The Graduate School
Strategic Plan 2003-2006
Mission Statement of the Graduate School
The mission of the Graduate School is to promote excellence in graduate education across the entire University in the areas of instruction, research and professional activity leading to the acquisition and dissemination of new knowledge and the preparation of outstanding scholars and professionals in an atmosphere of free and lively inquiry. The Graduate School aims to foster interdisciplinary research and teaching, and to help programs prepare current graduate students as future leaders in teaching, research and development, applied science, creative production, policy making, and public service.
GOAL I: Reach for National Prominence
The Graduate School assists programs in achieving their highest aims in graduate education, provides information for assessment for programs and for external reporting, works with programs on finding funding for students, and gives advice and assistance to programs and students on progress through the degree. All of these support functions help graduate programs in reaching national prominence. Our greatest task at this time is to make this support seamless and streamlined, so that programs and the graduate faculty can focus on their research and teaching.
The Graduate School serves as the College home to six Graduate Centers, and thus supports several programs in priority areas. Three of these programs have achieved top twenty status in various surveys. Because of these two different roles, the Graduate School is in a unique position to help faculty achieve national prominence.
In fall 2005, The Graduate School, in collaboration with the Office of Institutional Research, Planning and Assessment, will organize the University’s response to the National Research Council survey of Research Doctorates in
Objective 1. The University will increase the prominence of faculty scholarship
This objective is related to the Graduate School as the home of the six Graduate Centers.
The Graduate School will guide the Martin School of Public Policy and Administration in the sustenance and growth of its Public Administration degree program, which houses one of the top ten programs in the nation in Public Finance. The Graduate School will assist in development and faculty recruitment efforts. The Dean will mentor the new Director of the Martin School in this endeavor. If the Martin School moves to a new college location, the Dean will ascertain that the transition is smooth and that the rationale for change and arrangements are to the benefit of the Martin School’s prominence.
The Graduate School supports research in the Cardiovascular Sciences through the Graduate Center in Nutritional Sciences. The Graduate Dean will assist the Director of the GCNS in regularizing the curriculum, increasing the faculty lines in Nutritional Sciences, working with other Colleges with offerings in food and nutritional science, and building the cardiovascular and obesity research areas of the Nutritional group. The Graduate School will assist the program in moving to a national ranking.
The Graduate School supports International Studies through the Patterson School of International Diplomacy and Commerce. The Dean will advise the Patterson School in its exploration concerning a Center or College of International Affairs/Studies, possibly including Public Policy. The Graduate Dean will work with all involved to determine the optimal structure for such a college/center, if feasible. The Graduate School will assist Patterson in development to build student financial support.
The Center for Biomedical Engineering is an important cross-disciplinary nexus for research and graduate training for researchers in Physiology, Anatomy, Kinesiology, Dentistry, various fields in Engineering, and other medical areas. The Graduate School supports Biomedical Engineering in facilitating those connections and will work with the Center on development for student support. The Graduate School will support CBME in finding appropriate research space for its activities.
Two prominent components of the Graduate School, the Gerontology program and the Center for Toxicology, are planning to leave the administrative home of the Graduate School during 2004. Gerontology is joining the new College of Public Health July 1, 2004. Toxicology anticipates joining the College of Medicine in fall 2004. The Graduate School must ensure that this transition takes place in an orderly fashion and that fiscal, personnel, and research arrangements agreed upon are to the benefit of the faculty and students of these programs. The Graduate School aims to ensure that the University maintains both the strong educational program as well as the excellent research activities for which these two programs are renowned.
Key Indicators:
A. Achieve a top twenty national ranking in targeted areas of the Martin School in NRC rankings in 2006-07.
B. Assist the GCNS in achieving a national ranking in the top 50 Nutrition programs in the NRC by 2006
C.: Explore establishment of a Center of International Affairs /College of International Studies & Public Policy by June 2005. If a positive decision, begin implementation by June 2006.
D. Assist the Graduate Centers in establishing a major development plan by summer 2005. Hire a half-time development officer.
Objective 3: The University will increase its resources in order to offer high-quality instructional, research and service programs
The Graduate School plans to increase graduate student funding to support the research enterprise, both internal and external fellowships and research assistantships.
The Graduate School will increase the number and quality of certificate programs, and streamline and promote the process of certificate establishment
The Graduate School will support teaching at the graduate level and offer programming for graduate students in college teaching. We will offer ongoing Teaching Assistant development activities. We will assist the university in complying with SACS regulations on Teaching Assistant preparation and course differentiations for graduate and undergraduate levels in mixed courses. We will monitor and publicize program orientations and in-service activities for Teaching Assistants.
E: Increase scholarship endowments by $500,000 by 2006.
F: Start a new seed award for external scholarship applications by fall 2004.
G: Establish one college-UK scholarship endowment by 2006.
H: Increase the number of new certificate programs by 5 by summer 2006.
I. Offer at least 5 TA development activities per semester.
J. Achieve 98% attendance of university’s new TAs at University-wide orientation.
Objective 4: The University will strengthen the link between funding decisions, plans and results.
The Graduate School will assess success in the use of its recruitment funds and the effectiveness of its recruitment activities, answering some of these questions: do students come from the schools at which we recruit? Where do our most successful students come from? What is the cost per student of this successful recruitment? We will consolidate recruitment efforts with an on-campus visit day for all programs (voluntary). We will reward programs who use recruitment funds effectively.
We will reward programs with good retention and graduation rates, compared to their area and related disciplines. We will give a retention/graduation bonus to the top 10 programs.
Key indicators:
K. Establish a general recruitment day on campus by spring 2005
L. Organize recruitment on the basis of cost effectiveness by fall 2005
Objective 5: The University will streamline its business and information technology services:
The Graduate School will utilize information technology in order to streamline the processes involved in both the recruitment of new graduate students as well as the academic oversight of enrolled graduate students. To this end we will:
- Increase the percentage of on-line applications. The ultimate goal will be to eliminate paper applications entirely. In addition to this approach being more user-friendly for the applicant, an increased volume of on-line applications will significantly reduce staff-time required for data entry.
- Deliver all applicant information to Directors of Graduate Studies in electronic format. For example we will utilize scanning technology to convert student transcripts to a digital format. The ultimate goal will be to eliminate the need for hard-copy document delivery entirely.
- Decrease the turn-around time for requests for Qualifying Examinations, Final Examinations (doctoral and masters) and degree certification. This will be achieved by establishing real-time student and program-specific data-bases that can that can be used for student credentialing purposes.
- Increase the number of dissertations and theses submitted in electronic format to 50%. This will be accomplished by developing a comprehensive web-based electronic thesis and dissertation (ETD) training program.
- Provide applicants with direct access to program-specific admission information on an upgraded web site by 2006.
Key Indicators:
M. Increase the number of applications submitted on-line to 90% by 2006.
N. Decrease the turn-around time for processing requests for qualifying and final examinations (doctoral and masters) and for degree certification by 50% by 2006.
P .Put all student petitions (repeat options, course overloads etc.) on-line by 2006.
Q. Increase the percentage of dissertations and theses submitted in electronic format to 50% by 2006.
GOAL II: Attract and Graduate Outstanding Students
Objective 1. The University will admit and enroll an increasingly higher caliber of student
The Graduate School will assess the effectiveness of the Kentucky Graduate Scholarship to see if it has attracted a better and larger cohort of non-resident students. The Graduate School will assess competitive fellowships to see if we are getting the optimal rewards for funds invested. With Graduate Council, the Graduate School will develop a model of program assessment, (the mini “NRC”), with which we can reallocate scholarships on a rolling three year basis. We will use this method to get the most effective use of our student support dollars and recruit better students. We will support a campus-wide reallocation of teaching assistantships, should the Provost move to such a reallocation.
A. Implement a new graduate fellowship allocation model by fall 2006
B. Assess success of recipients of competitive fellowships and scholarships on an annual basis by 2006
Objective 3. The University will engage students in rigorous educational programs and provide an environment conducive to success.
The Graduate School will organize events centered on the graduate school experience. These may address common challenges graduate students may face, special challenges encountered by certain student cohorts, and emerging interdisciplinary fields of interest. The Graduate School will continue to support the Graduate Certificate in College Teaching and Learning, and to serve as an incubator for experimental graduate courses offered under the GS rubric.
The Graduate School will propose that time limits to graduation for the master’s degree be shortened by 2 years to intensify the learning process and to accelerate the time to degree.
The Graduate School will propose a new model of post-Qualifying residency, which will accelerate time to degree for many students, and require them to contact their programs and the University twice a year for advising and information.
Key indicators:
C. Offer at least 4 enrichment events per year for interested graduate students.
D. Award 20 certificates in College Teaching and Learning by 2006.
E. Shorten the average time to graduation for masters by 0.5 years (from 2000 to 2006).
F. Institute annual reviews of student progress toward completing the doctorate by 2006.
GOAL III: Attract, Develop and Retain a Distinguished Faculty
In its capacity as home to the Graduate Centers, the Graduate School will work with administrators to increase salaries, to establish Wethington Awards where possible, and undergird these programs in faculty recruitment and retention.
The Graduate Dean will use the very limited Dean’s fund to support the efforts and retention of the University’s best faculty as matching assistantships and tuition scholarships on grants, as retention enticements, and to reward proven excellence, where there is emergency need.
The Dean of the Graduate School will work with the Provost in finding ways to remunerate Directors of Graduate Studies for their contribution to the research enterprise. We will continue to offer the Visiting Distinguished Professor Awards for program enrichment.
With regard to staff, the Graduate School will continue to offer small development funds for Graduate School staff, to encourage them to continue their education and well being. A well-trained and efficient Graduate School staff will help create a productive environment for the Graduate Faculty. The Graduate School will continue to hold orientations for staff assistants of Directors of Graduate Studies, so that we can support them in their job knowledge. This training will help free DGSs for their research and teaching responsibilities.
Key Indicators:
A. Give Directors of Graduate Studies remuneration for service by fall 2006.
B. Hold annual orientations for Directors of Graduate Studies and DGS staff assistants.
GOAL IV: Discover, Share and Apply New Knowledge
Objective 3. The University will cultivate the success of diverse efforts in scholarly achievement and research
The Graduate School will begin to monitor the distribution of student support and funding by area and, if possible, for interdisciplinary endeavors, by 2006. This is to ensure that resources are reaching a diverse pool of fields and applicants. The Graduate School began posting announcements of graduate student accomplishments on its web site beginning in 2003. This posting is to highlight student achievement.
Objective 4. The University will attract and enroll highly qualified doctoral students and postdoctoral scholars.
The Graduate School will more closely monitor students who enter the university as post-baccalaureate students. We will enforce the rules of probation more strictly. We will encourage programs to move to annual review of all students (by the graduate faculty committee or the advisory committee). We will encourage programs to adopt a standard set of milestones for “good progress” in doctoral programs.
Key indicators:
A. Reduce the number of post-baccalaureate students by 5% by 2006.
B. Increase doctoral degree enrollment from 2,154 to 2,350; and increase doctoral degree production from 216 to 250.
C. Increase postdoctoral scholars from 232 to 275.
D. Institute milestones of good progress for each degree program by 2006.
Goal V: Nurture Diversity of Thought, Culture, Gender and Ethnicity
Objective 1: The University will improve the climate for diversity
The Graduate School will improve the campus climate for diversity through a range of professional development programs for graduate students, through assessment and monitoring of the campus climate for graduate students, and through work with faculty, staff and graduate students that is designed to improve retention and graduation rates through more effective mentoring and enhanced knowledge of the needs of diverse students.
We will enhance resources and cross-cultural support for international teaching assistants. Effectively integrating international graduate students into the life of the university and developing a greater appreciation for the value and diversity of culture that international graduate students bring to the university are keys to improving the campus climate for diversity. We will increase the cross-cultural and linguistic support offered to new international teaching assistants. We will actively seek funding to bring new international teaching assistants to campus early to provide time for intense focus on cultural and linguistic issues as well as to facilitate their adjustment to the
The Graduate School will work with the Office of Institutional Research to develop a campus climate assessment that focuses on the needs and issues of graduate students. Data will be analyzed by gender, ethnicity and international/domestic status as well as by department. This assessment will establish a baseline and identify particular areas of need. The initial assessment will be administered in spring 2005 and re-administered every two years. Upon identification of particular areas of need, the Graduate School will initiate policy, programming, or communication efforts to address these issues.
In collaboration with the Office for Multicultural and Academic Affairs, the President’s Commission on Women, the President’s Commission on Diversity and other relevant groups, The Graduate School will offer professional development programs, mentoring, programming, and networking opportunities designed to improve the campus climate for students from underrepresented groups. Our goal is to develop strong networks for graduate students across disciplinary bounds and to foster faculty mentoring through an increased awareness of the needs and issues of diverse students. These efforts will center on professional development programs and networking meetings targeted to a range of potential graduate student groups.
In collaboration with the Office for Multicultural and Academic Affairs, the Graduate School will offer a course on diversity and college teaching. This course will be offered first in fall 2005.
In recognition of the challenges that international graduate students and postdocs may face on the academic job market, professional development workshops for academic careers will include specific programming for international students.
The Graduate School will increase the visibility of diversity-related programs and events that exist on campus. This semester, the Graduate School initiated a graduate student distribution list designed to connect graduate students with professional development, fellowship, and other opportunities, including diversity-related events and programs. Through strategies that include a mass e-mailing and intensive publicity at the beginning of each school year, we will increase the percentage of graduate students on the distribution list.
Key Indicators:
A. Expand International TA Orientation by summer 2005.
B. Hold at least 2 ITA training and workshop events per year by fall 2005.
C. Institute a campus climate survey for graduate students by spring 2005
D. Offer a course on diversity in college teaching once per year.
E. Hold at least one networking/informational event per year for postdocs and international students by 2006.
Objective 2: The University will create a diverse workplace and learning community.
The Graduate School will increase the diversity of the graduate student population, stimulate the intellectual and social integration of all students (including international students, students from underrepresented groups, nontraditional students, and part-time students) more fully into the life of the campus, and enhance the graduate student and TA/RA experiences through improved mentoring and increased transparency of related processes.
The Graduate School will increase the diversity of the graduate student population through aggressive recruitment efforts that target underrepresented populations, and effective dissemination of fellowship information to all prospective applicants and in particular underrepresented students. We will promote the Graduate School as a place that values diversity by showcasing diversity in recruitment materials, and by connecting with community groups/leaders to discuss the importance of diversity in graduate education. The Graduate School will implement at least one activity each semester designed to more fully integrate part-time students into campus learning communities.
The Graduate School will increase the transparency of graduate student employment and TA/RA evaluation processes so as to make the process more open to students from diverse backgrounds and experiences. To increase this transparency, we will provide more on-line information on graduate student employment issues.
The Graduate School will seek to hire, encourage, and mentor a diverse group of employees, so that potential students and faculty will find a welcoming and diverse group of professionals to assist them in graduate studies.
Key indicators:
F. Hold one informational workshop per year for Directors of Graduate Studies and other department personnel on establishing appropriate criteria for evaluation for TAs and GAs starting in 2004.
G. Implement standardized evaluation processes for TAs by fall 2004.
H. Hold at least one event per year for part-time students, beginning in 2004.
I. Establish a graduate student resource room with materials for diverse students by spring 2005.
J. Hire at least two new qualified employees from underrepresented groups or diverse backgrounds within the Graduate School itself by 2006.
GOAL VI: Elevate the Quality of Life for Kentuckians
Objective 1.The University will engage its people and resources in a renewed commitment to outreach
The Graduate School will assist programs in developing innovative distance learning courses, degree programs, and certificates that are responsive to the work force and market needs of Kentuckians. By transcending the traditional classroom teaching methods, distance learning technology will improve the opportunity for access to the graduate education for Kentuckians. The Graduate School will partner with programs to work with local and state agencies to develop the type of distance learning degree programs and courses that will meet the needs of Kentucky’s work force. We will continue to provide support to faculty in order to enhance and implement new initiatives in distance learning.
Key Indicators:
A. The Graduate School will have its first complete on-line degree program in place by 2006.
B. Assist programs in establishing new modes of program delivery in Masters of Business Administration, Mechanical Engineering, Health Policy, Social Work, and Rehabilitation Counseling by 2006.