19)

David Dauwalder – Provost and Vice President for Academic Affairs

Joseph Farhat – Chair, UPBC (2018-19) & Faculty, Finance

Kassandra Fruin – Student, Student Government Association (2018-19)

Mark Jackson – Faculty Senate President & Faculty, Biology

Yvonne Kirby – Associate Vice President for Planning and Institutional

Effectiveness

Danielle McCormick – Student, Graduate Student Association (2019-20)

Jason Melnyk – Chair, UPBC (2019-20) & Faculty, Physical Education and

Human Performance

Anthony Ortiz – Student, Student Government Association (2019-20)

Robert Wolff – Dean, Carol A. Ammon College of Liberal Arts & Social Sciences

UNIVERSITY PLANNING AND BUDGET COMMITTEE MEMBERSHIP

Lisa Bigelow – Chair, Director, Institutional Advancement, 2018-19

Joseph Farhat – Chair, Faculty, Finance, 2018-19

Jason Melnyk – Chair, Faculty, Physical Education and Human Performance, 2019-20

Nidal Al-Masoud – Faculty, Engineering, 2018-19, 2019-20

Charlene Casamento – Chief Financial Officer*

Linda Clark – Faculty, Educational Leadership, Policy & Instructional Technology,

2018-19

Stephen Cohen – Faculty, English, 2018-19, 2019-20

David Dauwalder – Provost and Vice President for Academic Affairs*

Nicole Elsinger – Student, 2019-20

Marianne Fallon – Faculty, Psychological Science, 2018-19

Justine Gamache – Advising and Student Support Specialist, SEST, 2018-19,

2019-20

22

UNIVERSITY PLANNING AND BUDGET COMMITTEE MEMBERSHIP (continued)

Khaled Hammad – Faculty, Engineering, 2018-19

Scott Hazan – Director, Student Activities/Leadership Development, 2019-20

Fan He – Faculty, Finance, 2019-20

Judy Hodgson – Faculty, Mathematical Sciences, 2018-19, 2019-20

Yvonne Kirby – Associate Vice President for Planning and Institutional

Effectiveness*

Peter LeMaire – Faculty, Physics & Engineering Physics, 2019-20

Kathy Martin – Faculty, Biomolecular Science, 2018-19

Mary McCarthy – Faculty, Accounting, 2019-20

Katherine Poirier – Director, Student Center, 2019-20

Jason Snyder – Faculty, Marketing, 2019-20

Elisabeta Pana – Faculty, Finance, 2018-19, 2019-20

Sarah Petras – Networking/Telecomm Specialist, Information Technology, 2018-

19, 2019-20

Carlos Soler – Assistant Director, Admissions, 2018-19, 2019-20

Chad Valk – Media Technology Manager, Information Technology, 2018-19

Lisa Washko – Instructional Technology Mgr., Information Technology, 2018-19,

2019-20

*Ex Officio

23

WORK GROUP MEMBERSHIPSINCREASE ENROLLMENT AND RETENTION:

Karissa Peckham – Chair, Assoc. VP for Enrollment Management

Kris Larsen – Faculty, Geological Sciences

Justine Gamache – Advising and Student Support Specialist, SEST

Scott Hazan – Director, Student Activities/Leadership Development

Sheri Fafunwa-Ndibe – Faculty, Art

Perry Cornelio – Student

Maria Lourdes Casas – Faculty, Modern Languages

Mark Cistulli – Faculty, Management Information Systems

David Lopez – Facilities Management

Dylan Goncalves – Student

ENHANCE ACADEMIC EXCELLENCE:

Jerry Jarrett – Chair, Faculty, Biology

Steve Cohen – Faculty, English

Cassandra Broadus-Garcia – Academic Assessment Committee; Faculty, Art

Monique Durant – Faculty, Accounting

Nidal Al-Masoud – Faculty, Engineering

Kim Kostelis – Interim Dean, School of Education

Andres Cintron – GSA

EXPAND COMMUNITY ENGAGEMENT AND STRATEGIC PARTNERSHIPS:

Nghi Thai – Chair, Faculty, Psychological Science

Kathy Martin – UPBC & Faculty, Biomolecular Science

Jessica Hernandez – Coordinator of Community Engagement

Cheryl Crespi – Faculty, Accounting

Lauren Tafrate – Coordinator of School-Community Partnerships

John Patrick – Chair, CCSU Foundation

Brian Barrio – Director of Athletics

Wangari Gichiru – Faculty, Educational Leadership, Policy & Instructional

Technology

Christopher Theriault – Student

24

DEVELOP AND DIVERSIFY ADDITIONAL FUNDING:

Chris Galligan – Chair, VP for Institutional Advancement

Carlos Soler – Asst. Dir. Admissions & UPBC

Rick Piotrowski – Manager of Contract Compliance and Procurement Services Christa Sterling – Director of Continuing Education

Dan Chase – Faculty, Biomolecular Science

Jennifer Hedlund – Faculty, Criminology

Candace Barriteau Phaire – Program Coordinator, Early Childhood Studies

Carol Ammon – Alum, Donor

Sanil Patel – Student

BUILD CAMPUS CLIMATE:

Michael Jasek – Chair, VP for Student Affairs

Fumilayo Showers – Faculty, Sociology

Lisa Washko – Manager, Information Technology Services

Jason Melnyk – Faculty, Physical Ed and Human Performance

Kia Bryan – Budget Office

Sinead Ruane – Faculty, Management and Org

Gregory Sneed – Chief of CCSU Police

Helen Abadiano – Faculty, Literacy, Elementary, & Early Childhood Education

Natalie Ford – Secretary, The Learning Center

Nilda Alicea-Velazquez – Faculty, Chemistry

Karen Martin – Student

CENTRAL CONNECTICUT STATE UNIVERSITY

1615 STANLEY STREET, NEW BRITAIN, CT 06050

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e Is

lan

d

Wes

tern

New

En

glan

d U

niv

ersi

ty

Be

nch

mar

k In

stit

uti

on

s

Pee

r (

N=

15

)A

spir

atio

nal

(N

=1

5)

Co

mp

eti

tor

Inst

itu

tio

ns

Stra

tegi

c Pl

an 2

030: A

ctio

n Pl

an ‐ 

List o

f Key

 Act

iviti

es

11

1.O

ffer d

egre

es, c

ertif

icat

es, a

nd e

xper

ienc

es d

esig

ned 

for t

oday a

nd to

mor

row

11

AA.

11

A1

Iden

tify 

and 

defin

e ac

tive 

lear

ning

 and

 co‐

curr

icul

ar p

ract

ices th

at a

re c

onsid

ered

 hig

h‐im

pact

HIPO

ffice

r, VP

SA

11

A2

Esta

blish

 crit

eria fo

r cou

rses to

 be 

desig

nate

d as h

igh‐

impa

ct 

Prov

ost, 

FacS

enat

e

11

A3

Expa

nd c

ours

e of

ferin

gs th

at in

clud

e hi

gh‐im

pact p

ract

ices 

Dean

s, F

acSe

nate

11

A4

Asse

ss th

e im

pact o

f hig

h‐im

pact e

xper

ienc

es o

n re

tent

ion 

and 

grad

uatio

n ra

tes

AVPP

IE

11

A5

Wor

k w

ith e

mpl

oyer

s to 

iden

tify 

high

‐impa

ct p

ract

ices th

at w

ill b

e m

ost b

enef

icia

l for fu

ture e

mpl

oyee

sDi

rCar

eer, 

AVPS

AS

11

A6

Crea

te a

nd im

plem

ent a

 seco

ndar

y tr

ansc

ript h

ighl

ight

ing 

stud

ent e

xper

ienc

es a

nd a

chie

vem

ents th

at g

o be

yond

 cou

rse 

grad

esAV

PSAS

, Reg

istra

r, VP

SA

11

A7

Hire e

mpl

oyee

 ded

icat

ed to

 hel

p im

plem

ent, 

trac

k an

d as

sess h

igh‐

impa

ct p

ract

ices

Prov

ost

11

BB.

11

B1

Inve

ntor

y th

e co

urse

s and

 pro

gram

s tha

t are o

ffere

d in a

ltern

ativ

e de

liver

y fo

rmat

s, lo

catio

ns a

nd/o

r tim

es 

(onl

ine, e

veni

ng, w

eeke

nd, 8

‐wee

k te

rm)

Regi

stra

r, De

ans

11

B2

Deve

lop  

new

, for

war

d‐lo

okin

g ac

adem

ic p

rogr

ams a

nd c

ours

es w

ith a

n ey

e to

war

d th

e ne

eds o

f ind

ustr

y an

d th

e co

mm

unity

 that fo

cus o

n co

mm

unity

 and

 indu

stry n

eeds

Dean

s, F

acul

ty

11

B3

Eval

uate th

e ef

fect

iven

ess o

f pro

gram

 offe

rings th

roug

h en

rollm

ent, 

com

plet

ions

, em

ploy

er fe

edba

ck, e

tc. 

AVPP

IE, C

aree

rDir

11

CC.

11

C1

Refin

e th

e cr

iteria

 requ

ired 

for  

the 

desig

natio

n of d

iver

se o

r glo

bal/i

nter

natio

nal c

ours

esFa

cSen

ate, D

ean,

Cha

irs

11

C2

Ensu

re G

ener

al E

duca

tion 

inco

rpor

ates is

sues o

f div

ersit

y an

d gl

obal

izatio

nFa

cSen

ate

11

C3

Colla

bora

te w

ith e

mpl

oyer

s and

 indu

stry p

artn

ers t

o ex

pand

 inte

rnsh

ip o

ppor

tuni

ties i

n di

vers

e se

ttin

gsDi

rCar

eer

11

C4

Incr

ease p

artic

ipat

ion 

in st

udy 

and 

cour

se a

broa

d pr

ogra

ms

DirC

IE,  D

eans

11

C5

Deve

lop 

stud

y aw

ay c

ours

es a

nd p

rogr

ams t

hat e

xpos

e st

uden

ts to

 div

ersit

y w

ithin th

e U

.S.

Dean

s, F

acul

ty, D

irCIE

Expo

se st

uden

ts to

 mul

tiple h

igh‐

impa

ct e

duca

tiona

l pra

ctic

es su

ch a

s com

mun

ity e

ngag

emen

t, w

ritin

g in th

e di

scip

lines

, res

earc

h an

d cr

eativ

e ac

tivity

, stu

dy a

broa

d/aw

ay, 

inte

rnsh

ips, le

ader

ship a

nd c

apst

one 

expe

rienc

es.

Deve

lop 

flexi

ble 

acad

emic p

rogr

ams t

hat e

nsur

e ac

cess

ibili

ty, i

nspi

re li

felo

ng le

arni

ng, a

nd p

repa

re g

radu

ates to

 mee

t the

 dem

ands o

f the

 21s

t cen

tury a

nd th

e fu

ture n

eeds o

f in

dust

ry

Prep

are 

stud

ents to

 succ

eed 

in th

e 21

st c

entu

ry b

y ex

posin

g th

em to

 diff

eren

ces i

n cu

lture a

nd w

ays o

f thi

nkin

g, e

quity

 issu

es, a

nd th

e ad

vant

ages o

f an 

incl

usiv

e so

ciet

y

Resp

onsi

ble 

Part

ies

2020

2030

Goal

Objective

Strategy

Key 

Activ

ity:

Ten‐

Year 

Tim

efra

me

Goa

l 1: E

nhan

cing

 Aca

dem

ic E

xcel

lenc

e an

d Pr

epar

ing 

Gra

duat

es to

 Thr

ive 

in a C

hang

ing 

Econ

omy

Exec

utiv

e Co

mm

ittee

 Mem

ber c

harg

ed w

ith o

vers

eein

g pr

ogre

ss: P

rovo

st & V

ice 

Pres

iden

t for A

cade

mic A

ffairs

May 1

, 202

01

Appe

ndix

1b

- SP2

030

Actio

n Pl

an

Stra

tegi

c Pl

an 2

030: A

ctio

n Pl

an ‐ 

List o

f Key A

ctiv

ities

2020

2030

Ten‐

Year 

Tim

efra

me

Resp

onsi

ble 

Part

ies

Goal

Objective

Strategy

Key 

Activ

ity:

11

DD.

11

D1

Enga

ge a

lum

ni to

 pro

vide

 feed

back o

n ac

adem

ic p

rogr

ams a

nd th

eir c

aree

r  tr

ajec

torie

sDi

rAlu

mni

11

D2

Ask 

empl

oyer

s abo

ut th

eir n

eeds a

nd e

xpec

tatio

ns fo

r rec

ent g

radu

ates

DirC

aree

r

11

D3

Invi

te a

lum

ni to

 par

ticip

ate 

in c

aree

r sym

posia

 and

 job 

fairs

DirA

lum

ni, D

irCar

eer

11

EE.

11

E1

Iden

tify 

and 

mar

ket d

egre

e pr

ogra

ms a

nd c

ertif

icat

es th

at c

an b

e co

mpl

eted

 dur

ing 

the 

even

ing 

and 

on 

wee

kend

s De

ans, F

acul

ty, A

VPEM

, Mar

Com

11

E2

Deve

lop 

cam

pus r

esou

rces to

 supp

ort e

veni

ng a

nd w

eeke

nd st

uden

tsPr

ovos

t, VP

SA

11

E3

Fost

er o

nlin

e co

urse a

nd p

rogr

am d

evel

opm

ent

AVPG

RF, D

eans

, Cha

irs, F

acSe

nate

11

E4

Wor

k w

ith lo

cal c

orpo

ratio

ns a

nd o

rgan

izatio

ns to

 dev

elop

 aca

dem

ic a

nd c

ontin

uing

 edu

catio

n pr

ogra

ms 

that m

eet t

he n

eeds o

f em

ploy

ers

DirC

tEd, D

eans

, Fac

ulty

11

FF.

11

F1

Enha

nce 

the 

prof

ile o

f in t

erdi

scip

linar

y pr

ogra

ms i

n ca

mpu

s mar

ketin

g as w

ell a

s stu

dent a

nd fa

culty

 re

crui

tmen

tPr

ovos

t, AV

PEM

11

F2

Emph

asize

 inte

rdisc

iplin

ary 

idea

s and

 app

roac

hes i

n th

e cu

rric

ulum

 and

 aca

dem

ic p

rogr

ams

Dean

s, F

acul

ty

11

F3

Iden

tify 

and 

trac

k th

e nu

mbe

r of c

ours

es th

at a

re te

am ta

ught

, cro

ss‐li

sted

 bet

wee

n de

part

men

ts o

r sc

hool

s/co

llege

sRe

gist

rar, 

Dean

s

11

F4

Regu

larly

 revi

ew in

terd

iscip

linar

y pr

ogra

ms t

o de

term

ine 

how th

ey su

ppor

t ins

titut

iona

l goa

lsAV

PPR, D

eans

11

F5

Esta

blish

 pol

icie

s and

 pro

cedu

res t

o fa

cilit

ate 

inte

rdisc

iplin

ary 

colla

bora

tions

Prov

ost, 

Dean

s

11

GG

.

11

G1

Com

plet

e an

 ana

lysis

 of e

xist

ing 

acad

emic sp

ace 

to id

entif

y en

hanc

emen

ts n

eede

d to m

eet e

xist

ing 

and 

futu

re n

eeds

.CO

O, A

VPPR

, Dea

ns

11

G

2Ex

pand

 stat

e‐of‐t

he‐a

rt c

lass

room

s, fa

cilit

ies a

nd la

bora

torie

s usin

g en

viro

nmen

tally su

stai

nabl

e re

sour

ces 

and 

mee

ting 

or e

xcee

ding

 sust

aina

bilit

y st

anda

rds w

here

ver p

ossib

le o

r nec

essa

ryDe

ans, P

rovo

st, C

OO

11

G3

Reno

vate a

ging

 gal

lerie

s and

 per

form

ance sp

aces

Dean

s, P

rovo

st, C

OO

, AVP

PR

11

G4

Iden

tify 

and 

ensu

re th

at a

ll pa

rt‐t

ime 

facu

lty h

ave 

dedi

cate

d sp

ace 

to m

eet w

ith st

uden

tsDe

ans, P

rovo

st, C

OO

, AVP

PR

11

G5

Iden

tify 

oppo

rtun

ities to

 leve

rage te

chno

logi

cal a

nd c

ompu

tatio

nal r

esou

rce 

need

s acr

oss d

iscip

lines

Prov

ost, 

CIO

, Dea

ns

Enha

nce 

infr

astr

uctu

re su

ppor

t for a

cade

mic p

rogr

ams, in

clud

ing 

stat

e‐of‐t

he‐a

rt c

lass

room

s, la

bora

torie

s, te

chno

logy

, lib

rary fa

cilit

ies, g

alle

ries, a

nd p

erfo

rman

ce sp

aces

Cons

ult w

ith a

lum

ni a

nd e

mpl

oyer

s to 

ensu

re a

ll pr

ogra

ms a

re c

onte

mpo

rary a

nd re

leva

nt

Incr

ease a

cade

mic p

rogr

am o

fferin

gs th

at a

ccom

mod

ate 

wor

king

 stud

ents

, adu

lt le

arne

rs, a

nd g

radu

ate 

stud

ent p

opul

atio

ns th

roug

h de

liver

y of o

nlin

e, e

veni

ng a

nd w

eeke

nd 

cour

ses 

Enco

urag

e in

terd

iscip

linar

y co

llabo

ratio

ns th

roug

h in

nova

tive 

cour

ses a

nd d

egre

e op

tions

May 1

, 202

02

Stra

tegi

c Pl

an 2

030: A

ctio

n Pl

an ‐ 

List o

f Key A

ctiv

ities

2020

2030

Ten‐

Year 

Tim

efra

me

Resp

onsi

ble 

Part

ies

Goal

Objective

Strategy

Key 

Activ

ity:

12

22.

Dev

elop

 edu

catio

nal f

ound

atio

ns th

at st

reng

then

 stud

ent l

earn

ing

12

AA.

12

A1

Deve

lop 

and 

impl

emen

t a c

ompr

ehen

sive, m

ulti‐

face

ted 

Firs

t Yea

r Exp

erie

nce 

prog

ram 

Prov

ost, 

FacS

enat

e, V

PSA

12

A2

Asse

ss th

e ef

fect

iven

ess o

f firs

t‐ye

ar p

rogr

amm

ing 

com

pone

nts i

ncor

pora

ted 

into su

mm

er o

rient

atio

n, 

curr

icul

um, e

tc. 

VPSA

, AVP

SAS, D

irNew

Stud

12

A3

Eval

uate th

e ef

fect

iven

ess o

f firs

t‐ye

ar p

rogr

amm

ing 

on re

tent

ion

AVPP

IE, P

rovo

st, V

PSA

12

BB.

12

B1

Impl

emen

t met

a‐m

ajor

s for C

CSU st

uden

ts w

ho a

re u

nsur

e ab

out w

hich m

ajor is b

est f

or th

emDi

rAdv

ising

12

B2

Deve

lop 

clea

r pat

hs th

at a

ssist st

uden

ts in

 sele

ctin

g a 

maj

orDi

rAdv

ising

12

B3

Succ

essf

ully g

uide

 und

ecla

red 

stud

ents to

war

d m

eta‐

maj

ors b

y th

e en

d of th

eir f

irst y

ear a

nd se

lect

ion 

of a 

maj

or b

y th

e tim

e 60

 cre

dits h

ave 

been

 reac

hed

AVPE

M, D

irAdv

ising

12

B4

Enha

nce 

care

er sy

mpo

sia a

nd jo

b fa

irs to

 exp

ose 

stud

ents to

 deg

ree 

optio

nsDi

rAdv

ising

, DirC

aree

r

12

CC.

12

C1

Prep

are 

stud

ents fo

r fut

ure 

care

ers b

y co

ntin

ually e

valu

atin

g cu

rric

ulum

 and

 ens

urin

g th

e ge

nera

l edu

catio

n fo

unda

tion 

is st

rong

 in th

e lib

eral a

rts a

nd sc

ienc

esCh

airs

, Fac

ulty

, Fac

Sena

te

12

C2

Prov

ide 

grea

ter s

uppo

rt in

 foun

datio

nal a

reas in

clud

ing 

tuto

ring, su

pple

men

tal i

nstr

uctio

n an

d pr

ovid

e ap

prop

riate st

affin

g le

vels 

in c

ente

rs p

rovi

ding

 supp

ort

AVPS

AS

12

C3

Asse

ss th

e G

ener

al E

duca

tion 

Lear

ning

 Obj

ectiv

esAV

PPIE

, Fac

ulty

12

C4

Expl

ore 

the 

impl

emen

tatio

n of a p

rogr

am th

at e

mph

asize

s writ

ing 

acro

ss th

e di

scip

lines

Prov

ost, 

Dean

s, F

acul

ty

12

DD.

12

D1

Colla

bora

te w

ith c

omm

unity

 col

lege

s to 

ensu

re tr

ansf

er st

uden

ts a

re p

repa

red 

to e

xcel in

 futu

re e

ndea

vors 

Prov

ost, 

Dean

s, D

irTra

nsfe

r, Di

rAdv

ising

, Ch

airs

, AVP

EM

12

D2

Stre

ngth

en a

rtic

ulat

ion 

agre

emen

ts w

ith c

omm

unity

 col

lege

s to 

esta

blish

 gre

ater tr

ansp

aren

cy o

f cou

rses 

that w

ill tr

ansf

er to

 CCS

U, f

ulfil

ling 

a re

quire

men

t. Pr

ovos

t, De

ans, C

hairs

13

33.

Prom

ote 

a st

uden

t‐ce

nter

ed e

nviro

nmen

t to 

ensu

re su

cces

s

13

AA.

13

A1

Incr

ease th

e nu

mbe

r of p

rofe

ssio

nal a

dviso

rsDe

ans, A

VPSA

S, D

irAdv

ising

13

A2

Stre

ngth

en th

e re

latio

nshi

ps b

etw

een 

facu

lty a

nd p

rofe

ssio

nal a

dviso

rs to

 pro

vide

 stud

ents w

ith th

e be

st 

poss

ible a

dvic

e an

d gu

idan

ceDi

rAdv

ising

13

A3

Prov

ide 

facu

lty w

orks

hops th

roug

h th

e Ce

nter fo

r Tea

chin

g an

d Fa

culty

 Dev

elop

men

t to 

enha

nce 

advi

sing

AVPG

RF

13

A4

Recr

uit a

lum

s, in

dust

ry e

xper

ts, a

nd th

e co

mm

unity

 to sh

are 

thei

r pro

fess

iona

l exp

erie

nces w

ith st

uden

tsDi

rAlu

mni

, Dea

ns, C

hairs

Prov

ide 

a co

mpr

ehen

sive, m

ulti‐

face

ted 

first‐y

ear p

rogr

am to

 all 

inco

min

g un

derg

radu

ates th

at p

repa

res t

hem to

 thriv

e in a c

ompl

ex a

nd c

halle

ngin

g 21

st c

entu

ry e

nviro

nmen

t.

Gui

de u

ndec

lare

d st

uden

ts to

war

d ac

adem

ic p

athw

ays t

hat m

atch th

eir a

spira

tions a

nd a

bilit

ies

Ensu

re a li

bera

l art

s edu

catio

n st

rong

 in c

ritic

al th

inki

ng, w

ritte

n co

mm

unic

atio

n, a

nd sc

ient

ific 

and 

quan

titat

ive 

reas

onin

g

Colla

bora

te w

ith c

omm

unity

 col

lege p

artn

ers t

o im

prov

e tr

ansf

er st

uden

ts' c

onsis

tenc

y of sk

ills a

nd le

arni

ng o

utco

mes

Impr

ove 

advi

sing 

such th

at a

ll un

derg

radu

ate 

stud

ents a

re re

gula

rly a

nd c

onsis

tent

ly a

dvise

d ac

cord

ing 

to th

eir a

cade

mic a

nd th

eir c

aree

r asp

iratio

ns

May 1

, 202

03

Stra

tegi

c Pl

an 2

030: A

ctio

n Pl

an ‐ 

List o

f Key A

ctiv

ities

2020

2030

Ten‐

Year 

Tim

efra

me

Resp

onsi

ble 

Part

ies

Goal

Objective

Strategy

Key 

Activ

ity:

13

BB.

13

B1

Expa

nd th

e ut

iliza

tion 

of e

xist

ing 

data

base

s to 

help id

entif

y st

rate

gies to

 impr

ove 

stud

ent s

ucce

ssPr

ovos

t, AV

PPIE

, Dea

ns

13

B2

Fully im

plem

ent D

egre

e W

orks

Dean

s, C

IO, D

irAdv

ising

, Fac

ulty

13

B3

Impr

ove 

and 

enha

nce 

trac

king

 of s

tude

nt a

ctiv

ities to

 aug

men

t stu

dent su

cces

s str

ateg

ies (

e.g.

, Blu

eSw

ipe, 

Blue

Trac

k, e

tc.)

DirA

dvisi

ng, D

irTLC

, VPS

A, C

IO

13

CC.

13

C1

Upd

ate 

tran

sfer a

rtic

ulat

ion 

agre

emen

tsPr

ovos

t, De

ans, D

irTra

nsfe

r

13

C2

E val

uate a

nd im

prov

e Su

mm

er B

ridge

s and

 Edu

catio

nal O

ppor

tuni

ty P

rogr

am (E

OP)

AVPS

AS, D

eans

13

C3

Ensu

re c

onsis

tent d

eliv

ery 

of m

ulti‐

sect

ion 

cour

ses (

i.e., 

cons

isten

t con

tent

, lea

rnin

g ou

tcom

es, e

valu

atio

ns)

Dean

s, C

hairs

, Fac

ulty

13

C4

Expa

nd a

nd c

oord

inat

e ca

reer d

evel

opm

ent a

ctiv

ities th

at p

repa

re st

uden

ts fo

r car

eers b

y bu

ildin

g up

on 

com

mun

ity re

latio

ns a

nd fa

culty

 exp

ertis

eDe

ans, D

irCar

eer

13

DD.

13

D1

Supp

ort f

acul

ty d

evel

opm

ent o

f ope

n ed

ucat

iona

l res

ourc

es in

 cou

rses w

ith h

igh 

enro

llmen

ts 

AVPG

RF, D

eans

13

D2

Colla

bora

te w

ith li

brar

y fa

culty

 and

 staf

f to 

prom

ote 

info

rmat

ion 

fluen

cy in

 the 

unde

rgra

duat

e cu

rric

ulum

 Pr

ovos

t, De

ans, D

irLib

rary

14

44.

Reco

gniz

e fa

culty

 as p

illar

s of k

now

ledg

e

14

AA.

14

A1

Prov

ide 

chal

leng

e an

d m

atch

ing 

gran

ts th

at e

ncou

rage in

nova

tion

Prov

ost, 

VPIA

14

A

2Ex

pand

 and

 incr

ease p

rofe

ssio

nal d

evel

opm

ent o

ppor

tuni

ties w

here fa

culty

 can

 impr

ove 

stra

tegi

es fo

r te

achi

ng a

nd m

ento

ring 

stud

ents

, enh

ance c

reat

ive 

activ

ity, a

nd d

evel

op in

nova

tive 

appr

oach

es to

 lear

ning

AVPG

RF, D

eans

14

A

3Es

tabl

ish c

riter

ia to

 reco

gnize

 and

 rew

ard 

facu

lty fo

r act

iviti

es th

at a

re in

nova

tive, su

ppor

t stu

dent su

cces

s, 

dem

onst

rate e

xcel

lenc

e in a

dvisi

ng, t

each

ing, a

nd re

sear

ch a

s wel

l as i

ncre

ase 

acce

ss to

 hig

her e

duca

tion 

and 

conn

ect w

ith th

e br

oade

r com

mun

ity

FacS

enat

e, D

eans

, Pro

vost

14

A4

Esta

blish

 indu

stry a

nd c

omm

unity

 par

tner

ship

s to 

supp

ort f

acul

ty re

sear

ch a

nd c

reat

ive 

activ

ityDe

ans, C

hairs

, Fac

ulty

Incr

ease st

uden

t suc

cess ra

tes t

hrou

gh p

redi

ctiv

e an

alyt

ics, im

prov

ed u

tiliza

tion 

of D

egre

e W

orks

, and

 soft

war

e th

at fa

cilit

ate s in

form

atio

n sh

arin

g

Enga

ge fa

culty

 in u

sing 

all a

vaila

ble 

tool

s and

 reso

urce

s to 

supp

ort a

nd e

nsur

e st

uden

t suc

cess

Impr

ove 

stud

ent a

cces

s and

 per

form

ance b

y ex

pand

ing 

open

 edu

catio

nal r

esou

rces

, foc

usin

g on

 info

rmat

ion 

liter

acy 

and 

prom

otin

g so

und 

digi

tal p

ract

ices

Enco

urag

e fa

culty

 to a

dopt in

nova

tive 

peda

gogi

cal a

ppro

ache

s to 

teac

hing

, res

earc

h an

d se

rvic

e th

at c

ontr

ibut

e to th

e ad

vanc

emen

t and

 app

licat

ion 

of k

now

ledg

e

May 1

, 202

04

Stra

tegi

c Pl

an 2

030: A

ctio

n Pl

an ‐ 

List o

f Key A

ctiv

ities

2020

2030

Ten‐

Year 

Tim

efra

me

Resp

onsi

ble 

Part

ies

Goal

Objective

Strategy

Key 

Activ

ity:

14

BB.

14

B1

Deve

lop 

inte

ntio

nal s

trat

egie

s to 

incr

ease th

e di

vers

ity o

f fac

ulty a

pplic

ant p

ools 

VPEI

, CHR

O

14

B2

Recr

uit f

acul

ty w

ho h

ave 

dem

onst

rate

d su

cces

s wor

king

 with

 or t

each

ing 

dive

rse 

stud

ents

Prov

ost, 

Dean

s, F

acul

ty

14

B3

Prov

ide 

prof

essio

nal d

evel

opm

ent t

o pr

epar

e fa

culty

 to w

ork 

with

, tea

ch a

nd a

dvise

 div

erse st

uden

ts 

AVPG

RF, V

PEI

14

B4

Impr

ove 

facu

lty h

iring

 stra

tegi

es, s

tart

ing 

sear

ches a

t the

 beg

inni

ng o

f the

 hiri

ng c

ycle a

nd c

ompl

etin

g th

e se

arch in

 a ti

mel

y m

anne

rPr

ovos

t, De

ans, C

hairs

, CHR

O

14

B5

Cele

brat

e fa

culty

‐driv

en in

itiat

ives th

at in

tegr

ate 

the 

need

s of i

ndus

try 

whi

le p

repa

ring 

stud

ents to

 succ

eed 

in th

e 21

st c

entu

ry 

Prov

ost, 

Dean

s, F

acul

ty, M

arCo

m

14

B6

High

light fa

culty

 succ

esse

s tha

t dem

onst

rate in

clus

ivity

, inn

ovat

ion, a

nd c

reat

ivity

Prov

ost, 

Dean

s, M

arCo

m

14

B7

Fost

er re

gula

r cam

pus c

onve

rsat

ions o

n iss

ues o

f equ

ity, d

iver

sity 

and 

incl

usio

nPr

ovos

t, VP

EI, V

PSA

14

B8

Inte

grat

e di

vers

ity, e

quity

 and

 incl

usio

n in

to th

e cu

rric

ulum

Prov

ost, 

Dean

s, F

acul

ty, V

PEI

14

CC.

14

C1

Incr

ease e

xter

nal g

rant su

bmiss

ions a

nd a

war

dsDe

ans, F

acul

ty, A

VPG

RF

14

C2

Deve

lop 

ince

ntiv

es to

 supp

ort f

acul

ty te

ams p

ursu

i ng 

sizea

ble 

exte

rnal g

rant

sDe

ans, P

rovo

st

14

DD.

14

DEs

tabl

ish c

riter

ia to

 reco

gnize

 facu

lty w

ho a

dopt in

nova

tive 

prac

tices th

at: 

14

D1

Incr

ease a

cces

s to 

high

er e

duca

tion

AVPS

AS

14

D2

Supp

ort s

tude

nt su

cces

sAV

PPIE

, Dea

ns

14

D3

Enha

nce 

advi

sing

DirA

dvisi

ng, D

eans

14

D4

Prom

ote 

and 

enga

ge in

 com

mun

ity e

ngag

emen

tPr

ovos

t, CC

omm

Eng

14

D5

Expl

ore 

inno

vativ

e w

ays t

o su

ppor

t, re

cogn

ize a

nd c

ompe

nsat

e pa

rt‐t

ime 

facu

lty fo

r the

ir co

ntri b

utio

ns to

 th

e ad

vanc

emen

t of t

he U

nive

rsity

Dean

s, P

rovo

st

14

EE.

Enha

nce 

prof

essio

nal d

evel

opm

ent a

ctiv

ities th

roug

h th

e Ce

nter fo

r Tea

chin

g an

d Fa

culty

 Dev

elop

men

t tha

t fo

cus o

n:

14

E1

Impr

ovin

g st

uden

t suc

cess

AVPG

RF, A

VPPI

E

14

E2

Enha

ncin

g st

uden

t opp

ortu

nitie

s to 

lear

n ab

out w

orki

ng in

 a d

iver

se w

orld

AVPG

RF, V

PEI, 

DirC

IE

14

E3

Prep

arin

g st

uden

ts to

 succ

eed 

in a c

hang

ing 

wor

ldAV

PGR F

,VPS

A, D

irCar

eer

Reco

gnize

 inno

vativ

e fa

culty

 act

iviti

es th

at in

crea

se a

cces

s to 

high

er e

duca

tion, su

ppor

t stu

dent su

cces

s, a

nd e

nhan

ce a

dvisi

ng a

nd c

omm

unity

 eng

agem

ent

Inco

rpor

ate 

prof

essio

nal d

evel

opm

ent o

ppor

tuni

ties f

or fa

culty

 that h

ighl

ight e

ffect

ive 

stra

tegi

es th

ey c

an u

se to

 pre

pare st

uden

ts to

 succ

eed 

in a d

iver

se a

nd c

hang

ing 

wor

ld

Recr

uit a

nd re

tain a d

iver

se fa

culty

 who

 thin

k bo

ldly a

nd in

nova

tivel

y to a

ddre

ss th

e ch

alle

nges o

f the

 21s

t cen

tury

Enco

urag

e an

d su

ppor

t fac

ulty in

 obt

aini

ng e

xter

nal f

undi

ng

May 1

, 202

05

Stra

tegi

c Pl

an 2

030: A

ctio

n Pl

an ‐ 

List o

f Key A

ctiv

ities

2020

2030

Ten‐

Year 

Tim

efra

me

Resp

onsi

ble 

Part

ies

Goal

Objective

Strategy

Key 

Activ

ity:

15

55.

Driv

e ac

adem

ic tr

ansf

orm

atio

n th

roug

h in

nova

tion

15

AA.

15

A1

Clea

rly d

efin

e ce

nter

s of e

xcel

lenc

e, e

stab

lishi

ng c

riter

ia re

quire

d fo

r suc

h re

cogn

ition

 and

 doc

umen

ting 

the 

miss

ion 

and 

expe

rtise

 for e

ach 

cent

erPr

ovos

t, De

ans, V

PEI

15

A2

Reco

gnize

 facu

lty a

ffilia

ted 

with

 cen

ters o

f exc

elle

nce

Prov

ost, 

Dean

s, C

hairs

15

A3

Seek e

xter

nal f

undi

ng su

ppor

t for c

ente

rs o

f exc

elle

nce 

Prov

ost, 

Dean

s, V

PIA

15

BB.

15

B1

Deve

lop 

a ne

w fa

culty

 inst

itute to

 enh

ance fa

culty

 on‐

boar

ding

 exp

erie

nce 

AVPG

RF

15

B2

Leve

rage e

xist

ing 

tech

nolo

gica

l enh

ance

men

ts to

 supp

ort a

 div

erse st

uden

t pop

ulat

ion

Prov

ost, 

CIO

15

B3

Deve

lop 

and 

enha

nce 

prof

essio

nal d

evel

opm

ent o

ppor

tuni

ties f

or m

id‐c

aree

r and

 seni

or fa

culty

AVPG

RF

15

B4

Expa

nd a

nd d

evel

op o

fferin

gs fo

r sch

ool‐s

peci

fic fa

culty

 dev

elop

men

t act

iviti

esDe

ans, A

VPG

RF

15

B5

Enco

urag

e an

d sh

are 

clas

sroo

m in

nova

tion 

amon

gst f

acul

tyAV

PGRF

15

B6

Prep

are 

facu

lty to

 del

iver h

igh‐

qual

ity c

ours

es a

cros

s mul

tiple m

odal

ities

AVPG

RF

15

CC.

15

C1

Gro

w a

nd d

iver

sify 

the 

Hono

rs P

rogr

am to

 mirr

or th

e di

vers

ity o

f the

 und

ergr

adua

te st

uden

t pop

ulat

ion

Prov

ost, 

Dean

s, D

irHon

, AVP

EM

15

C2

Deve

lop 

and 

inco

rpor

ate 

com

mun

ity e

ngag

emen

t act

iviti

es sp

ecifi

c to th

e Ho

nors P

rogr

amDe

ans, D

irHon

, CCo

mm

Eng

15

C

3Re

vise

, res

truc

ture

, and

 impr

ove 

the 

flexi

bilit

y of th

e Ho

nors P

rogr

am to

 bet

ter s

erve h

i gh‐

pref

orm

ing 

stud

ents fr

om a

ll un

derg

radu

ate 

maj

ors i

nclu

ding

 thos

e in “

lock‐s

tep” o

r res

earc

h‐ba

sed 

prog

ram

sDe

ans, D

irHon

15

C4

Crea

te a fl

exib

le tr

ack 

in th

e Ho

nors P

rogr

am to

 acc

omm

odat

e tr

ansf

er st

uden

tsDe

ans, D

irHon

Incr

ease su

ppor

t for in

terd

iscip

linar

y ce

nter

s of e

xcel

lenc

e, su

ch a

s the

 Cen

ter o

f Exc

elle

nce 

in S

ocia

l & E

mot

iona

l Lea

rnin

g, b

y bu

ildin

g on

 the 

expe

rtise

 of f

acul

ty a

cros

s the

 di

scip

lines to

 impr

ove 

scho

lars

hip, c

reat

e le

arni

ng o

ppor

tuni

ties a

nd a

ddre

ss c

omm

unity

 nee

ds

Expa

nd th

e of

ferin

gs o

f the

 Cen

ter f

or T

each

ing 

and 

Facu

lty D

evel

opm

ent, 

fost

erin

g in

nova

tive 

peda

gogi

cal a

ppro

ache

s tha

t sup

port th

e su

cces

s of t

he d

iver

se st

uden

ts o

f Co

nnec

ticut

Broa

den 

the 

Hono

rs P

rogr

am to

 incl

ude 

outr

each a

nd re

tent

ion 

stra

tegi

es to

 serv

e a 

mor

e di

vers

e au

dien

ce, e

ncou

ragi

ng fu

ture c

ivic a

nd b

usin

ess l

eade

rs th

at tr

ansf

orm th

e st

ate 

and 

coun

try

May 1

, 202

06

Stra

tegi

c Pl

an 2

030: A

ctio

n Pl

an ‐ 

List o

f Key A

ctiv

ities

2020

2030

Ten‐

Year 

Tim

efra

me

Resp

onsi

ble 

Part

ies

Goal

Objective

Strategy

Key 

Activ

ity:

15

DD.

15

D1

Impr

ove 

the 

exist

ing 

Prog

ram R

evie

w p

roce

ss b

y m

akin

g it 

mor

e tr

ansp

aren

t, im

prov

ing 

feed

back fr

om th

e ex

tern

al re

view

er, a

nd d

evel

opin

g a 

plan

 of a

ctio

n re

sulti

ng fr

om th

e re

view

Prov

ost, 

AVPP

R, D

eans

15

D2

Util

ize th

e Pr

ogra

m R

evie

w p

roce

ss to

 faci

litat

e th

e st

rate

gic 

deci

sion‐

mak

ing 

proc

ess

Prov

ost, 

Dean

s, A

VPPR

15

D3

Deve

lop 

the 

staf

fing 

and 

infr

astr

uctu

re to

 exp

edite

 new

 pro

gram

 dev

elop

men

t fro

m c

once

pt to

 im

plem

enta

tion 

Prov

ost, 

AVPP

R

15

D4

Embe

d a 

stra

tegi

c in

vest

men

t gra

nt p

rogr

am w

ithin th

e an

nual b

udge

ting 

proc

ess 

Prov

ost, 

VPIA

21

1

21

AA.

21

A1

Deve

lop 

and 

host a se

ries o

f wor

ksho

ps to

 hel

p fa

culty

 eva

luat

e an

d up

date p

edag

ogic

al a

ppro

ache

s to 

stud

ent l

earn

ing 

in th

e 21

st c

entu

ryAV

PGRF

21

A2

Eval

uate a

nd in

vest in

 stud

ent s

uppo

rt a

nd w

elln

ess s

ervi

ces s

uch 

as a

dvisi

ng, t

utor

ing, m

ento

ring, a

nd 

coun

selin

gPr

ovos

t, VP

SA, A

VPPI

E, A

VPSA

S

21

A3

Iden

tify 

and 

crea

te o

ppor

tuni

ties t

o ce

lebr

ate 

the 

dive

rse 

popu

latio

ns o

f stu

dent

s at C

entr

alVP

EI, D

irCIE

, VPS

A

21

A

4Im

prov

e ca

mpu

s fac

ilitie

s to 

bett

er m

eet t

he e

xpec

tatio

ns o

f tod

ay’s st

uden

ts w

hile re

mai

ning

 cog

niza

nt o

f di

fferin

g ne

eds o

f stu

dent

s whi

le c

ontin

uing

 to su

ppor

t and

 com

ply 

with

 bes

t pra

ctic

es o

f env

ironm

enta

l su

stai

nabi

lity 

COO

, VPE

I

21

A5

Build

 upo

n ex

istin

g ca

mpu

s rec

ruitm

ent e

vent

s, e

ngag

ing 

all d

ivisi

ons w

ithin th

e ca

mpu

s com

mun

ityAV

PEM

, VPS

A

21

A6

Util

ize m

arke

t dat

a to e

nsur

e th

at th

ere 

is a 

stro

ng o

r dev

elop

ing 

mar

ket t

o su

ppor

t yea

r‐ov

er‐y

ear g

row

th 

for n

ew p

rogr

ams

Prov

ost, 

AVPE

M, A

VPPR

21

A7

Stre

amlin

e th

e st

uden

t onb

oard

ing 

expe

rienc

e ut

ilizin

g te

chno

logy w

here p

ossib

leAV

PEM

, VPS

A, C

IO, D

irAdv

ising

, Dea

ns

21

A8

Iden

tify 

and 

impl

emen

t a m

ulti‐

func

tiona

l sm

art‐

phon

e ap

p to im

prov

e co

mm

unic

atio

n w

ith st

uden

ts a

nd 

enha

nce 

thei

r Cen

tral e

xper

ienc

ePr

ovos

t, AV

PEM

, VPS

A, C

IO

21

A9

Sim

plify

 cou

rse 

offe

rings a

nd G

ener

al E

duca

tion

Dean

s, F

acul

ty, F

acSe

nate

1.D

evel

op a c

ultu

re o

f acc

essi

bilit

y

Mak

e Ce

ntra

l a “

stud

ent‐

read

y” in

stitu

tion 

to m

eet t

he n

eeds o

f the

 inco

min

g 21

st c

entu

ry st

uden

ts

Goa

l 2: I

ncre

asin

g Ac

cess to

 Hig

her E

duca

tion 

and 

Ensu

ring 

Stud

ent S

ucce

ssEx

ecut

ive 

Com

mitt

ee M

embe

r cha

rged

 with

 ove

rsee

ing 

prog

ress

: Ass

ocia

te V

ice 

Pres

iden

t, En

rollm

ent M

anag

emen

t

Embr

ace 

perio

dic, ri

goro

us re

view

s tha

t pro

mot

e st

rate

gic 

inve

stm

ents in

 aca

dem

ic p

rogr

ams e

nsur

ing 

a co

ntin

uous c

omm

itmen

t to 

exce

llenc

e

May 1

, 202

07

Stra

tegi

c Pl

an 2

030: A

ctio

n Pl

an ‐ 

List o

f Key A

ctiv

ities

2020

2030

Ten‐

Year 

Tim

efra

me

Resp

onsi

ble 

Part

ies

Goal

Objective

Strategy

Key 

Activ

ity:

21

BB.

21

B1

Impl

emen

t int

erna

tiona

l rec

ruitm

ent s

trat

egy

AVPE

M,  

Prov

ost, 

DirC

IE, D

eans

21

B2

Deve

lop 

stro

nger p

artn

ersh

ips w

ith in

tern

atio

nal i

nstit

utio

ns b

y cr

eatin

g in

nova

tive 

2 + 

2 un

derg

radu

ate 

prog

ram

s and

 gra

duat

e pr

ogra

ms 

AVPE

M,  

Prov

ost, 

DirC

IE

21

B3

Expa

nd N

EHBE

 to in

clud

e al

l pro

gram

s AV

PEM

, CFO

21

B4

Ensu

re w

ebsit

e is 

easy to

 nav

igat

e w

ith re

leva

nt in

form

atio

nVP

IA, M

arCo

m, P

rovo

st, V

PSA, A

VPEM

21

B5

Enga

ge p

rosp

ecti v

e st

uden

ts e

arly in

 thei

r edu

catio

n – 

Gra

des 5

‐9AV

PEM

, AVP

SAS, D

irCom

mEn

g, F

acul

ty, V

PSA

21

B6

Use c

omm

unity

 eng

agem

ent a

ctiv

ities to

 not o

nly 

supp

ort o

ur c

omm

unity

, but a

lso e

duca

te th

e co

mm

unity

 ab

out C

CSU

CCom

mEn

g, M

arCo

m, V

PSA, D

irCom

mAd

v

21

B7

Iden

tify 

pros

pect

ive 

stud

ents b

y pu

rcha

sing 

nam

es, a

tten

ding

 col

lege fa

irs, p

rovi

ding

 Fin

anci

al L

itera

cy 

wor

ksho

ps a

t hig

h sc

hool

sAV

PEM

, Fin

Aid

21

B8

Deve

lop 

stra

tegi

es to

 incr

ease c

omm

unity

 with

 pro

spec

tive 

stud

ents v

ia e

vent

s and

 soci

al m

edia

CCom

mEn

g, A

VPEM

, Mar

Com

, VPS

A

21

B9

Incr

ease c

ampu

s eve

nts f

or p

rosp

ectiv

e st

uden

tsAV

PEM

, VPS

A

21

B10

Incr

ease c

omm

unic

atio

n w

ith th

e pa

rent

s of p

oten

tial s

tude

nts

AVPE

M, D

irNew

Stud

, VPS

A

21

B11

Deve

lop 

dual e

nrol

lmen

t pro

gram

s with

 hig

h sc

hool

sAV

PEM

21

B12

Deve

lop 

mar

ketin

g st

rate

gies sp

ecifi

cally fo

r wor

king

 pro

fess

iona

lsAV

PEM

, Mar

Com

, DirC

tEd

21

BDe

velo

p an

d ex

pand

 targ

eted

 recr

uitm

ent a

ctiv

ities to

war

d gr

owin

g po

pula

tions

:

21

B13

Hisp

anic

, Afr

ican

 Am

eric

an, a

nd o

ther u

nder

repr

esen

ted 

popu

latio

nsAV

PEM

, Mar

Com

, VPE

I2

1B

14Fi

rst‐

gene

ratio

nAV

PEM

, Mar

Com

21

B15

Tran

sfer st

uden

tsAV

PEM

, Mar

Com

, DirT

rans

fer

21

B16

Out‐o

f‐sta

te a

nd in

tern

atio

nal s

tude

nts

AVPE

M, M

arCo

m, D

irCIE

21

B17

Hono

rs st

uden

tsAV

PEM

, Mar

Com

, DirH

on2

1B

18W

orki

ng p

rofe

ssio

nals

AVPE

M, M

arCo

m2

1B

19Ve

tera

nsAV

PEM

, Mar

Com

, VPS

A2

1B

20Ad

ult l

earn

ers

AVPE

M, M

arCo

m,  D

irCtE

d2

1B

21Im

plem

ent m

etho

ds to

 doc

umen

t, tr

ack 

and 

repo

rt o

n in

quiry

, yie

lds a

nd re

crui

tmen

t suc

cess

AVPE

M, M

arCo

m2

1B

22An

nual

ly e

xam

ine 

mar

ketin

g/ad

vert

ising

 mat

eria

ls to sh

owca

se st

reng

ths

AVPE

M, M

arCo

m

Deve

lop 

inno

vativ

e m

arke

ting 

stra

tegi

es to

 att

ract n

ew a

nd d

iver

se in

com

ing 

stud

ent p

opul

atio

ns

May 1

, 202

08

Stra

tegi

c Pl

an 2

030: A

ctio

n Pl

an ‐ 

List o

f Key A

ctiv

ities

2020

2030

Ten‐

Year 

Tim

efra

me

Resp

onsi

ble 

Part

ies

Goal

Objective

Strategy

Key 

Activ

ity:

21

CC.

21

C1

Cont

inue

 to p

rovi

de a

fford

able e

duca

tion

ExCo

mm

21

C2

Impr

ove 

part

ners

hips w

ith C

onne

ctic

ut’s C

omm

unity

 Col

lege

s to 

deve

lop 

stro

ng fe

eder p

rogr

ams

Prov

ost, 

Dean

s, C

hairs

, DirT

rans

fer, 

AVPE

M

21

C3

Impr

ove 

the 

flexi

bilit

y of C

CSU

’s a

cade

mic o

fferin

gs b

y m

akin

g co

urse

s and

 pro

gram

s ava

ilabl

e in th

e ev

enin

gs, w

eeke

nds a

nd/o

r onl

ine

Prov

ost, 

Dean

s, C

hairs

21

C4

Iden

tify 

oppo

rtun

ities to

 impl

emen

t 8‐w

eek 

sem

este

r offe

rings fo

r wor

king

 pro

fess

iona

lsPr

ovos

t, De

ans, C

hairs

21

C

5De

velo

p a 

colla

bora

tion 

amon

g AA

UP, F

acul

ty S

enat

e, S

UO

AF, a

nd a

dmin

istra

tion 

to d

evel

op p

olic

ies a

roun

d se

rvic

e an

d ot

her a

reas a

ffect

ed b

y of

ferin

g co

urse

s and

 pro

gram

s in 

alte

rnat

ive 

times a

nd fo

rmat

s inc

ludi

ng 

8‐w

eek 

term

s

Prov

ost, 

Dean

s, C

hairs

, Reg

istra

r, AV

PPIE

, Fa

cSen

ate, U

nion

s, C

HRO

, VPS

A

21

C6

Expa

nd c

redi

t‐be

arin

g of

ferin

gs d

urin

g w

inte

r and

 sum

mer se

ssio

nsPr

ovos

t, De

ans, C

hairs

21

C7

Expl

ore 

oppo

rtun

ities to

 dev

elop

 aca

dem

ic p

rogr

ams a

nd e

duca

tiona

l con

tent to

 mee

t the

 nee

ds o

f wor

king

 pr

ofes

siona

ls an

d in

dust

ryPr

ovos

t, De

ans, C

hairs

21

DD.

21

D1

Defin

e th

e m

issio

n of C

CSU

’s c

ultu

ral c

ente

rs  a

s the

y re

late to

 stud

ent s

ucce

ssPr

ovos

t, VP

EI

21

D2

Deve

lop 

an a

nnua

l sym

posiu

m fo

cusin

g on

 the 

stat

us o

f equ

i ty a

nd in

clus

ion 

at C

CSU 

VPEI

21

D3

Ensu

re m

arke

ting 

and 

adve

rtisi

ng m

ater

ials 

are 

refle

ctiv

e of C

CSU

’s c

omm

itmen

t to 

equi

ty a

nd in

clus

ion

Mar

Com

, VPE

I

22

2

22

AA.

22

A1

Deve

lop 

a co

mpr

ehen

sive 

and 

requ

ired, u

nive

rsity

‐wid

e Fi

rst Y

ear E

xper

ienc

e Pr

ogra

mFa

cSen

ate, P

rovo

st, V

PSA

22

A2

Enha

nce 

Sum

mer O

rient

atio

n to in

clud

e ac

tiviti

es th

at st

art i

n th

e su

mm

er a

nd c

ontin

ue th

roug

hout th

e fir

st‐

year a

nd b

eyon

dVP

SA, D

irAdv

ising

, AVP

EM, D

irNew

Stud

22

A3

Asse

ss a

nd e

xpan

d pe

er m

ento

ring 

prog

ram

s Di

rAdv

ising

, AVP

SAS, D

eans

, Cha

irs, A

VPPI

E

22

A4

Stre

ngth

en a

nd e

nhan

ce st

uden

t rel

atio

nshi

ps w

ith fa

culty

 and

 adv

isors

AVPG

RF, D

irAdv

ising

, Dea

ns, C

hairs

, Fac

ulty

22

A5

Expa

nd th

e Su

mm

er B

ridge

s Pro

gram

AVPS

AS2

2A

6G

row th

e EO

PAV

PSAS

, DirE

OP

22

A7

Broa

den 

exist

ing 

and 

deve

lop 

new p

rogr

ams t

o he

lp V

eter

ans a

nd a

dult 

lear

ners

’ tra

nsiti

on in

to c

olle

geVP

SA

22

A8

Expa

nd a

nd d

evel

op p

rogr

ams t

o he

lp tr

ansf

er st

uden

ts tr

ansit

ion 

to C

CSU 

VPSA

, DirT

rans

fer, 

DirA

dvisi

ng

Prep

are 

our s

tude

nts f

or a su

cces

sful c

aree

r

Expa

nd o

fferin

gs th

at a

ppea

l to 

tran

sfer st

uden

ts a

nd w

orki

ng p

rofe

ssio

nals, su

ch a

s fle

xibl

e cl

ass s

ched

ules a

nd in

‐dem

and 

prof

essio

nal p

rogr

ams

Fost

er a w

elco

min

g an

d sa

fe le

arni

ng e

nviro

nmen

t for a

ll

2.Fa

cilit

ate 

stud

ent s

ucce

ss in

 the 

colle

ge e

nviro

nmen

t

May 1

, 202

09

Stra

tegi

c Pl

an 2

030: A

ctio

n Pl

an ‐ 

List o

f Key A

ctiv

ities

2020

2030

Ten‐

Year 

Tim

efra

me

Resp

onsi

ble 

Part

ies

Goal

Objective

Strategy

Key 

Activ

ity:

22

BB.

22

B

1An

nual

ly q

uant

ify, a

sses

s and

 enh

ance th

e nu

mbe

r and

 var

iety o

f stu

dent a

ctiv

ities b

y ev

alua

ting 

prog

ram 

effe

ctiv

enes

s, ty

pe, a

nd q

ualit

y w

hile c

aptu

ring 

the 

inte

rest in

 the 

prog

ram a

nd th

e pa

rtic

ipat

ion 

rate 

VPSA

, AVP

PIE

22

B2

Expa

nd st

uden

t eng

agem

ent a

ctiv

ities a

nd e

ncou

rage m

ore 

stud

ents to

 par

ticip

ate 

in c

lubs a

nd a

ctiv

ities 

arou

nd c

ampu

s VP

SA, D

irSA/

LD

22

B3

Trac

k an

d in

crea

se n

umbe

r of l

eade

rshi

p op

port

uniti

es fo

r stu

dent

sVP

SA, D

irSA/

LD2

2B

4Br

oade

n re

siden

ce h

all p

rogr

amm

ing

DirR

esLi

fe2

2B

5Ex

pand

 on‐

cam

pus a

ctiv

ities d

urin

g th

e ev

enin

g an

d on

 wee

kend

sDi

rSA/

LD, D

irRes

Life

22

B6

Expa

nd a

ctiv

ities fo

r com

mun

ity e

ngag

emen

t and

 civ

ic re

spon

sibili

tyCC

omm

Eng, D

irSA/

LD, D

irCom

mAd

v2

2B

7Ex

pand

 on‐

cam

pus w

ork 

oppo

rtun

ities

Prov

ost, 

VPSA

22

CC.

22

C1

Fully e

mbr

ace 

Early

 Ale

rtDe

ans, C

hairs

, VPS

A, D

irTLC

, DirA

dvisi

ng

22

C2

Impr

ove 

coor

dina

tion 

betw

een 

Acad

emic A

ffairs a

nd S

tude

nt A

ffairs to

 ens

ure 

stud

ents re

ceiv

e ne

eded

 as

sista

nce

Prov

ost, 

VPSA

22

C3

Sign

ifica

ntly in

crea

se th

e nu

mbe

r of f

acul

ty u

tilizi

ng E

arly A

lert

Prov

ost, 

Dean

s, A

VPSA

S

22

C4

Prov

ide 

prof

essio

nal d

evel

opm

ent t

o fa

culty

 and

 staf

f on 

how a

nd w

hen 

to u

se E

arly A

lert

AVPS

AS, A

VPG

RF, D

irTLC

, VPS

A

22

C5

Enha

nce 

Early

 Ale

rt b

y im

prov

ing 

com

mun

icat

ion 

and 

feed

back

AVPS

AS, D

irTLC

, DirC

ouns

el&

Stud

Dev, 

DirA

dvisi

ng2

2C

6Re

view

 and

 bro

aden

 pro

gram

s for st

uden

ts o

n ac

adem

ic p

roba

tion 

AVPS

AS2

2C

7In

cent

ivize

 facu

lty to

 take a

tten

danc

e an

d pr

ovid

e m

id‐t

erm g

rade

sPr

ovos

t, De

ans, F

acSe

nate

22

C8

Enha

nce 

and 

expa

nd su

pple

men

tal i

nstr

uctio

nPr

ovos

t, De

ans, A

VPSA

S

22

C9

Mak

e gr

eate

r use o

f the

 DFW

 repo

rts t

o id

entif

y co

urse se

quen

cing

 pat

tern

s to 

assis

t in 

the 

deve

lopm

ent o

f su

ppor

t str

ateg

ies

Prov

ost, 

Dean

s, A

VPPR

, AVP

PIE

22

C10

Embr

ace 

tech

nolo

gica

l sol

utio

ns to

 trac

k st

uden

t pro

gres

s and

 util

ize a

dvisi

ng n

otes 

DirA

dvisi

ng, C

IO, D

eans

, Cha

irs, F

acul

ty2

2C

11M

ine 

exist

ing 

data fo

r tre

nds t

o he

lp id

entif

y an

d pr

omot

e st

uden

t suc

cess

AVPP

IE2

2C

12En

hanc

e O

IRA 

reso

urce

s to 

supp

ort u

nive

rsity

‐wid

e da

ta d

riven

 dec

ision

 mak

ing

ExCo

mm

22

C13

Incr

ease su

ppor

t for B

lack

/Afr

ican

 Am

eric

an a

nd H

ispan

ic/L

atin

o cu

rric

ula, le

ctur

e se

ries, a

nd a

cade

mic 

conf

eren

ces t

hat f

ocus u

pon 

the 

achi

evem

ent a

nd c

ontr

ibut

ions o

f the

se g

roup

s to 

Amer

ican

 life a

nd c

ultu

reFa

culty

, Cha

irs, D

eans

, VPE

I

22

DD.

22

D1

Redu

ce th

e w

ait t

ime 

for s

tude

nts w

ho n

eed 

to se

e a 

wel

lnes

s cou

nsel

or 

DirC

ouns

el&

Stud

Dev, V

PSA

22

D2

Incr

ease th

e av

aila

bilit

y of st

uden

t wel

lnes

s cou

nsel

ors 

DirC

ouns

el&

Stud

Dev, V

PSA

22

D3

Prom

ote 

and 

expa

nd a

cces

s to 

cam

pus r

ecre

atio

nal a

ctiv

ities

DirS

A/LD

, VPS

A2

2D

4Im

plem

ent f

ully th

e el

ectr

onic m

edic

al re

cord sy

stem

DirC

ouns

el&

Stud

Dev, C

IO, V

PSA

22

D5

Deve

lop 

met

rics t

o m

onito

r tim

e st

uden

ts o

n a 

wai

t list

DirC

ouns

el&

Stud

Dev, V

PSA

Enga

ge st

uden

ts in

 the 

cam

pus c

omm

unity

 and

 enc

oura

ge p

artic

ipat

ion 

in c

lubs

, spo

rts, a

nd c

ampu

s eve

nts

Prov

ide 

stud

ents w

ith su

pple

men

tal a

cade

mic su

ppor

t in 

and 

out o

f the

 cla

ssro

om

Fost

er st

uden

t wel

lnes

s and

 exp

and 

coun

selin

g se

rvic

es

May 1

, 202

010

Stra

tegi

c Pl

an 2

030: A

ctio

n Pl

an ‐ 

List o

f Key A

ctiv

ities

2020

2030

Ten‐

Year 

Tim

efra

me

Resp

onsi

ble 

Part

ies

Goal

Objective

Strategy

Key 

Activ

ity:

22

EE.

22

E1

Host se

vera

l wor

ksho

ps th

roug

hout th

e ye

ar o

n Fi

nanc

ial L

itera

cy a

nd F

inan

cial A

id to

pics

AVPE

M, F

inAi

d

22

E2

Prov

ide 

finan

cial li

tera

cy tr

aini

ng to

 stud

ents a

nd fa

mili

es a

s the

y na

viga

te th

e ad

miss

ion 

proc

ess, a

s wel

l as 

prog

ress

ion 

to d

egre

eAV

PEM

, Fin

Aid

22

E3

Expa

nd o

ppor

tuni

ties f

or st

uden

ts to

 app

eal f

inan

cial a

id n

eeds in

 the 

even

t of c

hang

ing 

circ

umst

ance

sA V

PEM

, Fin

Aid

22

E4

Revi

se fi

nanc

ial a

id st

rate

gies to

 ens

ure 

dist

ribut

ed a

id m

axim

izes C

CSU

’s a

bilit

y to m

eet s

tude

nt n

eeds 

whi

le re

achi

ng a

s man

y st

uden

ts a

s pos

sible

AVPE

M, F

inAi

d

22

E5

Ensu

re fi

nanc

ial a

id a

war

ds a

re a

vaila

ble 

for m

ultip

le y

ears

, ins

tead

 of j

ust y

ear o

neAV

PEM

, Fin

Aid

22

E6

Hire F

inan

cial A

id D

ata 

Anal

ysis 

Posit

ion 

to fa

cilit

ate 

new a

war

d st

rate

gies

AVP E

M

22

FF.

22

F1

Bett

er u

tilize

 Frid

ay sc

hedu

ling 

to fa

cilit

ate 

timel

y pr

ogre

ss th

roug

h de

gree

sPr

ovos

t, De

ans, C

OO

, Reg

istra

r, AV

PPR

22

F2

Revi

ew c

ours

e tim

ing 

and 

avai

labi

lity 

and 

ensu

re th

at n

eces

sary a

nd/o

r hig

hly 

desir

ed o

r pop

ular c

lass

es a

re 

broa

dly 

avai

labl

eDe

ans, C

hairs

, Reg

istra

r, AV

PPR

22

F3

Ensu

re c

omm

unic

atio

n to st

uden

ts a

bout a

dvisi

ng a

vaila

bilit

y is 

clea

r and

 con

siste

ntDi

rAdv

ising

, Dea

ns, C

hairs

, Fac

ulty

22

F4

Expl

ore 

optio

ns fo

r stu

dent

s and

 adu

lt le

arne

rs to

 ear

n a 

flexi

ble 

inte

rdisc

iplin

ary 

degr

ee, c

apita

lizin

g on

 pr

ior s

ucce

ss in

 cou

rses 

Prov

ost, 

Dean

s, F

acSe

nate

, DirA

dvisi

ng,  

Chai

rs, 

Facu

lty

22

F5

Embr

ace 

tool

s tha

t hel

p st

uden

ts id

entif

y pa

thw

ays t

o co

mpl

ete 

thei

r maj

or in

 four y

ears su

ch a

s Aca

dem

ic 

Map

s and

 Deg

ree 

Wor

ksDi

rAdv

ising

, Mar

Com

, AVP

PR

22

F6

Ensu

re a

n Ac

adem

ic M

ap e

x ist

s for e

very b

acca

laur

eate d

egre

e; u

pdat

e an

d en

sure th

e ac

cura

cy o

f Ac

adem

ic M

aps a

nd C

urric

ulum

 She

ets e

ach 

sprin

g se

mes

ter 

DirA

dvisi

ng, M

arCo

m, D

eans

, Cha

irs, F

acul

ty

22

F7

Expl

ore 

oppo

rtun

ities to

 aw

ard 

cred

it fo

r prio

r lea

rnin

g fo

r adu

lt le

arne

rsAV

PEM

, Reg

istra

r, Fa

cSen

ate

22

GG

.

22

G1

Stre

ngth

en a

nd e

xpan

d ad

visin

g to u

ndec

ided

 stud

ents

, ens

urin

g th

ey h

ave 

expl

ored

 thei

r opt

i ons a

nd 

sele

cted

 thei

r maj

or b

y th

e en

d of th

eir s

opho

mor

e ye

arDi

rAdv

ising

, DirC

aree

r

22

G2

Enha

nce 

advi

sing 

for c

ours

e an

d m

ajor se

lect

ion

DirA

dvisi

ng, D

eans

, Cha

irs2

2G

3Im

prov

e ca

reer a

dvisi

ng b

y ta

ppin

g in

to fa

culty

 exp

erie

nce 

and 

expe

rtise

 Di

rAdv

ising

, Dea

ns, C

hairs

, DirC

aree

r

22

HH.

22

H1

Enco

urag

e st

uden

ts to

 take fu

ll ad

vant

age 

of h

igh‐

impa

ct p

ract

ices w

hen 

poss

ible

DirA

dvisi

ng, D

eans

, Cha

irs, H

IPO

ffice

r

22

H2

Help st

uden

ts u

nder

stan

d th

e im

port

ance o

f fou

ndat

iona

l ski

lls, s

uch 

as w

ritte

n co

mm

unic

atio

n an

d cr

itica

l th

inki

ng, w

hen 

they e

nter th

e w

orkf

orce

DirA

dvisi

ng, D

irCar

eer, 

Dean

s, C

hairs

, Fac

ulty

Expa

nd a

nd e

nhan

ce a

dvisi

ng a

nd m

ento

rshi

p

Inco

rpor

ate 

high

 impa

ct p

ract

ices a

nd fo

unda

tiona

l ski

lls in

to e

very m

ajor

Educ

ate 

stud

ents a

nd fa

mili

es re

gard

ing 

finan

cial re

sour

ces a

nd su

ppor

t

Ensu

re th

e op

port

unity

 for t

imel

y de

gree

 com

plet

ion

May 1

, 202

011

Stra

tegi

c Pl

an 2

030: A

ctio

n Pl

an ‐ 

List o

f Key A

ctiv

ities

2020

2030

Ten‐

Year 

Tim

efra

me

Resp

onsi

ble 

Part

ies

Goal

Objective

Strategy

Key 

Activ

ity:

23

3

23

AA.

23

A1

Incr

ease st

udy 

abro

ad o

ppor

tuni

ties a

nd th

e nu

mbe

r of p

artic

ipan

tsDi

rCIE

, Dea

ns, C

hairs

, Fac

ulty

23

A2

Deve

lop 

and 

nurt

ure 

new st

udy 

away p

rogr

ams 

DirC

IE, D

eans

, Cha

irs

23

A3

Expa

nd a

nd e

nhan

ce c

aree

r men

torin

g pr

ogra

ms a

nd, w

here p

ossib

le, e

xpan

d al

umni in

volv

emen

tAV

PSAS

, DirC

aree

r, Di

rAlu

mni

23

BB.

23

B1

Deve

lop 

robu

st le

ctur

e se

ries t

hat b

ring 

in le

adin

g ex

pert

s in 

thei

r fie

lds

VPIA

, Dea

ns

23

B2

Build

 upo

n ex

istin

g ca

reer e

xplo

ratio

n ac

tiviti

es b

y ca

pita

lizin

g on

 the 

expe

rtise

 of f

acul

ty a

nd fu

ture 

empl

oyer

sDi

rCar

eer, 

Dean

s, C

hairs

23

B3

Invi

te a

lum

s bac

k to sh

are 

thei

r car

eer p

aths

DirC

aeer

, VPI

A, D

irAlu

mni

, Fac

ulty

23

B4

Crea

te u

nder

grad

uate a

nd g

radu

ate 

fello

wsh

ip p

rogr

ams t

hat f

ocus o

n pr

oble

m so

lvin

g w

hile b

uild

ing 

lead

ersh

ip sk

ills

DirS

A/LD

23

CC.

23

C1

Part

ner w

ith c

omm

unity

 eng

a gem

ent a

ctiv

ities to

 exp

ose 

stud

ents to

 real‐w

orld is

sues

, pro

blem

 solv

ing, a

nd 

appl

icat

ion 

of k

now

ledg

eCC

omm

Eng, D

irCar

eer, 

DirC

omm

Adv

23

C2

Crea

te a n

ew p

ositi

on fo

cuse

d on

 dev

elop

ing 

inte

rnsh

ips a

nd c

aree

r opp

ortu

nitie

s for st

uden

tsDi

rCar

eer

23

C3

Wor

k w

ith th

e St

ate 

and 

empl

oyer

s to 

iden

tify 

educ

atio

nal o

ppor

tuni

ties t

hat a

re o

r will b

e in h

igh 

dem

and 

regi

onal

ly a

nd n

atio

nally

DirC

aree

r, Di

rAdv

ising

, Dea

ns, C

hairs

23

C4

Incr

ease a

nd e

xpan

d th

e nu

mbe

r of i

nter

nshi

ps o

ppor

tuni

ties b

y pa

rtne

ring 

with

 em

ploy

ers

DirC

aree

r, De

ans, C

hairs

, Fac

ulty

23

C5

Incr

ease a

nd e

xpan

d re

sear

ch re

late

d op

port

uniti

esAV

PGRF

, Dea

ns, C

hairs

23

DD.

23

D1

Expa

nd th

e nu

mbe

r of w

orks

hops to

 hel

p cu

rren

t and

 form

er st

uden

ts d

evel

op a re

sum

e or c

urric

ulum

 vita

e ta

ilore

d to th

eir d

iscip

line 

DirC

aree

r

23

D2

Deve

lop 

wor

ksho

ps to

 ass

ist st

uden

ts in

 com

plet

ing 

empl

oym

ent a

pplic

atio

ns a

nd w

ritin

g le

tter

s of 

inte

rest

/cov

er le

tter

s  Di

rCar

eer

23

D3

Host m

ock 

inte

rvie

ws f

or e

ach 

scho

ol/c

olle

geDi

rCar

eer, 

DirA

dvisi

ng, F

acul

ty

23

D4

Deve

lop 

and 

expa

nd re

sour

ces t

o as

sist s

tude

nts i

n fin

ding

 inte

rnsh

ips/

empl

oym

ent o

ppor

tuni

ties 

DirC

aree

r, VP

IA, D

eans

23

D5

Esta

blish

 stra

tegi

c pa

rtne

rshi

ps w

ith c

orpo

ratio

ns, e

mpl

oyer

s and

 alu

mni to

 hel

p st

uden

ts id

entif

y pr

omisi

ng 

care

er o

ppor

tuni

ties

DirC

aree

r, VP

IA, D

irAlu

mni

, Dea

ns

23

EE.

23

E1

Host a “

mee

t and

 gre

et” 

even

t for m

inor

ity a

lum

ni to

 con

nect w

ith st

uden

ts, e

vent

ually th

is w

ill e

volv

e in

to 

a m

ore 

com

preh

ensiv

e ev

ent

VPEI

, DirA

lum

23

E2

Invi

te a

lum

ni to

 par

ticip

ate 

in c

aree

r pat

h le

ctur

e se

ries

DirA

lum

, DirC

aree

r

Prep

are 

stud

ents to

 ent

er th

e w

orkf

orce

Incr

ease a

lum

ni in

volv

emen

t in 

care

er p

repa

ratio

n an

d st

uden

t men

tors

hip 

thro

ugh 

the 

deve

lopm

ent o

f car

eer e

vent

s and

 wor

ksho

ps. 

3.Pr

epar

e st

uden

ts fo

r car

eer r

eadi

ness a

nd fu

ture su

cces

sEx

pand

 stud

ent h

orizo

ns a

nd e

xpos

e th

em to

 new

 cha

lleng

es

Enga

ge st

uden

ts in

 car

eer d

iscus

sions fr

om d

ay o

ne

Stre

ngth

en re

latio

nshi

ps w

ith lo

cal b

usin

esse

s and

 indu

stry to

 pro

vide

 inte

rnsh

ips a

nd fu

ture jo

b op

port

uniti

es

May 1

, 202

012

Stra

tegi

c Pl

an 2

030: A

ctio

n Pl

an ‐ 

List o

f Key A

ctiv

ities

2020

2030

Ten‐

Year 

Tim

efra

me

Resp

onsi

ble 

Part

ies

Goal

Objective

Strategy

Key 

Activ

ity:

24

4

24

AA.

24

A1

Wor

k w

ith D

epar

tmen

t of L

abor to

 det

erm

ine 

grad

uate p

rogr

ams t

hat a

re o

r will b

e in h

igh 

dem

and 

regi

onal

ly a

nd n

atio

nally

AVPG

RF

24

A2

Wor

k w

ith b

usin

esse

s and

 indu

stry le

ader

s to 

dete

rmin

e th

eir f

utur

e ne

eds a

nd d

evel

op a

cade

mic o

fferin

gs 

acco

rdin

gly

Dean

s, V

PIA

24

A3

Wor

k w

ith A

lum

ni to

 iden

tify 

upco

min

g ch

alle

nges a

nd o

ppor

tuni

ties 

AVPG

RF, V

PIA, D

irAlu

mni

24

BB.

24

BDe

velo

p pr

ogra

ms w

ith fl

exib

le c

ours

e of

ferin

gs to

 att

ract to

 wor

king

 pro

fess

iona

ls, in

clud

ing:  

24

B1

Even

ing 

sche

dulin

gDe

ans, C

hairs

, Fac

ulty

24

B2

Wee

kend

 sche

dulin

gDe

ans, C

hairs

, Fac

ulty

24

B3

8‐w

eek 

sem

este

r cou

rses

Dean

s, C

hairs

, Fac

ulty

24

B4

Onl

ine 

and 

hybr

id o

ptio

nsDe

ans, C

hairs

, Fac

ulty

, Fac

Sena

te2

4B

5De

velo

p ac

cele

rate

d Ba

chel

or’s

/Mas

ter’s

 com

plet

ion 

prog

ram

s (3+

2 an

d 4+

1)De

ans, C

hairs

, Fac

ulty

, Reg

istra

r

24

CC.

24

C1

Offe

r on‐

site 

educ

atio

nal o

ppor

tuni

ties t

o w

orki

ng p

rofe

ssio

nals

Dean

s, C

hairs

, Fac

ulty

, DirC

tEd, A

VPPI

E

24

C2

Build

 rela

tions

hips w

ith in

dust

ry a

nd lo

cal b

usin

esse

s to 

iden

tify 

oppo

rtun

ities fo

r em

ploy

er‐b

ased

 tuiti

on 

reim

burs

emen

t pla

nsVP

IA , 

AVPG

RF, A

VPEM

24

DD.

24

D1

Deve

lop 

new o

r mod

ify e

xist

ing 

acad

emic p

rogr

ams t

o gr

adua

te st

uden

ts w

ho a

re c

aree

r rea

dyDe

ans, C

hairs

, Fac

ulty

24

D2

Activ

ely 

prom

ote 

acad

emic p

rogr

ams s

peci

fical

ly g

eare

d fo

r wor

king

 pro

fess

iona

ls AV

PEM

, Mar

Com

31

1

31

AA.

31

A1

Esta

blish

 the 

infr

astr

uctu

re to

 coo

rdin

ate 

effo

rts t

o ac

hiev

e di

vers

ity g

oals

VPEI

31

A2

Ensu

re a

dequ

ate 

staf

fing 

and 

reso

urce

sEx

Com

m

31

A3

Prov

ide 

lead

ersh

ip a

nd re

sour

ces t

o w

ork 

in c

olla

bora

tion 

with

 dep

artm

ents to

 ens

ure 

a  m

ore 

wel

com

ing 

and 

dive

rse 

cam

pus

VPEI

, CHR

O, A

VPG

RF

31

A4

Iden

tify 

venu

es fo

r cam

pus c

onve

rsat

ions a

nd e

xcha

ngin

g id

eas

VPEI

1.W

elco

me 

and 

enga

ge a d

iver

se c

omm

unity

 of s

tude

nts, fa

culty

 and

 staf

f

Inve

st in

 and

 refr

ame 

the 

Offi

ce o

f Equ

ity a

nd In

clus

ion 

such th

at th

e of

fice 

resp

onsib

ilitie

s are b

road

ened

 bey

ond 

com

plia

nce 

Deve

lop 

mar

ketin

g ca

mpa

igns to

 targ

et w

orki

ng p

rofe

ssio

nals 

and 

pros

pect

ive 

stud

ents

Goa

l 3:  

Fost

er a

n In

clus

ive 

and 

Safe C

ampu

s Cu

lture th

at V

alue

s an

d En

cour

ages In

divi

dual

s to 

Part

icip

ate 

in a 

Free

 and

 Res

pect

ful E

xcha

nge 

of Id

eas

Exec

utiv

e Co

mm

ittee

 Mem

ber c

harg

ed w

ith o

vers

eein

g pr

ogre

ss: V

ice 

Pres

iden

t for E

quity

 & In

clus

ion

4.Pr

ovid

e ac

cess

ible a

nd re

leva

nt g

radu

ate 

educ

atio

nIn

crea

se re

spon

siven

ess t

o ev

olvi

ng tr

ends in

 gra

duat

e st

udie

s lea

ding

 to c

aree

rs in

 the 

publ

ic a

nd p

rivat

e se

ctor

Prov

ide 

alte

rnat

ive 

deliv

ery 

optio

ns fo

r aca

dem

ic p

rogr

ams

Part

ner w

ith in

dust

ry to

 incr

ease p

rogr

am o

fferin

gs

May 1

, 202

013

Stra

tegi

c Pl

an 2

030: A

ctio

n Pl

an ‐ 

List o

f Key A

ctiv

ities

2020

2030

Ten‐

Year 

Tim

efra

me

Resp

onsi

ble 

Part

ies

Goal

Objective

Strategy

Key 

Activ

ity:

31

BB.

31

B1

Iden

tify 

Dive

rsity

 Lia

isons

Pres

iden

t, VP

EI

31

B

2Cr

eate p

rofe

ssio

nal d

evel

opm

ent o

ppor

tuni

ties i

nclu

sive 

of in

ter‐

grou

p di

alog

ue m

odel

s tha

t con

trib

ute 

to 

the 

grea

ter u

nder

stan

ding

 of s

ocia

l ine

qual

ity a

nd in

terg

roup

 rela

tions to

 bui

ld a m

ore 

wel

com

ing 

cam

pus 

clim

ate 

VPEI

31

B3

Revi

ew U

nive

rsity

 pol

icie

s and

 pra

ctic

es a

s the

y re

late to

 div

ersit

y, e

quity

 or i

nclu

sion

VPEI

, ExC

omm

31

B4

Fost

er th

e ex

chan

ge o

f ide

as a

nd d

iscus

sions a

bout d

iver

sity, e

quity

 and

 incl

usio

n w

ith th

e go

al o

f de

velo

ping

 pro

gram

mat

ic in

itiat

ives

VPEI

, Dea

ns

31

B5

Deve

lop 

and 

revi

ew p

olic

ies f

or d

ispla

ying

 art a

nd o

ther im

ages o

r sig

nage in

 pub

lic sp

aces

VPEI

, CO

O

31

CC.

31

C1

Esta

blish

 a c

omm

ittee

 to se

t the

 exp

ecta

tions o

f the

 Cha

ir an

d ho

w h

e/sh

e w

ill a

dvan

ce th

e id

eals 

of e

quity

 an

d in

clus

ion

Prov

ost, 

VPEI

31

C2

Raise

 fund

s for a

n en

dow

ed p

rofe

ssor

ship fo

r the

 stud

y of so

cial ju

stic

e, C

ivil 

Righ

ts, a

nd e

quity

Prov

ost, 

VPIA

, VPE

I

31

DD.

31

D1

Faci

litat

e th

e re

visio

n of th

e m

issio

n an

d sc

ope 

for e

ach 

acad

emic c

ultu

ral c

ente

r and

 affi

nity g

roup

Prov

ost, 

VPEI

, VPS

A

31

D2

Deve

lop 

colla

bora

tive 

initi

ativ

es a

nd c

oord

inat

e ac

tiviti

es b

etw

een 

the 

cultu

ral c

ente

rs a

nd a

ffini

ty g

roup

sP r

ovos

t, VP

EI, V

PSA

31

D3

Crea

te a

n ad

viso

ry g

roup

 to th

e cu

ltura

l cen

ters a

nd a

ffini

ty g

roup

s tha

t enh

ance

s col

labo

ratio

ns a

nd 

coor

dina

tion 

of a

ctiv

ities

Prov

ost, 

VPEI

, VPS

A

31

EE.

31

E1

Deve

lop 

scho

ol/c

olle

ge sp

ecifi

c ou

trea

ch a

nd re

tent

ion 

prog

ram

s tha

t foc

us o

n di

vers

e fa

culty

, sta

ff an

d st

uden

tsPr

ovos

t, AV

PEM

, VPE

I, CH

RO, D

eans

31

E2

C rea

te p

rofe

ssio

nal d

evel

opm

ent o

ppor

tuni

ties f

or fa

culty

 to in

corp

orat

e di

vers

ity in

itiat

ives a

nd c

once

pts 

into p

edag

ogy, re

sear

ch a

nd c

urric

ulum

 dev

elop

men

tPr

ovos

t, VP

EI, A

VPG

RF, D

eans

31

E3

Recr

uit a

nd re

tain d

iver

se fa

culty

, sta

ff an

d st

uden

tsPr

ovos

t, VP

EI, D

eans

, VPS

A3

1E

4De

velo

p an

d ho

st o

rient

atio

n se

ssio

ns fo

r int

erna

tiona

l stu

dent

sDi

rCIE

, AVP

EM, D

irNew

Stud

32

2

32

AA.

32

A1

Iden

tify 

best p

ract

ices a

ssoc

iate

d w

ith in

tegr

atin

g di

vers

i ty in

to th

e cu

rric

ulum

, adv

ising

 and

 ped

agog

ical 

appr

oach

esPr

ovos

t, VP

EI, A

VPG

RF, D

eans

32

A2

Incr

ease p

rofe

ssio

nal d

evel

opm

ent o

ppor

tuni

ties f

or fa

culty

 and

 staf

f tha

t foc

uses o

n di

vers

ity a

nd in

clus

ion

Prov

ost, 

VPEI

, CHR

O, A

VPG

RF, D

eans

2.In

tegr

ate 

dive

rsity

 into th

e cu

rric

ulum

, ped

agog

ical m

etho

ds, p

rofe

ssio

nal d

evel

opm

ent a

nd c

o‐cu

rric

ular a

ctiv

ities

that c

ontr

ibut

e to c

ultu

ral c

ompe

tenc

yDe

velo

p in

nova

tive 

dive

rsity

 mod

els t

hat i

nfor

m th

e cu

rric

ulum

, ped

agog

y an

d ad

visin

g  

Deve

lop 

a Co

mm

issio

n on

 Div

ersit

y, E

quity

 and

 Incl

usio

n th

at w

ill p

rovi

de o

vers

ight a

nd a

dvise

 the 

Pres

iden

t as n

eede

d

Crea

te a

n En

dow

ed P

rofe

ssor

ship fo

r the

 stud

y of so

cial ju

stic

e, C

ivil 

Righ

ts, a

nd e

quity

Stre

ngth

en a

nd e

ncou

rage C

CSU

’s e

xist

ing 

acad

emic c

ultu

ral c

ente

rs a

nd a

ffini

ty g

roup

s

Enha

nce 

the 

effo

rts o

f dep

artm

ents

, sch

ools 

and 

colle

ges, e

ncou

ragi

ng th

e de

velo

pmen

t of s

peci

fic a

ctio

ns to

 add

ress th

eir d

iver

sity 

prio

ritie

s

May 1

, 202

014

Stra

tegi

c Pl

an 2

030: A

ctio

n Pl

an ‐ 

List o

f Key A

ctiv

ities

2020

2030

Ten‐

Year 

Tim

efra

me

Resp

onsi

ble 

Part

ies

Goal

Objective

Strategy

Key 

Activ

ity:

32

BB.

32

B1

Fund

 gra

nts i

n su

ppor

t of d

evel

opin

g an

d ex

plor

ing 

incl

usiv

e te

achi

ng m

etho

ds a

nd c

reat

ive 

activ

ities

Prov

ost, 

AVPG

RF, V

PEI

32

B2

Deve

lop 

data‐d

riven

 acc

ount

abili

ty m

easu

res t

hat w

ill b

e us

ed to

 ass

ess a

nd in

form

 futu

re st

rate

gies to

 en

sure a

ll st

uden

ts a

re p

repa

red 

to w

ork 

in a d

iver

se w

orld

AVPE

M, A

VPPI

E, A

VPPR

, Fac

ulty

32

B3

Crea

te a le

ctur

e an

d w

orks

hop 

serie

s ded

icat

ed to

 the 

exch

ange o

f ide

as a

roun

d in

nova

tive 

and 

incl

usiv

e sc

hola

rshi

pAV

PGRF

, VPE

I

32

CC.

32

C1

Revi

ew a

nd in

vent

ory 

our a

ccom

mod

atio

n ef

fort

s and

 nee

dsVP

EI, C

OO

, CHR

O, D

irSDS

, Vic

tAdv

32

C2

Iden

tify 

oppo

rtun

ities to

 inco

rpor

ate 

Title

 IX a

nd th

e AD

AVP

EI, C

HRO

, Vic

tAdv

32

C3

Impl

emen

t a se

ries o

f pro

fess

iona

l wor

ksho

ps a

nd tr

aini

ngs t

hat e

xcee

d fe

dera

l and

 stat

e m

anda

tes

VPEI

, CHR

O, A

VPG

RF, D

irSDS

, DirS

tuCo

n, 

Vict

Adv

32

C4

Deve

lop 

trai

ning

 for f

acul

ty a

nd st

aff t

hat f

ocus

es o

n ac

com

mod

atin

g th

e ne

eds o

f the

 cam

pus c

omm

unity

 an

d vi

sitor

s  VP

EI, V

PSA, C

HRO

, Vic

tAdv

32

DD.

32

D

1De

velo

p a 

“Cul

tura

lly R

espo

nsiv

e Ch

eckl

ist” 

com

plet

e w

ith su

ppor

ting 

guid

elin

es th

at fa

culty

, sta

ff an

d st

uden

ts c

an u

se to

 ens

ure 

thei

r com

mun

ity e

ngag

emen

t act

ivity

 is c

ultu

rally re

spon

sive

Prov

ost, 

VPEI

, VPS

A, D

irCom

mEn

g

32

D

2Ch

arge th

e Co

mm

issio

n on

 Div

ersit

y, E

quity

 and

 Incl

usio

n w

ith e

nsur

ing 

that U

nive

rsity

 spon

sore

d/af

filia

ted 

activ

ities fo

llow in

stitu

tiona

l pol

icie

s, b

est p

ract

ices

, and

 hav

e sa

tisfie

d th

e cr

iteria

 out

lined

 in th

e Cu

ltura

lly 

Resp

onsiv

e Ch

eckl

ist

VPEI

, AVP

PIE

32

EE.

32

E1

Enco

urag

e fa

culty

, sta

ff an

d st

uden

ts to

 app

ly fo

r gr a

nts t

hat s

uppo

rt o

r pro

mot

e st

uden

t exp

osur

e to 

dive

rse 

cultu

res, id

eas a

nd p

ersp

ectiv

esAV

PGRF

, VPE

I, VP

SA, D

eans

32

E2

Crea

te a

n “E

quity

 and

 Incl

usio

n” sc

hola

rshi

p di

nner to

 supp

ort d

iver

se st

uden

tsVP

EI

33

3

33

AA.

33

A1

Iden

tify 

appr

opria

te c

limat

e su

rvey

s for st

uden

ts, f

acul

ty a

nd st

aff

VPEI

, AVP

PIE

33

A2

Regu

larly

 adm

inist

er th

e cl

imat

e su

rvey

s to 

stud

ents

, fac

ulty a

nd st

aff  

VPEI

, AVP

PIE

33

A3

Educ

ate 

the 

Uni

vers

ity c

omm

unity

 on 

the 

bene

fits a

ssoc

iate

d w

ith th

eir p

artic

ipat

ion 

in th

e su

rvey

sVP

EI, A

VPPI

E

3.U

se d

ata 

to in

form

 and

 dev

elop

 acc

ount

abili

ty m

easu

res i

n su

ppor

t of a

 div

erse 2

1st c

entu

ry u

nive

rsity

Iden

tify 

and 

adm

inist

er a se

ries o

f cam

pus c

limat

e su

rvey

s on 

a re

gula

r bas

is to in

form

 tom

orro

w’s a

cade

mic d

irect

ions

Supp

ort i

nnov

ativ

e an

d in

clus

ive 

teac

hing

, sch

olar

ship

, and

 cre

ativ

e ac

tiviti

es 

Inco

rpor

ate 

requ

irem

ents id

entif

ied 

in T

itle 

IX a

nd th

e Am

eric

ans w

ith D

isabi

litie

s Act (A

DA) i

nto 

prof

essio

nal d

evel

opm

ent a

ctiv

ities

Ensu

re c

omm

unity

 eng

agem

ent a

ctiv

ities a

re c

ultu

rally re

spon

sive

Expa

nd fu

ndin

g be

yond

 cur

rent le

vels 

to su

ppor

t  pro

ject

s and

 initi

ativ

es le

d by st

uden

ts, f

acul

ty a

nd st

aff

May 1

, 202

015

Stra

tegi

c Pl

an 2

030: A

ctio

n Pl

an ‐ 

List o

f Key A

ctiv

ities

2020

2030

Ten‐

Year 

Tim

efra

me

Resp

onsi

ble 

Part

ies

Goal

Objective

Strategy

Key 

Activ

ity:

33

BB.

33

B1

Com

mun

icat

e th

e re

sults o

f the

 clim

ate 

surv

eys t

o th

e ca

mpu

s com

mun

ityVP

EI, A

VPPI

E

33

B2

Use th

e re

sults fr

om th

e th

ree 

cam

pus c

limat

e su

rvey

s to 

iden

tify 

elem

ents th

at a

re p

ositi

ve a

nd a

reas 

whe

re im

prov

emen

t is n

eede

dVP

EI, A

VPPI

E

33

B3

Crea

te a

nd im

plem

ent a

n ac

tion 

plan

 to a

ddre

ss a

nd im

prov

e th

e ar

eas o

f con

cern id

entif

ied 

by th

e cl

imat

e su

rvey

sVP

EI, A

VPPI

E, E

xCom

m

33

CC.

33

C1

Inve

ntor

y cu

rren

t tra

inin

gs a

nd p

rofe

ssio

nal d

evel

opm

ent e

ffort

s gea

red 

tow

ard 

reco

gnizi

ng a

ll m

anne

rs o

f bi

asVP

EI, C

HRO

33

C2

Crea

te st

rate

gies a

nd d

evel

op in

nova

tive 

prog

ram

s to 

assis

t stu

dent

s, fa

culty

 and

 staf

f in 

reco

gnizi

ng a

nd 

resp

ondi

ng to

 inap

prop

riate b

ehav

ior

VPEI

, CHR

O

33

DD.

33

D1

Iden

tify 

all m

embe

rs o

f the

 cam

pus c

omm

unity

 who

 are e

x pec

ted 

to o

r req

uire

d to a

tten

d ea

ch ty

pe o

f tr

aini

ng o

ffere

dVP

EI

33

D2

Docu

men

t and

 trac

k th

e at

tend

ance o

f all 

trai

ning

 act

iviti

esVP

EI, A

VPPI

E

33

D3

Deve

lop 

com

plia

nce 

repo

rts f

or e

ach 

type

 of t

rain

ing 

and 

dist

ribut

e to a

ppro

pria

te su

perv

isors 

VPEI

34

4

34

AA.

34

A1

Inve

ntor

y al

l sta

te a

nd fe

dera

l com

plia

nce 

polic

ies r

elat

ing 

to T

itle 

IX, e

qual e

mpl

oym

ent,  

ADA, e

quity

 and

 di

scrim

inat

ion

VPEI

34

A2

Eval

uate p

artic

ipat

ion 

rate

s with

 com

plia

nce 

asso

ciat

ed tr

aini

ngs

VPEI

, AVP

PIE

34

A3

Crea

te a c

alen

dar o

f eve

nts a

nd d

eadl

ines fo

r fed

eral a

nd st

ate 

com

plia

nce

VPEI

34

A4

Deve

lop 

acco

unta

ble 

and 

effe

ctiv

e ev

alua

tion 

stra

tegi

es fo

r pro

cess

es a

nd tr

aini

ngs t

hat m

eet o

r exc

eed 

fede

ral a

nd st

ate 

requ

irem

ents

VPEI

, AVP

PIE

Iden

tify 

and 

asse

ss a

ll co

mpl

ianc

e re

qui re

men

ts

Revi

ew a

nd a

naly

ze th

e su

rvey d

ata 

to id

entif

y pr

iorit

ies a

nd g

aps i

n ed

ucat

iona

l nee

ds

Deve

lop 

a po

rtfo

lio o

f tra

inin

g an

d en

gagi

ng a

ctiv

ities fo

r stu

dent

s, fa

culty

 and

 staf

f

Impl

emen

t tra

ckin

g m

echa

nism

s to 

ensu

re c

ompl

ianc

e an

d gu

ide 

futu

re p

lann

ing

4.Id

entif

y be

st p

ract

ices th

at a

lign 

with

 fede

ral a

nd st

ate 

polic

ies t

o in

crea

se sa

fety b

oth 

on a

nd a

roun

d ca

mpu

s

May 1

, 202

016

Stra

tegi

c Pl

an 2

030: A

ctio

n Pl

an ‐ 

List o

f Key A

ctiv

ities

2020

2030

Ten‐

Year 

Tim

efra

me

Resp

onsi

ble 

Part

ies

Goal

Objective

Strategy

Key 

Activ

ity:

34

BB.

34

B1

Perf

orm a

nnua

l She

lter‐

In‐P

lace D

rills, E

mer

genc

y N

otifi

catio

n Dr

ills, a

nd F

ire D

rills 

for t

he c

ampu

s co

mm

unity

VPEI

, CO

O, P

olic

e

34

B2

Annu

ally e

valu

ate 

and 

reno

vate b

uild

ings fo

r com

plia

nce 

with

 Offi

ce o

f Sta

te B

uild

ing 

Insp

ecto

rs (O

SBI), 

Offi

ce o

f Sta

te F

ire M

arsh

als (

OSF

M), 

and 

Com

plia

nce 

with

 Am

eric

an D

isabi

litie

s Act

VPEI

, CO

O

34

B3

Mai

ntai

n an

 Em

erge

ncy 

Man

agem

ent R

e spo

nse 

Prog

ram th

at c

ompl

ies w

ith th

e N

atio

nal I

ncid

ent 

Man

agem

ent S

yste

m (N

IMS)

VPEI

, CO

O, P

olic

e

34

B4

Colla

bora

te w

ith H

omel

and 

Secu

rity, S

tate a

nd L

ocal A

utho

ritie

s for d

eplo

ymen

t of m

utua

l aid a

nd re

sour

ceCO

O

34

B5

Deve

lop 

and 

pres

ent t

rain

ings a

nd se

min

ars o

n ho

w to

 man

age 

cybe

r bul

lyin

g an

d ke

epin

g pe

rson

al 

info

rmat

ion 

safe

VPEI

, CIO

, CHR

O, V

PSA

34

B6

Inco

rpor

ate 

new d

efen

sive 

trai

ning

 pro

gram

s for o

ffice

rs to

 impr

ove 

thei

r sel

f‐con

trol

, disc

iplin

e, a

nd 

min

dful

ness to

 safe

ly re

solv

e co

nfro

ntat

iona

l situ

atio

nsPo

lice

34

B7

Mai

ntai

n CC

SU P

olic

e De

part

men

t acc

redi

tatio

n w

ith th

e Co

mm

issio

n on

 Acc

redi

tatio

n fo

r Law

 Enf

orce

men

t Ag

enci

esPo

lice

34

B8

Fost

er tr

ust b

etw

een 

CCSU

 Pol

ice 

offic

ers a

nd th

e ca

mpu

s com

mun

ity b

y st

reng

then

ing 

com

mun

ity p

olic

ing 

effo

rts

Polic

e, V

PSA, P

rovo

st, C

OO

34

B9

Prof

essio

naliz

e th

e CC

SU P

olic

e an

d in

corp

orat

e tr

aini

ng o

n di

vers

ity, c

ultu

ral c

ompe

tenc

y, m

enta

l hea

lth, 

and 

Title

 IXPo

lice, V

PEI, 

VPSA

34

CC.

34

C1

Iden

tify 

all d

igita

l sig

nage o

n ca

mpu

s, d

eter

min

e eq

uipm

ent o

wne

rshi

p an

d pr

ovid

e an

y ne

eded

 soft

war

e an

d/or h

ardw

are 

upda

tes 

CIO

34

C2

Crea

te p

olic

ies f

or th

e de

velo

pmen

t of c

onte

nt v

ia d

igita

l sig

nage

Mar

Com

34

C3

Tran

sitio

n ex

istin

g di

gita

l sig

nage

, whi

le e

nsur

ing 

new si

gnag

e is 

com

patib

le w

ith e

mer

genc

y no

tific

atio

n st

anda

rds

CIO

34

C4

Man

age 

and 

prov

ide 

effe

ctiv

e ov

ersig

ht o

f dig

ital s

igna

ge  

Mar

Com

, CIO

Cont

inue

 to w

ork 

with

 loca

l and

 stat

e au

thor

ities to

 ens

ure 

com

plia

nce 

with

 the 

mos

t up‐

to‐d

ate 

cam

pus s

afet

y m

easu

res a

nd p

roce

dure

s, in

clud

ing 

com

plet

ion 

of re

quire

d sa

fety 

trai

ning

 and

 em

erge

ncy 

drill

s

Upd

ate 

digi

tal s

igna

ge to

 con

form

 to e

mer

genc

y no

tific

atio

n st

anda

rds

May 1

, 202

017

Stra

tegi

c Pl

an 2

030: A

ctio

n Pl

an ‐ 

List o

f Key A

ctiv

ities

2020

2030

Ten‐

Year 

Tim

efra

me

Resp

onsi

ble 

Part

ies

Goal

Objective

Strategy

Key 

Activ

ity:

35

5

35

AA.

35

A1

Deve

lop 

a co

llabo

ratio

n am

ong 

AAU

P, F

acul

ty S

enat

e, S

UO

AF, a

nd a

dmin

istra

tion 

to d

evel

op g

uide

lines o

n va

luin

g th

e se

rvic

e co

mpo

nent o

f em

ploy

ee p

erfo

rman

ce re

view

 and

/or p

rom

otio

nFa

cSen

ate, U

nion

s, E

xCom

m

35

BB.

35

BDe

velo

p cr

iteria

 and

 min

imum

 stan

dard

s to 

be re

cogn

ized 

for: 

35

B1

Inno

vativ

e sc

hola

rshi

p pr

omot

ing 

equi

ty a

nd in

clus

ion

VPEI

, Fac

Sena

te

35

B2

Serv

ice 

exem

plify

ing 

equi

ty a

nd in

clus

ion

VPEI

, Fac

Sena

te

35

B3

Teac

hing

 that in

corp

orat

es e

quity

 and

 incl

usio

nAV

PGRF

, VPE

I, Fa

culty

, Fac

Sena

te

35

B4

Annu

ally re

cogn

ize fa

culty

 and

 staf

f for th

eir c

ontr

ibut

ions to

 pro

mot

ing 

equi

ty a

nd in

clus

ion

Pres

iden

t, Pr

ovos

t, VP

EI

35

CC.

35

C

1Id

entif

y an

d cr

eate p

rofe

ssio

nal d

evel

opm

ent o

ppor

tuni

ties d

esig

ned 

to a

ssist d

epar

tmen

t cha

irs w

ith h

iring

 an

d m

ento

ring 

part‐t

ime 

facu

lty a

s wel

l as p

rovi

ding

 per

form

ance fe

edba

ckPr

ovos

t, AV

PGRF

, Dea

ns, C

HRO

35

C

2De

velo

p op

port

uniti

es fo

r par

t‐tim

e fa

culty

 to im

prov

e th

eir s

ucce

ss a

t app

lyin

g fo

r ava

ilabl

e AA

UP 

fund

s an

d/or e

stab

lish 

a fu

ndin

g m

odel to

 supp

ort p

rofe

ssio

nal d

evel

opm

ent f

or p

art‐

time 

facu

ltyPr

ovos

t, AV

PGRF

, Dea

ns, C

HRO

35

C

3Id

entif

y st

rate

gies to

 pro

mot

e an

d en

hanc

e an

 env

ironm

ent w

here te

amw

ork 

is va

lued

 and

 resp

ecte

d ac

ross 

all d

i visi

ons a

nd e

ntiti

es (i

.e., 

Stud

ent A

ffairs a

nd A

cade

mic A

ffairs

; ful

l‐ an

d pa

rt‐t

ime 

facu

lty; f

acul

ty a

nd 

adm

inist

ratio

n)

ExCo

mm

,VPE

I, De

ans, C

HRO

41

1

41

AA.

41

A1

Iden

tify 

com

mun

ity le

ader

s and

 pot

entia

l par

ticip

ants

ExCo

mm

, CCo

mm

Eng, A

thDi

r, Di

rCtE

D, 

DirC

omm

Adv, D

eans

, Fac

ulty

41

A2

Inve

ntor

y an

d as

sess c

urre

nt c

omm

unity

 eng

agem

ent a

ctiv

ities to

 est

ablis

h a 

base

line 

for p

lann

ing

CCom

mEn

g, A

VPPI

E, D

irCom

mAd

v

1.Fo

ster p

artn

ersh

ips t

hat c

ontr

ibut

e to so

ciet

al im

prov

emen

tsEx

pand

 mut

ually b

enef

icia

l par

tner

ship

s with

 com

mun

ity o

rgan

izatio

ns, l

ocal g

over

nmen

t, al

umni

, ind

ustr

y, a

nd e

mpl

oyer

s

Prom

ote 

a cu

lture o

f res

pect

, col

legi

ality

 and

 team

wor

k w

ithin th

e CC

SU fa

mily

Goa

l 4:  

Stre

ngth

enin

g St

ewar

dshi

p– A

dvan

cing

 Sch

olar

ship

, Ser

vice L

earn

ing, a

nd C

omm

unity

 Dev

elop

men

t for 

the 

Publ

ic G

ood

Exec

utiv

e Co

mm

ittee

 Mem

ber c

harg

ed w

ith o

vers

eein

g pr

ogre

ss: P

rovo

st a

nd V

ice 

Pres

iden

t for A

cade

mic A

ffairs & 

Vice P

resid

ent f

or In

stitu

tiona

l Adv

ance

men

t

5.En

hanc

e re

cogn

ition

 of f

acul

ty a

nd st

aff f

or th

eir v

alue

 and

 serv

ice 

to th

e in

stitu

tion.

Expa

nd h

ow se

rvic

e is 

valu

ed in

 the 

eval

uatio

n an

d pr

omot

ion 

guid

elin

es to

 inco

rpor

ate 

activ

ities su

ch a

s com

mun

ity e

ngag

emen

t, ad

visin

g, a

nd c

omm

ittee

 ass

ignm

ents

Esta

blish

 an 

annu

al re

cogn

ition

 cer

emon

y fo

r inn

ovat

ive 

scho

lars

hip, se

rvic

e an

d te

achi

ng o

n be

half 

of e

quity

 and

 incl

usio

n.

May 1

, 202

018

Stra

tegi

c Pl

an 2

030: A

ctio

n Pl

an ‐ 

List o

f Key A

ctiv

ities

2020

2030

Ten‐

Year 

Tim

efra

me

Resp

onsi

ble 

Part

ies

Goal

Objective

Strategy

Key 

Activ

ity:

41

BB.

41

B

1En

gage w

ith c

omm

unity

 lead

ers t

o id

entif

y an

d de

velo

p op

port

uniti

es th

at p

rovi

de b

enef

icia

l out

com

es to

 ou

r com

mun

ity p

artn

ers w

hile h

elpi

ng st

uden

ts d

evel

op so

cial re

spon

sibili

tyCC

omm

Eng, F

acul

ty, V

PIA, D

irCom

mAd

v, 

Dean

s, D

irSA/

LD

41

B2

Expa

nd th

e sc

hola

rshi

p of d

iscov

ery 

and 

the 

scho

lars

hip 

of a

pplic

atio

n in c

once

rt w

ith c

omm

unity

 lead

ers

CCom

mEn

g, A

VPG

RF, D

eans

, Fac

ulty

41

B3

Purs

ue p

rofe

ssio

nal d

evel

opm

ent o

ppor

tuni

ties f

or a

ll pa

rti e

s inv

olve

dCC

omm

Eng, A

VPG

RF, D

eans

41

CC.

41

C1

Iden

tify 

mem

bers o

f the

 CCS

U c

omm

unity

 who

se a

reas o

f exp

ertis

e al

ign 

with

 com

mun

ity n

eeds

CCom

mEn

g, D

eans

, Cha

irs, E

xCom

m

41

C2

Deve

lop 

met

rics t

o as

sess th

e su

cces

s/im

pact o

f com

mun

ity e

ngag

emen

t act

iviti

esCC

omm

Eng, D

irCom

mAd

v, A

VPPI

E, F

acul

ty

41

C3

Incr

ease n

umbe

r of s

usta

inab

ility‐o

rient

ed c

omm

unity

 eng

aged

 teac

hing

 and

 lear

ning

 pro

gram

s and

 eve

nts

CCom

mEn

g, D

irCom

mAd

v, F

a cul

ty

41

DD.

41

D1

Mar

ket u

pcom

ing 

even

ts to

 and

 invi

te c

omm

unity

 lead

ers t

o pa

rtic

ipat

e or a

tten

d ac

tiviti

es su

ch a

s lec

ture 

serie

s, d

ay o

f ser

vice

, and

 the 

like 

CCom

mEn

g, D

irCom

mAd

v, M

arCo

m, V

PIA, 

DirS

A/LD

41

D2

Qua

ntify

 the 

num

ber o

f com

mun

ity p

artic

ipan

ts a

s wel

l as t

he n

umbe

r of C

CSU fa

culty

, sta

ff an

d st

uden

ts 

part

icip

atin

g in a

ctiv

ities

CCom

mEn

g, D

irCom

mAd

v, D

irSA/

LD

41

D3

Deve

lop 

actio

n pl

ans t

o ac

com

plish

 stat

ed g

oals

CCom

mEn

g, D

irCom

mAd

v, A

VPPI

E, D

irSA/

LD

42

2

42

AA.

42

A1

Revi

ew th

e ex

pect

atio

ns, s

taffi

ng le

vels 

and 

capa

city o

f the

 Offi

ce o

f Com

mun

ity E

ngag

emen

tPr

ovos

t, CC

omm

Eng, C

HRO

42

A2

Esta

blish

 and

 impl

emen

t doc

umen

tatio

n pr

oced

ures c

onsis

tent w

ith th

e Ca

rneg

ie a

pplic

atio

n CC

omm

Eng, D

irCom

mAd

v

42

A

3De

velo

p a 

stro

nger

, mor

e co

llabo

rativ

e pa

rtne

rshi

p be

twee

n th

e O

ffice o

f Com

mun

ity E

ngag

emen

t and

 the 

Facu

lty S

enat

e Co

mm

unity

 Eng

agem

ent C

omm

ittee

 to c

reat

e an

d ad

vanc

e co

mm

unity

 eng

agem

ent 

oppo

rtun

ities

CCom

mEn

g, F

acul

ty, F

acSe

nate

42

A4

Coor

dina

te a

nd fa

cilit

ate 

inte

ract

ions b

etw

een 

com

mun

ity p

artn

ers a

nd U

nive

rsity

 reso

urce

sCC

omm

Eng, D

irCom

mAd

v, V

PIA, D

irCtE

d, 

Dean

s, D

irSA/

LD

42

A5

Co‐s

pons

or g

rant d

evel

opm

ent b

etw

een 

com

mun

ity p

artn

ers a

nd th

e U

nive

rsity

CCom

mEn

g, D

irCom

mAd

v, A

VPG

RF

Reen

gine

er th

e O

ffice o

f Com

mun

ity E

ngag

emen

t and

 dev

elop

 a m

ore 

com

preh

ensiv

e m

issio

n an

d or

gani

zatio

nal f

ram

ewor

k, b

uild

ing 

on th

e w

ork 

of th

e Fa

culty

 Sen

ate 

Com

mun

ity 

Enga

gem

ent C

omm

ittee

Enga

ge w

ith c

omm

unity

 lead

ers a

nd p

oten

tial p

artn

ers w

hose n

eeds a

lign 

with

 the 

expe

rtise

 pro

vide

d by C

CSU

.

Deve

lop 

new c

omm

unity

 eng

agem

ent o

ppor

tuni

ties t

hat b

enef

it N

ew B

ritai

n, th

e re

gion

 and

 the 

stat

e so

cial

ly, c

ultu

rally

, env

ironm

enta

lly, a

nd e

cono

mic

ally

Enco

urag

e st

uden

ts, f

acul

ty, s

taff 

and 

adm

inist

rato

rs to

 stre

ngth

en re

latio

nshi

ps w

ith th

e br

oade

r com

mun

ity a

nd c

reat

e a 

mor

e w

elco

min

g an

d in

clus

ive 

atm

osph

ere 

for 

com

mun

ity m

embe

rs o

f all 

ages

2.In

stitu

te a fr

amew

ork 

that p

rom

otes a

nd st

reng

then

s com

mun

ity e

ngag

emen

t and

 par

tner

ship

s

May 1

, 202

019

Stra

tegi

c Pl

an 2

030: A

ctio

n Pl

an ‐ 

List o

f Key A

ctiv

ities

2020

2030

Ten‐

Year 

Tim

efra

me

Resp

onsi

ble 

Part

ies

Goal

Objective

Strategy

Key 

Activ

ity:

42

BB.

42

B1

Deve

lop 

the 

stru

ctur

e an

d ob

ject

ives o

f the

 adv

isory b

oard

Prov

ost, 

CCom

mEn

g, P

resid

ent, 

DirC

omm

Adv

42

B2

Appo

int m

embe

rs to

 the 

advi

sory b

oard

Pres

iden

t, Pr

ovos

t4

2C

C.

42

C1

Expl

ore 

oppo

rtun

ities to

 fund

 and

 leve

rage in

tern

al a

nd e

xter

nal r

esou

rces to

 eng

age 

the 

broa

der 

com

mun

ityCC

omm

Eng, D

irCom

mAd

v, E

xCom

m, A

thDi

r, De

ans, D

irCtE

d

42

C2

Seek g

rant o

ppor

tuni

ties i

n co

ncer

t with

 com

mun

ity p

artn

ers

CCom

mEn

g, D

irCom

mAd

v, V

PIA, A

VPG

RF

42

DD.

42

D1

Deve

lop 

an a

nnua

l cam

pus‐

wid

e pr

oces

s to 

syst

emat

ical

ly c

olle

ct c

omm

unity

 eng

agem

ent a

ctiv

ities a

nd 

effo

rts o

f fac

ulty

, com

mun

ity m

embe

rs a

nd st

uden

tsCC

omm

Eng, D

irCom

mAd

v, A

VPPI

E, C

IO, D

eans

, Di

rSA/

LD

42

D

2Im

plem

ent s

tand

ard 

oper

atin

g pr

oced

ures to

 ann

ually tr

ack 

the 

num

ber o

f com

mun

ity e

ngag

emen

t ac

tiviti

es h

eld 

and 

the 

leve

l of e

ngag

emen

t, by p

artic

ipan

t typ

e (fa

culty

, sta

ff, st

uden

ts a

nd c

omm

unity

 m

embe

rs)

CCom

mEn

g, D

irCom

mAd

v, A

VPPI

E, D

irSA/

LD

42

D3

Deve

lop 

and 

regu

larly

 adm

inist

er a c

omm

unity

 eng

agem

ent s

urve

y to c

ampu

s par

ticip

ants (a

nnua

lly to

 unt

il a 

base

line 

is de

velo

ped)

CCom

mEn

g, D

irCom

mAd

v, A

VPPI

E

42

D4

Crea

te a

nd ro

utin

ely 

adm

inist

er a c

omm

unity

 eng

agem

ent s

urve

y to c

omm

unity

 par

ticip

ants (a

nnua

lly u

ntil 

a ba

selin

e is 

deve

lope

d)CC

omm

Eng, D

irCom

mAd

v, A

VPPI

E, A

dviso

ry 

Boar

d M

embe

r

42

D5

Annu

ally

, sum

mar

ize th

e re

sults fr

om e

ach 

surv

ey a

nd re

port o

n ho

w th

e da

ta a

re b

eing

 use

d to m

ake 

impr

ovem

ents

CCom

mEn

g, D

irCom

mAd

v, A

VPPI

E

43

3

43

AA.

43

A1

Deve

lop 

and 

adm

inist

er a su

rvey to

 ass

ess t

he im

pact o

f com

mun

ity e

ngag

emen

t on 

stud

ents

, fac

ulty

, sta

ff, 

and 

com

mun

ity p

artn

ers

CCom

mEn

g, D

irCom

mAd

v, A

VPPI

E

43

A2

Util

ize su

rvey re

sults to

 impr

ove 

the 

effe

ctiv

enes

s and

 satis

fact

ion 

of p

artic

ipan

ts 

CCom

mEn

g, D

irCom

mAd

v, D

irSA/

LD

43

BB.

43

B1

Annu

ally

, doc

umen

t the

 div

erse a

rray o

f com

mun

ity e

ngag

emen

t act

iviti

es 

CCom

mEn

g

43

B2

Educ

ate 

the 

cam

pus c

omm

unity

 on 

lang

uage a

nd c

ultu

ral a

spec

ts o

f the

 stat

e an

d ce

ntra

l Con

nect

icut 

regi

onCC

omm

Eng, V

PEI

43

B3

Deve

lop 

and 

impl

emen

t new

 cul

tura

lly re

leva

nt e

vent

s and

 pro

gram

s CC

omm

Eng, V

PEI

43

CC.

43

C1

Co‐s

pons

or th

e de

velo

pmen

t of e

vent

s and

 lect

ure 

serie

sCC

omm

Eng, V

PEI, 

AVPG

RF, D

irCom

mAd

v, 

DirS

A/LD

43

C2

Enha

nce 

stud

y ab

road

 and

 stud

y aw

ay p

rogr

ams

Dean

s, D

irCIE

, Fac

ulty

43

C3

Esta

blish

 par

tner

ship

s with

 Hist

oric

ally B

lack C

olle

ges a

nd U

nive

rsiti

es, T

ribal C

olle

ges a

nd H

ispan

ic S

ervi

ng 

Inst

itutio

nsVP

EI, P

rovo

st, D

eans

Esta

blish

 com

mun

ity e

ngag

emen

t effo

rts t

hat r

efle

ct th

e di

vers

e ba

ckgr

ound

s, la

ngua

ges a

nd c

ultu

res w

ithin th

e re

gion

 and

 stat

e an

d ad

dres

s pre

ssin

g ch

alle

nges

Prom

ote 

glob

al a

war

enes

s and

 resp

ect f

or d

iver

sity 

and 

incl

usio

n in th

e CC

SU c

omm

unity

 and

 bey

ond

Esta

blish

 an 

advi

sory b

oard to

 gui

de c

omm

unity

 eng

agem

ent p

riorit

ies 

Iden

tify 

inte

rnal a

nd e

xter

nal o

ppor

tuni

ties t

o fu

nd c

omm

unity

 eng

agem

ent a

ctiv

ities a

nd p

rom

ote 

econ

omic d

evel

opm

ent

Asse

ss th

e im

pact o

f com

mun

ity e

nga g

emen

t ini

tiativ

es to

 info

rm fu

ture a

ctiv

ities

3.D

evel

op se

amle

ss c

omm

unic

atio

n an

d ex

chan

ge o

f kno

wle

dge 

and 

reso

urce

s for th

e pu

blic g

ood

Iden

tify 

how c

omm

unity

 eng

agem

ent w

ill p

repa

re st

uden

ts to

 be 

bett

er le

ader

s and

 citi

zens in

 thei

r com

mun

ities

May 1

, 202

020

Stra

tegi

c Pl

an 2

030: A

ctio

n Pl

an ‐ 

List o

f Key A

ctiv

ities

2020

2030

Ten‐

Year 

Tim

efra

me

Resp

onsi

ble 

Part

ies

Goal

Objective

Strategy

Key 

Activ

ity:

43

DD.

43

D1

Crea

te a th

ink‐

tank w

ith m

embe

rs fr

om C

CSU a

nd c

omm

unity

 and

 bus

ines

s com

mun

ity to

 iden

tify 

area

s of 

oppo

rtun

ity fo

r eng

agem

ent a

nd in

vest

men

t by 

the 

Uni

vers

ityEx

Com

m, C

Com

mEn

g

43

D2

Inst

itutio

naliz

e a 

prof

essio

nal d

evel

opm

ent p

rogr

am to

 exp

ose 

our f

acul

ty to

 indu

stry n

eeds in

 app

lied 

rese

arch a

nd te

chni

cal s

uppo

rtCC

omm

Eng, A

VPG

RF, D

eans

43

D3

Mon

itor h

ow re

sear

ch im

pact

s the

 regi

on a

nd st

ate

CCom

mEn

g, A

VPG

RF, D

eans

, AVP

PIE

43

D4

Incr

ease p

artn

ersh

ips a

nd c

olla

bora

tions w

ith lo

cal g

over

nmen

t, st

ate 

agen

cies a

nd in

dust

ryCC

omm

Eng, D

eans

, DirC

tEd, V

PSA, V

PIA

44

4

44

AA.

44

A1

Iden

tify 

oppo

rtun

ities fo

r joi

nt c

olla

bora

tions b

etw

een 

facu

lty a

nd K‐1

2CC

omm

Eng, D

eans

, Fac

ulty

44

A2

Enha

nce 

oppo

rtun

ities fo

r K‐1

2 st

uden

ts p

repa

ring 

them

 to p

ursu

e ad

ditio

nal e

duca

tion 

and 

beco

me 

futu

re 

lead

e rs

CCom

mEn

g, D

eans

, Fac

ulty

44

BB.

44

B1

Annu

ally d

ocum

ent a

nd q

uant

ify sc

hola

rshi

p an

d cr

eativ

e ac

tiviti

es 

CCom

mEn

g, D

eans

, Cha

irs, A

VPPR

44

B2

Spon

sor a

n an

nual e

vent w

here th

e m

ost p

ress

ing 

chal

leng

es o

f the

 com

mun

ities w

e se

rve 

are 

disc

usse

dPr

esid

ent, 

Prov

ost, 

CCom

mEn

g

44

B3

Cont

inue

 to fu

nd th

e Co

mm

unity

 Eng

agem

ent G

rant c

ompe

titio

nPr

esid

ent

44

CC.

44

C1

Iden

tify 

exist

ing 

and 

deve

lop 

new re

latio

nshi

ps b

etw

een 

the 

com

mun

ity a

nd th

e U

nive

rsity

 that c

ulm

inat

e in 

oppo

rtun

ities fo

r stu

dent

s to 

enga

ge in

 lead

ersh

ip a

nd e

xplo

re fu

ture c

aree

rsCC

omm

Eng, V

PIA, D

eans

, Fac

ulty

, DirS

A/LD

44

C2

Leve

rage th

e re

sour

ces a

vaila

ble 

in In

stitu

tiona

l Adv

ance

men

t to 

supp

ort c

omm

unity

 eng

agem

ent a

ctiv

ities

CCom

mEn

g, V

PIA, A

thDI

r, Di

rCtE

d

51

1

51

AA.

51

A1

Iden

tify 

oppo

rtun

ities to

 con

vert a

cade

mic o

fferin

gs in

to p

rogr

ams s

peci

fical

ly su

ited 

for 8

‐wee

k se

mes

ters

, w

eeke

nds a

nd e

veni

ngs 

Prov

ost, 

Dean

s, F

acul

ty, A

VPG

RF, A

VPPR

, Ch

airs

51

A2

Expa

nd th

e nu

mbe

r of e

xist

ing 

acad

emic p

rogr

ams t

hat c

an b

e of

fere

d ei

ther h

ybrid

 or o

nlin

ePr

ovos

t, De

ans, C

hairs

, Fac

ulty

51

A3

Incr

ease e

nrol

lmen

t in 

acad

emic p

rogr

ams a

nd c

ours

es o

ffere

d in n

on‐t

radi

tiona

l mod

es o

f sch

edul

es o

f de

liver

yPr

ovos

t, De

ans, A

VPEM

, VPI

A, M

arCo

m

51

A4

Enga

ge w

ith ta

lent

ed a

lum

ni to

 faci

litat

e th

e ex

chan

ge o

f kno

wle

dge, g

ener

ate 

enth

usia

sm, a

ttra

ct 

addi

tiona

l stu

dent

s and

 pro

vide

 inte

rnsh

ips a

nd le

arni

ng o

ppor

tuni

ties

Prov

ost, 

Dean

s, V

PIA, C

hairs

, Fac

ulty

1.Cu

ltiva

te a

n en

trep

rene

uria

l cul

ture in

 supp

ort o

f aca

dem

ic e

xcel

lenc

eCa

pita

lize 

on e

xist

ing 

polic

ies a

nd p

ract

ices to

 exp

and 

high

‐dem

and 

educ

atio

nal c

ours

es a

nd p

rogr

ams i

n al

tern

ativ

e w

ays

Alig

n co

mm

unity

 eng

agem

ent a

ctiv

ities w

ith th

e cu

rric

ulum

 whi

le le

vera

ging

 the 

reso

urce

s ava

ilabl

e in In

stitu

tiona

l Adv

ance

men

t

Goa

l 5: A

ssur

ing 

Sust

aina

bilit

y fo

r the

 Fut

ure

Exec

utiv

e Co

mm

ittee

 Mem

ber c

harg

ed w

ith o

vers

eein

g pr

ogre

ss: V

ice 

Pres

iden

t for In

stitu

tiona

l Adv

ance

men

t, Ch

ief O

pera

ting 

Offi

cer, 

& 

Chie

f Fin

anci

al O

ffice

r

Dedi

cate U

nive

rsity

 reso

urce

s to 

adeq

uate

ly su

ppor

t eco

nom

ic d

evel

opm

ent i

n th

e re

gion

 and

 stat

e 

4.Cr

eate in

nova

tive 

com

mun

ity c

onne

ctio

ns to

 insp

ire th

e in

tegr

atio

n of te

achi

ng, l

earn

ing, sc

hola

rshi

p an

d se

rvic

eIn

crea

se a

nd st

reng

then

 K‐1

2 pa

rtne

rshi

ps 

Enco

urag

e th

e sc

hola

rshi

p of e

ngag

emen

t and

 the 

scho

lars

hip 

of a

pplic

atio

n w

hile b

uild

ing 

on th

e kn

owle

dge 

and 

expe

rienc

e of p

artic

ipan

ts

May 1

, 202

021

Stra

tegi

c Pl

an 2

030: A

ctio

n Pl

an ‐ 

List o

f Key A

ctiv

ities

2020

2030

Ten‐

Year 

Tim

efra

me

Resp

onsi

ble 

Part

ies

Goal

Objective

Strategy

Key 

Activ

ity:

51

BB.

51

B1

Stre

ngth

en th

e re

latio

nshi

p be

twee

n CC

SU a

nd re

gion

al e

mpl

oyer

s and

 indu

stry

Prov

ost, 

Dean

s, F

acul

ty, V

PIA, C

hairs

51

B2

Build

 stro

nger re

latio

nshi

p be

twee

n fa

culty

 and

 Con

tinui

ng E

duca

tion 

staf

f to 

deve

lop 

off‐c

ampu

s cre

dit‐

bear

ing 

and 

non‐

cred

it ed

ucat

iona

l pro

gram

s Pr

ovos

t, De

ans, F

acul

ty, V

PIA, D

irCtE

d

51

B3

Expa

nd th

e nu

mbe

r of e

duca

tiona

l offe

rings th

at su

ppor

t reg

iona

l nee

dsPr

ovos

t, De

ans, F

acul

ty, C

hairs

51

B4

Incr

ease e

ngag

emen

t of a

dult 

lear

ners in

 off‐

cam

pus e

duca

tiona

l pro

gram

sPr

ovos

t, De

ans, F

acul

ty, C

hairs

51

B5

Ince

ntiv

ize fa

culty

 to d

evel

op a

nd o

ffer a

cade

mic p

rogr

ams f

or a

dult 

lear

ners 

Prov

ost, 

Dean

s, F

acul

ty

51

B6

Expl

ore 

the 

poss

ibili

ty o

f exp

andi

ng C

Ttra

nsit 

serv

ices to

 con

tinui

ng e

duca

tion 

stud

ents (e

.g., 

UPa

ss)

CFO

, CO

O

51

CC.

51

C1

Leve

rage th

e U

nive

rsity

’s p

hysic

al re

sour

ces t

o ge

ner a

te re

venu

e an

d pr

ovid

e sp

ace 

to p

rom

ote 

educ

atio

nal 

and 

com

mun

ity e

ngag

emen

t opp

ortu

nitie

sPr

ovos

t, VP

IA, V

PSA, C

OO

, Dea

ns, F

acul

ty

51

C2

Impr

ove 

the 

sust

aina

bilit

y an

d vi

bran

cy o

f our c

ampu

s by 

incr

easin

g th

e nu

mbe

r of c

onfe

renc

es, e

vent

s and

 sp

onso

rshi

ps th

at p

rom

ote 

educ

atio

nal a

nd c

omm

unity

 eng

agem

ent o

ppor

tuni

ties

Prov

ost, 

VPIA

, VPS

A, C

OO

, Dea

ns, F

acul

ty, 

DirS

tuCe

nt

51

C3

Incr

ease th

e nu

mbe

r of e

xter

nally fu

nded

 eve

nts a

nd re

sulti

ng re

venu

e ge

nera

ted

VPIA

, VPS

A, C

OO

, DirS

tuCe

nt

51

C4

Iden

tify 

and 

embr

ace 

new w

ays t

o en

gage a

nd se

rve 

the 

regi

on a

nd th

e st

ate

ExCo

mm

, Dea

ns

51

C5

Broa

den 

expe

rient

ial l

earn

ing 

oppo

rtun

ities b

y em

ploy

ing 

stud

ents to

 ass

ist in

 Uni

vers

ity a

ctiv

ities a

nd 

even

ts w

here m

ajor‐r

elat

ed sk

ills a

re v

alue

d Pr

ovos

t, VP

SA, C

OO

, Dea

ns, C

hairs

51

C6

Qua

ntify

 stud

ent s

ucce

ss jo

b da

ta to

 ass

ist w

ith ta

rget

ed p

artn

ersh

ips

Prov

ost, 

AVPE

M, A

VPPI

E, D

eans

, Cha

irs, 

Facu

lty5

1C

7Ex

pand

 the 

num

ber o

f stu

dent

s who

 live o

n ca

mpu

sVP

SA, A

VPEM

, Res

Life

51

C8

Incr

ease e

nrol

lmen

t in 

sum

mer

, win

ter a

nd 8‐w

eek 

term

sAV

PEM

, Pro

vost

, Dea

ns, C

hairs

, Fac

ulty

, VPS

A

Leve

rage C

ontin

uing

 Edu

catio

n re

sour

ces a

nd e

xper

tise 

to in

crea

se c

rede

ntia

led 

prog

ram

s offe

red 

by fa

culty

 as w

ell a

s non

‐cre

dit o

fferin

gs in

 supp

ort o

f life

long

 lear

ning

Culti

vate c

ampu

s end

eavo

rs th

at in

crea

se re

venu

e

May 1

, 202

022

Stra

tegi

c Pl

an 2

030: A

ctio

n Pl

an ‐ 

List o

f Key A

ctiv

ities

2020

2030

Ten‐

Year 

Tim

efra

me

Resp

onsi

ble 

Part

ies

Goal

Objective

Strategy

Key 

Activ

ity:

51

DD.

51

D1

Deve

lop 

a sp

eake

r ser

ies i

n th

e ar

ea o

f ent

repr

eneu

rshi

p an

d in

nova

tion 

to sh

are 

best p

ract

ices a

nd su

cces

s st

orie

s with

 the 

CCSU

 Fam

ilyPr

ovos

t, VP

IA, C

OO

, Dea

ns, V

PSA

51

D2

Crea

te a

n In

nova

tion 

Lab

Prov

ost, 

VPIA

, CO

O, D

eans

, Fac

ulty

51

D3

Iden

tify 

a sp

ace 

whe

re re

gion

al c

ompa

nies c

an m

eet w

ith c

ampu

s exp

erts to

 pur

sue 

join

t pro

ject

sPr

ovos

t, CO

O, D

eans

51

D4

Conn

ect a

lum

ni w

ho a

re e

ntre

pren

eurs w

ith th

e in

stitu

tion

VPIA

, Alu

mni

, Dea

ns, F

acul

ty

51

D5

Esta

blish

 par

tner

ship

s with

 cor

pora

tions a

nd o

rgan

izatio

ns w

ho a

re a

ctiv

e in th

e ar

ea o

f inn

ovat

ion 

VPIA

, Dea

ns, F

acul

ty

51

D6

Impl

emen

t a p

roce

ss to

 iden

tify, d

evel

op a

nd se

ek fi

nanc

ial s

uppo

rt fo

r stu

dent

, fac

ulty a

nd st

aff i

deas

Prov

ost, 

Dean

s, V

PIA, V

PSA

51

D7

Reco

gnize

 and

 cel

ebra

te th

e su

cces

s of s

tude

nts, fa

culty

, and

 staf

f inv

olve

d in e

ntre

pren

euria

l and

 cre

ativ

e en

deav

ors

ExCo

mm

, Mar

Com

, Dea

ns

51

EE.

51

E1

Purs

ue o

ppor

tuni

ties t

o pr

omot

e th

e sc

hola

rshi

p of d

iscov

ery 

by in

crea

sing 

the 

scop

e an

d va

lue 

of e

xter

nal 

gran

ts a

war

ded 

to fa

culty

 and

 staf

f Pr

ovos

t, De

ans, A

VPG

RF, V

PSA

51

E2

Succ

essf

ully p

ursu

e gr

ants w

hich a

lign 

with

 our d

esire

 to in

crea

se d

iver

sity 

and 

crea

te li

fe c

hang

ing 

oppo

rtun

ities

Prov

ost, 

AVPG

RF, V

PEI, 

VPSA

51

E3

Incr

ease th

e sc

ope 

and 

valu

e of e

xter

nal g

rant

s aw

arde

d to fa

culty

 and

 staf

f tha

t pro

mot

e th

e sc

hola

rshi

p of 

appl

icat

ion

AVPG

RF, C

Com

mEn

g

51

E4

Reco

gnize

 facu

lty a

nd st

aff w

hose g

rant

s hav

e be

en fu

nded

 and

 cel

ebra

te th

eir a

ccom

plish

men

tsEx

Com

m, M

arCo

m

52

2

52

AA.

52

A1

Real

loca

te re

sour

ces t

o im

plem

ent p

riorit

ies i

dent

ified

 in th

e st

rate

gic 

plan

 Ex

Com

m

52

A2

Reco

gnize

 and

 cel

ebra

te d

epar

tmen

ts th

at o

pera

te e

ffici

ently

 and

 stay w

ithin th

eir b

udge

tEx

Com

m

52

A3

Opt

imize

 the 

effic

ienc

y of o

ur u

se o

f fac

ulty re

sour

ces w

here p

ossib

le to

 serv

e th

e ne

eds o

f our st

uden

ts, 

with

out c

ompr

omisi

ng a

cade

mic e

xcel

lenc

e an

d ed

ucat

iona

l qua

lity

Prov

ost, 

Dean

s

52

A4

Impr

ove 

cour

se a

vaila

bilit

y w

hile re

duci

ng th

e nu

mbe

r of u

nder‐e

nrol

led 

sect

ions

Prov

ost, 

Dean

s, C

hairs

52

A5

Stre

amlin

e th

e pa

ths t

o de

gree

 com

plet

ion 

Prov

ost, 

Dean

s, C

hairs

, Fac

ulty

2.Ex

erci

se th

ough

tful st

ewar

dshi

p of re

sour

ces

Stre

ngth

en th

e th

ough

tful a

nd in

nova

tive 

man

agem

ent o

f res

ourc

es to

 impr

ove 

affo

rdab

ility a

nd c

onta

in c

osts

Prov

ide 

an e

cosy

stem

 that fo

ster

s stu

dent fa

culty

 and

 staf

f inn

ovat

ion 

and 

crea

tivity

Enco

urag

e an

d su

ppor

t fac

ulty a

nd st

aff i

n pu

rsui

t of e

xter

nal f

undi

ng  

May 1

, 202

023

Stra

tegi

c Pl

an 2

030: A

ctio

n Pl

an ‐ 

List o

f Key A

ctiv

ities

2020

2030

Ten‐

Year 

Tim

efra

me

Resp

onsi

ble 

Part

ies

Goal

Objective

Strategy

Key 

Activ

ity:

52

BB.

52

B1

Impl

emen

t tec

hnol

ogy 

to im

prov

e ef

fect

iven

ess o

f pro

cess

es, t

rack d

ata/

deliv

erab

les, a

nd e

stab

lish 

syst

ems 

of a

ccou

ntab

ility (i

.e., 

Sibs

on re

com

men

datio

ns)

ExCo

mm

52

B2

Impl

emen

t per

form

ance‐b

ased

 ince

ntiv

es fo

r max

imizi

ng te

chno

logy a

nd o

ptim

izing

 effi

cien

cies

ExCo

mm

, AAU

P, S

UO

AF

52

B3

Eval

uate c

ours

e of

ferin

gs w

ith a h

istor

y of lo

w e

nrol

lmen

t Pr

ovos

t, De

ans, C

hairs

, Fac

ulty

52

B4

Eval

uate re

leas

e tim

e to e

nsur

e ap

prop

riate

ness o

f cod

ing 

and 

max

imum

 pro

duct

ivity

Prov

ost, 

Dean

s, C

hairs

52

B5

Impl

emen

t the

 reco

mm

enda

tions to

 reor

gani

ze th

e O

ffice o

f Equ

ity a

nd In

clus

ion, H

uman

 Res

ourc

es a

nd 

Om

buds

pers

on o

ffice

sPr

esid

ent, 

VPEI

, CHR

O

52

CC.

52

C1

Deve

lop 

and 

impl

emen

t a st

rate

gic 

plan

 for t

he d

epar

tmen

tVP

IA, A

thDi

r

52

C2

Asse

ss th

e pr

ogre

ss o

n th

e fin

anci

al su

stai

nabi

lity 

of th

e de

part

men

t con

sider

ing 

the 

mos

t rec

ent c

hang

es in

 th

e la

ndsc

ape 

for C

CSU a

nd ta

ke a

ppro

pria

te a

ctio

nsVP

IA, A

thDi

r

52

C3

Mak

e th

e de

part

men

t a k

ey p

artn

er in

 the 

effo

rts t

o en

hanc

e ca

mpu

s life

 and

 bui

ldin

g a 

safe

r, w

elco

min

g an

d in

clus

ive 

cam

pus

VPIA

, Ath

Dir, 

VPSA

52

DD.

52

D1

Expa

nd p

rogr

ams a

nd c

ours

es th

at c

an b

e de

liver

ed o

n‐lin

e or h

ybrid

Prov

ost, 

Dean

s, F

acul

ty, E

xCom

m

52

D2

Offe

r cou

rses a

t tim

es a

nd d

ays t

hat a

ccom

mod

ate 

trad

ition

al st

uden

ts a

s wel

l as w

orki

ng p

rofe

ssio

nals 

(e.g

., ev

enin

gs, w

eeke

nds a

nd 8‐w

eek 

term

s)  

Prov

ost, 

Dean

s, C

OO

, AVP

EM

52

EE.

52

E1

Esta

blish

 and

 pub

licize

 pol

icie

s rel

ated

 to e

lect

roni

c co

mm

unic

atio

n (i.

e., e

mai

l, w

ebsit

e, so

cial m

edia

)M

arCo

m

52

E2

Deve

lop 

a ro

bust m

arke

ting 

stra

tegy to

 pro

mot

e th

e U

nive

rsity

Mar

Com

52

E3

Coor

dina

te th

e m

arke

ting 

and 

com

mun

icat

ion 

need

s of A

cade

mic A

ffairs

, Enr

ollm

ent M

anag

emen

t and

 In

stitu

tiona

l Adv

ance

men

tM

arCo

m

52

E4

Hire a d

edic

ated

 staf

f mem

ber t

o co

ordi

nate a

nd su

ppor

t dep

artm

ents a

nd o

ffice

s with

 thei

r soc

ial m

edia 

usag

e an

d co

mm

unic

atio

nM

arCo

m

52

E5

Expl

ore 

enha

ncin

g th

e CC

SU w

ebsit

e th

at a

llow

s for a v

isual

ly a

ppea

ling, u

ser‐

frie

ndly

, acc

urat

e, a

nd 

cons

isten

t exp

erie

nce 

acro

ss d

eskt

op a

nd m

obile v

ersio

ns th

at a

lso is A

DA c

ompl

iant

Mar

Com

Opt

imize

 effi

cien

cies a

nd e

nsur

e ap

prop

riate e

xecu

tion 

of re

sour

ces

Com

plet

e im

plem

enta

tion 

of th

e At

hlet

ics P

rogr

am S

usta

inab

ility P

lan

Cust

omize

 serv

ices to

 mee

t the

 nee

ds o

f CCS

U’s u

niqu

e st

uden

t pop

ulat

ion

Deve

lop 

an in

tegr

ated

 mar

ketin

g st

rate

gy a

nd c

omm

unic

atio

n pl

an to

 pro

mot

e th

e U

nive

rsity

 and

 its p

rogr

ams

May 1

, 202

024

Stra

tegi

c Pl

an 2

030: A

ctio

n Pl

an ‐ 

List o

f Key A

ctiv

ities

2020

2030

Ten‐

Year 

Tim

efra

me

Resp

onsi

ble 

Part

ies

Goal

Objective

Strategy

Key 

Activ

ity:

52

FF.

52

F1

Deve

lop 

oppo

rtun

ities fo

r env

elop

e re

trof

its fo

r exi

stin

g bu

ildin

gs to

 mak

e th

em su

bsta

ntia

lly m

ore 

ener

gy 

effic

ient

COO

52

F2

Cont

inue

 to e

xpan

d hi

gh‐e

ffici

ency b

uild

ing 

ener

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May 1

, 202

025

Title AcronymDirector, Alumni Affairs AlumniDirector, Athletics AthDirAssociate Vice President of Enrollment Management AVPEMAssociate Vice President for Graduate Studies, Research, and Faculty Development AVPGRFAssociate Vice President for Planning and Institutional Effectiveness AVPPIEAssociate Vice President for Academic Affairs – Planning and Resources AVPPRAssociate Vice President for Student Academic Services AVPSASCoordinator of Community Engagement CCommEngChief Financial Officer CFOAcademic Department Chairs ChairsChief Human Resources Officer CHROChief Information Officer CIOChief Operating Officer COOAcademic Deans DeansDirector, Advising DirAdvisingDirector, Career Services DirCareerDirector, Center for International Education DirCIEDirector, Community Advancement DirCommAdvDirector, Counseling & Student Development DirCounsel&StudDevDirector, Continuing Education DirCtEDDirector, ConnCAP & EOP PreCollegiate & Access ServicesPreCollegiate & Access Services DirEOPDirector, Honors Program DirHonDirector, Library Service DirLibraryDirector, New Student Programs DirNewStudDirector of Residence Life DirResLifeDirector, Student Activities/Leadership Development DirSA/LDDirector, Student Disability Services DirSDSDirector, Student Center DirStuCentDirector, Student Conduct DirStuCondDirector, The Learning Center DirTLCDirector, Victim Advocacy DirVictAdv Executive Committee:  

PresidentProvost and Vice President for Academic AffairsVice President for Equity & InclusionVice President for Institutional AdvancementVice President for Student AffairsChief Human Resources Officer Chief Financial OfficerChief Information OfficerChief Operating Officer Associate Vice President of Enrollment ManagementUniversity Counsel

Faculty Senate FacSenateFull‐ and Part‐time Faculty FacultyDirector, Financial Aid FinAidHigh‐impact Practices Officer HIPOfficerDirector, Public Relations MarComDirector of Public Safety/Chief of Police PolicePresident PresidentProvost & Vice President for Academic Affairs ProvostRegistrar RegistrarDirector, Office of Transfer and Academic Articulations Trans ArtAAUP and SUOAF UnionsVice President for Equity & Inclusion VPEIVice President for Institutional Advancement VPIAVice President for Student Affairs VPSA

ExComm

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Strategic Plan 2030: Action Plan - Priority Activities - Year 1

Goal 1: Enhancing Academic Excellence and Preparing Graduates to Thrive in a Changing Economy Objective 1. Offer degrees, certificates, and experiences designed for today and tomorrow Strategy B. Develop flexible academic programs that ensure accessibility, inspire lifelong learning, and prepare graduates to meet the demands of the 21st century and the future needs of industry

Activity 1 – Inventory the courses and programs that are offered in alternative delivery formats, locations and/or times

Strategy E. Increase academic program offerings that accommodate working students, adult learners, and graduate student populations through delivery of online, evening and weekend courses

Activity 3 – Foster online course and program development

Objective 2. Develop educational foundations that strengthen student learning Strategy B. Guide undeclared students toward academic pathways that match their aspirations and abilities

Activity 2 – Develop clear paths that assist students in selecting a major

Strategy D. Collaborate with community college partners to improve transfer students' consistency of skills and learning outcomes

Activity 1 – Collaborate with community colleges to ensure transfer students are prepared to excel in future endeavors

Objective 3. Promote a student-centered environment to ensure success Strategy A. Improve advising such that all undergraduate students are regularly and consistently advised according to their academic and their career aspirations

Activity 3 – Provide faculty workshops through the Center for Teaching and Faculty Development to enhance advising

Objective 4. Recognize faculty as pillars of knowledge Strategy B. Recruit and retain a diverse faculty who think boldly and innovatively to address the challenges of the 21st century

Activity 6 – Highlight faculty successes that demonstrate inclusivity, innovation, and creativity

Objective 5. Drive academic transformation through innovation Strategy B. Expand the offerings of the Center for Teaching and Faculty Development, fostering innovative pedagogical approaches that support the success of the diverse students of Connecticut

Activity 5 – Encourage and share classroom innovation amongst faculty

Goal 2: Increasing Access to Higher Education and Ensuring Student Success Objective 1. Develop a culture of accessibility Strategy A. Make Central a “student-ready” institution to meet the needs of the incoming 21st century students

Activity 8 – Identify and implement a multi-functional smart-phone app to improve communication with students and enhance their Central experience

Strategy B. Develop innovative marketing strategies to attract new and diverse incoming student populations

Activity 4 – Ensure website is easy to navigate with relevant information

Objective 2. Facilitate student success in the college environment Strategy C. Provide students with supplemental academic support in and out of the classroom

Activity 1 – Fully embrace Early Alert

Strategy E. Educate students and families regarding financial resources and support

Activity 2 – Provide financial literacy training to students and families as they navigate the admission process, as well as progression to degree

Objective 3. Prepare students for career readiness and future success

1

Appendix 1d - SP2030 Year 1 Priorities

Strategy B. Engage students in career discussions from day one

Activity 2 – Build upon existing career exploration activities by capitalizing on the expertise of faculty and future employers

Strategy E. Increase alumni involvement in career preparation and student mentorship through the development of career events and workshops.

Activity 2 – Invite alumni to participate in career path lecture series

Objective 4. Provide accessible and relevant graduate education Strategy A. Increase responsiveness to evolving trends in graduate studies leading to careers in the public and private sector

Activity 1 – Work with Department of Labor to determine graduate programs that are or will be in high demand regionally and nationally

Goal 3: Foster an Inclusive and Safe Campus Culture that Values and Encourages Individuals to Participate in a Free and Respectful Exchange of Ideas Objective 1. Welcome and engage a diverse community of students, faculty and staff Strategy E. Enhance the efforts of departments, schools and colleges, encouraging the development of specific actions to address their diversity priorities

Activity 2 – Create professional development opportunities for faculty to incorporate diversity initiatives and concepts into pedagogy, research and curriculum development

Objective 2. Integrate diversity into the curriculum, pedagogical methods, professional development and co-curricular activities that contribute to cultural competency Strategy A. Develop innovative diversity models that inform the curriculum, pedagogy and advising

Activity 1 – Identify best practices associated with integrating diversity into the curriculum, advising and pedagogical approaches

Objective 3. Use data to inform and develop accountability measures in support of a diverse 21st century university Strategy A. Identify and administer a series of campus climate surveys on a regular basis to inform tomorrow’s academic directions

Activity 2 – Regularly administer the climate surveys to students, faculty and staff

Objective 4. Identify best practices that align with federal and state policies to increase safety both on and around campus Strategy B. Continue to work with local and state authorities to ensure compliance with the most up-to-date campus safety measures and procedures, including completion of required safety training and emergency drills

Activity 3 – Maintain an Emergency Management Response Program that complies with the National Incident Management System (NIMS)

Objective 5. Enhance recognition of faculty and staff for their value and service to the institution. Strategy A. Expand how service is valued in the evaluation and promotion guidelines to incorporate activities such as community engagement, advising, and committee assignments

Activity 1 – Develop a collaboration among AAUP, Faculty Senate, SUOAF, and administration to develop guidelines on valuing the service component of employee performance review and/or promotion

Goal 4: Strengthening Stewardship– Advancing Scholarship, Service Learning, and Community Development for the Public Good Objective 1. Foster partnerships that contribute to societal improvements Strategy A. Expand mutually beneficial partnerships with community organizations, local government, alumni, industry, and employers

Activity 2 – Inventory and assess current community engagement activities to establish a baseline for planning

2

Objective 2. Institute a framework that promotes and strengthens community engagement and partnerships Strategy A. Reengineer the Office of Community Engagement and develop a more comprehensive mission and organizational framework, building on the work of the Faculty Senate Community Engagement Committee

Activity 2 – Establish and implement documentation procedures consistent with the Carnegie application

Objective 3. Develop seamless communication and exchange of knowledge and resources for the public good Strategy D. Dedicate University resources to adequately support economic development in the region and state

Activity 1 – Create a think-tank with members from CCSU and community and business community to identify areas of opportunity for engagement and investment by the University

Objective 4. Create innovative community connections to inspire the integration of teaching, learning, scholarship and service Strategy C. Align community engagement activities with the curriculum while leveraging the resources available in Institutional Advancement

Activity 2 – Leverage the resources available in Institutional Advancement to support community engagement activities

Goal 5: Assuring Sustainability for the Future Objective 1. Cultivate an entrepreneurial culture in support of academic excellence Strategy A. Capitalize on existing policies and practices to expand high-demand educational courses and programs in alternative ways

Activity 2 – Expand the number of existing academic programs that can be offered either hybrid or online

Objective 2. Exercise thoughtful stewardship of resources Strategy A. Strengthen the thoughtful and innovative management of resources to improve affordability and contain costs

Activity 5– Streamline the paths to degree completion

Objective 3. Grow the CCSU endowment to facilitate access to higher education, student success, and faculty achievement Strategy A. Complete the $75M Capital Campaign

Activity 8 – Develop partnerships between departments to improve communication with alumni and potential donors in support of attracting gifts

3

Strategic Plan 2030: Action Plan ‐ List of Key Activities

Key Activity: Progress/ Status

Goal/Objective/

Strategy

1.1.E.3 Foster online course and program development In Progress1.1.G.5 Identify opportunities to leverage technological and computational resource needs across disciplines

In Progress1.2.A.1 Develop and implement a comprehensive, multi‐faceted First Year Experience program  In Progress1.2.C.3 Assess the General Education Learning Objectives In Progress1.5.B.5 Encourage and share classroom innovation amongst faculty In Progress1.5.B.6 Prepare faculty to deliver high‐quality courses across multiple modalities In Progress2.1.A.7 Streamline the student onboarding experience utilizing technology where possible

In Progress2.1.A.8 Identify and implement a multi‐functional smart‐phone app to improve communication with students and 

enhance their Central experience In Progress2.1.B.3 Expand NEHBE to include all programs  Done2.1.B.4 Ensure website is easy to navigate with relevant information In Progress2.1.B.7 Identify prospective students by purchasing names, attending college fairs, providing Financial Literacy 

workshops at high schools In Progress2.1.B.10 Increase communication with the parents of potential students In Progress2.1.C.3 Improve the flexibility of CCSU’s academic offerings by making courses and programs available in the 

evenings, weekends and/or online In Progress2.2.C.1 Fully embrace Early Alert In Progress2.2.C.2 Improve coordination between Academic Affairs and Student Affairs to ensure students receive needed 

assistance In Progress2.2.E.1 Host several workshops throughout the year on Financial Literacy and Financial Aid topics In Progress2.2.E.2 Provide financial literacy training to students and families as they navigate the admission process, as well as 

progression to degree In Progress2.2.E.4 Revise financial aid strategies to ensure distributed aid maximizes CCSU’s ability to meet student needs 

while reaching as many students as possible In Progress2.3.B.2 Build upon existing career exploration activities by capitalizing on the expertise of faculty and future 

employers In Progress2.3.E.2 Invite alumni to participate in career path lecture series In Progress2.4.B.4 Online and hybrid options In Progress2.4.B.5 Develop accelerated Bachelor’s/Master’s completion programs (3+2 and 4+1) In Progress3.1.B.1 Identify Diversity Liaisons Done3.1.B.3 Review University policies and practices as they relate to diversity, equity or inclusion In Progress3.1.B.4 Foster the exchange of ideas and discussions about diversity, equity and inclusion with the goal of 

developing programmatic initiatives In Progress3.2.A.2 Increase professional development opportunities for faculty and staff that focuses on diversity and inclusion

In Progress3.2.C.1 Review and inventory our accommodation efforts and needs In Progress3.2.D.2 Charge the Commission on Diversity, Equity and Inclusion with ensuring that University sponsored/affiliated 

activities follow institutional policies, best practices, and have satisfied the criteria outlined in the Culturally Responsive Checklist

In Progress3.3.A.1 Identify appropriate climate surveys for students, faculty and staff Done3.3.A.2 Regularly administer the climate surveys to students, faculty and staff   In Progress3.3.C.1 Inventory current trainings and professional development efforts geared toward recognizing all manners of 

bias In Progress3.3.D.1 Identify all members of the campus community who are expected to or required to attend each type of 

training offered In Progress3.3.D.2 Document and track the attendance of all training activities In Progress3.4.A.1 Inventory all state and federal compliance policies relating to Title IX, equal employment, ADA, equity and 

discrimination In Progress5.1.A.2 Expand the number of existing academic programs that can be offered either hybrid or online

In Progress5.2.B.1 Implement technology to improve effectiveness of processes, track data/deliverables, and establish systems 

of accountability (i.e., Sibson recommendations) In Progress5.2.B.3 Evaluate course offerings with a history of low enrollment  In Progress5.2.B.4 Evaluate release time to ensure appropriateness of coding and maximum productivity In Progress5.2.B.5 Implement the recommendations to reorganize the Office of Equity and Inclusion, Human Resources and 

Ombudsperson offices In Progress

Appendix 1e - SP2030 Activity Status as of July 17, 2020

Act

ion

Pla

n t

o C

han

ge

CC

SU

Cam

pu

s C

ult

ure

(Las

t rev

ised

8/1

9/20

19)

Act

ion

P

rim

ary

Co

nta

ct

Co

mp

leti

on

Dat

e

1. R

een

gin

eeri

ng

th

e O

ffic

es o

f D

iver

sity

an

d E

qu

ity

(OD

E)

and

Hu

man

Res

ou

rces

(H

R)

•C

on

du

ct c

om

pet

itiv

e p

rocu

rem

ent

to c

ho

ose

co

nsu

ltan

t.

•D

eter

min

e co

mp

osi

tio

n o

f th

e R

FP r

evie

w t

eam

(C

FO C

har

len

e C

asam

ento

will

rea

ch o

ut

tom

emb

ers

of

the

Exec

uti

ve C

om

mit

tee

for

sugg

esti

on

s).

•Se

lect

ed e

xper

t w

ill w

ork

wit

h Z

. To

ro t

o d

evel

op

pro

po

sals

.

•Fe

edb

ack

fro

m t

he

cam

pu

s co

mm

un

ity

will

be

solic

ited

in A

pri

l an

d M

ay o

f 2

019

(in

clu

din

g th

eIn

tegr

ated

Pla

nn

ing

Co

un

cil (

IPC

), E

xecu

tive

Co

mm

itte

e, F

acu

lty

Sen

ate,

un

ion

lead

ers,

an

dst

ud

ents

).

•In

tegr

atio

n o

f fe

ed

bac

k b

y ex

per

ts.

•Fi

nal

rep

ort

su

bm

itte

d t

o P

resi

den

t To

ro b

y Ju

ne

1, 2

019

.

•R

evie

w o

f re

po

rt b

y Se

nat

e C

om

mit

tee

on

ad

min

istr

ativ

e a

pp

oin

tmen

ts a

nd

Pre

sid

ent

Toro

.

•Im

ple

men

tati

on

of

reco

mm

end

atio

ns.

Zul

ma

Tor

o D

ecem

ber

2019

2. Im

ple

men

tati

on

of

an in

stit

uti

on

-wid

e re

po

rtin

g, m

on

ito

rin

g, &

tra

ckin

g s

yste

m t

o f

acili

tate

an

dm

ain

tain

co

llect

ion

of

info

rmat

ion

(co

mp

lain

ts &

tra

inin

g)

•Fo

rmat

ion

of

a co

mm

itte

e to

co

nd

uct

a s

urv

ey o

f cu

rren

t sy

stem

s, id

enti

fy t

he

nee

ds

of

use

rs,

dev

elo

p a

n in

ven

tory

of

fun

ctio

nal

use

, est

ablis

h n

ew p

roce

sses

an

d p

roce

du

res,

an

d m

ake

a fo

rmal

reco

mm

end

atio

n in

ter

ms

of

a re

po

rtin

g, t

rack

ing

and

mo

nit

ori

ng

con

solid

ate

d s

yste

m.

•Fe

edb

ack

fro

m t

he

cam

pu

s co

mm

un

ity

will

be

solic

ited

(in

clu

din

g th

e IP

C, E

xecu

tive

Co

mm

itte

e,Fa

cult

y Se

nat

e, u

nio

n le

ader

s, a

nd

stu

den

ts).

•Fi

nal

dec

isio

n w

ill b

e m

ade

by

Exec

uti

ve C

om

mit

tee

Mem

ber

s b

ased

on

co

mm

itte

ere

com

men

dat

ion

s an

d f

eed

bac

k.

Geo

rge

Cla

ffey

Dec

embe

r 20

19

3.A

dm

inis

ter

a ca

mp

us

clim

ate

surv

ey

•C

on

du

ct c

om

pet

itiv

e p

rocu

rem

ent

to c

ho

ose

co

nsu

ltan

t.

•C

om

po

siti

on

of

the

RFP

rev

iew

tea

m:

Car

oly

n M

agn

an, U

niv

ersi

ty C

ou

nse

lP

atri

cia

Gar

dn

er, A

sso

ciat

e D

irec

tor

of

Gra

du

ate

Rec

ruit

men

t &

Ad

mis

sio

ns

Cec

ilia

Per

ez, C

on

trac

t C

om

plia

nce

Sp

ecia

list

Mar

k Ja

ckso

n, P

rofe

sso

r &

Fac

ult

y Se

nat

e P

resi

den

t

•Se

lect

co

nsu

ltan

t.

•A

dm

inis

ter

surv

ey a

nd

gat

her

dat

a.

Cha

rlene

Cas

amen

to,

Yvo

nne

Kirb

y an

d R

usty

Bar

celo

June

30,

201

9 (t

o be

rev

ised

)

Appe

ndix

3b

- Ac

tion

Plan

to C

hang

e C

CSU

Cam

pus

Clim

ate

•

An

alyz

e d

ata.

•

Shar

e su

rvey

res

ult

s w

ith

un

ive

rsit

y.

•

Exe

cuti

ve C

om

mit

tee

Mem

ber

s w

ill d

eter

min

e n

ext

step

s.

4

. Im

ple

men

t ac

tio

ns

to im

pro

ve c

amp

us

clim

ate

•

Mee

tin

gs b

etw

een

Pre

sid

ent

Toro

an

d s

mal

l gro

up

s o

f in

div

idu

als

to d

iscu

ss T

ask

Forc

e re

com

men

dat

ion

s an

d s

eek

idea

s fo

r p

rogr

amm

atic

init

iati

ves

(six

wee

ks).

Th

e co

mp

osi

tio

n o

f th

e sm

all g

rou

ps

will

be

det

erm

ined

th

rou

gh in

pu

t fr

om

un

ion

lead

ers,

org

aniz

atio

ns

acro

ss t

he

un

ive

rsit

y, a

nd

un

iver

sity

lead

ers.

•

Imp

lem

ent

reco

mm

end

atio

ns

fro

m s

mal

l-gr

ou

p m

eeti

ngs

.

•

Ass

ess

effe

ctiv

enes

s o

f ac

tio

ns.

•

Ad

just

act

ion

s b

ased

on

ou

tco

me

fro

m a

sses

smen

t.

Zul

ma

Tor

o an

d R

usty

B

arce

lo

Dec

embe

r 20

19

5.

Dev

elo

pm

ent

of

a vi

sio

n f

or

a sa

fe a

nd

incl

usi

ve C

entr

al C

on

nec

ticu

t S

tate

Un

iver

sity

•

As

par

t o

f th

e d

evel

op

men

t o

f th

e St

rate

gic

Pla

n.

Str

ateg

ic P

lan

Ste

erin

g C

omm

ittee

D

ecem

ber

2019

6

. Par

tner

wit

h f

acu

lty

and

un

ion

lead

ers

to a

chie

ve 1

00%

em

plo

yee

par

tici

pat

ion

in T

itle

IX t

rain

ing

•

Iden

tifi

cati

on

of

man

dat

ory

tra

inin

gs. (

Car

oly

n M

agn

an)

•

Mee

tin

gs w

ith

un

ion

lead

ers,

Pre

sid

ent

Toro

, an

d H

um

an R

eso

urc

es.

•

Sch

edu

le a

nd

off

er t

rain

ing

pro

gram

s ac

cord

ingl

y.

Zul

ma

Tor

o an

d R

usty

B

arce

lo

May

201

9 R

evis

ed -

Dec

embe

r 20

19

7

. Exp

lore

a n

ew m

od

el f

or

inve

stig

atin

g s

exu

al h

aras

smen

t, b

ully

ing

an

d s

exu

al m

isco

nd

uct

on

ca

mp

us,

an

d H

R c

om

pla

ints

rat

her

th

an a

“si

ng

le in

vest

igat

or”

to

dec

reas

e in

div

idu

al b

ias

or

con

flic

ts o

f in

tere

st

•

This

wo

rk g

rou

p w

ill d

evel

op

rec

om

men

dat

ion

s:

Car

oly

n M

agn

an, U

niv

ersi

ty C

ou

nse

l M

ich

ael J

asek

, Vic

e P

resi

den

t fo

r St

ud

ent

Aff

airs

Sa

rah

Do

dd

, Div

ersi

ty A

sso

ciat

e A

nn

a Su

ski-

Len

czew

ski,

Ch

ief

Hu

man

Res

ou

rces

Off

icer

•

Solic

it f

eed

bac

k fr

om

un

ion

lead

ers

and

cam

pu

s co

mm

un

ity

rega

rdin

g w

ork

-gro

up

re

com

men

dat

ion

s.

•

Exe

cuti

ve C

om

mit

tee

will

mak

e fi

nal

dec

isio

n b

ased

on

wo

rk-g

rou

p r

eco

mm

end

atio

ns

and

fe

edb

ack.

Car

olyn

Mag

nan

June

30,

201

9

8. A

pp

oin

t a

wo

rk g

rou

p t

o e

xam

ine

and

mak

e re

com

men

dat

ion

s o

n p

olic

ies

and

pro

cess

es r

elat

ed t

o

bu

llyin

g a

nd

haz

ing

•

This

wo

rk g

rou

p w

ill d

evel

op

rec

om

men

dat

ion

s:

Mic

hae

l Jas

ek, V

ice

Pre

sid

ent

for

Stu

den

t A

ffai

rs

An

na

Susk

i-Le

ncz

ewsk

i, C

hie

f H

um

an R

eso

urc

es O

ffic

er

Bri

an B

arri

o, D

irec

tor

of

Ath

leti

cs

Evel

yn N

ewm

an P

hill

ips,

Pro

fess

or

of

Afr

ican

Am

eric

an S

tud

ies

Jill

Esp

elin

, Ass

ista

nt

Pro

fess

or

of

Nu

rsin

g C

ecili

a P

erez

, Co

ntr

act

Co

mp

lian

ce S

pec

ialis

t Sa

rah

Atk

inso

n, D

ept.

of

Thea

tre

Secr

etar

y O

luse

gun

Od

esin

a, P

rofe

sso

r o

f C

om

pu

ter

Elec

tro

nic

s &

Gra

ph

ics

Tech

no

logy

H

eid

i Hu

ghes

, Ass

oci

ate

Pro

fess

or

of

Man

agem

ent

& O

rgan

izat

ion

•

Pre

sen

t re

com

men

dat

ion

s to

cam

pu

s co

mm

un

ity.

•

Pre

sid

ent

Toro

will

det

erm

ine

nex

t st

eps

bas

ed o

n b

ulle

t p

oin

ts o

ne

and

tw

o.

Mic

hael

Jas

ek

May

1, 2

019

R

evis

ed –

Oct

ober

15,

201

9

9.

Det

erm

ine

ho

w b

est

to in

corp

ora

te e

du

cati

on

al m

ater

ial o

n T

itle

IX, b

ully

ing

, an

d c

ivili

ty in

to

stu

den

t p

rog

ram

min

g

•

The

Pro

vost

, Vic

e P

resi

den

t fo

r St

ud

ent

Aff

airs

, an

d A

sso

ciat

e V

ice

Pre

sid

ent

for

Enro

llmen

t M

anag

emen

t w

ill le

ad t

he

char

ge.

Mic

hael

Jas

ek

June

1, 2

019

Rev

ised

– O

ctob

er 1

, 201

9

10.

An

alyz

e p

rog

ram

min

g o

ffer

ed b

y S

tud

ent

Aff

airs

’ dep

artm

ents

on

to

pic

s su

ch a

s: s

exu

al

mis

con

du

ct a

nd

bu

llyin

g, a

mo

ng

oth

ers,

to

leve

rag

e ef

fort

s an

d r

eso

urc

es a

nd

incr

ease

ef

fect

iven

ess

•

Mic

hae

l Jas

ek, B

rian

Bar

rio

an

d S

arah

Do

dd

will

lead

th

e ch

arge

.

Mic

hael

Jas

ek

June

1, 2

019

Rev

ised

– O

ctob

er 1

, 201

9

11. I

mp

lem

ent

the

reco

mm

end

atio

ns

con

tain

ed in

th

e re

po

rt o

f th

e C

ou

nse

ling

Ser

vice

s re

view

wit

h

spec

ial a

tten

tio

n t

o a

fter

bu

sin

ess

ho

urs

an

d w

eeke

nd

co

vera

ge

•

Vic

e P

resi

den

t o

f St

ud

ent

Aff

airs

, Pre

sid

ent

Toro

, an

d C

FO w

ill c

olla

bo

rate

to

get

th

e re

com

men

dat

ion

s im

ple

men

ted

.

Mic

hael

Jas

ek

June

30,

201

9 R

evis

ed –

Nov

embe

r 1,

201

9

12. A

sses

s tr

ain

ing

pro

gra

ms

and

del

iver

y m

od

es

•

The

pro

gram

s an

d d

eliv

ery

mo

des

will

be

revi

ewed

by

an e

xper

t w

ho

will

pro

vid

e re

com

men

dat

ion

s fo

r ad

just

men

ts.

•

Rev

iew

of

reco

mm

end

atio

ns

by

a m

ult

i-d

isci

plin

ary

team

, in

clu

din

g re

pre

sen

tati

ves

fro

m O

DE,

H

um

an R

eso

urc

es, S

tud

ent

Aff

airs

, IT,

AA

UP

, an

d S

UO

AF.

Rus

ty B

arce

lo

Aug

ust 3

0, 2

019

Rev

ised

– D

ecem

ber

31, 2

019

•

Feed

bac

k so

licit

ed f

rom

th

e ca

mp

us

com

mu

nit

y.

•

Fin

al d

ecis

ion

reg

ard

ing

chan

ges

to t

he

trai

nin

g p

rogr

ams

and

del

iver

y m

od

es t

o b

e m

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H-1

FINANCE & ENROLLMENT (F&E) FORMSGENERAL INFORMATION

Institution Name: Central Connecticut State University

OPE ID: 137800

Annual Audit

Certified: Qualified

Financial Results for Year Ending: 06/30 Yes/No Unqualified

Most Recent Year 2020 Audit not yet complete

1 Year Prior 2019 Yes Unqualified

2 Years Prior 2018 Yes Unqualified

3 Years Prior 2017 Yes Unqualified

Fiscal Year Ends on: 6/30

Budget / Plans

Current Year 2020

Next Year 2021

Contact Person: Yvonne Kirby

Title: Assoc. Vice Pres. Planning & Institutional Effectiveness

Telephone No: 860-832-1784*

E-mail address ykirby@ccsu.edu

*Alternative Cell: 479-601-3256

APPENDIX H

H-2

STANDARD 4: THE ACADEMIC PROGRAMSummary – Degree-Seeking Enrollment and Degrees Fall 2019 Enrollment* by location and modality, as of Census Date

Degree Level/ Location & Modality

Associate's

Bachelor's

Master's

Clinical doctorates

(e.g., Pharm.D., DPT, DNP)

Professional doctorates (e.g., Ed.D.,

Psy.D., D.B.A.)

M.D., J.D., DDS

Ph.D.

Total Degree-Seeking

Main Campus FT 7,243 395 59 1 7,698

Main Campus PT 1,574 1,037 4 72 2,687

Other Principal Campus FT 0

Other Principal Campus PT 0

Branch campuses FT 0

Branch campuses PT 0

Other Locations FT 0

Other Locations PT 0

Overseas Locations FT 0

Overseas Locations FT 0

Distance education FT 1 1

Distance education PT 37 37

Correspondence FT 0

Correspondence PT 0

Low-Residency FT 0

Low-Residency PT 0

Unduplicated Headcount Total 0 8,817 1,470 63 73 0 0 10,423

Total FTE 7,750 785 56 32 8,623

Enter FTE definition: Undergraduate FTE = Credit Hours / 15 ; Graduate FTE = Credit Hours / 12

Degrees Awarded, Most Recent Year (2018-2019)

2,007 614 5 5 2,631

Notes:1) Enrollment numbers should include all students in the named categories, including students in continuing education and

students enrolled through any contractual relationship.2) Each student should be recorded in only one category, e.g., students enrolled in low-residency programs housed on the main

campus should be recorded only in the category “low-residency programs.”3) Please refer to form 3.2, “Locations and Modalities,” for definitions of locations and instructional modalities.

* For programs not taught in the fall, report an analogous term’s enrollment as of its Census Date.

* Jamaica student in the Masters Programs located in Jamaica are only enrolled in Winter and/or Summer sessions. Enrollments in winter 2019 were 0 and summer 2019 were 2.

H-3

STANDARD 4: THE ACADEMIC PROGRAMSummary – Non-degree seeking Enrollment and Awards Fall 2019 Enrollment* by location and modality, as of Census Date

Degree Level/ Location & Modality

Title IV-Eligible Certificates:

Students Seeking Certificates

Non-

Matriculated Students

Visiting Students

Total Non-

degree-Seeking

Total degree-seeking

(previous page)

Grand Total

Main Campus FT 47 10 57 7,698 7,755

Main Campus PT 318 356 674 2,687 3,361

Other Principal Campus FT 0 0

Other Principal Campus PT 0 0

Branch campuses FT 0 0

Branch campuses PT 0 0

Other Locations FT 0 0

Other Locations PT 0 0

Overseas Locations FT 0 0

Overseas Locations FT 0 0

Distance education FT 0 0

Distance education PT 0 0

Correspondence FT 0 0

Correspondence PT 0 0

Low-Residency FT 0 0

Low-Residency PT 0 0

Unduplicated Headcount Total 365 366 0 731 10,423 11,154

Total FTE 169 126 295 8,623 8,918

Enter FTE definition: Undergraduate FTE = Credit Hours / 15 ; Graduate FTE = Credit Hours / 12

Certificates Awarded, Most Recent Year (2018-2019)

190

Notes:1) Enrollment numbers should include all students in the named categories, including students in continuing education and

students enrolled through any contractual relationship.2) Each student should be recorded in only one category, e.g., students enrolled in low-residency programs housed on the main

campus should be recorded only in the category “low-residency programs.”3) Please refer to form 3.2, “Locations and Modalities,” for definitions of locations and instructional modalities.

* For programs not taught in the fall, report an analogous term’s enrollment as of its Census Date.

H-4

STANDARD 4: THE ACADEMIC PROGRAMHeadcount by UNDERGRADUATE Major

Number of Credits*

3 Years Prior

2 Years Prior

1 Year Prior

Current Year

Next Year Forward

(goal)

For Fall Term, as of Census Date (F2016) (F2017) (F2018 ) (F2019) (F2020)

CERTIFICATE

Detective Certificate 12 New, F2020

Total 0 0 0 0 0

ASSOCIATE

Not Applicable

Total 0 0 0 0 0

BACCALAUREATE

Accounting 120 511 524 499 435

Anthropology 120 36 30 32 30

Art 120 55 54 50 39

Art Education 120 46 47 50 55

Athletic Training* 120 67 63 57 40

Biochemistry 120 37 38 37 33

Biology 120 401 411 408 388

Biomolecular Sciences 120 152 166 186 182

Chemistry 120 48 54 54 45

Civil Engineering 130 126 113 115 96

Communication* 120 162 48 20

Computer Engineering Technology 120 138 155 145 123

Computer Science 120 314 344 356 385

Construction Management 120 230 229 229 231

Criminology 120 614 613 627 589

Cybersecurity 120 4 49

Dance Education 120 7 17 18 15

Early Childhood and Infant/Toddler Mental Health 120 11 32

Early Childhood Education 120 0 0 0 0

Earth Sciences 120 39 36 42 36

Economics 120 80 70 72 81

Electrical Engineering 125

Electronics Technology 120 45 37 33 26

Elementary Education 120 396 407 396 331

English 120 202 194 185 182

Exercise Science 120 244 255 244 248

Finance 120 268 291 300 271

French 120 7 3 10 7

Geography 120 51 36 43 30

German 120 0 1 1 1

Graphic/Information Design 120 155 141 140 137

Graphics Technology 120 24 22 28 21

History 120 203 188 170 172

H-5

STANDARD 4: THE ACADEMIC PROGRAM (continued)Headcount by UNDERGRADUATE Major

Number of Credits*

3 Years Prior

2 Years Prior

1 Year Prior

Current Year

Next Year Forward

(goal)

For Fall Term, as of Census Date (F2016) (F2017) (F2018 ) (F2019) (F2020)

Hospitality & Tourism 120 77 69 59 43

Industrial Technology 120 29 18 15 22

International Studies 120 30 33 38 35

Italian 120 5 3 2 3

Journalism 120 74 79 83 73

Management 120 451 480 488 462

Management Information Systems 120 151 151 156 139

Manufacturing Engineering Technology 130 56 63 64 59

Manufacturing Management 120 29 33 45 56

Marketing 120 286 281 317 292

Mathematics 120 164 153 133 140

Mechanical Engineering 127 322 304 319 301

Mechanical Engineering Technology 130 181 205 196 196

Media Studies 120 99 138 142 139

Music 120 27 12 18 12

Music Education 120 44 50 53 42

Networking Information Technology 120 106 119 116 97

Nursing 120 204 204 215 227

Nursing (RN to BSN) 120 54 44 32 24

Philosophy 120 19 14 13 14

Physical Education 120 108 111 112 115

Physics 120 53 56 57 48

Political Science 120 91 112 107 93

Psychological Science 120 636 586 610 576

Robotics/Mechatronics Engineering Technology 130 46 47 54 56

Social Sciences* 120 9 5 3

Social Work 120 319 299 276 269

Sociology 120 117 113 113 101

Spanish 120 41 49 36 29

Special Studies 120 1

Strategic Communications 120 101 159 159 155

Technology and Engineering Ed K-12 120 39 46 44 34

Theatre 120 50 58 50 56

Undecided 862 872 859 827

Total 9,538 9,554 9,546 9,045 0

Total Undergraduate 9,538 9,554 9,546 9,045 0

* Enter here the number of credits students must complete in order to earn the credential (e.g., 69 credits in an A.S. in Nursing)

- Credit counts are effective Fall 2016, credit information obtained from Student Catalog- Shaded cells represent new programs prior to official program start date or programs that are in the process of being

discontinued.* Program is being suspended or phased out

H-6

STANDARD 4: THE ACADEMIC PROGRAMHeadcount by GRADUATE Major

Number of Credits*

3 Years Prior

2 Years Prior

1 Year Prior

Current Year

Next Year Forward

(goal)

MASTER’S (F2016) (F2017) (F2018 ) (F2019) (F2020)

Accounting 30 28 70 75 50

Applied Linguistics (formerly TESOL) 36 38 30 19 20

Art Education 33 22 19 15 11

Biological Sciences 30 20 29 26 17

Biological Sciences: Anesthesia* 31 96 66 37 8

Biomolecular Sciences 30 29 34 33 28

Business Administration 30-54 187 199 225 225

Computer Information Technology 33 70 45 35 25

Construction Management 33 36 33 28 24

Counselor Education 60-63 202 213 206 195

Criminal Justice 30 39 27 28 26

Data Science 31 27 17 18 31

Early Childhood Education 33 6 3 0 0

Educational Studies* 30 8 5 2

Educational Technology 30 39 31 31 24

Elementary Education 33 4 2 2 0

Engineering Technology 30 5 1 1 0

English 30 16 15 16 17

Geography 30 26 30 21 21

History 30 11 13 13 13

Information Design 30 12 16 16 10

International Studies 30 26 29 15 15

Marriage & Family Therapy 51-63 130 147 149 142

Mathematics 30-33 45 59 60 35

Mechanical Engineering 30 New, Fall 2020

Modern Languages 30 14 17 21 43

Music Education* 33 10 1 0 6

Natural Sciences 30 0 0 0 0

Nursing: Hospice and Palliative Care 35 5 12 14

Physical Education 30 38 35 24 22

Psychology 36-39 31 22 13 30

Public History 33 26 22 21 20

H-7

STANDARD 4: THE ACADEMIC PROGRAM (continued)Headcount by GRADUATE Major

Number of Credits*

3 Years Prior

2 Years Prior

1 Year Prior

Current Year

Next Year Forward

(goal)

MASTER’S (F2016) (F2017) (F2018 ) (F2019) (F2020)

Reading and Language Arts 36 71 69 65 45

Science, Technology, Engineering & Math Education

33 43 29 31 21

Software Engineering 33 6 17 21

Special Education 30-40 88 139 169 162

Strategic Communication 33 33 30 35 33

Supply Chain Logistics Management 33 7

Teacher Education 49 9 27 15 23

Teacher Leadership 36 36 61 49 38

Technology and Engineering Education* 30 1

Technology Management 33 69 78 63 48

Total 1,591 1,674 1,606 1,470 0

DOCTORATE

Educational Leadership 30-36 49 60 63 73

Nurse Anesthesia Practice 81-87 24 47 63

Total 49 84 110 136 0

GRADUATE CERTIFICATES

Art Education 36 16 17 14 10

Biology 33 0 1 1 5

Elementary Education 49 10 12 9 8

English 31 8 3 4 3

French, German, Italian & Spanish 37 5 5 1 2

History 31 6 10 7 5

Mathematics 36 6 3 6 6

Music Education 23 4 3 2 1

Physical Education 37 12 17 13 5

Science Education 33 0 0 0 0

Special Education 40 59 18 1

Technology and Engineering Education K-12

30 9 8 11 5

TESOL 26 6 7 13 15

* Enter here the number of credits students must complete in order to earn the credential (e.g., 36 credits in an M.B.A.)

- Credit counts are effective Fall 2016, credit information obtained from Student Catalog- Shaded cells represent new programs prior to official program start date or programs that are in the process of being

discontinued.* Program is being suspended or phased out

H-8

STANDARD 4: THE ACADEMIC PROGRAM (continued)Headcount by GRADUATE Major

Number of Credits*

3 Years Prior

2 Years Prior

1 Year Prior

Current Year

Next Year Forward

(goal)

OFFICIAL CERTIFICATE PROGRAMS (F2016) (F2017) (F2018 ) (F2019) (F2020)

Accounting* 12 6 13

Additive Manufacturing Technology 12 New, F2020

Advanced Detective Certificate 12 New, F2020

Advanced Manufacturing Technology 12 New, F2020

Business Leadership New, F2020

Cell & Molecular Biology 18-20 0 0 0 0

Construction Management 12 3 2 1 1

Data Science 22 3 3 0 5

Environmental Health and Safety 12 1 2 1 2

Gerontology 18 5 6 4

Lean Manufacturing and Six Sigma 12 1 2 0 2

Pre-Health Studies 26-45 22 17 16 9

Public Relations/Promotion 12 1 2 0 0

Supply Chain and Analytics 12 1

Supply Chain and Logistics 12 1 0 3 3

TESOL 18 5 5 5 6

Transition Specialist 16-18 0 0 1

POST-MASTER’S CERTIFICATES

Professional Counseling 7-18 14 13 11 9

Reading and Language Arts 15-27 2 5 2 4

School-Based Marriage and Family Therapy*

12 1 0 0 0

Superintendent of Schools 15 8 20 16 17

SIX YEAR CERTIFICATE

Educational Leadership 30 183 196 217 188

Mathematics Education Leadership* 33-37 8 8 4 0

Reading and Language Arts 30 38 27 31 35

NON-DEGREE SEEKING

Non-degree Seeking n/a 174 157 159 138

Total 606 568 560 503 0

Total Graduate 2,246 2,326 2,276 2,109 0

* Enter here the number of credits students must complete in order to earn the credential (e.g., 36 credits in an M.B.A.)

- Credit counts are effective Fall 2016, credit information obtained from Student Catalog- Shaded cells represent new programs prior to official program start date or programs that are in the process of being

discontinued.* Program is being suspended or phased out

H-9

STANDARD 5: STUDENTS Admissions, Fall Term Credit Seeking Students Only – Including Continuing Education

3 Years Prior

2 Years Prior

1Year Prior

Current Year

Goal(specify year)

(FY2017) (FY2018) (FY 2019) (FY 2020) (FY 2021)

Freshmen - Undergraduate Fall 2016 Fall 2017 Fall 2018 Fall 2019 Fall 2020****

Completed Applications 7,810 7,870 7,903 7,807 7,689

Applications Accepted 4,687 5,254 5,314 5,124 4,988

Applicants Enrolled 1,269 1,433 1,464 1,377 TBD

% Accepted of Applied 60.0% 66.8% 67.2% 65.6% 64.9%

% Enrolled of Accepted 27.1% 27.3% 27.5% 26.9% #VALUE!

Percent Change Year over Year

Completed Applications na 0.8% 0.4% -1.2% -1.5%

Applications Accepted na 12.1% 1.1% -3.6% -2.7%

Applicants Enrolled na 12.9% 2.2% -5.9% #VALUE!

Average of statistical indicator of aptitude of enrollees: (define below)

SAT Combined Score* 1011 1069 1076 1063 TBD

Transfers - Undergraduate

Completed Applications 2,183 2,168 2,007 1,880 1,485

Applications Accepted 1,568 1,537 1,408 1,345 990

Applications Enrolled 1,067 1,039 987 917 TBD

% Accepted of Applied 71.8% 70.9% 70.2% 71.5% 66.7%

% Enrolled of Accepted 68.0% 67.6% 70.1% 68.2% #VALUE!

Master's Degree

Completed Applications 1,264 1,492 1,314 1,254 1,028

Applications Accepted 924 1,149 932 951 656

Applications Enrolled 670 837 679 673 TBD

% Accepted of Applied 73.1% 77.0% 70.9% 75.8% 63.8%

% Enrolled of Accepted 72.5% 72.8% 72.9% 70.8% #VALUE!

First Professional Degree

Completed Applications

Applications Accepted

Applications Enrolled

% Accepted of Applied - - - - -

% Enrolled of Accepted - - - - -

Doctoral Degree

Completed Applications 0 50 42 49 29

Applications Accepted 0 43 39 40 28

Applications Enrolled 0 42 36 39 TBD

% Accepted of Applied - 86.0% 92.9% 81.6% 96.6%

% Enrolled of Accepted - 97.7% 92.3% 97.5% #VALUE!

* SAT Scores are for first-time, full-time students. The SAT was modified and scores from Fall 2017 forward are not comparable to prior years. ** New EDD Cohorts are admitted every other year, admits in summer term only. The DNAP started in Fall 2017 and admits a new cohort

every year.*** FY2021 Figures are preliminary as of June 26, 2020

H-10

STANDARD 5: STUDENTS Financial Aid, Debt, Retention, and Graduation Complete this form for each distinct student body identified by the institution (see Standard 5.1)

(from College Scorecard) (FY 2014) (FY 2015) (FY 2016)

Three-year Cohort Default Rate 6.1% 6.0% 6.1%

Three-year Loan repayment rate 64.0% 62.9% 61.3%

3 Years Prior

2 Years Prior

1Year Prior

Current Year

Goal(specify year)

Student Financial Aid (000’s) (FY2017) (FY2018) (FY 2019) (FY 2020) (FY 2021)

Total Federal Aid $72,278 $73,745 $74,382 $69,174 $75,613

Grants $13,844 $15,217 $15,759 $14,899 $15,395

Loans $58,063 $58,231 $58,187 $53,724 $59,750

Work Study $370 $297 $436 $551 $468

Total State Aid $3,497 $3,969 $3,355 $3,494 $3,150

Total Institutional Aid $13,895 $14,491 $15,740 $15,961 $15,000

Grants $13,895 $14,491 $15,740 $15,961 $15,000

Loans

Total Private Aid $8,936 $9,179 $10,585 $10,653 $10,500

Grants $1,444 $1,621 $1,781 $1,778 $1,250

Loans $7,492 $7,558 $8,804 $8,875 $9,250

Student Debt

Percent of students graduating with debt (include all students who graduated in this calculation)

Undergraduates 70% 69% 68% TBD TBD

Graduates 39% 42% 48% TBD TBD

First professional students

For students with debt:

Average amount of debt for students leaving the institution with a degree

Undergraduates $25,162 $26,752 $25,743 TBD TBD

Graduates $30,137 $30,305 $38,449 TBD TBD

First professional students

Average amount of debt for students leaving the institution without a degree

Undergraduates $11,323 $10,816 $9,481 TBD TBD

Graduate Students $24,404 $21,120 $26,754 TBD TBD

First professional students

3 Years Prior

2 Years Prior

1Year Prior

Current Year

Goal (specify year)

Student Persistence and Graduation (FY2017) (FY2018) (FY 2019) (FY 2020) (FY 2021)

IPEDS Retention Data Fall 2016 Fall 2017 Fall 2018 Fall 2019

Full-time Associate degree students

Part-time Associate degree students

Full-time Bachelor's degree students 76% 74% 72% TBD TBD

Part-time Bachelors degree students 64% 42% 29% TBD TBD

IPEDS Graduation Data (150% of time)

Associate degree students

Bachelors degree students 52% 51% 57% TBD TBD

Student Debt: Loan debt excludes parent loans; Graduate student debt are for those enrolled in degree-programs only.

H-11

STANDARD 5: STUDENTS Enrollment, Fall Term Credit-Seeking Students Only – Including Continuing Education

3 Years Prior

2 Years Prior

1Year Prior

Current Year

Goal(specify year)

(FY2017) (FY2018) (FY 2019) (FY 2020) (FY 2021)

UNDERGRADUATE F16 F17 F18 F19

First Year Full-Time Headcount 1,681 1,781 1,863 1,742

Part-Time Headcount 251 226 246 236

Total Headcount 1,932 2,007 2,109 1,978 0

Total FTE 1,754 1,847 1,903 1,781

Second Year Full-Time Headcount 1,575 1,522 1,479 1,532

Part-Time Headcount 189 176 166 162

Total Headcount 1,764 1,698 1,645 1,694 0

Total FTE 1,617 1,568 1,512 1,570

Third Year Full-Time Headcount 2,040 2,038 1,946 1,833

Part-Time Headcount 493 465 443 395

Total Headcount 2,533 2,503 2,389 2,228 0

Total FTE 2,189 2,181 2,098 1,963

Fourth Year Full-Time Headcount 2,243 2,264 2,288 2,146

Part-Time Headcount 1,066 1,082 1,115 999

Total Headcount 3,309 3,346 3,403 3,145 0

Total FTE 8,172 2,648 2,696 2,519

Unclassified Full-Time Headcount

Part-Time Headcount

Total Headcount 0 0 0 0 0

Total FTE

Total Undergraduate Students

Full-Time Headcount 7,539 7,605 7,576 7,253 0

Part-Time Headcount 1,999 1,949 1,970 1,792 0

Total Headcount 9,538 9,554 9,546 9,045 0

Total FTE 8,172 8,244 8,210 7,833

% Change FTE Undergraduate na 0.9% -0.4% -4.6% -100.0%

GRADUATE

Full-Time Headcount 579 648 591 503

Part-Time Headcount 1,667 1,678 1,685 1,606

Total Headcount 2,246 2,326 2,276 2,109 0

Total FTE 1,169 1,271 1,186 1,085

% Change FTE Graduate na 8.8% -6.7% -8.5% -100.0%

GRAND TOTAL

Grand Total Headcount 11,784 11,880 11,822 11,154 0

Grand Total FTE 9,341 9,516 9,396 8,918 0

% Change Grand Total FTE na 1.9% -1.3% -5.1% -100.0%

H-12

STANDARD 6: TEACHING, LEARNING, AND SCHOLARSHIP Number of Faculty by Department or Comparable Unit, Fall Term

3 Years Prior 2 Years Prior 1 Year Prior Current Year

(FY 2017) (FY 2018) (FY 2019) (FY 2020)

NUMBER OF FACULTY BY DEPARTMENT (or comparable academic unit)

Fall 2016 Fall 2017 Fall 2018 Fall 2019

FT PT FT PT FT PT FT PT

Accounting 15 8 15 10 15 10 16 9

Anthropology 6 1 6 2 6 2 6 2

Art 11 18 11 15 11 14 10 14

Biology 14 8 15 6 15 12 16 16

Biomolecular Sciences 9 5 9 5 9 9 9 10

Chemistry & Biochemistry 9 7 9 7 9 10 10 10

Communication 13 9 12 8 11 10 12 14

Computer Electronics and Graphics Technology

8 10 8 10 10 8 9 10

Computer Science 9 5 9 7 9 5 9 6

Counselor & Family Therapy 10 21 10 26 10 26 9 23

Criminology & Criminal Justice 14 14 14 12 14 11 14 11

Design (Graphic/Information) 5 2 5 1 5 1 5 1

Economics 7 2 7 2 7 2 7 2

Educational Leadership, Policy & Instructional Technology

17 19 16 26 16 22 14 23

Engineering 19 13 21 14 21 17 20 19

English 32 42 32 36 33 33 31 35

Finance 9 5 10 5 9 13 9 18

Geography 10 10 9 7 10 9 10 6

Geological Sciences 7 5 7 5 7 8 7 6

History 17 21 18 17 17 18 17 14

Journalism 5 2 6 2 5 2 5 1

Literacy, Elementary, & Early Childhood Education

11 8 11 14 10 14 11 13

Management & Organization 12 5 12 4 12 7 11 7

Management Information Systems 7 8 7 14 8 15 7 9

Manufacturing and Construction Management

13 17 12 16 13 18 13 19

Marketing 8 3 8 3 7 9 8 14

Mathematical Sciences 31 67 30 60 30 59 30 60

Modern Languages 11 18 11 17 12 16 11 17

Music 9 24 9 25 9 22 8 24

Nursing 10 15 10 20 10 19 9 25

H-13

STANDARD 6: TEACHING, LEARNING, AND SCHOLARSHIP (continued)Number of Faculty by Department or Comparable Unit, Fall Term

3 Years Prior 2 Years Prior 1 Year Prior Current Year

(FY 2017) (FY 2018) (FY 2019) (FY 2020)

NUMBER OF FACULTY BY DEPARTMENT (or comparable academic unit)

Fall 2016 Fall 2017 Fall 2018 Fall 2019

FT PT FT PT FT PT FT PT

Philosophy 7 9 7 10 7 9 6 10

Physical Education & Human Performance 17 18 17 18 17 20 17 20

Physics & Engineering Physics 5 13 5 12 5 15 5 17

Political Science 6 6 7 4 7 8 7 4

Psychological Science 20 15 20 16 20 18 20 15

Social Work 4 12 5 6 5 8 5 7

Sociology 11 4 11 4 11 4 10 5

Special Education & Interventions 8 12 8 10 7 13 8 14

Technology and Engineering Education 5 2 4 5 4 7 4 6

Theatre 5 3 5 3 5 5 5 4

No School/Department 0 3 0 1 0 1 0 1

Total 446 489 448 485 448 529 440 541

H-14

STANDARD 6: TEACHING, LEARNING, AND SCHOLARSHIP Appointments, Tenure, Departures, and Retirements

3 Years Prior 2 Years Prior 1 Year Prior Current Year

(FY 2017) (FY 2018) (FY 2019) (FY 2020)

Fall 2016 Fall 2017 Fall 2018 Fall 2019

NUMBER OF FACULTY APPOINTED FT PT FT PT FT PT FT PT

Professor 195 195 196 196

Associate 132 132 133 137

Assistant 115 113 110 101

Instructor 4 8 9 6

No rank-Lecturer 489 485 529 541

Other

Total 446 489 448 485 448 529 440 541

NUMBER OF FACULTY IN TENURED POSITIONS

Professor 195 194 195 196

Associate 107 102 109 111

Assistant 15 11 10 8

Instructor 0 0 0 0

No rank

Other

Total 317 0 307 0 314 0 315 0

NUMBER OF FACULTY DEPARTING

Professor 6 8 5 3

Associate 9 6 6 3

Assistant 5 10 5

Instructor 1

No rank 89 84 93 66

Other

Total 20 89 25 84 16 93 6 66

NUMBER OF FACULTY RETIRING*

Professor 4 12 6 7

Associate 1 3 3 1

Assistant 1 1 1 0

Instructor

No rank-Lecturer 1 3

Other

Total 6 0 16 0 10 1 8 3

* Effective October 1, 2017 the State of Connecticut adopted a new contract that altered retirement benefits going forward; some people chose to retire prior to this date.

Definition: Data reported for Instructional Faculty. Employee Census File, on payroll as of November 1. Departing are those that did not retain in the following year census file on November 1.

Retirement data provided by Human Resources Department. FY 2020 Departure and Retirement is preliminary as of June 2020 and subject to change.

H-15

3 YearsPrior

3 YearsPrior

3 YearsPrior

Current Year

(FY 2017) (FY 2018) (FY 2019) (FY 2020)

FT PT Total FT PT Total FT PT Total FT PT Total

Instructional Staff 446 489 935 448 485 933 448 529 977 440 541 981

Research Staff 0 0 0 0

Public Service Staff 0 0 0 0

Librarians 12 5 17 12 8 20 12 8 20 12 7 19

Library Technicians 8 8 7 7 8 8 7 7

Archivists, Curators, Museum staff 1 1 1 1 1 1 1 1

Student and Academic Affairs 88 22 110 89 22 111 91 12 103 93 6 99

Management Occupations 45 45 40 40 40 40 48 48

Business and Financial Operations 48 48 45 45 50 50 50 50

Computer, Engineering and Science 44 44 41 41 37 37 38 38

Community, Social Service, Legal, Arts, Design, Entertainment, Sports, and Media

44 16 60 45 18 63 45 16 61 43 22 65

Healthcare Practitioners and Technical

6 6 6 6 7 7 8 8

Service Occupations 72 72 65 65 68 68 75 75

Sales and Related Occupations 0 0 0 0

Office and Administrative Support 122 95 217 117 89 206 109 89 198 109 90 199

Natural Resources, Construction, Maintenance

26 26 24 24 24 24 26 26

Production, Transportation, Material Moving

10 10 8 8 9 9 10 10

Total 972 627 1,599 948 622 1,570 949 654 1,603 960 666 1,626

Graduate assistants (n=67) are excluded from the above totals

STANDARD 7: INSTITUTIONAL RESOURCESHeadcount of Employees by Occupational Category

H-16

Fiscal Year ends - month & day: (06/30)

3 Years Prior

(FY2017)

2 Years Prior

(FY2018)

Most Recent Year

(FY2019)

Percent Change

2 yrs-1 yr prior

1 yr-most recent

ASSETS (in 000s)

6 Cash and Short Term Investments $76,498 $76,597 $82,422 0.1% 7.6%

7 Cash held by State Treasurer $4,639 $4,587 $5,546 -1.1% 20.9%

8 Deposits held by State Treasurer $14,703 $20,929 $16,401 42.3% -21.6%

9 Accounts Receivable, Net $3,363 $4,401 $3,884 30.9% -11.7%

10 Contributions Receivable, Net $0 $0 $0 - -

11 Inventory and Prepaid Expenses $2,102 $1,797 $3,141 -14.5% 74.8%

12 Long-Term Investments $0 $0 $0 - -

13 Loans to Students $3,218 $3,056 $2,410 -5.0% -21.1%

14 Funds held under bond agreement $0 $0 $0 - -

15 Property, plants, and equipment, net $293,664 $308,451 $327,977 5.0% 6.3%

16 Other Assets $0 $0 $0 - -

Total Assets $398,187 $419,818 $441,781 5.4% 5.2%

LIABILITIES (in 000s)

19 Accounts payable and accrued liabilities $49,833 $51,927 $55,112 4.2% 6.1%

20 Deferred revenue & refundable advances $8,919 $8,240 $9,247 -7.6% 12.2%

21 Due to state $0 $0 $0 - -

22 Due to affiliates $0 $0 $0 - -

23 Annuity and life income obligations $0 $0 $0 - -

24 Amounts held on behalf of others $978 $1,071 $1,384 9.5% 29.2%

25 Long-term investments $0 $0 $0 - -

26 Refundable government advances $3,137 $3,137 $3,137 0.0% 0.0%

27 Other long-term liabilities $0 $0 $0 - -

Total Liabilities $62,867 $64,375 $68,880 2.4% 7.0%

NET ASSETS (in 000s)

Unrestricted net assets

31 Institutional $328,978 $344,068 $366,259 4.6% 6.4%

32 Foundation $0 $0 $0 - -

Total $328,978 $344,068 $366,259 4.6% 6.4%

Temporarily restricted net assets

35 Institutional $6,342 $11,375 $6,642 79.4% -41.6%

36 Foundation $0 $0 $0 - -

Total $6,342 $11,375 $6,642 79.4% -41.6%

Permanently restricted net assets

39 Institutional $0 $0 $0 - -

40 Foundation $0 $0 $0 - -

Total $0 $0 $0 - -

Total Net Assets $335,320 $355,443 $372,901 6.0% 4.9%

TOTAL LIABILITIES and NET ASSETS $398,187 $419,818 $441,781 5.4% 5.2%

Note A: The CCSU Foundation has separate audited financial statements.

STANDARD 7: INSTITUTIONAL RESOURCES Statement of Financial Position/Statement of Net Assets

H-17

Fiscal Year ends - month& day: (06/30)

3 Years Prior (FY 2017)

(see note A)

2 Years Prior (FY 2018)

(see note A)

Most Recently

Completed Year

(FY 2019)

Current Year

(FY 2020) (as of

05/22/20)

Next Year Forward (FY 2021)

OPERATING REVENUES (in 000s)

5 Tuition and fees (note A) $113,693 $119,842 $122,441 $121,918 $114,938

6 Room and board $0 $0 $0 $0 $0

7 Less: Financial aid -$15,591 -$15,310 -$16,823 -$16,613 -$17,188

8 Net student fees $98,102 $104,532 $105,618 $105,305 $97,750

9 Government grants and contracts (note B) $5,811 $6,625 $7,077 $15,107 $7,515

10 Private gifts, grants and contracts $1,681 $1,715 $1,920 $1,871 $1,293

11 Indirect cost recoveries $149 $249 $324 $322 $322

12 Residence life and food services (note C) $26,748 $28,323 $29,316 $21,832 $26,674

13 Program income from auxiliary enterprises (note D) $6,401 $4,337 $3,380 $1,683 $2,221

14 Commissions and other revenue (note E) $3,801 $3,330 $3,255 $3,264 $2,054

15 External CHEFA bond funding received for construction in progress (note F)

$0 $0 $0 $0 $0

16 Total Operating Revenues $142,693 $149,111 $150,890 $149,384 $137,829

17 OPERATING EXPENSES (in 000s) (note G)

18 Instruction $89,641 $88,536 $92,022 $93,162 $93,457

19 Research $1,556 $1,752 $1,777 $1,669 $1,674

20 Public Service $6,167 $5,782 $5,386 $3,978 $3,990

21 Academic Support $18,624 $18,056 $16,529 $16,627 $16,680

22 Student Services $25,249 $25,781 $26,214 $27,344 $27,431

23 Institutional Support $29,580 $29,957 $26,442 $24,373 $24,451

24 Fundraising and alumni relations $0 $0 $0 $0 $0

25 Operation, maintenance of plant (if not allocated) $28,919 $29,804 $40,675 $38,811 $63,244

26 Scholarships and fellowships (cash refunded by public institution) (note B)

$23,706 $27,360 $27,222 $30,051 $26,399

27 Auxiliary enterprises $12,397 $10,708 $11,160 $11,362 $11,398

28 Depreciation (if not allocated) (note H) $18,263 $17,221 $17,427 $17,427 $17,427

29 Other expenses (specify): $0 $0 $0 $0

30 Other expenses (specify): $0 $0 $0 $0

31 Total operating expenditures $254,102 $254,957 $264,854 $264,804 $286,151

32 Change in net assets from operations -$111,409 -$105,846 -$113,964 -$115,420 -$148,322

General: CCSU submits an annual Spending Plan, which serves as the annual operating budget, to the BOR for approval each spring, and a mid-year update in February that includes the previous year’s results and an updated current year forecast. It is important to note that this Spending Plan serves as the University’s budget and is used by the University and the BOR to manage and report on the financial condition of the University. There are differences between the Audited Financial statements versus CCSU’s Spending Plan, for example, the Audited Financials include construction in progress as an non-operating revenue, whereas the Spending Plan doesn’t include construction in progress. Please review the historical expenses and FY 21 spending plan at: https://www.ccsu.edu/fiscalaffairs/historicalexpenditureinformation.html

STANDARD 7: INSTITUTIONAL RESOURCES Statement of Revenues and Expenses

H-18

Fiscal Year ends - month& day: (06/30)

3 Years Prior (FY 2017)

(see note A)

2 Years Prior (FY 2018)

(see note A)

Most Recently

Completed Year

(FY 2019)

Current Year

(FY 2020) (as of

05/22/20)

Next Year Forward (FY 2021)

33 NON OPERATING REVENUES (in 000s)

34 State appropriations (net) $84,488 $78,050 $86,172 $86,692 $93,653

35 Investment return $568 $1,136 $2,147 $1,472 $1,023

36 Interest expense (public institutions) $0 $0 $0 $0 $0

37 Gifts, bequests and contributions not used in operations

$2,416 $3,119 $3,417 $2,352 $2,587

38 Other (specify): Sale of Goods and Services $388 $392 $444 $446 $560

39 Other (specify): Pell Grant Revenue $13,491 $14,916 $15,310 $14,640 $15,000

40 Other (specify): Capital projects financed at System Office (note F)

$2,838 $2,035 $1,045 $566 $24,310

41 Net non-operating revenues $104,189 $99,648 $108,535 $106,168 $137,133

42 Income before other revenues, expenses, gains, or losses

-$7,220 -$6,198 -$5,429 -$9,252 -$11,189

43 Capital appropriations (public institutions) (note I) $13,753 $44,533 $37,940 $28,684 $74,312

44 Inter agency transfers and loss on disposal of assets (note A)

-$13,038 -$18,212 -$15,053 -$12,631 -$9,894

45 TOTAL INCREASE/DECREASE IN NET ASSETS -$6,505 $20,123 $17,458 $6,801 $53,229

General: CCSU submits an annual Spending Plan, which serves as the annual operating budget, to the BOR for approval each spring, and a mid-year update in February that includes the previous year’s results and an updated current year forecast. It is important to note that this Spending Plan serves as the University’s budget and is used by the University and the BOR to manage and report on the financial condition of the University. There are differences between the Audited Financial statements versus CCSU’s Spending Plan, for example, the Audited Financials include construction in progress as an non-operating revenue, whereas the Spending Plan doesn’t include construction in progress. Please review the historical expenses and FY 21 spending plan at: https://www.ccsu.edu/fiscalaffairs/historicalexpenditureinformation.html

STANDARD 7: INSTITUTIONAL RESOURCES (CONTINUED)Statement of Revenues and Expenses

H-19

STANDARD 7: INSTITUTIONAL RESOURCES Statement of Debt

FISCAL YEAR ENDS month & day (06/30)

3 Years Prior

(FY2017)

2 Years Prior

(FY2018)

Most Recently Completed

Year (FY 2019)

Current Year

(FY 2020)

Next Year Forward (FY

2021)

Long-term Debt

Beginning balance $95,555,575 $91,369,842 $85,457,837 $79,414,831 $100,698,629

Additions $1,737,145 $0 $0 $28,193,444 $0

Reductions ($5,922,878) ($5,912,005) ($6,043,006) ($6,909,646) ($7,304,943)

Ending balance $91,369,842 $85,457,837 $79,414,831 $100,698,629 $93,393,686

Interest paid during fiscal year $3,089,772 $2,956,644 $2,817,145 $3,442,153 $3,425,623

Current Portion $5,912,005 $5,878,836 $6,909,646 $7,304,943 $7,275,318

Bond Rating* n/a n/a n/a n/a n/a

Debt Service CoverageOperating Income / (Annual Interest + Current Portion of Debt)"

1.57 1.58 1.52 1.08 0.90

Debt to Net Assets RatioLong-tem Debt / Total Net Assets"

0.27 0.24 0.21 0.27 0.22

Debt to Assets RatioLong-term Debt / Total Assets"

0.23 0.20 0.18 0.23 0.21

Debt Covenants: (1) Describe interest rate, schedule, and structure of payments; and (2) indicate whether the debt covenants are being met. If not being met, describe the specific covenant violation (i.e., requirement of the lender vs. actual achieved by the instituiton). Also, indicate whether a waiver has been secured from the lender and/or if covenants were modified.

There are four debt issuances (Series N - Mid-Campus Residence Hall, Series P-1 - Willard/DiLoreto Garage Design, Series P-2 - Welte Garage, and Series Q-1 - Willard/DiLoreto Garage Construction) that the University is resposible for their partial repayment. Series N matures from 2014 to 2033 with interest rates varying from 4.1% to 5.0%, Series P-1 matures from 2016 to 2036 with interest rates varying from 2.5% to 5.0%, Series P-2 matures from 2011 to 2022 with interest rates varying from 2.5% to 5.0%, and Series Q-1 matures from 2019 to 2039 with interest rates varying from 2.5% to 5.0%. Payment of the principal of, and interest on, the bonds are due to the Trustee on April 1st and October 1st of each year. All debt covenants are being met. For FY 2020, the debt payments total $6,909,646 ($5,131,445 for Series N - Mid-Campus Residence Hall, $86,870 for Series P-1 - New Parking Garage Design, $610,864 for Series P-2 - Welte Garage, and $1,080,467 for Series Q-1).

Line(s) of Credit: List the institutions line(s) of credit and their uses. N/A

Future borrowing plans (please describe). N/A

The debt noted in the chart above reflects the portion of the debt that was taken out by the Connecticut State Colleges and Universities system and directly attributable to the university. The University is responsible for the repayment of its portion of the CHEFA debt although that portion is not discretely presented as part of the University’s audited financial statements, rather these values are shown as System Office liabilities. *CCSU does not have an individual Bond Rating, rather we rely on the Bond Rating for the State of Connecticut.

H-20

STANDARD 7: INSTITUTIONAL RESOURCES Supplemental Data

FISCAL YEAR ENDS month & day (06/30)

3 Years Prior

(FY2017)

2 Years Prior

(FY2018)

Most Recently Completed

Year (FY 2019)

Current Year

(FY 2020)

Next Year Forward (FY 2021)

NET ASSETS

Net assets beginning of year $341,825 $335,320 $355,443 $372,901 $379,702

Total increase/decrease in net assets ($6,505) $20,123 $17,458 $6,801 $53,229

Net assets end of year $335,320 $355,443 $372,901 $379,702 $432,931

FINANCIAL AID

Source of funds

Unrestricted institutional $16,465 $16,545 $17,506 $17,263 $17,450

Federal, state and private grants (note A) $17,604 $19,431 $19,522 $19,223 $19,013

Restricted funds (note A) $3,024 $3,851 $4,222 $3,988 $3,393

Total $37,093 $39,827 $41,250 $40,474 $39,856

% Discount of tuition and fees 22.2% 22.3% 23.6% 22.8% 24.8%

% Unrestricted discount 20.6% 19.9% 20.9% 20.5% 22.2%

Net Tuition Revenue per FTE* $10,131 $10,612 $10,987 $11,506

FEDERAL FINANCIAL RESPONSIBILITY COMPOSITE SCORE

n/a n/a n/a n/a n/a

Please indicate your institution's endowment spending policy:

The CCSU Foundation annually disburses an amount equal to 5% of each endowed fund's 20 quarter average fund balance, inclusive of fees, and up to 100% of the balance of operating funds.

Note A: A classification correction from "Restricted funds" to "Federal, state, and private grants" of $880,349 was needed for the Roberta Willis Schl Program (Merit) fund for FY 2017. *FY2020 FTE is preliminary

H-21

STANDARD 7: INSTITUTIONAL RESOURCES Liquidity

FISCAL YEAR ENDS month & day (06/30)

3 Years Prior

(FY2017)

2 Years Prior

(FY2018)

Most Recently Completed

Year (FY 2019)

Current Year

(FY 2020)

Next Year Forward (FY 2021)

CASH FLOW

Cash and Cash Equivalents beginning of year $81,046 $81,137 $81,184 $87,968 $79,173

Cash Flow from Operating Activities ($100,714) ($98,981) ($92,355) ($112,117) ($106,586)

Cash Flow from Investing Activities $568 $1,136 $2,147 $1,472 $1,023

Cash Flow from Financing Activities $100,237 $97,892 $96,992 $101,850 $103,654

Cash and Cash Equivalents end of year $81,137 $81,184 $87,968 $79,173 $77,264

LIQUIDITY RATIOS

Current Assets $84,891 $92,351 $94,678 $94,678 $94,678

Current Liabilities $39,842 $41,729 $46,144 $46,144 $46,144

Current Ratio 2.13 2.21 2.05 2.05 2.05

Days Cash on Hand ((Cash and Cash Equivalents / [Operating Expenses + Depreciation and other noncash expenses])/ 365)"

125.57 124.64 129.77 116.82 104.95

No cash flow issues are expected at this time.

Has the institution needed to access its restricted net assets or liquidate other financial assets to fund operations? If so, please describe and indicate when approvals (if required) were obtained from the state's authority. N/A

We used a different calculation to determine the number of Days Cash on Hand. In following an industry standard calculation, the Days Cash on Hand was calculated by dividing the total of Cash and Cash Equivalents by Operating Expenses less Depreciation and other noncash expenses and then dividing that amount by 365 (Days Cash on Hand = Cash and Cash Equivalents / ((Operating Expenses - Depreciation and other noncash expenses) / 365)).

Progress Report on

Transforming CCSU Culture

August 3, 2020

Central Connecticut State University 1615 Stanley Street

New Britain CT, 06050 I-1

Contents Introduction .................................................................................................................................................. 3

Where We Were ....................................................................................................................................... 3

Changing the Culture – What We Have Done ............................................................................................. 6

Action Plan to change CCSU Campus Culture .......................................................................................... 6

Sibson Consulting Analysis ....................................................................................................................... 7

Office of Equity and Inclusion (OEI) ......................................................................................................... 8

Strategic Plan 2030 ................................................................................................................................ 11

Climate Surveys ...................................................................................................................................... 13

Diversity and Inclusion Plan ................................................................................................................... 15

The Future of CCSU – A Path Forward ....................................................................................................... 18

Strategic Plan 2030 ................................................................................................................................ 18

Office of Equity and Inclusion ................................................................................................................ 20

President’s Commission on Equity, Inclusion & Diversity ..................................................................... 21

Professional Development and Recognition ......................................................................................... 22

Diversifying the Campus Community..................................................................................................... 24

Diversifying the Curriculum .................................................................................................................... 25

I-2

Introduction

As the oldest public university in the state, Central Connecticut State University (CCSU, Central)

strives to adapt, advance and grow to meet the needs of the communities it serves. CCSU firmly

believes that education is the most effective vehicle for social mobility, and over the years the

University has become an engine of significant economic and social development in

Connecticut. In order to achieve its mission, CCSU has made a substantial effort to diversify and

transform its culture to create a more inclusive campus, eliminate the racial divide, and foster a

safe environment for everyone.

Where We Were Over the last decade, CCSU has

been in the preliminary stages of

addressing diversity and inclusion

on campus. From the University’s

last administration to today, the

demographics of the Central

community have changed

significantly. In 2010, minority

student enrollment (which includes

Black/African American, American Indian/Alaska Native, Asian, Hispanic/Latino, and Two or

More Races) was at 21 percent. In 2019, minority student enrollment was at 34.8 percent,

gaining 13.8 percent over the nine year period. Similarly, the total percentage of minority

employees in 2010 was 19 percent and rose to 22.5 percent by 2019.

Even further back, the Faculty Senate Diversity Committee was formed in 2008, with a mission

to “advise, recommend and promote policies, curricular enhancements, and campus events

designed to foster respect for all people.” The Committee’s purpose was to support events and

initiatives which:

• Promoted diverse student and faculty bodies.

• Promoted and advocated that the principles of diversity are incorporated into all hiring

and promotion decisions.

• Promoted multicultural competence and the outcome of diversity education by

developing the skills and understanding necessary for students to succeed and thrive in

a diverse nation and an increasingly interconnected global society.

One of the Diversity Committee’s most valuable initiatives was the creation of a d-Designation

for CCSU courses that incorporated issues and concerns of diversity, equity and social justice

through course content, pedagogy, and climate. In the summer of 2008, Dr. Beth Merenstein,

I-3

CCSU Professor of Sociology, was awarded a grant to run a workshop where she trained five

University professors and assisted them in redesigning their courses to include diversity. Dr.

Merenstein took the lead role in this initiative, and several d-Designated courses were

developed from 2008 to 2014, after which the initiative was tabled until its recent resurrection

in 2019. While the d-Designation was never fully developed, the initial work that was done

provided a solid foundation for integrating diversity into the curriculum at Central.

During the 2016-17 academic year, Dr. Zulma R. Toro

became President of CCSU. Upon her arrival, it became

clear that there was a need to further develop a sense

of community and unity on Central’s campus. There

was also a sense of racial division across the institution.

These issues led the President to pledge her

commitment to enhancing diversity, equity, and

inclusion at CCSU. To bridge the division and explore

ways to prepare all students to work and live in a

diverse and global world, the President implemented

various initiatives in the beginning of her tenure. For

example, she created the Diversity Curriculum

Development Grant, which led to providing funding for

23 diversity initiatives from 2018 to 2020. President

Toro also championed the naming of the Social Sciences

Hall after the African American educator, abolitionist

and civil rights activist, Ebenezer D. Basset. In an effort to create an inclusive campus culture,

she allocated $22,000 to the Man Enough Support Initiative – a personal development program

created to support the success of Central Connecticut State University college men. In addition,

she funded the expansion of the Educational Opportunity Program (EOP), a five-week summer

program designed for low-income, first generation students who have the potential for college-

level work, but do not meet CCSU's regular admissions standards. In the 2017-18 academic

year, the incoming EOP class increased from 50 to 75 students, providing more students the

opportunity to benefit from EOP experience.

In 2018, allegations of sexual misconduct by a faculty member, as well as claims of misconduct

within the CCSU Police Department were reported. After that, several clear and purposeful

steps were taken toward creating a safer and more inclusive environment, including the

development of the Task Force on Sexual Misconduct, Bullying and Campus Climate (Task

Force) and hiring Sibson Consulting to complete an analysis of the Department of Human

Resources (HR) and the Office of Equity and Inclusion (OEI, formerly the Office of Diversity and

Equity).

In April of 2019, racist graffiti was painted on the walls of the Student Center and Welte Garage.

In addition to the racist graffiti on campus targeting African Americans, there were also reports

I-4

of other hateful acts, specifically directed at Central’s LGBTQ community. An anti-gay brochure

promoting conversion therapy was strategically displayed in a classroom where LGBTQ fiction is

taught. In February 2019, a sign outside the

LGBTQ Center was ripped down, and a student

reported overhearing several people outside of

the Center using gay slurs. These cases were

actively investigated by CCSU Police. In response,

CCSU PRIDE and the Black Student Union (BSU)

held a Blackout rally on April 11 to protest racism

and homophobia, and hundreds of students

attended the event in a show of unity. After the

event, the President met with representatives

from PRIDE and the BSU commending them for a job well done. In her April 15, 2019 letter to

the CCSU community, the President reaffirmed CCSU’s zero tolerance policy for acts of bias and

hatred and asked everyone to give their “voice to diversity.”

Recent racial incidences occurring in the nation have led to a great deal of social unrest and

have once again brought the need for substantial cultural change to the forefront. On May 25,

2020, the murder of an African American man, George Floyd, by a white police officer in

Minneapolis ignited ongoing protests in which millions of Americans across racial, ethnic, socio-

economic, educational, regional, gender, generational, and state boundaries demonstrated and

demanded changes to the policing and criminal justice systems. In response to these events,

President Toro sent out a communication to the Central campus acknowledging the anger,

frustration and pain millions of Americans are feeling about the racial, political, and economic

climate, stating that this event was “an undeniable example of the racism and police brutality

that continues to plague our nation.” To further address the outrage felt by CCSU students,

President Toro is in the preliminary stages of creating a John Lewis Civil Rights Leadership

Program, in which students will honor the work of the public servant and civil-rights leader by

addressing important issues related to racism and social justice.

The President recently reaffirmed her commitment to ensuring that Central is safe and inclusive

for all, and assured the campus community that bigotry, racism, and discrimination have “no

safe haven” at CCSU. She stressed that Central’s executive leadership take a strong lead-by-

example approach to influence the campus community and emphasized the need for a

significant collaboration of efforts toward this important transformation. While there is work to

be done, Central is committed to making progress and becoming an agent of change within the

community and the nation.

The following pages outline the recent work that has been done to transform CCSU’s culture,

as well as future plans to create a diverse, inclusive and safe environment for everyone.

I-5

Changing the Culture – What We Have Done

CCSU has already begun the journey toward improving its campus climate and creating a safe

and welcoming environment for all. Since President Toro’s arrival, the University has increased

its commitment to diversifying the campus and enhancing the connection and experiences of

students, faculty and staff. Reinforcing this overarching message throughout her tenure,

President Toro has emphasized the importance of transforming CCSU’s culture at every level of

the institution. As a result, several initiatives have been implemented, changes have been

enacted, and efforts have been shifted toward a brighter future for the entire Central family.

Action Plan to Change CCSU Campus Culture In 2018, the University assembled the Task Force on Sexual Misconduct, Bullying and Campus

Climate (Task Force). The interdisciplinary group reviewed University policies and processes to

ensure the safety and wellbeing of students, faculty and staff. After eight months of work, the

Task Force’s report was finalized and submitted to President Toro on January 14, 2019.

Recommendations from the Task Force included reengineering the Department of Human

Resources (HR) and the Office of Equity and Inclusion (OEI, formerly the Office of Diversity and

Equity), improving tracking and documentation of training activities and compliance with

policies, regularly administering a campus climate survey, and adopting a new model for

investigations of sexual misconduct.

Upon receiving the Task Force’s report, President Toro charged her Executive Committee with

the creation of an action plan. With the help of AAUP and SUOAF leadership, the Committee

drafted and refined the Action Plan to Change CCSU Campus Culture, which was ultimately

finalized in August 2019. The document includes a detailed, 15-point plan outlining the actions

I-6

necessary to ensure the achievement of a safe and inclusive campus environment for all

students and employees. It outlines the objectives and establishes a timeline for each action to

be completed, and it identifies the Executive Committee member responsible for each element

of the plan. The plan also provides the foundation for Goal Three in the University’s new

strategic plan.

Since then, Central has begun implementation of this robust plan (see progress report),

including examining policies and processes related to bullying and hazing, exploring a new

investigator model for sexual misconduct claims, and partnering with faculty and union leaders

to achieve 100 percent employee participation in Title IX training.

Sibson Consulting Analysis As part of the action plan, CCSU hired Sibson Consulting to reengineer the Office of Equity and

Inclusion and HR. Per Sibson’s report, OEI’s name was changed from the Office of Diversity and

Equity to the Office of Equity and Inclusion, and its mission was expanded beyond compliance

to leadership in the cultural transformation

of the University. The structure and staffing

model for the department was also revised,

elevating the position of Chief Diversity

Officer to a Vice President level with direct

report to the President. Dr. Nancy (Rusty)

Barceló, a nationally recognized expert in

diversity and equity, is now the Interim Vice

President for Equity and Inclusion. In

addition, a Senior Equity and Inclusion Officer and two Equity and Inclusion Associates were

hired.

Sibson’s analysis of Central’s HR department included reviewing the organizational structure,

policies, procedures, tools and technologies and staffing levels. Consultants found that the

department did not have the staff or full range of capabilities necessary to support broader

strategic workforce needs. They suggested providing professional development opportunities

to HR staff and redefine select positions to support the transformation and improve campus

culture. While transformation of the department is ongoing, it is clear that reengineering the

Office of Human Resources will be a multi-year endeavor.

In addition to OEI and HR, Sibson’s analysis was then expanded to include the Ombudsperson’s

(OMB) office. Seeing a need for restructuring, the consultants recommended a transition to an

in-house conflict resolution function. As a result, President Toro, as well as her Executive

Committee and the Integrated Planning Council (IPC) worked on the development of a new

Ombudsperson job description. To avoid bias and conflict, the Ombudsperson will have no

teaching or administrative responsibilities and will report directly to the President.

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Development of this position and the functions of the OMB office is ongoing.

Office of Equity and Inclusion (OEI) Following Sibson’s analysis and recommendations, the OEI underwent significant restructuring. Its mission was expanded to include spearheading a campus-wide cultural transformation, and with that charge there was a need for strong leadership. As a result, President Toro appointed Dr. Barceló as the Interim Vice President for Equity and Inclusion. After Dr. Barceló’s arrival, OEI shifted its focus toward:

• enhanced investigations of sexual misconduct complaints;

• increased responsiveness to underrepresented populations; and

• increased collaboration between OEI, Academic Affairs, and Student Affairs.

Since the redesign of OEI, several changes have been implemented that have already proven

beneficial to the University. The office was moved to a new, more welcoming space better

suited for confidential conversations. Staffing levels in OEI have more than doubled, moving

from two full-time and four part-time employees in fall 2018 to six full-time and two part-time

employees in spring 2020. The budget for the office has also been expanded.

Increased personnel allowed CCSU to move

from a single-investigator model with support

from outside investigators, to a two-

investigator model that aligns with best

practices and uses no outside investigators. In

collaboration with President Toro, Dr. Barceló

also worked to achieve 100 percent

participation of the management/confidential

team, Campus Police, directors, and department chairs in at least one diversity, equity, and

inclusion training per year.

Once staffing in the office was enhanced, a great deal of emphasis was placed on

understanding and improving the campus culture. One of President Toro’s first charges to the

Interim Vice President included the creation of the President’s Commission on Diversity, Equity

and Inclusion (Commission). Creation of the Commission is one of the goals in the Action Plan

to Change CCSU Campus Culture and it includes nearly 45 “Diversity Liaisons” representing

students, faculty, staff, and administration. The liaisons were nominated by schools,

departments, affinity groups, the Faculty Senate and the Student Government Association. The

goal of the Commission is to lead the transformation of CCSU’s campus climate, providing

various perspectives that represent many facets of Central’s campus community. This group, as

well as OEI, would also play a role in the development and implementation of a diversity and

inclusion plan for CCSU.

In collaboration with President Toro, Dr.

Barceló also worked to achieve 100 percent

participation of the management/confidential

team, Campus Police, directors, and

department chairs in at least one diversity,

equity, and inclusion training per year.

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OEI has begun to pave the way for new projects, workshops and trainings related to diversity

and inclusion. Collaborating with the President, the Interim Vice President developed several

programmatic initiatives to help increase awareness of racial, cultural and social issues. Some of

the initiatives included:

• Book Discussion with the Executive Committee – Why Are All the Black Kids Sitting

Together in the Cafeteria?

• Workshops

o Beyond Hate: A Call for Campus Unity

o Use of Less Force and Other Strategies as We Transform the Culture of CCSU

• Culture Over Coffee I and II

• A Conversation on Race with the Executive Committee based on an interview with Dr.

Sylvia Hurtado

• Panel Discussion: Understanding Unconscious Bias: We All Have Them

• Work Session with Executive Committee – A Call to Action: CCSU Plan to Eliminate the

Racial Divide and Racism

• Webinar: Racial Injustice: Speaking Your Truth

As part of its charge, OEI has increased efforts to ensure appropriate training and compliance

takes place. Employee Diversity & Title IX trainings were administered campus-wide. In

addition, OEI worked to develop specialized training plans for units such as Athletics, Residence

Life and the Police Department. Some of these trainings include:

• ATHLETICS

o Bystander Intervention and

Intimate Partner Violence training

o Title IX training

o Student athlete diversity and

inclusion training

• RESIDENCE LIFE

o Title IX training for Residence Life

staff, including Resident Directors

and Resident Assistants

• CCSU POLICE DEPARTMENT

o Unconscious Bias and the Impacts of Trauma

o Cultural Awareness Training

o GOAL New England

o Police Legitimacy and Implicit Bias

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In addition, below is a summary of the programming available through the Office of Victim

Advocacy and the Women’s Center, which are overseen by OEI:

Office of Victim Advocacy Programming

• 2019 Fall Semester: Red Flag Campaign – The Red Flag

Campaign is a campaign aimed at educating the

campus population about the “red flags” or warning

signs of an abusive relationship. The campaign

includes a visual element with red flags placed around

campus along with a poster campaign, classroom

presentations, information tables, and campus

events.

• 2020 Spring Semester: Stand Up CCSU – Stand Up

CCSU is a student-led violence prevention campaign that educates the campus about

bystander intervention and taking a stand against interpersonal violence. The campaign

includes a poster campaign, information tables, campus events, and classroom

presentations.

Women’s Center Programming

• Support Groups: The Women’s Center holds a number of support groups for students

during the semester. For the end of the Spring 2020

semester, support groups were held virtually via

WebEx. Support groups include:

o United Sisters - Student Parent Support Group

o Throwback Thursday - A weekly video post on

social media with CCSU alumnae sharing

information about their career since leaving

CCSU.

o Woman Crush Wednesday - Weekly posts on

social media about a woman they admire.

Dr. Barceló and OEI staff are working to refine campus-wide and

specific training to include many more offerings in the future.

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Strategic Plan 2030 In early 2019, CCSU started a year-long process to develop its new strategic plan. The process

was led and facilitated by the Strategic Planning Steering Committee (SPSC), chaired by

President Toro and composed of representatives from all campus constituencies, including the

president of the Faculty Senate. CCSU

faculty, staff, students, alumni, and

community and business leaders were all

invited to help develop a new path forward

for the University by contributing to the

planning process. What resulted was a plan

with a renewed mission, a new vision and

core values, and five bold goals. Strategic

Plan 2030: Changing Lives, Building

Communities; Central to Connecticut

(SP2030) builds upon a foundation of high

impact practices and community

engagement to educate career-ready

graduates who are well-informed, civic-

minded citizens and prepared to contribute

to the needs of an increasingly diverse

society. The plan also presents a new vision

for advancing social mobility while driving

economic, cultural, and intellectual vitality

within the communities CCSU serves.

Throughout the planning process, improving the campus culture was a prevalent theme. For

example, the final plan includes nine Core Values that distinguish CCSU from other institutions.

Of these principal values, three of them explicitly speak to equity, social responsibility, and

justice:

- ACCOUNTABILITY. We commit to holding ourselves and each other Accountable to the

highest ethical standards and to fostering a culture of civility, collegiality, and justice.

- EQUITY. We commit to embrace and strengthen Diversity and Inclusion, providing an

enriching and equitable learning environment where every individual is valued, and

promoting diversity of people and ideas.

- RESPONSIBILITY. We commit to Social Responsibility to promote the public good and

contribute to global understanding.

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In the early stages of development, President Toro asked the SPSC to consider a goal related to

creating a safe and inclusive environment for all. This recommendation resulted in Goal Three:

Foster an Inclusive and Safe Campus Culture that Values and Encourages Individuals to

Participate in a Free and Respectful Exchange of Ideas. This goal focuses on accountability,

diversity, equity, inclusion and safety, stating: “[CCSU] is dedicated to the development and

preservation of an equitable, inclusive, safe, responsible, accessible, and accountable campus

environment, ensuring that all can achieve their full potential as active citizens and lifelong

learners.” CCSU pledges to play a lead role in equity and social justice and become a “national

model for community built on mutual respect, compassion, and support.” In addition, CCSU

commits to ensuring that every member feels safe and secure, and to communicating a policy

of “zero tolerance” for acts of violence, bias, and discrimination.

The Objectives of SP2030 Goal Three are: 1. Welcome and engage a diverse community of students, faculty, and staff

2. Integrate diversity into the curriculum, pedagogical methods, professional development,

and co-curricular activities that contribute to cultural competency

3. Use data to inform and develop accountability measures in support of a diverse 21st-

century university

4. Identify best practices that align with federal and state policies to increase safety both

on and around campus

5. Enhance recognition of faculty and staff for their value and service to the institution

Similarly, Goal Two: Increasing Access to Higher Education and Ensuring Student Success also

plays a role in improving the campus climate. This goal focuses on the creation of an inclusive

and “student-ready” institution that meets 21st-century students where they are and

eliminates obstacles and

achievement barriers. While much

of the Goal’s objectives focused on

increasing support services,

flexible course options, and co-

curricular opportunities, emphasis

is also placed on developing

greater connection with the

underrepresented populations of

Connecticut. Central commits to

expand outreach to historically

marginalized socioeconomic

groups to provide equal opportunity for a quality and affordable education. This commitment

includes developing and expanding targeted recruitment activities toward growing populations

(Hispanic, African American, and other underrepresented populations), as well as becoming a

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Hispanic Serving Institution as defined by the U. S. Department of Education (20 U.S. Code

§1101a).

Implementation of the SP2030 has already begun. An Action Plan has been developed to guide

strategic planning efforts, and a robust list of Key Activities identified, developed and

prioritized. Thus far, twelve of the Key Activities for Goal Three have either been initiated or

completed, and nearly 40 total activities have been initiated to support the plan. Activities will

be evaluated on a three-year rolling planning horizon; as conditions change, activities may be

substituted or augmented.

Climate Surveys As part of the SP2030 and the Action Plan to change CCSU Campus Culture, the University sought to administer a set of nationally recognized campus climate surveys for students, faculty and staff. President Toro, the Interim Vice President of Equity and Inclusion and the Associate Vice President for Planning and Institutional Effectiveness worked to develop a call for proposals to conduct a campus study that would include pre-preparation and post analysis and development. Proposals were collected and evaluated by a team of selected CCSU staff. Ultimately, UCLA’s Higher Education Research Institute (HERI) was chosen.

In Fall 2019, a suite of three campus climate surveys from the HERI were selected for administration in Spring 2020. The surveys were administered simultaneously to students, faculty and staff from February through mid-March. Initially, the surveys were scheduled to remain open until the end of April but had to be closed early due to the coronavirus. Results from the survey are expected in early fall. At that point, the Interim Vice President of Equity and Inclusion and the Associate Vice President for Planning and Institutional Effectiveness will work with the Commission on Diversity, Equity and Inclusion to analyze the survey results and develop recommendations. Tentatively, these surveys are scheduled to be administered annually for the first two to three years and then a rotation schedule will be implemented.

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Title IX Training Redesign The Office of Equity & Inclusion is responsible for providing state-mandated training on diversity, sexual harassment prevention, and Title IX. While CCSU has been compliant with federal and state Title IX policies that require the institution to provide training, it has been less successful with its own policy of requiring employees and students to participate in training each year. During the 2019-2020 academic year, Title IX was redesigned in order to cover a broader scope and ensure 100 percent employee and student compliance. Given the recent U.S. Department of Education changes regarding Title IX, Sexual Assault and Interpersonal Violence on college campuses, OEI is offering several training sessions on the topics. It is critical that all students, employees, including managers, understand both the full range of behaviors that define sexual harassment, sexual assault and interpersonal violence and the pro-active steps they can take to prevent it. Currently all employees at the university are expected to take either the online or in person training regarding sexual assault and interpersonal violence prevention on an annual basis. Additionally, one of the key metrics to be measured in Goal Three of the SP2030 is the number and percent of employees and students who have received Title IX and diversity training.

All new CCSU employees must complete a three-hour initial Title IX Training, which includes Sexual Harassment Prevention and Sexual Assault, Interpersonal Violence and Stalking Awareness. In this three-hour program, new employees learn:

• Information about the Office of Equity & Inclusion and Office of Victim Advocacy

• Definition of discrimination and identification of protected classes

• History of Title IX and its application in higher education

• Definitions and examples of sexual harassment, sexual assault, sexual exploitation, intimate

partner violence, and stalking

• Overview of CCSU sexual misconduct policy, including responsible employee policy and policy on

mandatory reporting of suspected child abuse

• Scenarios for employees to practice responding to a disclosure of sexual misconduct

• Information about on- and off-campus resources

Once an employee completes the initial three-hour Title IX training, there is an Annual Title IX Refresher training course requirement. Title IX Refresher sessions are 45 minutes in length and can be completed either by in-person sessions or via an online module. The primary purpose of the refresher is to review the various laws, policies and procedures related to sexual violence, sexual harassment, interpersonal violence and stalking. There are annual updates, changes and announcements from the various governmental agencies. The refresher provides updates on the Board of Regents (BOR) policies and procedures as well as best practices for college

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campuses that often come from the U.S. Department of Education’s Office of Civil Rights. These sessions provide real life examples and allow participants to work through case examples and scenarios. Employees may also complete their Title IX Training through an online program called “Not Anymore.” Not Anymore is managed by the company Vector Solutions and is used across the CSCU system. The Not Anymore program uses video modules, text, and quizzes to assess knowledge. The program includes:

• Definitions and laws related to sexual misconduct

• Overview of sex discrimination and prevalence

• Prevention and bystander intervention

• Trauma-informed response to disclosures

• Campus-specific reporting requirements and resources In 2019-20, forty-three percent of employees have complied with Title IX training, an increase

of 22 percent, over 2018-19 and a 95 percent increase in number of people trained.

Furthermore, Central achieved 100 percent Title IX training compliance for athletics and

management/confidential personnel. Upon completion of the new training, participants gave

an overall rating of 4.89 on a scale 1 to 5, where 5 is the highest.

In 2019-20, new students received Title IX training during orientation, while returning students

completed the online module. Unfortunately, only 36 percent of students successfully

completed their training. This represents a ten percent decrease from the prior year where all

the training was completed online.

Diversity and Inclusion Plan When the Interim Vice President of Equity and Inclusion was appointed, she was charged by the

President with developing a

comprehensive diversity and

inclusion plan for the University.

This plan, which is essentially an

extension of the SP2030, will

include programmatic initiatives

and detailed diversity training and

professional development plans.

The plan will also focus on diversity

curriculum development, enhanced

In 2019-20, 43% of

employees have complied

with Title IX training, an

increase of 22%.

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affirmative action training for searches, student engagement, data analysis and accountability

measures within the context of collaboration and coordination. The President, OEI, Executive

Committee members and individuals across Central’s campus will essentially take part in the

implementation of these important cultural initiatives. Since Dr. Barceló’s arrival in the summer

of 2019, she and President Toro have combined efforts to develop initiatives that would

eliminate the racial and social divide at CCSU and create a campus that is tolerant, accepting

and safe.

While the plan is still being developed, several steps have been taken to move the University forward

and bring awareness to these important issues:

• The President’s Commission on Diversity, Equity and Inclusion has played an integral

role in improving the University’s climate. At its inception, a special meeting of the

Commission was called to

explore a variety of efforts to

provide students, faculty and

staff with a safe space to share

their perspectives, stories,

experiences and

recommendations. The

Commission discussed possible

training/professional

development webinars designed to bring different groups together to explore the

intersections and parallels of racism and other forms of oppression. The framing of the

discussion was to promote a respectful, accessible, and inclusive community for all CCSU

students, faculty, and staff.

• In the 2019-2020 academic year, President Toro once again funded the Diversity

Curriculum Development Grant. Nine proposals were submitted by faculty; three of

these were fully funded and six received partial funding.

• The President, Executive Committee, and student and faculty leadership worked to

advance the idea of including diversity, equity, and inclusion as a curriculum

requirement.

• President Toro increased the funding to the LGBT and Women’s Centers. She also

partnered with the Chief Operations Officer and Chief Information Officer to renovate

the space occupied by the Center for Africana Studies. Forty thousand dollars was

allocated to the Center for Africana Studies renovation in 2019.

• The Office of Student Affairs has undergone several changes, including hiring a new Vice

President. After the arrival of Dr. Michael Jasek in June 2019, steps were taken to

develop a robust, multi-tiered training program for new and returning students. In

addition, recommendations from the report of Counseling & Student Development were

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implemented, including dedicating an on-call counselor to answer after hours student

phone calls. The CCSU Police Department can also access the on-call counselor.

Additional counselors were also added to the budget requests for the 2021 fiscal year.

• Several steps were taken to strengthen the CCSU Police Department. First, the federal

court lawsuit by Jane Doe was settled, and the President participated in the arbitration

hearing of the police officer that was dismissed. The University’s decision was upheld by

the arbiter. Next, the CCSU police force was increased to approximately 30 people, 23 of

which are sworn police officers. The CCSU Police Department is a fully sworn nationally

accredited police agency, and Police Officers are subject to the stringent requirements

imposed upon all police officers in Connecticut. In addition to state requirements, Chief

Gregory Sneed and OEI have worked to improve and expand diversity training programs

for the department. Officers now receive training on topics of Unconscious Bias and the

Impacts of Trauma, as well as Police Legitimacy and Implicit Bias, and the force is

planning to further expand its training throughout the next several years.

Under the direction of the President and Interim Vice President of Equity and Inclusion, OEI has

made significant progress in the development of the diversity and inclusion plan. Once the plan

is finalized, action items will be shared with the CCSU community in order to emphasize

Central’s commitment to creating a better campus environment for everyone.

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The Future of CCSU – A Path Forward

Due to the work of the President, executive leadership, various committees and other

dedicated faculty and staff, the past few years have been a transition period for CCSU.

Emphasis has been placed on improving Central’s campus culture, and racial and social issues

have become part of the daily dialogue. While this is encouraging, the nation’s current social

climate indicates a need to take bold and purposeful action to eliminate the racial divide and

foster a safer and more inclusive environment for everyone. In an increasingly diverse 21st

century world, cultural transformation is

integral to the achievement of the

University’s mission. As such, every

member of the CCSU community must be

involved in this change. Central must be

proactive in its approach and create goals

and objectives that are sustainable in

nature, while remaining committed to

providing the quality, affordable education

that created the public, comprehensive

university that CCSU is today.

The University has developed a list of actions to complete in the coming academic year and beyond.

Increasing its efforts, CCSU will become an institution where all feel accepted, supported and part of

the Central family.

Strategic Plan 2030 Transforming Central’s campus culture is a prevalent theme of the new strategic plan. The

SP2030 Action Plan includes a robust list of Key Activities that has been developed and

prioritized – each in support of a specific strategy. Start dates for each of the activities have

been prioritized and staggered, and evaluation will occur on a three-year rolling planning

horizon; as conditions change, activities may be substituted or augmented to ensure goals are

met.

Implementation of the SP2030 has already begun, and there are several key activities that are

either in progress or on track to begin within the next year. In preparation for Fiscal Year 2021

division and department leaders were asked to align their budget request(s) with the five goals

outlined in the SP2030. As such, the objectives and activities in this plan coincide with many of

the other diversity and inclusion efforts described within this document.

The nation’s current social climate

indicates a need to take bold and

purposeful action to eliminate the racial

divide and foster a safer and more

inclusive environment for everyone.

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As part of Goal Three, several key activities regarding diversity and inclusion have been

prioritized:

• Welcome and engage a diverse community of students, faculty, and staff.

o Implement at least three initiatives recommended by the President’s Commission on

Diversity, Equity and Inclusion.

o Collect the diversity and inclusion plan from every department and unit and

implement an accountability system.

o Support OEI’s continuation of its Culture Over Coffee series.

o Strengthen and encourage CCSU’s existing academic cultural centers and affinity

groups.

o Hire an Ombudsperson, transitioning to an in-house conflict resolution function.

o Continue to foster a culture of respect, collegiality, and teamwork within the Central

family.

• Work with faculty and students to integrate diversity, equity, and inclusion into the

curriculum.

o Continue to fund the Diversity Curriculum Development Grant Program.

o Increase professional development opportunities for faculty and staff on diversity

and inclusion.

o Explore the possibility of a learning outcome associated with the general education

program for diversity, equity, inclusion, and social justice.

• Use data to inform our decisions.

o Review and analyze the results from the climate surveys administered during spring

2020.

o Create and start implementation of an action plan based on the results from the

previous bullet point.

o Implement a tracking mechanism to measure progress and guide future planning.

Within Goal Three, there are also two Objectives and three strategies that specifically relate to

Title IX compliance. The key activities are:

• Identify opportunities to incorporate Title IX and the Americans with Disabilities Act

(ADA).

• Inventory all state and federal compliance policies relating to Title IX, equal

employment, ADA, equity and discrimination.

• Professionalize the CCSU Police and incorporate training on diversity, cultural

competency, mental health, and Title IX.

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In addition, SP2030 Goal Three includes several key activities pertaining to ensuring the safety

of students, faculty and staff on campus.

• Continue to work with local and state authorities to ensure compliance with the most

up‐to-date campus safety measures and procedures including completion of required

safety training and emergency drills.

• Perform annual shelter-in-place drills, emergency drills and fire drills on campus.

• Maintain Emergency Management Response Program that complies with the National

Incident Management System (NIMS).

• Develop and present trainings and seminars on how to manage cyber bullying and

keeping personal information safe.

• Maintain CCSU Police Department accreditation with the Commission on Accreditation

for Law Enforcement Agencies.

• Foster trust between CCSU Police officers and the campus community by strengthening

community policing efforts.

• Implement best practices to address safety both on and around campus.

• Partner with the CCSU leadership team and System Office to implement the new Title IX

regulations.

• Strengthen CCSU Police Department training program to include diversity, cultural

competency, mental health, and the new Title IX regulations.

• Support the next phase of the CCSU Police Department accreditation process.

Office of Equity and Inclusion While the Office of Equity and Inclusion has already made significant progress, their work has

only just begun. OEI’s mission is to build an inclusive community where students, staff, and

faculty can participate in a free and respectful exchange of ideas without fear. By establishing

this community of understanding and respect, CCSU will ultimately prepare students to serve in

an increasingly diverse world.

Playing a lead role in fostering a

safer, more inclusive and

diverse campus, OEI must

create innovative and

sustainable diversity initiatives

that will reach students, faculty

and staff. The Interim Vice

President of Equity and

Inclusion has been charged by

the President with a list of

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important tasks to complete in order to move the University forward and create a solid

foundation for the institution’s cultural transformation. The following is a list of the top goals

and initiatives that OEI has committed to complete:

• Finalize the University diversity and inclusion plan.

• Continue to improve and implement campus-wide training, as well as specialized

training for such units as the Police Department, Athletics and Residence Life.

• Continue to offer required Training on Title IX & Sexual Misconduct, and work to achieve

100 percent participation.

• Develop a series of Webinars for students, faculty and staff that will address racism and

all forms of oppression, ranging from personal interactions to diversifying the

curriculum, as well as CCSU’s connection to the broader community.

• Build and leverage existing partnerships with community leaders to enhance the

facilitation and implementation of diversity initiatives on campus.

• Support grants that will promote diversity leadership opportunities.

• Reestablish the University Hour, hosting events for people from diverse backgrounds to

get to know each other/hosting discussions on common reading materials.

• Continue the Culture Over Coffee series.

• Work in collaboration with departments to ensure a more welcoming and diverse

campus.

President’s Commission on Equity, Inclusion & Diversity Like OEI, the Commission has already begun the process of developing goals and initiatives that

will help to move the University forward. The following are some of the priorities for which the

Commission will focus its efforts in the coming year:

• Bimonthly Webinars highlighting special events such as Pride Month for the Month of

June and Black History Month during the month of February.

• Collaboration with OEI on panel discussions and

lecture series related to diversity, unconscious

bias, global impact, identity development, and

other topics.

• Trainings and professional development

opportunities addressing sexual harassment,

discrimination, and diversity topics in general.

• Collaboration with departments and other

campus units to foster the exchange of ideas

and the development of programmatic

initiatives.

• Review of University policies and practices related to diversity, equity and inclusion.

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• Monitor the progress of SP2030 Goal Three.

• Host an annual diversity symposium on the status of diversity at CCSU.

• Development and review of policies for displaying artwork and other images or signage

across campus.

• Creation of professional development opportunities that contribute to a greater

understanding of social inequality and intergroup relations.

• Conversations with departments regarding incorporating diverse viewpoints into the

curriculum.

• Assistance with the development of scenario-based training for faculty and staff.

Professional Development and Recognition CCSU recognizes that cultural transformation is only possible when students, faculty and staff

are provided the tools and knowledge necessary to incite change. Moving forward, emphasis

has been placed on the development and successful implementation of professional

development programs, both campus-wide and unit-specific. Frequent training and professional

development will ensure CCSU’s success in providing quality education and preparing students to

live in an increasingly diverse world.

Encouraging the campus community through recognition of good work and implementation of

programmatic initiatives is another important step in the process. Recognizing positive changes

in the CCSU culture will ultimately help the institution to become proactive in the creation of a

safer and more inclusive campus.

Central’s plans for professional development and recognition are as follows:

• OEI and the President’s Commission on Equity, Inclusion and Diversity

o Continue to improve and implement campus-wide and specialized training on

diversity and inclusion, as well as on Title IX and sexual misconduct.

o Develop scenario-based professional development for faculty/staff, and train the

faculty to facilitate conversations about equity, inclusion and diversity among

peers and in the classroom.

▪ Some possible training topics include:

• History of Social Movements

• Nonviolent Protest – how to protest peacefully and respond to

violence with nonviolence; de-escalation training

• Foundation discussion: Evolution of a Racial Paradigm

• Global Impact

• Equity vs. Equality

• Student Workshops: Preparing Students to Work in a Diverse

World

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• Community Building: Intersections of Local Communities and the

University

• Identity Development: Mixed Races

• Power of Language: What is meant by Diversity, Equity, Inequality

• Series of Racism Workshops focusing on different affinity groups

• Series of Racism Workshops focusing on faculty and staff: Doing

Personal Work

• Unlearning Bias in Fields of Study/Academia

• Practical skills for unlearning bias

• Unconscious bias and its impact on specific identities

• Unconscious bias in different settings – i.e., workplace and

classroom

• How culture affects people’s behavior to form bias

• Academic Affairs

o Enhance recognition of faculty and staff for their value and service to the

institution.

o Expand how service is valued in the evaluation and promotion guidelines to

incorporate activities such as community engagement, advising, and committee

assignments.

o Establish criteria to recognize faculty who adopt innovative practices that:

▪ Increase access to higher education

▪ Support student success

▪ Enhance advising

▪ Promote and foster community engagement

o Explore innovative ways to support, recognize and compensate part‐time faculty

for their contributions to the advancement of the University.

o Develop a collaboration among AAUP, Faculty Senate, SUOAF, and

administration to develop guidelines on valuing the service component of

employee performance review and/or promotion.

• Student Affairs

o Continue to incorporate educational material on Title IX, bullying, and civility

into student programming.

o Increase student participation in Title IX and sexual misconduct training.

o Collaborate with OEI to develop new training material.

• Police Department

o Incorporate new defensive training programs for officers to improve their self‐

control, discipline, and mindfulness to safely resolve confrontational situations.

o Professionalize the CCSU Police and incorporate training on diversity, cultural

competency, mental health, and Title IX.

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Diversifying the Campus Community Diversifying Central’s students, faculty and staff is a top priority for the University moving

forward. The SP2030 includes several key activities related to expanding the campus

community, and CCSU is committed to becoming an inclusive campus at all levels of the

institution.

The following are some of the goals for diversifying CCSU’s students, faculty and staff:

STUDENTS

• Continue to explore programmatic initiatives that will create access to quality and

affordable education.

• Invest in student support and wellness services such as advising, tutoring, mentoring,

and counseling.

• Identify and create opportunities to celebrate the diverse populations of students.

• Develop stronger partnerships with international institutions by creating innovative 2 +

2 undergraduate programs and graduate programs.

• Develop dual enrollment programs with high schools in surrounding communities.

• Develop and expand targeted recruitment

activities toward growing populations,

such as Hispanic, African American, and

other underrepresented populations,

first-generation students, and

international students.

• Define the mission of CCSU’s cultural

centers as they relate to student success.

• Develop an annual symposium focusing

on the status of equity and inclusion at

CCSU.

• Expand the Summer Bridges Program and EOP program.

• Expand activities for community engagement and civic responsibility.

• Diversify the curriculum and prepare faculty to teach a diverse student population.

FACULTY

• Develop and implement a Target of Opportunity Program.

• Establish partnerships with institutions to develop a diverse pool of faculty candidates.

• Create an Endowed Professorship for the study of social justice, Civil Rights, and equity.

• Develop school/college specific outreach and retention programs that focus on diverse

faculty.

• Enhance the efforts of departments, schools and colleges, encouraging the development

of specific actions to address their diversity priorities.

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• Create professional development opportunities for faculty to incorporate diversity

initiatives and concepts into pedagogy, research and curriculum development. Work to

make diversity a more visible and accepted part of the faculty model.

• Develop and implement a Target of Opportunity Program to remedy a general lack of diversity, address underrepresentation of diversity faculty within departments and promote a faculty demographic that better reflects those of our surrounding communities.

STAFF

• Establish partnerships with institutions to develop a diverse pool of staff candidates.

• Diversify various campus departments, such as Institutional Effectiveness.

• Diversify CCSU Foundation Board.

• Develop diversity training for hiring committees and Department Evaluation

Committees (DEC).

Diversifying the Curriculum CCSU’s educational foundation rests on scholarly excellence, prepares students for successful

careers upon graduation and promotes lifelong learning. To prepare graduates to meet the

demands of the 21st century, Central is committed to exposing students to differences in

culture and ways of thinking, equity issues, and the advantages of an inclusive society. One of

the objectives of the SP2030 includes integrating diversity into the curriculum, pedagogical

methods and co‐curricular activities that contribute to cultural competency. To accomplish this,

the University will take a multipronged

approach that includes everything

from faculty professional development

to modification of course offerings.

Ultimately, Central’s goal is to remedy

a general lack of diversity in the

curriculum, address the

underrepresentation of diverse faculty

within a department, and promote a

faculty demographic that better

represents the communities that CCSU

serves.

The d-Designation was first created to include courses that incorporated issues and concerns of

diversity, equity and social justice through course content, pedagogy, and climate.

When first developed, the d-Designation requirements included the following:

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• A d-designated section will address the culture of equity and social justice with the

United States through course content, pedagogy, and classroom climate.

• A d-designated section will incorporate issues of diversity and social justice into their

established course content with an emphasis on inclusive pedagogy and classroom

climate.

• A d-designated section will examine and explore bias and discrimination within the

United States based on a variety of individual and group factors.

• A d-designated course will not simply input one or two lessons on “other cultures” into

the curriculum to satisfy the d-designation requirement.

Building upon the work of members of the Faculty Senate Diversity Committee and the

Curriculum Committee, CCSU will move forward in the development of the d-Designation. This

work has provided a solid foundation for exploring ways in which Central can incorporate

diversity into its curriculum in a relevant and sustainable manner.

Moving ahead, CCSU’s continued goals for diversifying the curriculum include:

• Expansion of previous work, and successful development of a d-Designation for CCSU

courses.

• Continued exploration of the current General Education program to identify courses

that incorporate issues of diversity and globalization; expand upon current course

offerings wherever possible.

• Developing innovative diversity curriculum models and identifying best practices

associated with integrating diversity into the curriculum, advising and pedagogical

approaches.

• Developing study away courses and programs that expose students to diversity within

the U.S.

• Encouraging faculty, staff and students to apply for grants that support or promote

student exposure to diverse cultures, ideas and perspectives.

• Increasing professional development opportunities for faculty and staff that focuses on

diversity and inclusion.

• Ensuring community engagement activities are culturally responsive, including the

development of a “Culturally Responsive Checklist” complete with supporting

guidelines.

• Supporting innovative and inclusive teaching, scholarship, and creative activities.

o Fund grants in support of developing and exploring inclusive teaching methods

and creative activities.

o Develop data‐driven accountability measures that will be used to assess and

inform future strategies to ensure all students are prepared to work in a diverse

world.

o Create a lecture and workshop series dedicated to the exchange of ideas around

innovative and inclusive scholarship.

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