Primary Objectives in
IC’s Strategic Plan
• When our students graduate they must know how to do things – to be ready to succeed.
• There should be an identifying brand or niche for all of IC.
• We need to focus on 21st century problem solving.
• We need to reinforce the value of a 24/7 residential four year college experience:
that is our answer to the challenge of community colleges and online degrees.
Assumptions
• In the face of a 12% decline in high school graduates in our
recruitment region over the coming decade, we assume a 6%
decline in undergraduate enrollment between now and 2020.
• Our financial and planning models assume that we will:
– reduce annual tuition increases to steady state 3.9%
– maintain our discount rate at 40%
– remain more than 70% residential
– maintain a student to faculty ratio of 12 to 1
– maintain 85% of all classes taught by FT faculty
The typical MBA curriculum involves courses in:
Accounting
Finance
Marketing
Management
Organizational development
Decision making
Strategic planning
Integrated Leadership
Perspective
The capstone of the core
curriculum; synthesizes
lessons of the first year
Investor
Sourcing
and
Managing
Funds
Competitor
Innovator
Organizational
Perspectives
Nine integrated courses
that are structured around
the constituencies a
manager must engage
and lead.
Customer
State
and
Society
Employee
The Global
Macroeconomy
Operations
Engine
International
Experience
Required faculty-led
trips abroad to meet with
business and civic leaders
Integrative Education
in a Residential
Comprehensive College
Academic
Writing
Diversity
Course
Humanities
Integrative
Core Theme/
1st Year
Seminar
Social
Science
Natural
Sciences
Creative
Arts
Integrative
Capstone
Mathematics
AllCollege
Honors
NYC, DC,
LA
Diversity
Residential
Life
Global
Citizenship
Integrative
Learning
Core, Majors,
Civic
Engagement
National
Education
Electives
Student
Advising
Student Alumni
Mentors
Assessment
of Student
Learning and
College
Effectiveness
Faculty
Development
Graduate
Expansion
Risks
• Enrollment shortfall
• Discount rate increases
• Lack of internal consensus or approval
• Insufficient fund raising
One Student’s Path
Everything in RED is new to IC…
Freshman Year
•
Attends an August Orientation for one week before classes begin in which
academic and residential activities and orientations are intertwined in an
integrative, holistic introduction to the college learning experience.
•
Working with the Center for Student Advising and Achievement, begins a two-year
advising relationship with a professional student advisor especially selected for
their expertise as an advisor to science and pre-med students.
•
Lives in a First Year Residence Hall Learning-Living Community focused on
Contemporary Cultures.
•
Chooses a Theme of “Frameworks for Contemporary Cultures and Problems” for
the Integrative Core. Begins Theme completion with a Perspective class in “Politics
of the Wire,” a course that is part of a group of classes taught by a coordinated
team of multi-discipline faculty working together to create a theme-driven,
integrative set of learning experiences.
Freshman Year (continued)
•
Takes a four-credit Ithaca Seminar class (“Graphic Novels”) taught by a faculty
member especially selected for their excellence in integrative pedagogy and by a
series of guest IC lecturers on all-college common topics reinforced by seminars,
co-curricular experiences and civic engagement projects centered in the First Year
Residential experience.
•
Takes two classes in the sciences to begin work in the major.
•
Takes an Academic Writing course required of all first year students. Takes a
course section focused on writing for scientific research.
•
With a faculty residential mentor, helps to organize residence hall discussions and
activities related to the understanding of cultural diversity.
Sophomore Year
•
Continues work in biological sciences major.
•
Takes another Perspective course (“New and Emerging Diseases”) related to the
“Contemporary Cultures” theme.
•
Takes an Integrative Elective course in “Creativity Across the Lifetime” that is team
taught by music/art faculty members partnering with faculty members in the
health sciences and psychology.
•
Works with the Center for Student Advising and Achievement to identify an Alumni
Mentor working in medical research in developing countries. Begins an ongoing
dialogue with the alumni mentor, including plans for a possible internship or
shared experience as part of an Independent Research Project in the three week
Summer Immersion Program in May at IC.
Sophomore Year (continued)
•
Decides to apply for the All-College Honors Program, and upon acceptance in the
spring, takes an Honors class in “The Psychology of Personal Expression” taught by
a faculty member especially selected for honors teaching and the rigorous nature
of these specially selected classes.
•
In a short mid-semester break in the fall and spring semesters, takes introductory
guitar lessons and then photography from faculty-trained, upper-level student
Peer-to-Peer Teachers in short, intensive, hands-on courses especially designed for
exploration in and engagement with all of the five schools.
•
Takes a required course in Mathematics Literacy, choosing “Mathematician Reads
the Newspaper.”
•
Elects to continue to live in a Learning-Living Community Residential Hall especially
designed for Sophomores.
Junior Year
•
In addition to taking courses inside the chosen (First) Theme, elects to complete a
minor in “Creativity and Aging” jointly offered through the School of Music and the
Gerontology Institute, serving to fulfill the second Theme area of the Integrative
Core.
•
Begins to engage in research with a biology faculty member and working in a
student Collaborative Space with a team of students from different disciplines,
eventually co-publishes a multi-media paper in a professional journal and copresents at a national conference.
•
Spends the spring semester in New York City, interning in a pharmaceutical
company on Long Island, and completing IC coursework through an Online course
in “Games and Gaming.”
•
Serves as a student member of a college-wide Student Learning Outcomes
Assessment Committee, reporting to the All-College Institutional Effectiveness and
Budget Committee, helping to measure the effectiveness of the new Integrative
Core at the personal and college levels.
Junior Year (continued)
•
Takes an All-College Honors Course in the School of Business, studying the
“Economies of the National Healthcare System.”
•
Serves as a Residential Advisor in a First Year Learning-Living Community focused
on a new Theme of “Wellness.”
•
Continues to study the guitar with a graduate assistant in music. (After several
forays into the Whalen Center to allegedly practice, becomes smitten with a
soprano, vocal music education major.)
•
Continues to refine the self-designed academic pathway and begins to envision a
professional future with the two-year guidance of a Faculty Advisor/Mentor
especially chosen for their expertise in the chosen field.
Senior Year
•
Having completed the first Theme core, finishes the second theme minor, and
begins work with a faculty mentor on a Senior Integrative Capstone project that
coalesces learning and experiences in the Integrative Core, Honors Program and
the Biological Sciences major. The four-year collection of course and reflective
materials in the electronic E-Portfolio serve as the basis of this integrative project,
while providing valuable data for use in the assessment of the learning experience
at the college.
•
Teaches a Peer-to-Peer mini-course on “Biology in Everyday Life” to underclassmen
from across the campus.
•
Though living off-campus, works with the downtown IC Office for Civic
Engagement to establish a drop-in center for area teens focusing on safe sexual
health and practice.
•
Takes a course focusing on the environment and health issues with an endowed
Distinguished Professor in Environmental Sciences.
Senior Year (continued)
•
During the winter session, travels to China as part of an IC intensive three-week
course on “Traditional Chinese Medicines and Practices” in which there are visits
to three Chinese Universities that have an ongoing partnership and exchange
program with IC.
•
Takes a special course in “Emergency Medical Procedures” taught through VideoConferencing with a hospital in Philadelphia.
•
Considers staying at IC for an additional year of study to earn an Integrative
Master’s degree in the “Business of Biology: Research in Emerging Diseases” but
enrolls instead in medical school at the SUNY Upstate Medical Center.