Results (R)

9R1 Identifying Results in Building Key Collaborative Relationships

Strategic planning goals and objectives associated with Building Collaborative Relationships are identified in Figure 9.1. Many objectives are noted as either being deeply or fully deployed. Results of key collaborative relationships include the following:

1. Key relationships with feeder institutions and organizations.
   • Western maintains general studies articulation agreements with 20 community colleges and maintains complete course-by-course articulation agreements with five community colleges.
   • Approximately 3,000 students from the five-county primary service area, including 2,000 from Buchanan County enrolled at Western in Fall 2005.
   • During the 2004-2005 academic year, the Western Institute enrolled 854 students from 32 high schools in dual credit programs. According to a Noel-Levitz report, 25 percent of these students enrolled at Western after graduating from high school.
   • In 2005, faculty members in chemistry and students in the Western Alchemist Club hosted demonstrations and activities for 650 local children who attended the St. Joseph Museum’s annual Super Science Saturday.
   • In 2005, over 8,800 elementary and secondary students participated in camps, competitions, and events on Western’s campus as part of a lifelong learning initiative.
   • In Fall 2005, 23 percent of new degree seeking students at Western transferred from other institutions.
   • During Fall 2004 and Spring and Summer 2005, the Western Institute registered 27,000 individuals in courses, seminars and conferences.
   • Approximately 200 regional businesses had employees enrolled in Institute courses.
2. Key relationships with receiving institutions, organizations, and employers.
   • Through advisory councils, professionals in the region have provided input for decisions related to curriculum and student learning experiences, and provided employer expectations for Western graduates.
   • One of the goals of the Strategic Plan is for Western to provide leadership for projects and programs that enhance the lives of people of the region, especially through integrating the strategic planning processes of the St. Joseph community and the region into institutional planning. Western now plays a key role in all major initiatives in the region, such as development of the life sciences industry, the lifelong learning initiative, workforce development, and regional planning.
   • During the past five years, the Western Institute has assisted 15 area companies and one ten-member consortium of companies preparing
     Missouri Customized Training Program proposals. As a result, a total of over $125,000 in training funds was received by regional companies to support workforce development training.
   • Western’s students are admitted to law school and medical school at rates above the national average.
   • As shown in Figure 9.4, 80 percent of Western graduates completed internships, practica or faculty-student research in 2005.
   • Over the past five years, Western has provided over 100 graduates from its nursing program to the Heartland Regional Medical Center.
   • Eighty percent of Western’s Law Enforcement Academy (LEA) students are hired by regional law enforcement agencies.
   • Over 375 employees of local law enforcement agencies had their skills updated through seminars offered by Western’s LEA in 2005-2006.
   • Approximately 40 percent of the teachers in the St. Joseph School District were educated at Western.
   • The Western Institute offers courses focusing on professional development to over 1,000 people annually.
   • In 2005, over 800 youth and 400 adults participated in cultural enrichment courses offered by the Western Institute’s Center for Community Arts.
   • Over 35 local and regional businesses, agencies, and organizations partner with Western to provide meaningful internship and applied learning opportunities for Western’s students.
3. Key relationships with providers of student services
   • As a result of a student survey described in 9P3, the ARAMARK’s campus dining services made changes to menu items and service hours. ARAMARK works closely with Student Affairs to support Griff Fun Fest, Homecoming activities, and freshmen orientation. Also, in 2005, ARAMARK opened the Java City^© coffee house in the library in response to student input and the library’s long range planning.
   • In spring 2006, the Barnes and Noble Bookstore, with information obtained from national student focus groups, instituted online textbook ordering to reduce the time students spend in line to purchase textbooks. Results of this procedural change will be assessed
4. Key relationships with the general community.
   • Last year, 55 Western students volunteered 11,500 hours to America Reads, a program committed to building literacy skills.
   • Last year, Western’s students contributed over 29,000 hours of volunteer service in the community.
   • Over 800 new Western students dedicated a day in service to Habitat for Humanity on the final day of the Griffon Edge program for incoming freshmen in 2005.
   • In November 2004, the TKE fraternity received the Humanitarian Award at the Mayor’s Thanksgiving Dinner for its service to the Second Harvest Food Bank. The institution received the Humanitarian Award in November, 2005.
   • The Community Impact Survey reports that Western employees provided 44,136 hours of community service during 2005.
   • The 2005 estimated financial impact of $160.9 million represents a $21 million increase since the last study in 2003 and $42 million more than the 1998 study (Figure 9.5).
   • As shown in Figure 9.6, 139 faculty and staff serve as officers or board members of organizations in the region.
   • Staff members in Western’s Instructional Media Center produced an award-winning United Way campaign video.
   • The Western Institute and the MO-KAN Council of Government provided urban planning and technical assistance to help the town of Trimble, Missouri deal with its substantial population growth.
   • Through the efforts of campus volunteers, Western employees pledged $41,769 to assist United Way agencies.
   • Western supports the community Allied Arts fund drive with pledges averaging $7,500 annually.
   • Student music groups performed before at least 10,000 students, parents, supporters and the general public in the region in 2005.
   • Over 150 grade school students in the St. Joseph School District are mentored by Western students each semester through the Healthy Buddy Program.
   • Through a shared vision, the St. Joseph School District and the Education Department at Western worked together to design and implement a teacher education program that receives national and state acclaim and is nationally accredited.
5. Key relationships with educational associations, external agencies, and consortia partners.
   • Western currently has 11 programs accreditated nationally (Figure 8.4).
   • Western was one of only 19 American colleges and universities selected to participate in a 2004 National Learning Communities Project Summer Institute (O8).
   • Western was recognized in The New York Times as one of 190 colleges participating in the American Democracy Project (O8).
   • Western was one of 12 founding institutions in the “Foundations of Excellence^® in the First College Year” project (O8).

    

Figure 9.4 Western Graduates Completing Internships, Practica, or Faculty-Student Research

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Figure 9.5 Financial Impact

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Figure 9.6 Number of Faculty and Staff Serving as Officers and Board Members of Regional Organizations

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