Miami 2020 Plan | Computer Science and Software Engineering

UNIFYING GOAL: LEARNING AND DISCOVERY

Promote a vibrant learning and discovery environment that produces extraordinary student and scholarly outcomes.

Objective 1: Prepare students for success at Miami and beyond through a liberal and applied education emphasizing inquiry-based experiential learning that integrates many disciplines.

1) Miami will achieve a 6-year graduation rate of 85% (4-year graduation rate of 75%).

With the university goal of a 94% retention rate by 2020, what is the highest retention rate your division will be able to achieve by 2020? 90%

CEC will improve its freshman-to-sophomore retention from 88.3% for Fall 2012 Entering Class to 90% for Fall 2018 Entering Class.

Strategies

  • Increase the size of CEC Faculty to provide for smaller classes and to offer enhanced advising and mentoring
    • Currently, student-to-faculty ratio in CEC is over 3:1 (1455 students and 45 full time faculty members). We will need to lower the ratio to below 30. It is projected that by Fall 2017 the number of CEC students will increase to ~ 1550. Hiring 10 new faculty members by that time will lower the ratio to 28.
  • Enhance collaboration with the Departments of Physics, Mathematics, and Chemistry Freshman-to-sophomore retention in engineering is strongly dependent on students’ performance in math, physics and chemistry courses.
  • Focus on retention in the recently developed, department-based, 102 introductory courses CEC departments will be charged with designing strategies leading to enhancing emphasis on retention in those courses. CEC will allocate additional resources to help address this issue.
  • Review the content, format, course objectives and delivery mode of an introductory CEC 101 course CEC 101 “Engineering, Computing and Society” is the only course taken by CEC freshman in the Fall semester. Hence, it provides a unique opportunity to improve retention.
  • Address sophomore to junior retention rates CEC departments will be charged with designing strategies leading to enhancing emphasis on retention in sophomore-level engineering science courses. CEC will allocate additional resources to help address this issue.

CSE Strategies:

  • Use CSE 102 to give students a broader view of computing and skills with web programming that will
  • interest and involve them in the field during their first year.
  • Leverage the NSFS -­‐ STEM grant’s plan for a special version of CSE 174 -­‐ 27 to help retain women and students from underrepresented group.
  • Use CEC 101 as an opportunity to help students understand liberal education, its importance, and its personal value.
  • Host once each year(or perhaps once each semester)with all CSE students for advising and community building.
  • Use the student ACM chapter to include first and second year students in activities like the tutorials that they are presenting.
  • Track students from their first year. For those students who leave our major or leave the university, we will be able to discover why. For those in the program, we can identify those who are having trouble by examining grades in some key courses.
  • Provide opportunities for those students who are Computing Scholars and honors students. For example, this may be a reading group led by a faculty member to discuss a relevant book.

2) One year after graduation, 100% of graduates who seek employment will be employed in a full-time position.

The most recent statistics compiled by Miami’s Institutional Research reveals that all CEC students who graduated in August 2012 were employed a year later. We aspire to continue to be equally successful in the years to come. Present successes, nonetheless, will not prevent us from enhancing our partnerships with Career Services and University Advancement Corporate and Foundation team. On the contrary, a major effort addressing this issue is underway.

Other strategies

  • Implement strategies related to internship placement (see also metric 6)
  • Enhance partnerships with major employers (see also metric 28)
  • Provide support to faculty to network with alumni
  • Enhance career mentoring and advising, particularly for bioengineering majors 5. Develop more corporate-sponsored capstone projects

CSE Strategies:

  • Track CSE student internships more closely to determine numbers more precisely and interested companies to refer other students in the future.
  • Continue to work with companies to sponsor capstone projects.
  • Provide training for students in how to interview in “coding interviews” as required by companies like Google and Amazon.
  • Explore internship experiences in San Francisco by partnering with the AIMS program.
  • Continue to work with SunCorp to provide internship and employment opportunities for our students.
  • Consider expanding this type of relationship to other companies.
  • Use the student ACM chapter as a forum to bring in speakers from companies.
  • Use the winter term to provide career focused courses like C# programming, dev-­‐ops, etc.
  • Continue to bring alumni in to our classes to talk about technical topics directly, and to represent their company indirectly.
  • Expand career opportunities by finding companies from diverse industries (e.g., from companies near WPAFB.)

3) One year after graduation, 75% of students who apply to graduate or professional school will receive at least one offer of admission.

Based on senior exit interviews, pre-and post-graduation surveys, and follow-ups with our alumni, we are convinced that this metric has been, is, and will continue to be at least met, but more likely exceeded, in CEC. However, to prove this notion beyond any doubt, Institutional Research we will need to be able to better trace career developments of our recent graduates. Currently, statistically significant data pertaining to our students’ admission to graduate schools one year after graduation are not available.

Strategies

  • Increase opportunities for undergraduate research
  • Provide guidance on the admission and application processes
  • Explicitly offer help to our seniors in applying to graduate schools, asking for references, writing a statement of purpose, etc.
  • Inform students of Graduate School fairs
  • Offer faculty mentoring about these issues to students

CSE Strategies:

  • Track this metric more closely by asking faculty to report on students who request recommendations to graduate school.

Objective 2: Immerse faculty, undergraduate and graduate students in research and creative scholarship that forms a vital part of the learning experience.

4) Continue to increase the quality and impact of scholarship or creative performance.

Currently, what percentage of your faculty (T/TT) produces research or creative performance that meets or exceeds your division’s P&T standards? 75%

Currently, 75% or more of assistant, associate and full professors in all four CEC departments meet or exceed expectations in the area of research and scholarship. We aspire to increasing this metric to 90%. We’ll focus in our assessment of research efforts of all faculty, not just candidates for tenure / promotion to associate professor and promotion to full professor, on quality and impact of their scholarly work, such as journal rankings, impact factor, h-factor, etc.

Strategies

  • Differentially lower faculty teaching loads
  • Provide additional support for faculty travel
  • Strategically assign faculty service responsibilities
  • Provide additional support for undergraduate and graduate students’ engagement in faculty research activities
  • Enhance mentoring of junior faculty by senior faculty and chairs
  • Strengthen existing graduate programs
  • Develop new graduate programs

CSE Strategies:

  • Continue to protect tenure-track faculty from excessive service responsibilities.
  • Support associate professors in their research when they request that help.
  • Support and reward those senior faculty members who chose to support the department’s teaching responsibilities.
  • Explore the possibility and utility of a lecturer position.

5) Upon graduation, all Miami students will have participated in a research or a similar experiential learning activity (e.g., fieldwork, field or clinical placement, service-learning, public or private sector engagement or performances).

Upon graduation 100% of CEC students will have participated in activities listed above (including capstone senior projects). More specifically: A)Divisional goals for student involvement in research: Undergraduate 40% Graduate 100%(excluding 4+1 and 3+2 students)

Strategies

  • Revise a number of courses to incorporate research-oriented outcomes
  • Encourage quality undergraduates to enroll in introductory graduate courses
  • Provide opportunities for faculty to mentor promising students
  • Augment research opportunities with scholars within and outside CEC
  • Engage as early as possible Engineering and Computing Scholars in research activities
  • Increase student involvement in conferences, seminars, workshops and exhibitions
  • Increase budgets for supporting undergraduates working with faculty on research during the school year and in the summer and winter terms

CSE Strategies:

  • Track research experience among our students in a more thorough way, perhaps through the use of a 0­-credit hour course.
  • Advertise NSFREU programs.

B) Divisional goals for student involvement in experiential learning activities: Undergraduate 70% Graduate 0%

Strategies

  • Create courses that require service learning, e.g., tied to Myaamia project
  • Sustain current levels of students’ involvement in Lockheed Martin Leadership Institute and Mobile Learning Center
  • Operationalize The Agile Academy and Augmented Reality Center
  • Provide stronger support for student chapters of a number of major professional societies, honors chapters, etc.
  • Reinvigorate student advisory groups within CEC

Note: Experiential learning activities include, but are not limited to service learning, ethics / leadership / environmental training and active participation in professional organization and advisory councils. Capstone senior design projects are not included in this category.


CSE Strategies:

  • Continue to support the Miami Mobile Learning Center and encourage students to participate.
  • Continue to support the Miami Augmented Reality Center and encourage students to participate.
  • Revitalize the Bits student organization.
  • Continue to work with the Myaamia project in capstone projects and as class projects.
  • Investigate the Humanitarian Free and Open Source Software project
  • Support CSE students in teaching programming to local high school students.

Objective 3: Engage students with substantive co-curricular and internship opportunities that augment their learning and establish a strong foundation for lifelong success, growth, and adaptability.

6) 75% of Miami students will have completed an internship before they graduate.

Strategies

  • Enhance networking with key employers in engineering and computing fields
  • Provide clear information to students about available internships
  • Partner with Career Services to enhance customized support for students
  • Leverage alumni connections
  • Use Spring Advisory Council Meeting for Alumni-Student Networking

CSE Strategies:

Track student internship to better understand how many students are involve, when the get internships (after their freshman year, sophomore year,..), where they interned, how well they were treated, and how useful the experience was.

Objective 3: Engage students with substantive co-curricular and internship opportunities that augment their learning and establish a strong foundation for lifelong success, growth, and adaptability.

7) 85% of Miami students will have two or more co-curricular experiences before they graduate.

In addition to being engaged in CEC activities addressed in our response to metrics five and six, many of our students: are members of Miami – wide student organizations and clubs

  • play in intramural sport
  • are engaged in creative activities
  • serve on university committees
  • serve as tutors
  • are engaged in community organizations
  • organize events and field excursions, etc.

It is, in our view, realistic to assume that the numerical target will be met (our current percentage is 79.5%). Strategies for enhanced engagement of all Miami students in the before mentioned activities will, we assume, be developed by the Student Affairs Division.

Objective 4: Offer flexible pathways to and through the university, including interdisciplinary, e-learning and multiple degree options, to help students achieve timely and cost-effective completion.

8) 25% of our students will graduate with multiple degrees/majors/co-majors and 4% will graduate with
a combination Bachelor and Master’s degree.

A) What percent of your undergraduate students will graduate with multiple degrees/majors/co-­‐majors? 15%

Currently, about 10 to 13% of CEC students double-major. The rigor, demands, multi-year sequencing of engineering programs and steep credit hours programmatic requirements make it very difficult for our students to graduate with multiple majors. Also, double-majoring does not necessarily give our students an edge in the job market. Hence, we will not undertake efforts to significantly increase this percentage across the disciplinary spectrum of our college. The only truly rewarding and advisable option is combining BS majors in Mechanical Engineering and Engineering Management (Manufacturing track). By encouraging students to pursue this option will increase the percentage of CEC students graduating with multiple degrees or majors to 15%. We will also encourage students to consider a newly developed and just approved co-major in energy.

B) What percent of your students will graduate with a combination Bachelor and Master’s degree? 5%

On the other hand, students graduating with a Masters degree do have an edge in the job market. Appropriately, we will continue our efforts to enroll undergraduate students into 4+1 programs and we project that we will meet the 5% metric in Fall 2018. In addition to attracting CEC students to 4+1 programs, we will also develop strategies to attract fee-paying students to our MS programs not requiring thesis. Toward that end we will focus on articulation agreements with other universities along the lines of a recently approved BS/MS program developed with the College of Mount Saint Joseph (BS in Mathematics form Saint Joseph and MS in Computer Science from Miami). Yet another option is to develop joint programs within Miami. Discussions on developing a joint program with the Physics Department (BS in Physics and MS in Computational Science and Engineering) are underway.

Objective 4: Offer flexible pathways to and through the university, including interdisciplinary, e-learning and multiple degree options, to help students achieve timely and cost-effective completion.

9) 60% of degree programs can be completed in 3 years or less through curriculum revision and by
using different pedagogical approaches and modes of delivery (required by OBoR by 2014).

In the future, three CEC programs can be completed in three years: Computer Science, Software Engineering and General Engineering. A student could complete the Computer Science or the Software Engineering major if he or she can credit (AP or Post-secondary) for ENG 111, MTH 151, and a biological science course (11 credit hours), and if they would take 2 summer or winter term courses per year (6 credit hours per year) to satisfy Miami Plan courses for the fine arts and global perspectives, and to satisfy some of the free elective courses that both majors include. These are all courses that are likely to be offered here at Miami or at other universities in the summer or winter, or as online courses. General Engineering, with certain assumptions detailed below, can be completed in 3 years.

ASSUMPTIONS:

  • AP/PSEOP/IB credit for MTH151 (5 hours).
  • The student is NOT pursuing either a Pre-medical or Pre-law track.
  • The student takes courses during every Summer Term.

The existing 128-hour degree and Global Miami Plan are in effect. The rigor, demands, multi-year sequencing of engineering programs and steep credit hours programmatic requirements make it very difficult for our students to graduate in less than four years. Nonetheless, it is hypothetically possible, in engineering fields, for a student who is admitted to Miami with at least 30 credit hours of AP or college credit that count toward engineering degrees to graduate
in three years. We are aware of only one CEC student who graduated in three years last academic year. In sum, none of our programs, even those listed above, will ever be completed in three years by a sizeable cohort of students (let us say, arbitrarily, five per year per program). At the same time, all our programs can be hypothetically completed in three years provided the requirements outlined above are met.

CSE Strategies:

  • Develop a BA degree in computer science. We think that this degree could more easily be finished in 3 years.

Objective 4: Offer flexible pathways to and through the university, including interdisciplinary, e-learning and multiple degree options, to help students achieve timely and cost-effective completion.

10) Increase the online and hybrid credit hours to 10% of the total credit hours.

What percentage of your divisional credit hours will be offered through online or hybrid courses within the next five years? Undergraduate 5% Graduate 0%

Undergraduate

All four CEC departments projected, independently, that online and hybrid courses will produce 4-6% of the total credit hours generated by the departments. Hence, CEC
projects that 5% of the total credit hours will be generated by online and hybrid courses.

Strategies:

  • Engage the recently hired Assistant Provost for Distance Learning and her staff in the development of a relevant CEC strategic plan
  • Identify courses that are taken by Miami students at other institutions and explore the possibility of offering highly demanded courses in online format by Miami faculty
  • Develop a curricular plan for progressing key courses from a traditional to a hybrid and/or to an online format
  • Prioritize courses that (a) already have an online component and (b) students are likely to take elsewhere if the course is not available online
  • Encourage faculty participation in Advanced Learning Technologies and CELTUA workshops

CSE Strategies:

  • Continue to offer CSE 148 and CSE 151 as online courses in the summer.
  • Consider offering CSE 262 as a hybrid class as is done in CIT on the regional campuses.
  • Beth Rubin has urged CSE to consider offering a certificate or graduate degree in software engineering online. This would require more faculty resources than we currently have, but we will consider it.

FOUNDATION GOAL 1: TRANSFORMATIONAL WORK ENVIRONMENT

Ensure vitality and sustainability by building a forward-looking, efficient, and caring culture that stimulates, recognizes, and rewards creativity, entrepreneurial thinking, and exemplary performance.

Objective 1: Promote a work environment built upon continuous improvement and evaluation that empowers employees through ongoing professional development and career growth opportunities.

11) All employees will have an annual evaluation that aligns with the overall university objectives and a
measurable professional development plan.

What percent of your division’s faculty (returning FT,T/TT, lecturers, clinical faculty, VAPs, and instructors), unclassified staff (returning FT), and classified staff (returning FT) are evaluated annually? Report a percentage for each. 

  • Faculty: 100%
  • Unclassified (professional) staff: 100%
  • Classified staff: 100%

What percent of your division’s faculty (returning FT, T/TT, lecturers, clinical faculty, VAPs, and instructors), unclassified staff (returning FT) and classified staff (returning FT) have a professional development plan? Report a percentage for each.

  • Faculty: 100%
  • Unclassified (professional) staff: 100%
  • Classified staff: 100%

Objective 2: Recognize and reward Miami employees for increasing effectiveness and productivity by utilizing their expertise, creativity, and collaboration to constantly improve accountability, productivity, and efficient utilization of resources.

12) At least 25% of the merit salary improvement pool for faculty and unclassified staff will be allocated to recognize and reward exemplary performance that contributes to university and unit goals and objectives.

In the past three fiscal cycles, 16-20% of the total merit salary improvement pool for both faculty and unclassified staff was allocated to reward exemplary performance. It will increase to 25% by FY 2016 and continue to be at this level in the future.

Objective 3: Implement flexible and accountable governance structures that increase the university’s responsiveness and ability to make timely decisions.

13) The time line for the process of soliciting input and recommendations for governance purposes should not exceed one semester as appropriate.

With a few exceptions, we are committed to following the time line put forth in this goal. The exceptions are:

  • a major revision of CEC governance document
  • development of a new undergraduate degree or major
  • development of a new graduate program

Objective 4: Minimize tuition increases through a transparent, strategic financial and budgetary system that incentivizes new revenue streams, reallocates resources, and promotes team-oriented solutions to fiscal challenges.

14) An average of 1% of total revenues annually will come from new or expanded revenue initiatives
other than tuition rate increases.

CEC revenues amount, at present, to about $10M. We project that these revenues will grow by $100K, or 1%, per year beginning in FY ’16, in addition to increased revenues resulting from tuition increases. Expanded and new revenues will include, but will not be limited to:

  • Summer and winter semester income
  • Additional 4+1 and transfer students
  • New certificate and professional masters programs
  • Contract research
  • Grant overheads

CEC revenues amount, at present, to about $10M. We project that these will grow by $100K, or 1%, per year beginning in FY ’16, in addition to increased revenues resulting from tuition increases.

Expanded and new revenues will include, but will not be limited to:

  • Summer and winter semester income

  • Additional 4+1 and transfer students

  • New certificate and professional masters programs

  • Contract research

  • Grant overheads 

15) DIVISIONAL REDISTRIBUTION: Divisional deans will annually realign 1%, on average, of their divisional University budgeted funds by phasing out low priority organizational structures, programs,and activities. These funds will be set aside to support new, or expanding successful, programs and collaborations with an emphasis on inter and multidisciplinary activities. 

We have already eliminated two low-priority, under-enrolled majors (Paper Science and Engineering, Systems Analysis) and do not anticipate phasing out any other majors or programs, at least not in the next three years. The dean is, however, committed to setting aside 50% of new and expanded revenues (see our response to metric 14), amounting to 0.75% of CEC budget, to enhance interdisciplinary programs such as Engineering Management, General Engineering and Computational Science & Engineering. 

16) REDUCTION and CENTRAL REDISTRIBUTION: 0.5% per year of permanent budgetary funds will be captured from improvements in divisional productivity and these funds will be collected centrally and redistributed. 

In light of a dramatic increase of the number of CEC students (83% in the last six years) and deep cuts of CEC budget over the same period of time, our budget has been reduced to its bare bones. Further cuts would be very detrimental to our ability to offer high quality instruction and to retain our faculty. 

"17)Implement, and annually update, a transparent, flexible and dynamic 10 year budget plan that will ensure a sustainable and financially viable foundation. 

FOUNDATION GOAL 2: INCLUSIVE CULTURE AND GLOBAL ENGAGEMENT

Promote a diverse culture of inclusion, integrity, and collaboration that deepens understanding and embraces intercultural and global experiences. 

Objective 1: Attract and retain a diverse community of students, faculty, staff, and administrators. 

18) Grow the diversity of our students, faculty, and staff. 

Strategies:

  • Forge partnerships with high schools with diverse student populations (e.g., Dater HS, Cincinnati)
  • Seek external funding for program transformation focused on increasing diversity (such as, for example NSF Advance, NSF S – STEM)
  • Get engaged in the new University Summer Program
  • Enhance direct involvement in the Bridges Program
  • Capitalize on having a faculty member on the Board of Overseers of M2SE
  • (Minorities in Mathematics, Engineering and Science)
  • Capitalize on Miami’s participation in the Louis Stokes Alliances for Minority
  • Participation (LSAMP) Program
  • Enhance our attempts to increase the percentage of CEC female students
  • In every future faculty and staff search follow good practices developed over the years

CSE Strategies:

  • Use the recent NSF S-Stem program scholarship program to recruit female students and students from under represented groups.
  • Implement the strategies of this scholarship program in the CSE 174 ad 271 courses taught by Dr. Brinkman.
  • To continue to participate in the INTERAlliance and M2SE programs.
  • To continue the Girls-on-the-Go summer workshop.
  • Implement some of the ideas that have come from other universities and colleges (like Harvey Mudd) to make our introductory courses more appealing to women.
  • Support our women faculty members.
  • Support the Ohio Women in Computing conference.

Objective 2: Create an environment where our people live, learn, and work cooperatively with those of widely varied backgrounds, beliefs, abilities, and lifestyles, moving beyond boundaries to welcome, seek, and understand diverse peoples and perspectives. 

19)90% of Miami students will report (e.g., in NSSE or unit implemented surveys) that they feel welcome and have had significant and meaningful interactions with diverse groups. 

Strategies:

  • Implement strategies leading to enhanced global experiences of CEC students
  • Capitalize on activities of the Lockheed Martin Leadership Institute
  • Ensure diversity on departmental and college-wide professional organizations, honors societies, and advisory councils
  • Ensure that a significant number of experiential learning activities offered by CEC address directly or indirectly diversity challenges 
  • Encourage faculty and staff participation in university multicultural training
  • Ensure that a significant part of the new part-time CEC Director of Communications responsibilities be devoted to creating a welcoming environment described in Objective 2 (see above)
  • Ensure that the new CEC Director of Communication promote university multicultural events and training

CSE Strategies:

  • Find ways to build relationships among our graduate students and undergraduate students since the there are many more international graduate students than undergraduates. 

Objective 3: Achieve cultural competency among members of the Miami community by immersing them in domestically and globally relevant learning experiences. 

20) 60% of Miami students will study abroad or study away. 

What percent of your divisional students will be able to study abroad/study away each year by 2020? 50 %

We project that engineering and computing students’ participation in the study abroad programs will lag behind the university’s participation by about 10% due to a strong, and growing, competition with experiential learning activities enhanced as a result of implementing CEC 2020 Strategic Plan and due to financial needs of CEC students exceeding those in other academic divisions at Miami. Hence, we aspire to having 50% of our students studying abroad or away.

The key element of our strategic approach calls for each department in our college to develop (or enhance if applicable) and sustain international collaboration with two – three international partners.


Strategies:

  • Seek to grow philanthropic support for study abroad
  • Focus on developing global internships across the whole globe; establish presence in South America and Africa 
  • Engage students in research conducted away of the campus
  • Market study abroad/study away opportunities more effectively
  • Capitalize on the establishment of the winter term to develop new international opportunities
  • Encourage participation in MU Study Abroad Fair
  • Develop international internship opportunities
  • Engage Luxembourg campus in developing international internship opportunities
  • Ensure that the new Miami Plan replacing the current Miami Global Plan does not eliminate the incentives to study abroad contained in the latter
  • Seek partnerships with other MU Departments
  • Collaborate with AIMS to involve CEC students in San Francisco internship program in the spring

CSE Strategies:

  • Develop a relationship with University of Calabria in Italy.
  • Establish a relationship with University of Luxembourg so that our student can study computer science there.
  • Work with other CEC departments to establish a winter study program in India. 

21) All Miami students will have a curricular or co-curricular cultural learning experience, e.g., intensive community engagement, service learning experience, intercultural or global learning requirement. 

Implementing strategies related to and meeting Miami 2020 goals five, six, seven, and twenty will result in meeting this goal. 

Objective 4: Expand, virtually and physically, Miami’s global involvement. 

22) All faculty and staff will engage in meaningful, globally diverse cultural activities(e.g., volunteer or community engagement; course or workshops on global and intercultural topics professional training on diversity issues.)

Estimate the percentage of your faculty/staff who have participated in globally diverse cultural activities over the past year: 65 %

The key element of our strategic approach calls for each department in our college to develop (or enhance if applicable) and sustain international collaboration with two – three international partners.

Strategies

  • Engage in research collaborations with international scholars
  • Host international scholars
  • Interact with international colleagues
  • Give presentations at international conferences
  • Lead a study abroad program
  • Secure international grant sponsorships or fellowships
  • Help recruit international students
  • Attend programming related to global diversity issues 

23) Miami will expand, virtually and physically, by 25%, its international partnerships and activities to increase its impact on the global stage. 

The key element of our strategic approach calls for each department in our college to develop (or enhance if applicable) and sustain international collaboration with two – three international partners.

This strategy and strategies put forth in our response to goal 22 will expand our international partnerships by 25% or more.

CSE Strategies:

  • Develop a relationship with University of Calabria in Italy.
  • Establish a relationship with University of Luxembourg so that our student can study computer science there.
  • Work with other CEC departments to establish a winter study program in India. 

FOUNDATION GOAL 3: EFFECTIVE PARTNERSHIPS AND OUTREACH

Cultivate mutually beneficial partnerships and applied and service oriented projects that strengthen our local, state, national and world communities. 

Objective 1:Partner with educational and other public and private sector institutions to co-design academic and outreach programs that enhance access to and support of quality higher education. 

By 2020, how many transfer students will your division be able to accommodate?: 40 transfer students

In the fall of 2013, we admitted 21 domestic transfer students to our college. We project that by Fall 2018, we will increase the number to 40 students.

The single strategy leading to accomplishing the goal will be developing, cultivating and sustaining a partnership with Sinclair Community College. The preliminary discussions are underway. 

25) Miami will double its partnerships with Ohio and other area high schools to recruit college-bound students, e.g., through PSEO, expansion of the TOP Program, dual enrollment, tutoring or mentoring programs, Bridge and Junior Scholars Programs. 

Strategies

  • Get engaged in the new University Summer Program
  • Develop three-four full-fledged modules for the University Summer Program 3. Enhance direct CEC involvement in the Bridges Program

CSE Strategies:

  • To continue to participate in the INTERAlliance and M2SE programs.2. To continue the Girls-on-the-Go summer workshop. 

Objective 2: Increase lifelong learning opportunities, engagement, and giving from alumni, parents, and friends 

26)Miami will provide educational opportunities and career support to at least 10% of our alumni and to other external stakeholders, e.g. through programs similar to Winter College, Alumni Weekend activities, webinars, etc. 

Strategies

  • Develop professional engineering and computing certificate programs
  • Develop professional engineering and computing MS programs
  • Offer webinars
  • Offer online classes
  • Ensure that the before mentioned opportunities are available for full time workers
  • Contribute to Alumni Weekend activities at the 2013 level
  • Contribute to Winter College at the 2014 level

CSE Strategies:

  • Continue to invite alumni into our classrooms to talk about professional topics. 2. Continue the alumni involvement planning and speaking at the CSE Alumni Conference. 

27) Increase the total dollar amount raised annually from alumni, parents and friends by 10% per year. 

Advancement has already agreed to achieving the goal to increase private support by 10% annual beginning in FY 14 through 2020 

Objective 3: Grow Miami’s sponsored research, grants, intellectual property, internships, and cocurricular learning opportunities by helping corporate, governmental, and nonprofit entities thrive through solutions oriented partnerships.

28) Increase the total dollars of external funding (contracts and grants) to $30 million. 

What is your annual divisional goal for external contract and grant funding?

Federal funding: $2.25M
Other external funding including instructional contracts: $300K

Strategies:

  • Increase the size of CEC faculty
  • Differentially lower faculty teaching loads
  • Provide release time for research activities
  • Encourage faculty to attend workshops on grant writing
  • Offer pre-proposal reviews
  • Strengthen existing research-based graduate programs
  • Develop two new discipline-based MS programs in MME and ECE
  • Conduct a feasibility study focusing on CEC becoming a PhD granting academic unit
  • Enhance financial support for graduate students

CSE Strategies:

  • Continue to hire new faculty who are excellent teachers and strong researchers. 

29) Increase by 25% the number of mutually beneficial educational, governmental, corporate and nonprofit partnerships. 

Strategies

  • Identify top 25 – 30 prospects

  • Engage CEC leadership with major corporate prospects

  • Add reps from selected corporate partners to CEC Advisory Council

  • Expand CEC Corporate Relations Team to include faculty members

  • Create Donor Recognition Display

  • Engage the new part-time Director of Communications in messaging to external

    constituents and to CEC faculty and staff

  • Communicate with CEC leadership and faculty on a regular basis

  • Create focused online presence and comprehensive web site

CSE Strategies:

  • Use the Augmented Reality Center and the Mobile Learning Center to attract partnerships.
  • Use capstone projects to attract partners. 

Objective 4: Advance Ohio’s economic development and prosperity by providing talent and expertise that helps shape policy and improves quality of life.  

<30) By 2020, 10% of the Miami University community will be engaged in providing expertise and advancing the success of public and private entities. 

What percent of your faculty/staff are involved in providing expertise and advancing the success of public and private entities? 75 %

Strategies

  • Cultivate and enhance relations with:
    • Lockheed Martin (Lockheed Martin Leadership Institute)
    • Suncorp (Agile Academy)
    • Various paper companies that support scholarships through the Paper Science and Engineering Foundation to include Weyerhaeuser, NewPage, Kadant Black Clawson, Georgia Pacific, Ashland, International Paper, OMNOVA, Nalco, Packaging Corp, Mohawk Paper, Wausau Paper and Georgia Pacific to name a few.
    • Air Force Research Laboratories (AFRL)
    • Proctor & Gamble American Axle and Manufacturing
    • Ohio Space Grant consortium
  • Expand relations with external partners (see also metric 29)
  • Encourage faculty external activities such as
    • Editorial board members
      • Corporate and industrial boards
    • Consulting
      • Review and policy panels
    • Expert witness