Miami 2020 Plan | Mechanical and Manufacturing Engineering

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

MME Strategies:

  • Use MME 102 to give students a broader view of engineering projects that will enhance their interests and promote their involvement.
  • Use CEC 101 as an opportunity to help students understand liberal education, its importance, and it personal value.
  • 3.    Use additional instructors to offer more sections of MME 211 with fewer students (relevant to accelerated first‐year students who might take MME 211).
  • Host a networking event each semester so that students can meet with alumni and representatives from government and industry to learn about career opportunities.
  • Use Theta Tau, the Engineering Professional Fraternity, for tutoring in math, physics and chemistry.
  • Provide opportunities for Engineering Scholars and honors students. For example, this may be a reading group led by a faculty member to discuss a relevant book, or give them leadership opportunities on the Student Advisory Council.

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
  •  Develop more corporate-sponsored capstone projects

MME Strategies:

  • Work with Career Services to track internships more closely, determine numbers more precisely, and find interested companies to refer other students to in the future.
  • Continue to work with companies to sponsor capstone projects.
  • Continue to work with companies on hosting info nights and interviews
  • Host a networking event each semester so that students can meet with alumni and representatives from government and industry to learn about career opportunities.
  • Coach students on interviewing skills in MME 102.
  • Continue to bring alumni into our classes to talk about technical topics directly and to represent their companies indirectly.

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

MME Strategies:

  • Advise students about opportunities for graduate and professional school
  • Invite speakers from graduate and professional schools for seminars and classroom presentations
  • Track this metric more closely.

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

MME Strategies:

  • Reduce class sizes by adding instructors and additional sections.
  • Continue to protect tenure‐track faculty from excessive service and advising responsibilities.
  • Support associate professors in their research when they request help.
  • Support and reward those senior faculty members who chose to support the department’s teaching responsibilities.
  • Provide funds for graduate student travel to make presentations at professional meetings
  • Revise and update the department governance document to reflect importance of research and scholarship.

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

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

MME Strategies:

  • Introduce students in MME 102 to research opportunities with faculty
  • Provide a portion of research overhead recovery fund to support undergraduate research
  • Create opportunities for global educations
  • Encourage students to pursue combined BS+MS option

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 MobileLearning 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.

MME Strategies:

  • Encourage students to apply for the Lockheed Martin Leadership Institute.
  • Encourage students to become involved in the MME Student Advisory Council.
  • Support student chapters of professional organizations like ASME, SAE, and AIAA.

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.

What are your divisional goals for student involvement in internships?

Undergraduate 80%

Graduate 10%

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

MME Strategies:

  • Host a networking even each semester to connect students with alumni
  • Work with Career Services, alumni and industry contacts to promote internship opportunities.

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.

MME Strategies:

  • Promote student involvement in engineering club activities such as SAE Formula Car and Mini Baja.

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.

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.

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.

MME Strategies:

  • Promote double majoring, especially MCH‐MFG and MFG‐EGM.
  • Promote 3+2 program with BS in MCH/MFG and MS in Computational Mechanical Engineering
  • Promote 3+2 program with BS in Physics and MS in Computational Mechanical Engineering

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:

  1. AP/PSEOP/IB credit for MTH151 (5 hours).
  2. The student is NOT pursuing either a Pre-medical or Pre-law track.
  3. The student takes courses during every Summer Term.
  4. 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.

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

MME Strategies:

  • Develop online and hybrid versions of MME 211, 313 and 315.

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

MME Strategies:

  • Enhance summer and winter offerings
  • Develop and promote online courses in place of transfer credits
  • Seek more contract research

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.

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 multi-disciplinary 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.

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.

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.

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.

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

[To be completed by vice presidents. No divisional response required.]

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

MME Strategies:

  • Work with Admissions to develop strategies to recruit more female and minority students.
  • Strengthen partnership with Dater HS, Cincinnati
  • Implement some of the ideas that have come from other universities to make our introductory courses more appealing to women.
  • Work with the Society of Women Engineers (SWE) on strategies to attract female students and faculty members
  • Participate in Girl Scout Day and Summer Scholars programs.

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

MME Strategies:

  • Engage students earlier, perhaps in MME 102, in reflection and discussion of the value and importance of working and interacting with diverse groups.
  • 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

MME Strategies:

  • Promote the existing MME programs in Poland, S. Korea and England.
  • Promote the LUX program for EGM students.
  • Work with other CEC departments to establish a winter study program in India.
  • Leverage international research collaborations (e.g., in Brazil) to establish additional programs.

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

21) All Miami students will have a curricular or co-curricular cultural/earning 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

MME Strategies:

  • Support/fund travel for faculty to collaborate abroad or for collaborators to travel here
  • Encourage grant proposals involving international collaboration

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

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.

MME Strategies:

  • Strategies described for #20 and #22 will support this metric

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.

24) Miami will partner with two-year institutions to double the number of transfer students to the Oxford campus to 500 students.

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.

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.

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
  • Enhance direct CEC involvement in the Bridges Program

MME Strategies:

  • Work with Enrollment management to develop partnerships.
  • Participate in CEC strategic activities such as the Summer Scholars Program.

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

MME Strategies:

  • Continue to invite alumni into our classrooms to talk about professional topics.
  • Continue the alumni involvement in planning and speaking at the MME Spring Conference.
  • Continue to participate in Alumni Weekend activities
  • Develop short video presentations on faculty and student projects, post them on our website and send links to alumni.

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

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

To be completed by the Vice President for Advancement.

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 co- curricular learning opportunities by helping corporate, governmental, and non-profit 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 contract: $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

MME Strategies:

  • Continue to hire new faculty who are excellent teachers and strong researchers
  • Encourage proposal writing
  • Reward faculty who consistently attract external funding

Objective 3: Grow Miami’s sponsored research, grants, intellectual property, internships, and co- curricular learning opportunities by helping corporate, governmental, and non-profit entities thrive through solutions-oriented partnerships

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

We will increase the number of relevant partnership by 25% in the next five years.

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

MME Strategies:

  • Use the Miami Center for Assistive Technology to attract partnerships
  • Use capstone projects to attract partners
  • Use Project High Flight to attract partners
  • Leverage existing partners and faculty contacts to attract new 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

MME Strategies:

  • Strengthen relations with AAM, MTD, P&G Schneider Electric, Textron, Gulfstream Aerospace, etc.
  • Promote contract research services
  • Promote senior capstone design as a service
  • Encourage faculty service on the Boards of non‐profit and for‐profit companies