The purpose of this document is to articulate the strategic framework, focus areas, goals, and action items for the area of Student Academic Success within Academic Affairs at James Madison University (JMU). The Strategic Plan spans across two years and consists of four sections. First, the Mission, Vision, and Core Values. Second, the Strategic Context and Framework that support the foundation of this plan. Third, a list of SMART Goals with the action plans that describe the specific steps, key participants, and the completion dates that are needed to achieve each goal and represent the focus of the area's activities, and last, a dashboard summary of all the goals.

By August 2023, in partnership with Academic Unit Heads, Summer Session leadership will increase the total undergraduate and graduate credit hour production. Success will be measured by an increase of 2% (744 CHP). The baseline is currently at 37,200 total CHP accounting across all sessions. This goal is relevant because an increase of CHP translated to increase revenue for the institution and supports the broader mission of the University.

By May 2023, in partnership with JMU Libraries Media Production, Academic Student Services will create engaging and informative video presentations focused on academic standing policy, strategies for improving academic performance, academic resources, and the re-entry process. The content will assist students in (1) understanding JMU academic standing policy and the impact that having a cumulative grade point average below 2.0 has on enrollment eligibility, (2) understanding strategies/methods for improving academic performance and how to connect with JMU academic support resources, and (3) navigating the re-entry process. The success of this project will be evidenced by the creation and deployment of three presentations.  Leslie Purtlebaugh and the JMU Libraries Media Production services staff will be involved in the development and implementation of the presentations. The goal is relevant due to the number of students who have been negatively impacted by the Pandemic and as a result are not familiar with the available resources and policies regarding probation and suspension.

By October 2023, in partnership with EMS (Event Management Software), Information Technology, Academic Resources, Event Management and the academic colleges, the Office of the Registrar will implement automated classroom scheduling. The focus during year one will be learning how the system works and testing it with the general-purpose classrooms. In year two we will partner with CISE to expand the use of the software to include all room scheduling in King Hall and the Engineering/Geosciences building. Success will be measured by successfully running the EMS optimization program in parallel with the manual general purpose classrooms assignments for fall 2022; running the optimization program in production for general purpose classroom assignments and in parallel for classrooms in King Hall and Engineering/Geosciences buildings for fall 2023; running the optimization program in production for general purpose, King Hall and Engineering/Geoscience buildings for fall 2023. Currently all classrooms are assigned manually.

By Fall 2023, University Advising, in collaboration with the Provost’s office, Graduate School, JMU Libraries, and colleges, will develop a model for advisor training and professional development. Currently, formal academic advisor training is provided for professional advisors and instructional faculty who serve as first-year and transfer advisors. Additional training in other areas outside of University Advising may happen but it is not clear to what extent training occurs. Providing consistent academic advising support to any individual who advises students is important, no matter the college of which they represent. This model will provide a foundation for onboarding new academic advisors, share relevant up-to-date advising information, and consistent training and development for any academic advisor to become familiar with advising resources, technology, and best practices that include but are not limited to university and departmental academic advising efforts, culturally responsive advising (DEI), and promoting student success. Success will be measured by the establishment of an advisor institute that will provide 1) Advisor Toolkit and 2) Comprehensive training and development for primary and instructional faculty advisors.

By June 2023, in partnership with Financial Aid and Scholarships, Academic Departments and Colleges, PPH alumni, Communications & Marketing, and University Advancement, Pre-Professional Health Advising (PPHA) will manage all ACCESS Scholarship award processes within the Madison Scholarship Hub, celebrate the accomplishments of scholarship recipients at departmental and college award ceremonies, and foster opportunities for PPH alumni to advise and mentor current PPH students. Success for this goal will be measured by eliminating the paper-based departmental award process, hosting one event for current students with alumni of color, and developing a collaborative fundraising plan to increase the number of scholarship awards. Most recently, in August 2021, PPHA received 56 paper applications and awarded 12 ACCESS Scholarships for the 2021-2022 academic year. This goal is relevant because it will continue efforts to increase support for aspiring health professionals who are underrepresented in the health professions (persons of colors, first-generation, low-income families, disabled, English Second Language).

By Fall 2023, the Learning Centers will take steps towards designing a Learning Center that represents the current and future needs of JMU students, which will include a leadership team that guides the priorities across all LC units, practices strategic thinking and planning, designs relevant programs and services, and effectively markets its services. Success will be measured by (1) the hiring of an Associate Director (AD) to help develop and lead the department; (2) review of its mission, vision, and value statements; and (3) a marketing plan. Currently, as baseline, the AD position is unfilled; the unit has established mission, vision, and value statements; and there is not a unit-wide marketing plan. This goal is relevant because the Learning Center is charged to best serve the student body and to respond to emerging needs. These steps will enable the unit to apply recommendations from its 2019 APR and align more closely with the learning assistance field.

By Fall 2023, in partnership with academic leadership, faculty, Student Success Leadership Team, the advising community; student affairs leadership, Information Technology, Institutional Research, and others, the Quality Enhancement Plan (QEP) Director will design an early student success system that identifies and connects students with people, offices, and resources on-campus to better position the student to accomplish their goals. Success will be measured by (1) the creation and management of the working group, (2) submission of two reports, the first meeting the requirements for SACSCOC accreditation, and the second proposing a comprehensive early student success system. While there may exist individual early alert efforts, there is currently no coordinated and centralized early student success system. This goal is relevant because it will assist students meeting their academic goals, maximize enrollment, and degree completion equitably.