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Strategic Plan
2011-2016
Strategic Plan 2011– 2016
Siena College is proud to be a part of the 800-year-old Franciscan intellectual tradition. Siena’s future will be
informed and clarified by its past and present connection to this tradition.
One dimension of the Franciscan intellectual tradition speaks directly to the human heart. It begins in the
13th century with St. Francis and St. Clare of Assisi whose Gospel-centered lives helped transform the
experience of the people that they encountered.
A corresponding component of this tradition specifically seeks to advance and develop the human intellect.
It finds its first expressions in the medieval universities of Europe. At Paris and Oxford, Franciscans like
St. Bonaventure, Duns Scotus, and Roger Bacon† manifested the highest commitment to intellectual develop-
ment and academic excellence through their teaching and scholarship.
For nearly 75 years, Siena College has cultivated students in this tradition whose hearts are open to love and
whose minds are open to wisdom. These goals of a Siena education are compatible with the broad-based
ideals of a liberal arts curriculum that celebrates the connection between the heart and the intellect of the
human person.
As we move into the future, we will speak directly to the hearts and to the minds of our students so that
they too may have the opportunity to be transformed by this tradition and to go forth as graduates who are
attentive, intelligent, reasonable, compassionate and responsible participants in the world.
Living Our Tradition—The Siena College Strategic Plan 2011 to 2016 commits the college to pass on and
develop this tradition for our future students.
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Strategic Plan 2011– 2016
Siena College is a learning community advancing the ideals of a liberal arts education, rooted in its
identity as a Franciscan and Catholic institution.
As a liberal arts college, Siena fosters the rigorous intellectual development of its students through a healthy
exchange of ideas both inside and outside the classroom. It provides opportunities to develop critical and
creative thinking, to make reasoned and informed judgments, to appreciate cultural diversity, to deepen
aesthetic sensibility and to enhance written and oral communication skills. It develops in each individual an
appreciation for the richness of exploring knowledge from a variety of perspectives and disciplines.
As a Franciscan community, Siena strives to embody the vision and values of St. Francis of Assisi: faith in
a personal and provident God, reverence for all creation, affirmation of the unique worth of each person,
delight in diversity, appreciation for beauty, service with the poor and marginalized, a community where
members work together in friendship and respect and commitment to building a world that is more just,
peaceable and humane.
As a Catholic college, Siena seeks to advance not only the intellectual growth of its students, but their
spiritual, religious and ethical formation as well. To this end, Siena is composed of and in dialogue with
people from different religious and cultural traditions; fosters a critical appreciation of the Catholic intellec-
tual heritage in conversation with contemporary experience; provides ample opportunities for worship and
service; explores the moral dimensions of decision-making in business and the professions; and affirms the
dignity of the individual while pursuing the common good.
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Strategic Plan 2011– 2016
The new millennium began with the Siena community adopting the Academic Excellence Plan. This plan set
high aspirations for the college: Siena College would take its proper place among liberal arts colleges rec-
ognized for academic achievements. Living Our Tradition—The Siena College Strategic Plan 2011 to 2016,
will build upon the gains that were achieved under the Academic Excellence Plan, including: the recruitment
and retention of quality faculty and students; a greater emphasis upon research opportunities for faculty and
students; and improved academic facilities.
In addition to the positive results of the previous plan, Living Our Tradition—The Siena College Strategic
Plan 2011 to 2016, — will provide the opportunity to implement a new core curriculum as well as a revised
Foundations course
(a first-year experience course) that were adopted by the Siena Faculty during the academic year 2009–2010.
Living Our Tradition—The Siena College Strategic Plan 2011 to 2016, will incorporate a greater emphasis
upon student engagement†. As a result, Siena College will allocate resources and organize programs to en-
courage student participation.
The Franciscan tradition celebrates continuous renewal by appealing to the words of St. Francis who
challenged his followers always “to begin again.” This phrase is never understood as a rejection of past
accomplishments, but rather is viewed as a call for a renewed energy to live the mission.
Speaking on the future orientation of the Franciscan intellectual tradition, one commentator observed that
“those who cherish traditions do so not out of nostalgia, but because they have hope for the future. We study
the past because it is different than the present. And to know that the past was different from the present
allows us to imagine that the future also can be different.”*
It is with this strong desire to make a difference in the future that Siena College proposes the following plan.
*Fr. Kenneth Himes, O.F.M., Ph.D. on the occasion of the Inauguration of Fr. Kevin Mullen, O.F.M., Ph.D. as the tenth President of
Siena College on October 2, 2007.
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Strategic Plan 2011– 2016
Strategic Initiatives
1. S
iena College will build upon the success of the first Academic Excellence Plan by
implementing a new Academic Excellence Plan focused on student engagement.
2. S
teward and strengthen the financial resources, human resources and physical
space of the College.
4. E
xpand and leverage investment in Division I athletics to promote the reputation
of the College and enhance student engagement.
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Strategic Plan 2011– 2016
Initiative 1:
Siena College will build upon the success of the first Academic Excellence Plan by
implementing a new Academic Excellence Plan focused on student engagement.
Outcome Benchmarks
Create new teaching and Siena will present and implement a master plan for physical space.
3 learning spaces that facili-
tate student engagement.
New learning spaces necessary to advance this initiative will be
created.
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Strategic Plan 2011– 2016
Outcome Benchmarks
The retention rate for the freshman cohort will average above 92%.
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Strategic Plan 2011– 2016
Initiative 2:
Steward and strengthen the financial resources, human resources and physical
space of the College.
Outcome Benchmarks
The annual alumni participation rate will increase from 17.5% to 25%.
Revenue from fundraising
and corporate sponsor- Non-alumni faculty, administrators and staff (full- and part-time)
ship will increase; revenue participation rate will increase from 10.4% to 25% in the Annual Fund
2 increments will be attained
via mission-centric entre-
and from 16.7% to 50% overall.
preneurial and curricular The targeted surplus will increase from 5% of the operating budget or
activities. approximately $3M more than the current year’s budget, and increases
will be derived from non-enrollment sources.
A formal risk manage- Risk management staffing and compliance reviews will indicate
4 ment program will be
implemented.
improvements in compliance by addressing the most significant items
identified on the heat map.
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Strategic Plan 2011– 2016
Initiative 3:
Create a culture of diversity.
Outcome Benchmarks
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Strategic Plan 2011– 2016
Outcome Benchmarks
The College will recruit The diversity of faculty and staff will reflect annual improvements and
and retain a more diverse be reported in the Fact Book.
6 faculty and staff that will
strengthen Siena’s culture Academic and administrative departments will develop operational
of inclusion. plans to support this initiative.
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Strategic Plan 2011– 2016
Initiative 4:
Expand and leverage investment in Division I athletics to promote the reputation of the
College and enhance student engagement.
Outcome Benchmarks
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Strategic Plan 2011– 2016
Appendix - Definitions
Franciscan Scholars:
St. Bonaventure (1221–1274) — Franciscan Friar; Minister General of the Order; Philosopher and Theologian
at the University of Paris.
Duns Scotus (1265–1308) — Franciscan Friar; Philosopher and Theologian at Universities of Oxford and
Paris.
Roger Bacon (1214–1294) — Franciscan Friar; Philosopher and Scientist at Universities of Oxford and Paris.
Co-curriculum/Co-curricular:
This refers to programs and experiences that occur outside the classroom that complement the curriculum but
are not formally a part of the academic experience.
Excerpt from High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They
Matter, by George D. Kuh (AAC&U, 2008)
The following teaching and learning practices have been widely tested and have been shown to be benefi-
cial for college students from many backgrounds. These practices take many different forms, depending on
learner characteristics and on institutional priorities and contexts.
On many campuses, assessment of student involvement in active learning practices such as these has made
it possible to assess the practices’ contribution to students’ cumulative learning. However, on almost all
campuses, utilization of active learning practices is unsystematic, to the detriment of student learning.
Presented below are brief descriptions of high-impact practices that educational research suggests increase
rates of student retention and student engagement. The rest of this publication will explore in more detail
why these types of practices are effective, which students have access to them, and, finally, what effect they
might have on different cohorts of students.
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Strategic Plan 2011– 2016
Learning Communities
The key goals for learning communities are to encourage integration of learning across courses and to involve
students with “big questions” that matter beyond the classroom. Students take two or more linked courses
as a group and work closely with one another and with their professors. Many learning communities explore
a common topic and/or common readings through the lenses of different disciplines. Some deliberately link
“liberal arts” and “professional courses”; others feature service learning.
Writing-Intensive Courses
These courses emphasize writing at all levels of instruction and across the curriculum, including final-year
projects. Students are encouraged to produce and revise various forms of writing for different audiences in
different disciplines. The effectiveness of this repeated practice “across the curriculum” has led to parallel
efforts in such areas as quantitative reasoning, oral communication, information literacy, and, on some
campuses, ethical inquiry.
Undergraduate Research
Many colleges and universities are now providing research experiences for students in all disciplines. Under-
graduate research, however, has been most prominently used in science disciplines. With strong support from
the National Science Foundation and the research community, scientists are reshaping their courses to con-
nect key concepts and questions with students’ early and active involvement in systematic investigation and
research. The goal is to involve students with actively contested questions, empirical observation, cutting-edge
technologies and the sense of excitement that comes from working to answer important questions.
Diversity/Global Learning
Many colleges and universities now emphasize courses and programs that help students explore cultures,
life experiences and worldviews different from their own. These studies—which may address U.S. diversity,
world cultures, or both—often explore “difficult differences” such as racial, ethnic and gender inequality, or
continuing struggles around the globe for human rights, freedom and power. Frequently, intercultural studies
are augmented by experiential learning in the community and/or by study abroad.
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Strategic Plan 2011– 2016
Internships
Internships are another increasingly common form of experiential learning. The idea is to provide students
with direct experience in a work setting—usually related to their career interests—and to give them the
benefit of supervision and coaching from professionals in the field. If the internship is taken for course credit,
students complete a project or paper that is approved by a faculty member.
This is an external instrument used by institutions across the country that gathers data on (1) the amount of
time and effort students put into their studies and other educationally purposeful activities and (2) how the
college organizes its curriculum and other learning opportunities to get students to participate in activities
that are linked to student learning. The survey does not assess student learning directly, but gathers data on
empirically confirmed “good practices” in undergraduate education so the college can understand where it is
performing well and where the student experience could be improved. The survey is divided into five bench-
mark categories: level of academic challenge, active and collaborative learning, student-faculty interaction,
enriching educational experiences and supportive campus environment. This survey is conducted during the
Spring semester and is given to all first-year and graduating senior students. Comparative data are available
for this survey.
This is an external instrument used by institutions across the country to assess student satisfaction in order
to improve the student experience. It documents how satisfied students are with their campus experience and
what is most important to them. It consists of about 100 questions and is divided into 12 scales: academic
advising effectiveness, campus climate, campus support services, concern for the individual, instructional
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Strategic Plan 2011– 2016
effectiveness, admissions and financial aid effectiveness, registration effectiveness, responsiveness to diverse
populations, safety and security, service excellence and student centeredness. The survey is administered every
other year to all Siena students. Comparative data on other four-year private institutions are available.
Student Engagement:
What students do during college counts more in terms of what they learn and whether they will persist in
college than who they are or even where they go to college. That is, the voluminous research on college
student development shows that the time and energy students devote to educationally purposeful activities
is the single best predictor of their learning and personal development (Astin, 1993; Pascarella & Terenzini,
1991; Pace, 1980). Certain institutional practices are known to lead to high levels of student engagement
(Astin, 1991; Chickering & Reisser, 1993; Kuh, Schuh, Whitt & Associates, 1991; Pascarella & Terenzini,
1991). Perhaps the best known set of engagement indicators is the “Seven Principles for Good Practice in
Undergraduate Education” (Chickering & Gamson, 1987). These principles include student-faculty contact,
cooperation among students, active learning, prompt feedback, time on task, high expectations and respect
for diverse talents and ways of learning. Also important to student learning are institutional environments
that are perceived by students as inclusive and affirming and where expectations for performance are clearly
communicated and set at reasonably high levels (Education Commission of the States, 1995; Kuh, 2001;
Kuh et al., 1991; Pascarella, 2001).
All these factors and conditions are positively related to student satisfaction and achievement on a variety of
dimensions (Astin, 1984, 1985, 1993; Bruffee, 1993; Goodsell, Maher, & Tinto, 1992; Johnson, Johnson, &
Smith, 1991; McKeachie, Pintrich, Lin, & Smith, 1986; Pascarella & Terenzini, 1991; Pike, 1993; Sorcinelli,
1991). Thus, educationally effective colleges and universities—those that add value—channel students’ ener-
gies toward appropriate activities and engage them at a high level in these activities (Educational Commission
of the States, 1995; The Study Group, 1984).
In sum, student engagement has two key components that contribute to student success. The first is the
amount of time and effort students put into their studies and other activities that lead to the experiences and
outcomes that constitute student success. The second is the ways the institution allocates resources and orga-
nizes learning opportunities and services to induce students to participate in and benefit from such activities.
What the institution does to foster student success is of particular interest, as those are practices over which
a college or university has some direct influence. That is, if faculty and administrators use principles of good
practice to arrange the curriculum and other aspects of the college experiences, students would ostensibly put
forth more effort. Students would write more papers, read more books, meet more frequently with faculty
and peers, and use information technology appropriately, all of which would result in greater gains in such
areas as critical thinking, problem solving, effective communication and responsible citizenship.
Source: Student Success in College: Creating Conditions That Matter, George D. Kuh, Jillian Kinzie, John H.
Schuh, Elizabeth J. Whitt, and Associates (Jossey-Bass, 2005), pp. 8-9.
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Strategic Plan 2011– 2016
The Assessment of Service and Civic Engagement is an institutional assessment tool administered nationally
by Siena Research Institute.
1. Institutional POP will increase from 14 (Low Zone) to at least 30 (Moderate Zone)
2. POP scores in each Issue Area will increase by at least 25%
3. POP scores for at least six Issue Areas will be at or above the Moderate Zone.
Frequency Benchmarks
1. % of Students reporting more than 11 hours of service per month will increase from 24% to 35%
2. % of Students reporting 0-5 hours of service per month will decrease from 40% to 27%
3. %
of Students reporting participation in service as part of their Siena experience will increase from
49% to 60%
4. % of Students reporting Leadership Level engagement in service will increase from 17% to 20%
5. %
of Students reporting participation in service as part of an academic course will increase from 16%
to 30%
6. The average Siena student volunteer will report at least 15% of the service they have done while at
Siena was as part of a course (up from 9%)
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Strategic Plan 2011– 2016
Based upon the Percent of the Possible service at an institution, POP Scores are a quick and easily
understood reference point for levels of service. A high performing school scores between 40 and 60,
a moderate performing school performs between 20 and 40.
The measure includes self-reported indicators of service participation, frequency, and depth. Three
questions form the basis of the POP measure:
2) How often would you say you did that type of service?
a. Once a year (1)
b. Several times a year – once a month (2)
c. Several times a month (3)
d. Weekly or more (4)
An individual’s responses are multiplied to create area level individual scores ranging from 0–12. These
totals are summed across the institution and divided by the maximum score.
n*12
The issue area level scores are averaged to create the institutional Percent of the Possible.
Both institutional and issue area scores are then normalized with .33 equaling a POP Score of 100.
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Strategic Plan 2011– 2016
As a learning community and liberal arts college grounded in its Franciscan and Catholic heritage, Siena
affirms the following learning goals:
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Strategic Plan 2011– 2016
Student Presentations
School of Liberal Arts 40
School of Business 45
Student Conference in Business
School of Science 10
Student Publications
School of Liberal Arts 3
School of Business 8
School of Science 5
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Strategic Plan 2011– 2016
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