QUESTION: MissionA3

During Fall quarter 2007, the Department of Accounting changed its goals for both the B.S. in Accounting and Master of Professional Accountancy degrees.

The new goals for the Master of Professional Accountancy degree are as follows:
  
     1. We help our students enter the public accounting profession by developing the entry-level knowledge and skills expected by the profession in the areas of auditing and attestation, financial accounting and reporting, regulation, business environment and concepts, and writing.

     2. Recruit and admit students into the MPA Program who are capable of developing the entry-level knowledge and skills expected by the public accounting profession.

     3. Recruit, develop, and maintain a graduate accounting faculty to accomplish the Master of Professional Accountancy Program goals and the College of Business mission with respect to instruction, intellectual contributions (faculty scholarship) and service.

     4.  Accounting department will strengthen relationships within the university and partnerships with the accounting profession, industry, other higher education institutions, alumni, and government entities.

The new goals for the B.S in Accounting degree are as follows:

     1. We help our students learn foundation knowledge and skills in accounting and business that will aid them in private, government, or non-profit careers or prepare them for additional education for public accounting careers.

     2. Recruit and admit students into the Bachelor of Science in Accounting Program who are capable of  learning the foundation knowledge and skills in accounting and business.

     3. Recruit, develop, and maintain an accounting faculty to accomplish the Bachelor of Science in Accounting Program goals and the College of Business mission with respect to instruction, intellectual contributions (faculty scholarship) and service.

     4.  Accounting department will strengthen relationships within the university and partnerships with the accounting profession, industry, other higher education institutions, alumni, and government entities.

1.  Provide opportunities for students to develop a holistic understanding of human issues through the theories and methods of cultural, linguistic, archaeological and biological anthropology.

2.  Foster student learning in small-scale and individualized settings with respect for different points of view.

3.  Provide opportunities for student-faculty interaction in research, field work, and teaching assistant experience.

4.  Build interdisciplinary relationships that express the multidisciplinary scope of anthropology.

5.  Engage in research and scholarly activities and share results with peers, students and the public.

6.  Offer public services that link research and teaching with the needs and interests of local, state and regional communities.

Goals and Objectives

· To prepare students for significant roles in society as professional practitioners of the visual arts, art educators and designers of visual art and associated media;

     i.	Maintain a curriculum which provides students a comprehensive visual art education which is sensitive to the dynamics of our visual culture.

    ii.	Maintain a curriculum which provides students sufficient study in a specific area of concentration, which enables them to pursue careers as visual artists or designers.
   
   iii.	Maintain a faculty which is qualified to offer a high quality education in visual art.

    iv.	Maintain the necessary technologies needed to deliver a high quality education.

· To enhance our students’ understanding of the diversity and unity inherent to the traditions and innovations, the freedom and restraint of both visual and physical imagery in the arts;

     i.	Maintain a curriculum which provides students sufficient study of the diverse viewpoints and traditions of creating and interpreting visual art.

    ii.	Maintain a curriculum which provides students sufficient study in the limitations of materials and conceptual expression in visual art.

· To facilitate liberal learning and academic excellence through instruction that is sensitive to the needs of a diverse student body and is attentive to the technological and economic realities of an increasingly visual culture.

     i.	Maintain a curriculum which provides students a comprehensive visual art education which embraces cultural similarities and differences inherent to creative expression.

    ii.	Maintain a curriculum, which provides students access to and competence in utilizing a variety of technologies used in the making of art.

· To provide for our students the opportunity to pursue graduate study in visual art on an equal footing with students who graduate from other art departments in the state and region.

     i.	Maintain a curriculum which provides students the professional competencies necessary for successful admission to graduate programs in art.

· To support Central Washington University’s efforts to fulfill its mission and strategic goals by fostering student-centered learning through high-quality academic programs which contribute to a dynamic student environment.
     i. Maintain a curriculum which provides students a	comprehensive visual art education which facilitates liberal learning.
	
    ii. To provide undergraduate students with internship opportunities in Art Education and Graphic Design. 				
   iii. To enrich student-centered learning through the endorsement of faculty student collaborations 	such as those support by SOURCE.

Goal I [UI; CI]: Provide outstanding, quality aviation academic programs on the Ellensburg campus that prepares competent professionals for leadership positions in the aviation industry.

Strategies for implementation:

     A. Strengthen the Department's academic standards and curriculum and align them with FAA and industry standards

     B. Strengthen Mentoring of Aviation Students

     C. Provide quality, integrated academic advising and career development support to all Aviation students from pre-admission to graduation

     D. Provide ample opportunities for Aviation students to participate in extracurricular activities that enhance their collegiate aviation experience

     E. Provide easy access to accurate information and quality student support services in Flight Technology

     F. Provide professional development opportunities for Aviation faculty members to remain up-to-date in their respective curriculum and scholarship expertise fields 

Goal II [UII]: Provide outstanding quality aviation academic programs at selected CWU Centers that prepare competent professionals for leadership positions in the aviation industry.

Strategies for implementation:

     A. Define the role and determine the viability of providing Flight Technology courses or programs at CWU Centers

     B. Investigate viability and impact of Flight Technology center programs

Goal III [UIII; CIII]:
 
     (i) Provide professional, high quality staffing, facilities, technologies, and appropriate resources to ensure faculty and students experience environments that are conducive to their highest levels of academic and professional development. 

     (ii) Develop a diversified funding base to support our Aviation programs.


Strategies for implementation:

     A. Enhance visibility of and knowledge about the Aviation Department throughout the state, the Pacific Northwest, and the nation:

          •Offer specialized course to aviation public (Youth Flight Camp, IFR Refreshers, Advanced SIM course, Mountain Flying seminar, FIRCs, Safety Seminar, etc.)

          •Offer courses to teacher education professional development (for certification)

     B. Expand the Department's student base through recruiting and retention :

          •Maintain close relationships with our two-year aviation-related colleges

          •Cement articulation/degree agreement with BBCC, GRCC

          •Establish articulations with CPTC, SSCC, and other two-year aviation-related colleges
        
          •Establish relationship with Aviation High Schools

          •Visit targeted High schools & two-year Collegiate Aviation programs on a regular schedule

          •Explore relationships with other CCs in the region

     C. Expand sources of revenue to support Flight Technology initiatives

          •Increase funding for simulator use and maintenance

          •Increase use of simulators by existing students (a simulator syllabus for each appropriate certificate/rating)

          •Market specialized courses through Continuing Ed to aviation community

          •Build new facility at Bowers Field property to promote and facilitate high quality working conditions for faculty, staff and students

          •Upgrade Frasca 242 & 242T simulators

          •Increase number of tenure-track faculty positions in Flight Technology program

          •Enhance and increase resources needed to recruit and retain qualified students and faculty from underrepresented populations

Goal IV [UIV]: Strengthen partnerships with industry, professional groups, institutions, and the communities surrounding our campus locations.

Strategies for implementation:

     A. Increase contacts between Aviation students and social service agencies, education, business, and industry

     B. Increase the level of involvement of faculty and staff in social service, education, business, and aviation industry activities.

     C. Enhance the relationships between the department and PK-12 schools and community colleges


Goal V [UV]: Explore the department's potential as a leader in the field of aviation education.

Strategies for implementation:

     •Design and implement curriculum and offerings for teacher education programs in aerospace education

Goal VI [UVI]: Develop an effective sense of community within the Aviation Department.

1. Develop, implement and maintain a continual process of program review in which all faculty members review and revise the mission, goals, and objectives of the department, develop strategies on how to best accomplish our goals and objectives, develop tools to assess our success, and establish departmental procedures and policies to create more informed and efficient decision-making. 

2. Offer an undergraduate program that provides the knowledge, skills, and appreciation of the biological sciences for biology majors, general education students, and students in other majors whose programs require biology. 

3. Provide a rigorous program of graduate training at the Master’s level. 

4. Maintain a group of faculty capable of providing instruction in the three broad areas of biology: (1) Cell and Molecular Biology, (2) Organismal Biology, and (3) Ecology. Within the faculty there should be knowledge of all major groups of organisms and all levels of biological organization. 

5. Enhance opportunities for faculty scholarship, research, and development. The ability of the Department to provide an enriched, diverse learning environment in the biological sciences for majors and general education students is directly related to the vitality, expertise, and diversity of its personnel. Existing faculty must be provided with the opportunity to continue to develop their teaching and research skills. 

6. Obtain the necessary resources to carry out our mission and goals. 

7. Provide services to other areas within the University, community, and region. 

The goals of the Chemistry Department reflect short term and long term planning efforts on the part of the faculty and staff.  The goals are intended to provide the direction necessary to achieve high-quality education for students and a quality working environment for our faculty and staff so that we may effectively carry out our mission.  These goals continue to provide the framework for our work.

Goal 1.  Offer excellent instruction in chemistry to meet the needs of the variety of undergraduate and graduate students the department serves.

Goal 2.  Maintain and update instrument, equipment and computing resources for the quality instruction of graduate and undergraduate students.

Goal 3. Increase the quality and diversity of undergraduate majors in the various chemistry programs.

Goal 4.  Maintain a high quality graduate program in chemistry. 

Goal 5.   Maintain an enthusiastic, active faculty.

Goal 6.   Maintain an enthusiastic, active staff. 

Goal 7.  Serve the academic community and the general public through scholarly research and service activities. 

These were revised in 2007, and then expanded on in our program review, 2008-2009.

1. Develop curriculum to meet the growing needs for all forms of communication education:
a. Develop master’s degree in communication, with two tracks: convergent media and intercultural communication.
b. Restore advertising minor.
c. Expand organizational communication minor to university centers.
d. Collaborate with Gen Ed to meet outcomes for public speaking; incorporate media literacy; improve student preparation in technology.
e. Grow advertising into a major (Target date, 2013)
f. Establish a TT position to advise the editorial side of student media.
g. Develop more career building skills into the curriculum.

2. Integrate multicultural and intercultural perspectives through entire curriculum.
a. Institute a mandated study abroad in Com Studies to serve as practicum experience.
b. Add additional courses to provide global and multicultural perspectives to support ethnic and area studies programs. 
c. Evaluate needs of diverse students to improve recruitment and retention.
d. Expand outreach to ethnic communities in central Washington.
e. Define the future of the Bridges Project: need to have state funding for the coordinator.
3. Assure faculty staffing adequate to support timely delivery of all courses and programs at all sites.
4.Develop premier program in NW for convergent media.

5. Develop a plan for appropriate facilities for communication programs.
a. Finish the remodel of BU 214, 215, 216 and 222 for a convergent media lab including necessary teaching workstations and software. 
b. Work on plans for a new building with Facilities Planning.
6. Develop funding relationships with major media foundations

7. Support faculty scholarship

a. Department provides one reassigned course a year on a competitive basis for completion of major scholarly/creative work.
8.  Increase outreach and recruitment.
a. Expand relationship with WJEA and high school journalism program.
b. Set a goal that all high schools will have a public forum student media by 2015.

9. Increase faculty-led study abroad trips during the summer
a.Schedule one trip each summer for the next five years.

b. Provide travel funds for an exploration trip the summer prior to the scheduled trip.

c. Provide reassigned time the winter term prior to the trip for administrative duties and recruitment.

January, 2008
Goal I. Promote the role of computer science and computer literasy in undergraduate education at Central Washington University.  

Goal II. Offer undergraduate programs that train students as computer specialists with a fundamental understanding of technology.

Goal III. Maintain an intellectually stimulating learning environment where diverse perspectives are valued and encouraged.

Goal IV. Sustain a productive team of faculty and staff.  

Goal V. Play a leadership role in scholarship by making basic and relevant scientific contributions to our respective subdisciplines.

Goal VI. Build interdisciplinary research and an associated Masters Degree program.

No changes have been made since the last program review.

The DOE will continue to emphasize core competencies in the areas of principles of economics, quantitative methods, critical thinking, and communication. It will also strive to strengthen students’ understanding of a multicultural and increasingly globalized world. 

Internationalizing the economics curriculum will continue to be an important goal of the DOE. The faculty of this department is exceptionally equipped to achieve this objective.

Serving our place-bound students at the Centers, and in particular the West Side which is experiencing FTE growth, is a special challenge for the COB and hence the DOE as well. There is a new effort underway presently to approach distance learning more innovatively. 

One important goal of the COB is to achieve AACSB accreditation. 

Recognizing that the primary goal of our university is to educate students, the DOE faculty will maintain a proper balance in teaching, service and scholarship objectives, and abide by the standards of the college. 

1. Graduates will be prepared to be outstanding educational leaders and facilitators of learning.

2. Graduates will demonstrate the knowledge and skill necessary to educate and work within a diverse school population.

3. Faculty members will demonstrate professional development.

4. Faculty members will demonstrate service.

The first two department goals are in line with our mission statement of preparing students to be effective educators. These goals came about through our professional standards and objectives.

The third and fourth goals view faculty members as examples for our students to follow. We recognize the need for our students to be life-long learners, therefore we, as faculty, should demonstrate this. We also strive to teach our students to be active in service.  Faculty should be able to model this as well.

This combination of goals are recent in the sense that the Department of Education came into existence through the merger of two departments for the 2004-05 academic year. The separate goals of the two departments were reviewed, the results of which became the goals foe the Department of Education.

The twelve goals below, which came from our Program Review, articulate our shared commitments across all programs. These help us prioritize the governance and planning work of the department as a whole. Each program, in addition, has specific curricular goals that delimit and inform course outcomes. 

   1. Our composition curriculum will provide high quality, successful learning opportunities in rhetorical strategies and critical literacy.

We have revised outcomes for the composition courses for cohesiveness and are providing more training opportunities for new faculty in the composition program.

   2. Our course contributions to the Literary Backgrounds requirement in the CWU general education program will introduce reading and interpretive strategies and encourage imaginative exploration honoring the commonality and diversity of human experience across time and culture. 

We have revised outcomes to ensure that students have similar experiences while giving faculty freedom in choosing texts and approaches.

   3. Our major programs will provide learning opportunities in literary, linguistic, visual, and creative awareness requiring students to engage responsibly with and compose a wide range of texts while developing their repertoire of skills in interpreting, analyzing, writing, and evaluating texts and non-print media.

We have developed an interdisciplinary Writing Specialization, revised our Grammar and Linguistics requirements, and have developed a broad range of courses for the interdisciplinary Film and Video Studies program.

   4. Our creative writing program will guide and support student writers as they practice composing in different genres and as they produce the annual literary magazine, Manastash.

As noted above, we have developed an interdisciplinary Writing Specialization that affords students the opportunity to compose in multiple creative and professional genres, including an internship program. We are currently working to expand the internship program.

   5. Our teaching programs will provide training and practice for both pre-service and inservice teachers in research supported pedagogies. We will insure that all English Teaching majors meet the expectations for the preparation and endorsement of English/Language Arts teachers established by NCTE/NCATE and the competencies identified in the Washington State Administrative Codes. 

We continue to make changes to the program as certification requirements evolve.

   6. Our graduate programs will provide opportunities for students to extend and enrich their exploration of the disciplines of literature and language, specifically to strengthen their preparation for doctoral study, for careers in teaching writing and literature, and for teaching English to speakers of other languages.  

We have made changes to both the M.A. Literature Program and the TESOL Program to allow students to finish in a timely manner while still maintaining rigorous standards.  For the TESOL Program, we have created an intensive one-year course of study.  

   7. We will establish and maintain recruitment, advising and achievement recognition activities that will increase the quality, diversity and number of majors and the probability of their continuation and success in our programs.

Along with very welcome achievement recognition and recruitment activities at the college level, we have substantially improved our department website for marketing and for recognition of student, alumni, and faculty achievements.  We are also developing an alumni newsletter.

   8. We are committed to diversity as an enriching fact of life.  We promote it in our faculty and student body and in the programs of study which incorporate a broad range of perspectives.  Our goal is to prepare students to live and work creatively and compassionately in a global society, and for us to do the same. 

English courses, including a new course in Black Performative Culture, are now part of the Africana and Black Studies program, the American Indian Studies program, the Latino and Latin American Studies program, and the Women Studies program.  Our participation in these programs enriches the courses.

9.  We will work to involve ourselves through research, performance, presentations, workshops, participation and leadership in professional organizations, and collaboration with colleagues and with our students to contribute to disciplinary knowledge and to enrich the learning environment.

Since the last program review, we have created a travel fund for non-tenure-track faculty.  We have also begun a mentoring program for NTT faculty.

10. We will seek opportunities to extend our expertise and resources to off campus organizations and communities.

11. We will increase our literary and global knowledge as we participate in the international community, seeking, creating, and sponsoring opportunities for academic interaction with teachers and learners both here and abroad.

12. We will work together, fully and functionally, as a department in which trust and openness are expected and maintained, through which can evolve the kinds of superior work of which we are capable, and out of which will emerge our best, our most generous and participatory selves.

While the FCS department has separate and distinct program goals for each content specialty area, the department also has some goals that are applicable for all program areas. 

1. Goal: Continue to improve student centered learning and the quality of the curriculum within the department’s programs. 

     a. Increase access to and demonstration of technology in all program areas.
     b. Improve student learning by increasing applied learning and service education opportunities. 
     c. Improve curriculum quality by working collaboratively with other departments.
     d. Improve curriculum quality by working collaboratively with other postsecondary education institutions.
     e. Broaden department programs to include the entire spectrum of human development.
     f. Enhance student assessment practices.
     g. Use assessment data and advisory committee input to strengthen programs. 
     h. Articulate department programs with other K-20 programs.
     i. Clarify student outcomes and measurement of outcomes. 

2. Goal: Facilitate cultural pluralism. 

3. Goal: Provide instruction resources for faculty. 

4. Goal: Support faculty and student scholarship and service. 

5. Goal: Continue trend of increasing number, quality and diversity of students taking department courses. 

6. Goal: Continue to improve the reputation and image of the department, the faculty and programs internally and externally. 

7. Goal: Maintain and upgrade department facility. 

8. Goal: Identify the role of and resources for graduate programs within the department. 

9. Goal: Create and sustain a pleasant workplace. 

The Dept's 3 year goals.
1.  Faculty (1 year):  2 new faculty are ABD.  Completition of degree is very important.
2.  Faculty(2 year):  100% of Dept faculty academically qualified (AACSB)  
3.  Programs:  deliver the same programs to all three University Centers.
4.  Curriculum:  continue to improve the curriculum and insure a common syllabi consistent with Dept goals, accreditation, and assessment standards. 

1. Regularizing and expanding upon present programmatic offerings in ASL.

2. Conduct a feasability study in order to assess the possibility for an Arabic program.

A priority is to replace at least one of the Spanish positions with a full time faculty position. 

Goal 1. Maintain a teaching-learning facility and major program of study that promotes the uniquely integrative, synthesizing view of geography as a discipline. 

Goal 2. Foster an intellectually and socially diverse community of faculty, staff, and students who care deeply about the earth as human habitat, and who enthusiastically share ideas, information, and responsibility for learning about the interactions of people and environment. 

Goal 3. Improve the ability of our students to observe the world around them in terms of its physical and cultural landscapes, and to understand the powerful concept of place that is operative at many scales, from the local to the global.

Goal 4. Encourage faculty research and public service, and support student involvement in faculty research and civic engagement.

UPDATED JANUARY 29, 2008
The goals of the Department of Geological Sciences reflect a long-range plan that has as its foundation integration of high-quality instruction with thought-provoking research. Because all of these goals are closely interrelated, they are mutually dependent and are not listed here in a strict priority order. 

1: Students will demonstrate the knowledge, skills, and disposition to be successful in their chosen field of geological sciences, including understanding of a variety of Earth processes and their relevance to humans.
 
2. Faculty, staff and students will maintain an intellectually stimulating learning environment where diverse perspectives are valued.

3.  Faculty, relevant staff and students will contribute to training of K-12 teachers and educational outreach.  

4. Faculty, relevant staff and students will make scientific contributions to the geological sciences through scientific inquiry, acquisition of external funding, local, regional and national presentations, and through a variety of types of publications and reports. 

5. The department will maintain a focused, high quality Master's Degree program in Geology.

6. Departmental programs and activities will involve key community, regional, national and/or international organizations.

7.  Faculty, staff and students will demonstrate ethical professional behavior. 

I.  Goal:  Offer students exposure to historical knowledge of the world outside the United States and the United States itself. 

II. Goal: Prepare quality teachers of the common schools of Washington State, grades 4-12. 

III.  Goal:  Teach students the value of a liberal education for careers in the professions, business, industry, public administration and non-profit institutions.   

IV.  Goal:  Help students to expand their cultural horizons beyond the region and the nation.

V.  Goal:  Make students and others aware of the links between history and other disciplines.

VI.  Goal:  Increase the public awareness and knowledge of history.

VII. Goal:  Foster an appreciation for critical analysis and effective communication among students.

I. To nurture excellent programs in Technology, and Engineering Technology related disciplines by maintaining or obtaining national accreditation in the following programs:
   · Maintain TAC/ABET accreditation for EET and MET
   · Maintain ACCE accreditation for CM
   · Maintain NCATE accreditation for Industrial Education
   · Obtain accreditation for SHM from ABET
   · Develop, publish and periodically update program strategic plans 

II. Strengthen the preparedness of freshman and transfer students.
   · For Engineering Technology via participation in Washington Council for Engineering and Related Technical Education (WCERTE)
   · Maintain and publish mutually beneficial articulation agreements and policies with the states community colleges
   · Proactive advising of campus students

III. Serve the educational needs of the place-bound students.
   · Offer Bachelor of Applied Science (BAS) and certificate programs where appropriate with attention on CWU centers
   · Offer distance education where appropriate
   · Develop and maintain appropriate virtual courses where appropriate
   · Offer Bachelor of Science in EET and other appropriate IET degrees at selected CWU Centers

IV. Continuously improve physical educational environment.
   · Occupy a new building by 2011
   · Maintain and improve lab equipment and lab experiences consistent with current industry practices
   · Maintain and upgrade educational delivery tools such as visual aids, electronic media and audio visual systems

V. Continuously improve the cultural educational environment
   · Promote student professional organizations and professional activities
   · Encourage and recognize collaborations in research and publications
   · Encourage service learning from students
 
VI. Develop a diversified funding base to support academic and student programs.
   · Establish and maintain at least one foundation account for each program
   · Develop a budget plan for foundations funds and actively seek funding from external sources
   · Establish a software fund
   · Establish endowed foundations for professorships and specific programs as appropriate

VII. Build mutually beneficial partnerships with industry, professional groups, institutions, inter-department, inter-university, and the communities surrounding our campus locations.
   · Every program served by an advisory board
   · Encourage faculty membership in professional societies
   · Encourage service learning by students
   · Sponsor student and professional activities
   · Identify and develop community ties
   · Work in conjunction with the CWU Development Office support an alumni database 

VIII. Continuously improve support for the faculty and staff in their respective fields. 
   · Increase opportunities for service and scholarship
   · Provided resources for each faculty and staff member to attend one conference or offsite training session per year.
   · Obtain necessary secretarial help for the department
   · Obtain student help for labs and educational support activities

IX. Value diversity of background, experience, beliefs, and perspectives as a means to improve the quality of the educational experience and to achieve civility.
   · Sponsor seminars or lectures on diversity   
   · Support the recruitment of a culturally diverse student and faculty population
   · Incorporate these diverse ideas and their assessments into courses and student activities

X. Promote lifelong learning for students, faculty and staff.
   · Sponsor professional short courses
   · Sponsor professional seminars   
   · Encourage undergraduate student research with faculty mentors

1. Students will demonstrate the knowledge, skills, and attitudes necessary to be successful in their chosen career.
2. Faculty will provide outstanding curriculum, advising, and programs in the areas of Information Technology, Administrative Management, and Retail Management and Technology.
3. Department will recruit and retain qualified faculty.
4. Department will strengthen partnerships with industry, professional groups, and alumni.
5. Department will maintain and support technologies to meet industry and student needs.

The above five goals were adopted by the department in November 2007, as one step toward aligning our curriculum for ABET accreditation.

Department goals:
a. Assure the presentation of high quality programs.
b. Build partnerships to support academic program quality and enhance student experiences.
c. Assure faculty staffing adequate to support timely delivery of all courses and programs at all sites.
d. Support the involvement of students in scholarly activities.
e. Enhance the climate of productive faculty scholarship.
f. Serve as a center for services and scholarly inquiry related to law and justice.
g. Promote and enhance an environment of diversity, equity, social justice and cultural responsiveness.
In assuring the presentation of a high quality program, three core courses were evaluated using rubrics and artifacts. While only one course met the 60% standard of mastery, this established a methodology for assessing progress in the future. Our students are averaging above 4.0 on a 5.0 scale in employer evaluation of their co-operative education internships, while the alumni survey results showed they were quite satisfied overall with the Law and Justice Program. A methodology has been developed and applied for peer review of faculty syllabi, including full-time and part-time faculty. Law and Justice course and instructor SEOI evaluations from students exceed College and University averages for the five year period. Thus, the only area concerning quality of program where the established criteria of achievement were not met was regarding student mastery of skills in two of the three core courses evaluated.
All faculty supervised at least one cooperative education intern per year, while all faculty averaged at least three guest speakers per year, enhancing our student experience. The goal of adequate staffing is not met due to the fact that LAJ average class size, advisees per faculty, and part-time lecturers to tenured/tenure track faculty, exceed the College average.
The goal of involving students in scholarly activities was met based on professional paper presentation, SOURCE participation, enrollment in independent study and directed research, and involvement with the National Criminal Justice Honor Society.
The enhancement of productive faculty scholarship is evident as the criterion of achievement was met in terms of publications, conference presentations / participations, grants, and faculty awards / recognition. The goal of community service was met in terms of university committee work, local, state and national service. In terms of promoting and enhancing diversity, the faculty exceeds the diversity of the state, while the LAJ student body does not, although it is the most diverse “major” in the College. Faculty exceeds mastery level in publishing, community service, and faculty / student research in the area of diversity. Most courses have diversity content, and several new courses are devoted to diversity issues, meeting achievement levels.

The Department of Management has not had a previous program review.

Department’s aspirations for the next three to five years.

As noted above, this Department is very new as a stand-alone entity.  Therefore it is still developing a sense of ‘what it will become’.  With that in mind, the following are some key aspirations over the coming three to five years.

- To fill all outstanding tenure-track positions and to have one or more tenure-track lines.  Also we will maintain several PQ annual contract faculty, and only use quarterly contract adjunct faculty on a very limited basis.
- Develop a Certificate in HRM that can be offered in Ellensburg and at our Westside centers.  This would be tailored for groups such as Psychology students who wish to work in the HRM field.
- Develop a Sports Marketing Institute.  This will build on the expertise of our marketing faculty and enable us to develop a niche program that will get regional and ultimately national recognition.  As part of this initiative the Annual Sports Marketing Conference will progressively gain notoriety as a ‘must attend’ conference for those in the business of sport.
- The HRM faculty will continue to support the very strong SHRM student program but will also develop other initiatives such as an Annual Regional Conference for professional and academics, professional development opportunities for HRM staff in the region, and a research program that provides opportunities for students. 
- The department develops lasting relationships with local and regional companies, not-for-profit and government agencies.  These relationships provide opportunities for internships for students, financial support for the department, feedback on curriculum issues, research and consulting opportunities for faculty and special programs for the organizations.
- The Department develops a new initiative targeting one of the previously mentioned groups; Hispanic-owned business, the wine industry etc.
- The initiative on integrating business ethics into the undergraduate curriculum as been fully implemented and our program is known in the community for its attention to the ethical considerations in managerial decision-making.
- As part of the above mentioned initiative the CB has established an Annual Ethical Leadership Award for business in the regions we service.
- The Department will offer a wider range of classes by non-traditional modes including web-based offerings.
- The Department will be able to employ a more diverse group of faculty, including more woman and ethnic minorities.

The Mathematics Department is a strong department with a focus on student learning.  Over the last three years all three of our major programs have been analyzed and revised in an effort to insure all of our student learning outcomes are being met. 

Goal 1:  The Department faculty will consist of excellent teachers who maintain active scholarly lives.

Goal 2 : In order to promote programmatic continuity and an active scholarly environment, the Department faculty will consist largely of full time permanent faculty.

Goal 3: The Department will provide travel support for faculty.

Goal 4:  The Department will be able to provide up to date computing equipment to tenure stream faculty.

Goal 5: The Department will have access to adequate classroom and office spaces.

Goal 6: The Department will support inter-departmental and community collaboration for teaching, scholarship, and service. 

Goal 7: The Department will attract more well-prepared students from diverse backgrounds to our programs.

Goal 8: The Department will help with career placement and graduate study.

Goal 9: The Department will continue to evaluate the feasibility and desirability of other graduate programs.

Goal 10: The Department will continue to update curricula and program offerings via needs assessment.

1. Service to the CWU academic community by:
  a.  offering courses in musical arts for academic majors and general education
  b.  offering cultural activities in the form of concerts and events open to the university and general public
  c.  offering degrees relevant to the needs of  its students, seeking to prepare students for advanced study and musical careers through coursework and practical experiences.
  d. offering resources for music education in the state in presentations and performances by faculty and students, serving on governing and advisory boards, and providing well-trained graduates who gain jobs in the field.

2. Service to the region by being a center for cultural events by:
a) presenting performances by faculty, students, department ensembles and guest artists.
b) presenting state and regional festivals, such as the Sonatina Festival, Festival in the various performing areas (e.g., Choral, Orchestra, Band, Jazz, Trumpet, Cello, and Composition.}
c) Making the facility available to and supporting presentations by visiting professional and collegiate performing ensembles, e.g., Chanticleer, The Chieftains, the Seattle Symphony Orchestra, the Yakima Symphony orchestra.

3.  For students in degree programs:
a.  To provide the opportunity for all students to develop into self-sufficient, secure and well-informed musicians,
b. To instill in students an aspiration for continual growth in knowledge and acquisition of skills in the areas of specialization: performance, teaching, arranging and composition.
c. To embody rigorous expectations for academic achievement and applied proficiency within a nurturing environment, 
All (a, b, c) through   
1) academic coursework
2) ensemble experience
3) applied music study
4) performance opportunities 

. For students as individuals:
   a. To acknowledge the uniqueness of each students background, goals and aptitude. 
   b. To provide effective advising for students of department and degree expectations and to help each to succeed;  
   c. To provide opportunities for students to assume responsibility to realize these expectations as fully as possible. 

5. For faculty and staff:
a. To provide a nurturing, supportive working environment
b. To encourage scholarly and creative activity, both individual and collaborative
c. To encourage innovative ways of teaching and other effective ways of reaching students
d. To encourage active involvement in service activities, both on and off campus

i. Increase scholarly activities within the Department 

1. Encourage and facilitate scholarship, research, and professional development of HHPR students and faculty.
2. Facilitate student scholarship in research and professional development. 
3. Support faculty who involve undergraduates in research projects. 
4. Hire faculty based on program centrality, essentiality, and productivity who are eligible for graduate faculty status. 

ii. Enhance student and faculty critical thinking and communication skills (e.g., writing and speaking). 
1. Improve student verbal and nonverbal communication. 
2. Develop forums for exploring current professional issues. 
3. Support student involvement at professional meetings/presentations. 

iii. Increase student and faculty understanding, expertise and utilization of technology and services (e.g., computers, multimedia, specialized professional equipment). 
1. Increase student use of available technology. 
2. Encourage the faculty to use latest instructional technology. 
3. Improve faculty and student accessibility to computer technology. 

iv. Increase student and faculty awareness and understanding of diversity and multiculturalism. 
1. Develop and promote faculty and student understanding of cultural issues. 
2. Incorporate themes related to diversity and multiculturalism into appropriate courses. 
3. Increase the number of students from diverse backgrounds

v. Develop and continually refine program evaluation. 
1. Encourage faculty development and involvement in student learning outcomes. 
2. Encourage faculty and student involvement in curriculum development
3. Develop an understanding of what constitutes “ethics” and “values” specific to their discipline. 
4. Faculty will model ethical behavior and responsible values. 

vi. Continue to expand communication and public relations activities with internal and external constituencies. 
1. Increase communication between HHPR and other university departments. 

vii. Continue to develop community service programs. 
1. Encourage students to provide community service. 
2. Pursue cooperative agreements with outside agencies. 

viii. Provide quality education opportunities to place bound students. Research and discuss strategies for reducing curriculum overlap, improved effectiveness, and improved programs. 
1. Encourage faculty to discuss the objectives and outcomes of the courses they teach and the programs in which they are involved. 
2. Encourage the faculty to develop interdisciplinary courses or experiences
3. Develop a Health and Fitness teaching endorsement 

The department will:
1.  In education, encourage an understanding and appreciation of the diverse traditions, perspectives, and ideas in the disciplines of philosophy/religious studies by:
	a) offering excellent courses for majors, minors, general education students,  and students in other programs,
	b) demonstrating to students the value of a liberal education for thriving intellectual lives, as well as careers in the professions, business, industry, public administration, and non-profit institutions
	c) cultivating critical reasoning skills
	d) promoting knowledge and employment of moral reasoning.

2.  In scholarship, explore the questions that lie at the core of the human condition — including issues of value, purpose, identity, knowledge, and faith — by:
	a) supporting faculty and student research
	b) helping faculty to share that research in a variety of settings
	c) having clear performance standards in the area of scholarship.

3.  In service, educate a wider audience about the value and significance of philosophy/religious studies by:
	a) sponsoring relevant public presentations and colloquia
	b) contributing to interdisciplinary programs and university-wide forums
	c) providing scholarly service activities for local, regional, national, and international professional philosophy/religious studies communities.

The Department of Physics has five short-term goals.  These goals will be re-evaluated during the 2008-2009 or 2009-2010 academic years.  

Goal 1: Improve student preparation for post-graduate opportunities and careers.

Goal 2: Increase/improve the Department’s recruitment and retention activities.

Goal 3: All students will present/publish the results of an undergraduate research project at a venue outside the physics department.

Goal 4: Physics faculty and students will participate in research, curriculum and/or pedagogical projects, including interdisciplinary projects with other departments on campus and/or relevant community and professional partners.

Goal 5: The Department will be a strong component of Central Washington University’s preparation for students in a technological society.

1. Staff the Program with Sufficient Faculty to meet current/existing needs; fill regional, topical and disciplinary holes, and expand our course offerings and better provide service to the community.
-As mentioned, with additional faculty members - especially in the areas of Comparative Politics: Latin America and Comparative Politics: Russia and Eastern Europe; International Relations; Native American Politics, Ethnic Minority Politics, and State and Local Government, and possibly Public Policy -  we could meet existing enrollment demands in general education and upper-division courses, various interdisciplinary needs, as well as expand the program.  This would enable us to better meet university goals of educating for responsible citizenship in a global world, and in the areas of multi-cultural and multinational education, and diversity. We would note, too, that these are areas of relevance to the Central Washington region.

2. (Continue to) Increase our Research, Scholarly, and Grant-Writing Activity.
-Although we do not have a graduate program, and see undergraduate education as our primary mission, current faculty value scholarly work and believe it holds the key to keeping faculty vibrant, active, and engaged. This is one area of clear expansion and increased quality over the last five years, and we would like it to continue. This would support our goals of disseminating our knowledge to a broader audience.

3. Achieve regular, periodic scheduling of course offerings, and teach everything in our catalog (regular courses) every 2 or so years.
-This is obvious, but one of the difficulties for student and faculty planning and course offerings has been lack of effective planning and faculty resources (FIEF) to actually to do this. While we will use workload planning under C.A. to help, additional staff is necessary to achieve this objective.
	
4. Develop Flexibility in Program Activities and Workloads to accommodate variations in faculty career goals (not only in terms of mixes in teaching, research, and service, but other areas).
-While fairly self-explanatory, we believe that the department should be given the ability to flexibly alter faculty work assignments to meet their career goals as well as balance them with program needs. The Department has a commitment (as it has shown in the past) to the adjust to the needs of its members, and through planning, consensus, and compromise should be allowed to do so.

5. Continue to Refine our Assessment of Student Learning; reassess the Senior Assessment Course and its measures and content.
-While there has clearly been useful information from our 489 course, it needs improvement, and what (apparently valid) lessons we can draw from it have not been fully applied in practice.

6. Improve Career Advisement, Discussions and “Applications” to Life After Graduation for Student Majors.
-This was one criticism/suggestion for improvement arising from our survey of graduating seniors in the Senior Assessment course.
-We would also like to reestablish Department student organizations such as the Pi Sigma Alpha Honor Society, and a department campus club.

7. Increase Department involvement in training students for civic engagement and making an impact on society and the political world.
-The Department could take a more active role in these areas.
	
8. Create and Sustain a Better Environment for Faculty and Student Work.
-Achieve adequate (improved and larger) facilities and space;
-technical and technology support for faculty research and teaching;
-addition of student study and computer lounge, part of which was lost due to addition of FTNTT faculty office

9. Improve, or at least provide adequate mentoring of, Junior Faculty; assist the continuing Professional Development of Tenured Faculty.
-We believe faculty need to be supported in their professional growth. 
-While we see the formal mentoring “role model” process as inappropriate, at the same time we recognize we have new faculty who should be assisted in their early learning stages of their career.  At the same time, older/existing faculty need opportunities for retraining, recharging and the like.

10. Strike a Balance between General Education, Interdisciplinary, and Major Course Offerings.
-To the degree that these conflict, especially in terms of upper-division elective offerings, we need to find a better mix in terms of - to use a Congressional metaphor - “servicing and courting our various constituencies.”  To some extent, this applies to FIEF and faculty staffing needs. 
Jan. 08

(January 2008)
Psychology Department Goals, All Programs
A. Goal: Assess and improve our undergraduate and graduate curricula
This goal has been maintained since our last program review. 
Changes since the last program review: 

• As a consequence of end-of-major exams and shifting emphases in the field, we revised our major in 2006-2007 to add PSY 460, Cognitive Psychology and PSY 478, Physiological Psychology to our core set of required courses. 

• To support the department and university’s focus on assessment, we have added PSY 489, a senior assessment course required of all graduating majors. 

• We have revised our graduate program in experimental psychology by expanding its core of methods and content courses and reducing the number of elective credits to yield a 48 credit program instead of a 60 credit program. Our new program is much closer to the average length of masters programs in this field.

• We have added CACREP accreditation review of our mental health counseling (awarded) and school counseling (planned) programs to validate the curricula of these programs. Our school counseling and school psychology programs are already accredited by national and state bodies. Our long range plan is to seek Association for Behavior Analysis approval of our new applied behavior analysis track in the M.S. Experimental Psychology program. 

• See the program goals and student learning outcomes tables for each program for a complete report on this topic. 

B. Goal: Promote effective teaching
This goal, while always understood, has been made explicit since our last program review. Our emphasis will be on more frequent and routine mentoring and assessment of teaching. We will review faculty use of their newly-negotiated personal faculty development fund account. 

• See the program goals and student learning outcomes tables for each program for a complete report on this topic. 

C. Goal: Promote excellence in learning to prepare students for careers and advanced study
This goal, while always understood, has been made explicit since our last program review. Our emphasis will be on better assessment of learning by including more clear statements of learning objectives in all syllabi and portfolio assessment and universal administration of the Major Field Test to our graduating seniors. 

• See the program goals and student learning outcomes tables for each program for a complete report on this topic. 

D. Goal: Assure faculty staffing adequate to support timely delivery of all courses and programs at all sites.
This goal has been maintained since our last program review. 
Changes since the last program review: 

• The department Undergraduate Curriculum Committee reviews enrollments and recommends changes in frequency of course offerings at the Ellensburg campus.

• We have received strong administrative support for replacement of vacated tenure track positions to improve staffing. 

• We have been able to raise the level of faculty support at our Puget Sound centers from part-time and term appointments to tenure track positions

• We have hired three new school/mental health counselors (2006-2007) and a new physiological psychologist with her primary teaching assignment at the undergraduate level (2007-2008). Searches are now under way for seven new tenure track appointees: three school psychologists, a mental health/school counselor, an experimental psychologist with expertise in our new graduate track in applied behavior analysis, and two general experimental psychologists to further strengthen the currency of the undergraduate curriculum. One of these latter appointees will be assigned to our Des Moines center. 

• See the program goals and student learning outcomes tables for each program for a complete report on this topic. 

E. Goal: Pursue diversity goals by attracting women and minority students and faculty members and by increasing student and faculty contact with diverse populations.
This goal has been maintained since our last program review.
Changes since the last program review: 

• In all of our faculty searches, we welcome minority and women applicants. Of the four faculty hires since our last program review, two have been women, including one whose primary assignment is undergraduate instruction.

• In 2007-2008, about 70% of our bachelors degree candidates are women. The proportion of women in our graduate programs ranges from 68% (M. S. Experimental Psychology) to 78% (M. Ed. School Counseling). 

• Our student body is becoming more ethnically diverse. CWU has the highest percentage of Latino students of the state’s four-year public institutions and the psychology major is a representative sample of our student body.  Twenty-eight percent of undergraduate psychology majors are non-white and about half of those are Latino. Twenty percent of our graduate students are non-white and 60% of them are Latino.

• In our graduate counseling programs, we are beginning to log practicum hours spend with clients from diverse populations. 

• See the program goals and student learning outcomes tables for each program for a complete report on this topic. 

F. Goal: Support involvement of undergraduate and graduate students in psychological research 
This goal has been maintained since our last program review. We have a long-standing record of creating and disseminating research by student-faculty teams. Evidence includes publications, presentations at professional meetings, presentations at SOURCE, research theses, and research proposals and projects in major classes. 
Changes since the last program review: 

• We have begun a new interdisciplinary summer field research course in primate behavior at our field station in China. Dr. Megan Matheson leads this program for our department. 

• See the program goals and student learning outcomes tables for each program for a complete report on this topic. 

• We bring a scientific perspective to bear on social services in our area. These programs are detailed below under Goal G. 

G. Goal: Seek support for faculty teaching, scholarship, and professional development activities.
This goal has been maintained since last program review. 
Changes since the last program review: 

• Our new contract includes an individual professional development fund of $700 for each faculty member.

• The new workload forms have the potential for flexible apportionment of time among the three areas of faculty activity. This flexibility has gone largely unused, however.

• There has been some reduction in summer session revenues to the department, reducing that source of support. 

• See the program goals and student learning outcomes tables for each program for a complete report on this topic. 

H. Goal: Maintain and enhance the infrastructure for the Psychology Department to optimize support for instruction and scholarship.
This goal has been maintained since last program review. 
Changes since the last program review: 

• We applied for and won a university equipment grant to upgrade our training clinic to a modern digital recording and playback system. 

• Through a new hire, we maintained our two engineering technician positions for research and instructional support.

• There has been some reduction in summer session revenues to the department, reducing that source of equipment support. 

• We are pursuing funds to upgrade to our animal research facilities with new urgency. Our animal facilities no longer comply with regulatory standards and lab research with most animal species has been delayed.

• See the program goals and student learning outcomes tables for each program for a complete report on this topic. 

I. Goal: Serve as a center for psychological and educational services to the community and region
This goal has been maintained since last program review. Through our undergraduate contributions to the professional education sequence of courses, we contribute to the teacher education program. Our undergraduate degree program also prepares students to enter graduate training in mental health counseling, school counseling, counseling psychology, and clinical psychology, eventually serving the growing psychological counseling needs of our communities, schools, businesses, and military organizations. Our graduate programs in mental health counseling, school counseling, and school psychology provide free services to the community through our Community Counseling and Psychological Assessment Center. 
Changes since the last program review: 

• Our building now houses the Ellensburg School District Developmental Preschool and our students study effective means of instruction with this special needs population. 

• Undergraduate and graduate students have gained experience administering DIBELS testing in the public schools

• Several students and faculty are conducting research and gaining guidance experience through the CWU GEAR-UP grant program

• A new research and practice relationship has been established between our students and faculty and Children’s Village in Yakima, a center for special needs children. 

• As examples of service learning experiences for our students, we have supported Meaningful Connections, a social contact service for elderly residents of nursing facilities. We have also sponsored student action research on sleep disorders in the elderly and our students have served as volunteers at the Ellensburg Community Health Clinic, a medical clinic for low-income and uninsured patients. 

• See the program goals and student learning outcomes tables for each program for a complete report on this topic. 

Other Activities: Assessment
The psychology department considers other desirable activities worth mentioning here. For one, we have been moving steadily toward more formalized, regular program assessment. We are augmenting our conventional activities such as student evaluation of instruction and peer review of instruction with statements of all program goals, evidence for each, and desirable levels of performance. 

• In 2007-2008, we inaugurated a new capstone course, PSY 489, Senior Assessment, consisting of portfolio review, professional development, and program evaluation activities. We will collate assessment results from this class and use them to evaluate our major program.

• We created a new standing committee of the department for program assessment. 

• New online administration of our end-of-major assessment instrument, the Major Field Test, allows us to add up to 50 program assessment items to the MFT. We are now creating a group of items to build a history of quarterly student assessments of program effectiveness.

• We have formalized an annual spring meeting for assessment purposes. Our 2008 meeting will be the fifth of its kind. In topic-specific groups, we review each other’s syllabi, exams and other assignments, and discuss assessment problems. 

Other Activities: Student Life
We promote meaningful informal contacts with our students to complement their classroom experience, model professional attitudes and behavior, and guide them toward their next professional or educational level. This is consistent with CWU and COTS Goals I and II and applies to our residential campus and to the university centers.

• The department sponsors the activities of Psi Chi, the national honor society in psychology, and our Psychology Clubs on the Ellensburg and Des Moines campuses. These organizations promote student interaction, sponsor a speaker series, and organize student travel to attend the annual meeting of the Western Psychological Association.  The Psi Chi web site is at http://www.cwu.edu/~psych/psichi.html and the Psychology Club web site is at http://www.cwu.edu/~psych/psychclub.html

• The department supports PSY 275, a training course for residence hall advisors. 

• Our faculty makes scholarly presentations to colleagues, students, and the community attending the Natural Science Seminar and Social Science Seminar series. 

Since our last program review, two goals no longer are immediate concerns. We have improved collegial relations within the department and our relations with the campus IRB are much smoother. 

Additional Goals, M.S. in Mental Health Counseling
See the program goals and student learning outcomes tables for this program for a complete report on our current goals and assessment methods. 
Changes since the last program review: 

• This program was thoroughly reviewed and awarded initial accreditation by the Council for the Accreditation of Counseling and Related Programs (CACREP). Changes to the program included new procedures (e. g., orientation for internship site supervisors), formalizing procedures (e.g. student disciplinary policies) and records-keeping (e.g., define and record skills milestones for practica).  

• We separated the mental health and school counseling proseminars to build professional knowledge and identity in students and faculty.

• We upgraded the equipment we use to record our training clinic counseling sessions for later supervisory review. We now use digital recording and playback equipment. 

• We hired a senior faculty member for 2007-2008 in mental health counseling and school counseling to serve as our program director. Two other faculty members with mental health and school counseling expertise were also hired for 2007-2008. 

Goals
• Move from initial two-year CACREP accreditation to full eight-year accreditation status.

Additional Goals, M.S. in Experimental Psychology
See the program goals and student learning outcomes tables for this program for a complete report on our current goals and assessment methods. 
Changes since the last program review: 

• Evaluated and revised our program curriculum in light of our current faculty expertise, current trends in research and doctoral programs, preparing our students for contemporary professions and doctoral programs, and the programs of peer institutions. We revised our core and optional course selections and reduced the program from 60 to 48 credits. We identified biopsychology, cognitive psychology, and applied behavior analysis as productive areas for new faculty hires when the opportunities arise. 

• Hired one new tenure-track experimental psychologist (biopsychology) for 2007-2008

• Search under way for three new tenure-track experimental psychologists, (applied behavior analysis, general, general/cognitive) for 2008-2009.

Goals

• Hire two new tenure-track experimental psychologists for 2008-2009, one in cognitive/neuroscience psychology and one in applied behavior analysis.

• Inaugurate new Applied Behavior Analysis track of the M.S. in Experimental Psychology program. 

• Increase enrollment.

Additional Goals, M.S. in Organization Development (MSOD)
Changes since the last program review: 

• In 2005, admissions to the MSOD program were suspended while the program underwent a separate program review.  The normal schedule of courses continued to be offered to previously admitted students so they could all complete the program. While the program was generally commended by internal and external reviewers, a faculty team has not been reassembled and the program is has been suspended. 

Additional Goals, M.Ed. in School Psychology/Washington State Educational Staff Associate Residency Certificate in School Psychology
See the program goals and student learning outcomes tables for this program for a complete report on our current goals and assessment methods. 
Changes since the last program review: 

• We achieved successful state OSPI, NCATE, and NASP program approvals. 
Goals

• Develop a Washington State Educational Staff Associate Professional Certificate program in school psychology. This program would award a continuing professional certificate to school psychologists with the initial (residency level) certificate. 

• Increase ethnic and racial diversity in our students and faculty.

• Respond to recommendations from our last National Association of School Psychologists accreditation review with appropriate program changes. 

• Hire three new tenure-track school psychology faculty members, including a program director, in 2007-2008.

Additional Goals, M.Ed. in School Counseling/Washington State Educational Staff Associate Residency Certificate in School Counseling
See the program goals and student learning outcomes tables for this program for a complete report on our current goals and assessment methods. 
Changes since the last program review: 

• We combined the degree and state certificate programs in compliance with state standards.

• We separated the mental health and school counseling proseminars to build professional knowledge and identity in students and faculty.

• We upgraded the equipment we use to record our training clinic counseling sessions for later supervisory review. We now use digital recording and playback equipment. 

• We added a new course in administering school counseling programs, 

• We hired a senior faculty member for 2007-2008 in mental health counseling and school counseling to serve as our program director. Two other faculty members with mental health and school counseling expertise were also hired for 2007-2008. 

• We achieved successful state OSPI and NCATE program approvals

Goals:
• Coordinate more closely with our PEAB and Educational Service District 105 to promote internships in ethnically diverse schools. 

• Seek CACREP accreditation for this program. 

Goal 1.  Offer a superior sociology program which emphasizes critical thinking and guides students toward personal development, civic engagement, and professional objectives.	

   A.  Better communicate to students how the specializations of the faculty directly relate to the mission of the sociology program.

   B.  Offer opportunities for students to judge and evaluate their professional goals through individual study and research projects
   
   C.  Build interest in improving the social policies and practices responsible for the creating and maintaining a civil society among non-majors who enroll in sociology class.

   D.  Regularly evaluate the sociology programs through assessment practices to maintain a strong and timely curriculum for all students of the university.

Goal 2.  Enhance and improve our social services program. 

   A.  Maintain a social service program with a continuous structure of internships, field activities, and voluntary work along identified social service program goals that can be completed within four years of study.

   B.  Create service area internships and service area programs in partnership with providers to function as investment strategies for grant-assisted activities.

   C.  Extend student involvement with community service organizations through more demanding field experience placements and more field experience options.  This will allow students to gain agency/field experience that meets most employers’ expectation of prior experience and extend employment opportunities upon graduation.

Goal 3.  Provide knowledge and skills needed to use current computer-based research and teaching applications.  

   A.  Faculty members introduce computer laboratory exercises in their courses wherever appropriate

   B.  Encourage students to conduct computer-driven research studies to help them accomplish their field experience objectives and job ambitions.

Goal 4.  Expand and emphasize the ethnic studies program as a campus-wide diversity educational opportunity focusing on the social, political, economic and cultural experiences and aspirations of ethnic minorities in our service region, nationally and globally. 

   A.  Increase the breadth and effectiveness of multi-cultural and diversity education.

   B.  Provide assistance and consultation to university efforts to infuse multiculturalism into the curriculum.
 
   C.  Encourage linked classes and learning community concepts in combination with other disciplines, including English, history, business, art, and education to further the diversity goals of the university.

   D.  Increase mentoring and other related services to minority students.

Goal 5.  Expand sociology offerings at the CWU Centers.  Sociology offers a small number of courses at the Yakima, Lynnwood, Pierce, and Des Moines facilities.  Enrollment suggests more courses could be offered.

   A.  Hire a full-time sociology faculty member with a generalist background capable of offering courses in the fields of criminology and deviance, social psychology, organizations, and disenfranchised groups.  

   B.  Work more closely with YVCC and CWU’s departments offering degrees at the Yakima Center to determine what other role our department might play at this Center.

-To promote the art and craft of theatre in a way that is inclusive of a diverse, ever
 	changing world and peoples. (Diversity included since program review)

-To create a laboratory for students and faculty in which they can test and experiment with practical and theoretical artistic skills and precepts.

-To integrate the curriculum and production whenever possible.

-To present a well-rounded and diverse variety of productions, including original plays by students.

-To cooperate well with other departments creating and encouraging joint ventures and projects.

-To schedule regular debriefing sessions of each production.

-To establish and maintain open communication among all members of the department including students, staff and faculty.

-To encourage students to have a total theatre experience by requiring participation in all  aspects of production.

-To increase fiscal support of the program and to expand ticket sales in order to improve production budgets, expand student assistance (scholarships and jobs), and purchase better equipment. (Since program review)

-To validate the enjoyment, exposure, visibility and enrichment of the theatre on campus, in the community and throughout the region.

-To provide opportunities for students to attend outside theatre productions.

-To provide opportunities for our students to work with theatre professionals.

-To recruit and retain faculty and staff with appropriate skills to implement our stated goals.

-To encourage and support faculty in their continued development as artists and teachers. (Strengthened since program review)

-To assess our program and our students in a regular and meaningful way so that we may continue to grow together.

-To maintain and enhance alumni relationships.

-To assist outstanding students in securing graduate school and professional opportunities.

-To provide a full theatre curriculum, which shall be subject to regular review, assuring compliance with accrediting agencies, professional organizations and the goals of the Department