Comprehensive Development Plan
Description of the Planning and Analysis Process
The Strategic Plan (2003)
The Strategic Plan is Wesleyan's comprehensive plan, outlining its short and long-term objectives. It is the source document from which presidential, divisional, and unit goals and priorities are derived. The current plan reflects an integrated process of planning that emphasizes institutional effectiveness undertaken by representatives of all facets of the College community. Planning at Wesleyan is dynamic and ongoing and the goals and objectives set forth in this proposal are a part of this important process.
Analysis of the Process
Four teams were involved in the analysis - the President's Cabinet, the faculty, an Institutional Renewal Group (IRG), and the Title III Task Force, which included representatives from faculty, staff, administration, the external community, and the student body.
The Title III Task Force was charged with analyzing the strengths and weaknesses of the College and developing a comprehensive development plan, with associated Title III activities, designed to address the most critical problems.
Research to support decisions in the planning process included SACS accreditation reports, publications and articles related to women's colleges and women in computing, institutional fact books and internal reports, the College's 2003 Strategic Plan, departmental plans and assessment data, and higher education forecasts. Input was solicited from the local educational community and the business/industry community on several aspects of this proposal. The Business Office provided current budget reports and other data, which support the College's position that declining revenues pose a significant threat to the institution's future.
Institutionalizing The Project
The activities chosen for inclusion in this application were generated directly from Wesleyan's comprehensive development planning process. The technologies that the College proposes in this application were thoroughly researched and carefully selected in terms of both their technical aspects and the cost of ongoing maintenance and upgrades. Experts and colleagues at similar institutions were contacted for their evaluations and suggestions. Consultants were employed to provide guidance in developing academic technology initiatives.