Part II: Objectives and Performance Indicators

Reader's Question: To what extent are the objectives for each activity realistic and defined in terms of measurable results? 

F. Narrative Showing the Relationship of Activity Objectives to the CDP

Reader's Question: To what extent are the objectives for each activity related to the problems to be solved and to the goals of the comprehensive development plan? 

The objectives for the activity are all directly linked with institutional objectives listed in the Comprehensive Development Plan. These objectives will all lead to the achievement of these goals:

* Strengthen the University's existing signatures in the Millikin Program for Student Learning and the arts; create new signature programs using specified criteria.
* Continue to increase educational quality at Millikin through improved student success, modest growth in enrollment, and a fully diverse campus (students, faculty, staff and programming). 
* Implement a comprehensive advising and student development plan.
* Redesign faculty and staff workload to facilitate improved teaching and advising; greater collaboration to improve the curriculum and student success; and stronger student support.

YEAR ONE (2002-2003)
Increase freshman-sophomore retention. 
Increase freshman-sophomore retention from 79% to 80% in 2003.
Increase six-year graduation rate. 
Increase six-year graduation rate from 61% to 62% in 2003.
Increase freshman to sophomore retention rate for Exploratory Students and other at-risk students. 
By September 2003 the freshman to sophomore retention rate for Exploratory Students and other at-risk students will increase to 80%
All students will use self-guided tools for successful development of an Individual Plan of Study.
A subgroup of students will use self-guided tools for successful development of an Individual Plan of Study pilot by September 2003. Online registration for seniors will begin.
Reduce the gap between importance and satisfaction with advising on the Noel-Levitz inventory.
Reduce the gap between importance and satisfaction with advising on the Noel-Levitz inventory from 1.07 to 1.00. in the 2003 inventory.
Achieve an appropriate advising load.
By September 2003 a percentage of faculty members yet to be determined will either 1) have an advising load that falls within a range defined in the Policies and Procedures manual, or 2) receive compensation or release time for advising loads exceeding that range. 
All faculty will be fully conversant with the MPSL and student service resources.
By September 2003, a larger group of faculty will be fully conversant with the MPSL and student service resources by the end of their first year of service.

YEAR TWO (2003-2004)
Increase freshman-sophomore retention. 
Increase freshman-sophomore retention from 80% to 81% in 2004.
Increase six-year graduation rate. 
Increase six-year graduation rate from 62% to 64% in 2004.
Increase freshman to sophomore retention rate for Exploratory Students and other at-risk students. 
By September 2004 the freshman to sophomore retention rate for Exploratory Students and other at-risk students will increase to 81%
All students will use self-guided tools for successful development of an Individual Plan of Study.
A larger subset of students will use self-guided tools for successful development of an Individual Plan of Study by September 2004. Juniors will be added to the subset of students using online registration.
Reduce the gap between importance and satisfaction with advising on the Noel-Levitz inventory.
Reduce the gap between importance and satisfaction with advising on the Noel-Levitz inventory from 1.00 to .85 in the 2004 Noel-Levitz inventory.
Achieve an appropriate advising load.
By September 2004 a larger percentage of faculty members will either 1) have an advising load that falls within a range defined in the Policies and Procedures manual, or 2) receive compensation or release time for advising loads exceeding that range. 
All faculty will be fully conversant with the MPSL and student service resources.
By September 2004, all faculty will be fully conversant with the MPSL and student service resources by the end of their first year of service.

YEAR THREE (2004-2005)
Increase freshman-sophomore retention. 
Increase freshman-sophomore retention from 81% to 82% in 2005.
Increase six-year graduation rate. 
Increase six-year graduation rate from 64% to 66% in 2005.
Increase freshman to sophomore retention rate for Exploratory Students and other at-risk students. 
By September 2005 the freshman to sophomore retention rate for Exploratory Students and other at-risk students will increase to 81%
All students will use self-guided tools for successful development of an Individual Plan of Study.
Even more students will use self-guided tools for successful development of an Individual Plan of Study by September 2005. Sophomores will be added to the subset of students using online registration.
Reduce the gap between importance and satisfaction with advising on the Noel-Levitz inventory.
Reduce the gap between importance and satisfaction with advising on the Noel-Levitz inventory from .85 to .70 in the 2005 inventory.
Achieve an appropriate advising load.
By September 2005 most faculty members will either 1) have an advising load that falls within a range defined in the Policies and Procedures manual, or 2) receive compensation or release time for advising loads exceeding that range. 
All faculty will be fully conversant with the MPSL and student service resources.
By September 2005, all faculty will be fully conversant with the MPSL and student service resources by the end of their first year of service.

YEAR FOUR (2005-2006)
Increase freshman-sophomore retention. 
Increase freshman-sophomore retention from 82% to 83% in 2006.
Increase six-year graduation rate. 
Increase six-year graduation rate from 66% to 68% in 2006.
Increase freshman to sophomore retention rate for Exploratory Students and other at-risk students. 
By September 2006 the freshman to sophomore retention rate for Exploratory Students and other at-risk students will increase to 83%
All students will use self-guided tools for successful development of an Individual Plan of Study.
Most students will use self-guided tools for successful development of an Individual Plan of Study by September 2006. All students will be using online registration.
Reduce the gap between importance and satisfaction with advising on the Noel-Levitz inventory.
Reduce the gap between importance and satisfaction with advising on the Noel-Levitz inventory from .70 to .60 in the 2006 inventory.
Achieve an appropriate advising load.
By September 2006 nearly all faculty members will either 1) have an advising load that falls within a range defined in the Policies and Procedures manual, or 2) receive compensation or release time for advising loads exceeding that range. 
All faculty will be fully conversant with the MPSL and student service resources.
By September 2006, all faculty will be fully conversant with the MPSL and student service resources by the end of their first year of service.

YEAR FIVE (2006-2007)
Increase freshman-sophomore retention. 
Maintain freshman-sophomore retention from at 83% in 2007.
Increase six-year graduation rate. 
Increase six-year graduation rate from 68% to 70% in 2007.
Increase freshman to sophomore retention rate for Exploratory Students and other at-risk students. 
By September 2007 the freshman to sophomore retention rate for Exploratory Students and other at-risk students will increase to 83%
All students will use self-guided tools for successful development of an Individual Plan of Study.
All students will use self-guided tools for successful development of an Individual Plan of Study by September 2007.
Reduce the gap between importance and satisfaction with advising on the Noel-Levitz inventory.
Reduce the gap between importance and satisfaction with advising on the Noel-Levitz inventory from .60 to .50 in the 2007 inventory.
Achieve an appropriate advising load.
By September 2007 all faculty members will either 1) have an advising load that falls within a range defined in the Policies and Procedures manual, or 2) receive compensation or release time for advising loads exceeding that range. 
All faculty will be fully conversant with the MPSL and student service resources.
By September 2007, all faculty will be fully conversant with the MPSL and student service resources by the end of their first year of service.