Produce employable graduates, who can do jobs that do not yet exist and create new jobs
Current situation and gap between current situation and desired situation:
The current perception with our external stakeholders is that we are focused on degrees and not careers and that these degrees could be more relevant to the 21st century.
Strategies (numbered) and actions (bulleted).
Value, and develop methods of recognizing, exeptional education.
- Establish transparent equitable mechanisms for unit heads to make teaching assignments.
- Reward teaching and provide a professional development path in teaching.
- Make 4-years to achieve an undergraduate degree the expected norm.
- Track employability and return on investment for all CALS degrees.
- Decrease student costs by delivering online coursework within degree.
- Fund units for teaching FTE on student enrollment and graduation rates.
- Use “e” or “distance delivery” as a canonical tool and not an end in itself.
Have competency-based certification in skills that employers say they want in addition to techical skills that we teach.
- Identify what the skills employers say are missing.
- Identify ways to fit teaching skills into curriculum, especially using e-learning.
- Develop examination mechanism and certification.
Focus on launching careers in applied professional areas.
- Change "Academic programs” to "Career and Academic Programs"
- Establish a general course/s that introduce all CALS students to economics, business principles, the bio-economy, and global commerce--competency based.
- Define specific opportunities for CALS Ambassadors and define their role in CALS.
- Establish a “visiting leader” lecture series.
- Track graduates’ careers as a measure of educational value.
- Give every CALS student some education in the critical foundations of commerce, especially those taught in CALS already (such as principles of economics, sales and marketing using CALS resources).
- Partner with other UA colleges to cross-train students in entrepreneurship, computing and business.
Become a national leader in graduate job placement.
- Restructure Career and Academic Services to have people focused on “Careers, Commerce and Industry” as well as “Distance & Global Initiatives.”
- CALS to become career- and not degree-centric.
- Increase supported internships.
- Engage annually with employers to identify what should be in a curriculum that is relevant to the 21st century.
Grow professional education.
- Work closely with the UA Outreach and Arizona's community colleges to deliver distance education and degrees at a distance.
Establish professional veterinary medical education at the UA.
- Establish work group to develop novel plan.
- Identify financial model and financing for plan development.
- Work with AVMA to develop novel model that addresses the real problems in veterinary education (cost and time to graduation).
- Get central administration support and funding.
- Get ABOR support.
- Build support base within Arizona.
- Get State Executive and Legislative support and funding.
- Get AVMA letter of reasonable assurance.
For an update on this strategic goal, please read Associate Dean Mike Staten's July 19, 2017 memo, Progress toward strategic goal of producing employable graduates, Part 1
Continue to -- CALS Strategic Goal Three