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Strategic Plan



(Revised March, 2004)

Mission Statement

Vision Statement

Department of Psychological Sciences Core Values


GOALS, CRITICAL SUCCESS FACTORS, and OBJECTIVES
(including Strategies and Assessments)

Goal 1: Access and Diversity

Recruit, retain, and graduate a larger, more academically prepared, and diverse group of psychology undergraduate and graduate students.

Critical Success Factors:

  • Increase ethnic minority faculty and staff.
  • Increase proportion of ethnic minority graduate students.
  • Increase proportion of ethnic minority undergraduate students.
  • Increase diversity of students, faculty, and staff in areas in addition to ethnic diversity.
  • Increase ratings on items related to exposure to multi-cultural issues on graduate alumni surveys from the Clinical and Counseling programs.
  • Maintain our number of undergraduate majors at least at 650.
  • Maintain our number of graduate students at about 100 students.

Objectives:

Objective 1.1: Improve the departmental atmosphere to be more inviting to and supporting of diverse students, staff, and faculty.

Strategies:

  • Increase participation of under-represented groups across all levels of the department, e.g., building relationships with ethnic minority communities and colleagues; recruiting ethnic minority students, faculty, and staff, increasing services available to under-represented groups in the clinic.
  • Make the Psychological Sciences Department students and faculty more aware of issues related to diversity through department colloquia and course materials.
  • Improve our public materials so that the department’s emphasis on diversity is more clearly communicated.
  • Increase Spanish-speaking faculty supervisors, graduate student therapists, and staff in the clinic.
  • Provide clinic materials (information, intake forms, etc.) in English and Spanish.
  • Purchase validated assessment instruments in Spanish for the clinic.
  • Begin an annual Diversity Colloquium, inviting speakers from under-represented groups or other nationally recognized psychologists speaking on topics relevant to under-represented groups and diversity.
  • Increase readings and discussion related to under-represented groups in graduate and undergraduate courses as appropriate to the course topics.
  • Offer a graduate multicultural course on a yearly basis (alternating between a general and more specialized courses).
  • Have at least one statement about our commitment to diversity in every brochure and publication.
  • Have statements on access and diversity in all program descriptions on the departmental web site.

Assessments:

  • Number of ethnic minority faculty, adjuncts, and external practicum supervisors.
  • Number of diverse clientele in the clinic, including ethnic diversity, sexual orientation, age, socio-economic status, and disability status.
  • Number of graduate and undergraduate students from under-represented groups.
  • Level of activity of the Annual Diversity Colloquium.
  • Amount of material related to diversity issues in each graduate and undergraduate course.
  • Diversity statements in all departmental publicity.

Objective 1.2: Increase the number of faculty and staff from under-represented groups.

Strategies:

  • Target appropriate searches to potential faculty and staff who would help us meet the needs of underserved populations.
  • Continue to broadly advertise faculty and staff searches.
  • Build connections with faculty in other universities who might refer strong faculty applicants from under-represented groups.
  • Clearly communicate our department’s commitment to diversity in job announcements, other program literature, and communications with potential faculty or staff applicants.

Assessment:

  • Number of ethnic minority faculty, staff, adjuncts, and external practicum supervisors each year.

Objective 1.3: Increase the number of graduate students from under-represented groups.

Strategies:

  • Increase recruiting efforts for graduate students, particularly targeting under-represented groups.
  • Increase personal contacts with faculty at institutions with a large proportion of students from underrepresented groups so that they think of Texas Tech when advising.
  • Increase faculty visits to undergraduate institutions with large ethnic minority populations.
  • Increase contact with our own diverse undergraduates, inform them better about our graduate programs, and provide other assistance in applying to graduate school.
  • Encourage and fund more faculty to attend national conferences to recruit, such as the Multi-Cultural Summit sponsored by a number of divisions from the American Psychological Association, and the NIMH CORE symposium.
  • Encourage and fund visits from strong prospective students, including those who will contribute to diversity in our department.

Assessments:

  • Number of graduate applications
  • Number of applications from members of under-represented groups to the extent possible.
  • Contacts with undergraduate feeder schools through mailing recruiting materials, faculty contacts, and faculty visits.
  • Number of graduate students who are members of under-represented groups (ethnic minority, low income, first generation college students, diverse sexual orientation, disabled, non-traditional age).

Objective 1.4: Increase the number of psychology majors from under-represented groups and better prepare undergraduate students for graduate study.

Strategies:

  • Increase services to majors interested in applying to graduate school.
  • Hold a workshop on applying to graduate programs every semester and encourage all psychology majors to attend.
  • Have our graduate student advisors take a more active role in helping students apply to graduate school; make an effort to include students from under-represented groups in this program.
  • Offer a junior/senior seminar focusing on graduate school applications, developing interests and skills in psychological science, and preparing for graduate school.
  • Improve our web pages so there is more useful information for undergraduate students and so that our commitment to diversity and access is clear.
  • Encourage appropriate undergraduate students to participate in the McNair Scholars program.

Assessments:

  • Proportion of ethnic minority undergraduate students.
  • Number of hits on our undergraduate web pages.
  • Number of undergraduate students who use department resources to apply to our own or other high quality graduate programs.
  • Numbers of McNair scholars and McNair faculty mentors in the department.
  • umber of undergraduate students who participate in research with faculty members or graduate students.

Objective 1.5: Make it easier for individuals with physical disabilities to participate in Department of Psychological Sciences programs.

Strategies:

  • Improve the accessibility of restrooms.
  • Make the elevator more reliable.

Assessments:

  • Progress on obtaining at least one handicapped accessible rest room for every two floors.
  • Frequency with which the elevator becomes stuck between floors.

Goal 2: Academic Excellence

Attain national recognition as a top Psychological Sciences Department in a public educational research university.

Critical Success Factors (measures of the degree of success over the next 5 years):

  • Increase the quality of psychology majors in terms of SAT scores.
  • Increase the number of psychology majors who enter graduate or professional schools.
  • Increase the quality of psychology graduate students in terms of undergraduate GPAs and GREs.
  • Increase quality and visibility of the Department of Psychological Sciences so that it increases in rank among public research universities.

Objectives:

Objective 2.1: Increase SAT scores of entering Psychology majors.

Strategies:

  • Provide an effective staff advisor and qualified graduate students available to advise students.
  • Provide an informative and interesting department web page.
  • Provide an attractive undergraduate brochure for recruiting.
  • Send letters and brochures to high school counselors in Lubbock and targeted areas throughout Texas, including targeted four-year colleges and junior colleges.
  • Recruit incoming Freshman Honors students into Psychology.
  • Have a Psychology liaison to the Honors College.
  • Provide a diverse offering of undergraduate classes.
  • Provide Honors and writing intensive courses each semester.
  • Provide adequate number of undergraduate course offerings during summer.
  • Ensure that all TAs have successfully completed a course on “Teaching Psychology.”
  • Increase the number of faculty and graduate students nominated for teaching awards.
  • Offer a B.S. degree.
  • Increase teaching mentoring for junior faculty.

Assessment:

  • Average SAT scores for new Psychology majors.

Objective 2.2: Improve the learning outcomes of undergraduate psychology majors.

Strategies:

  • Evaluate psychology majors’ knowledge base in psychology
  • Evaluate psychology majors’ knowledge of scientific methods and their ability to evaluate evidence.
  • Evaluate psychology majors’ career planning and development.
  • Evaluate psychology majors’ knowledge about applications of psychology.
  • Evaluate psychology majors’ multicultural awareness.

Assessments:

  • Improvement on a knowledge test from mid-career to graduation.
  • Number of students who participate in research.
  • Number of students who volunteer in the community.
  • Specific assessments in courses designed to meet at least one of the five goals.

Objective 2.3: Increase percentage of Psychology majors who enter graduate school or professional school.

Strategies:

  • See strategies for 2.1a.
  • Provide additional support for Psi Chi.
  • Increase student contact with faculty.
  • Offer workshops such as “How to write a personal statement.

Assessments:

  • Rates of majors going on to graduate school or other professional schools.
  • Scores on the departmental exit and alumni surveys for questions asking whether students were (a) happy with advising, (b) happy with teaching, and (c) happy with their preparation for graduate or professional study.

Objective 2.4: Increase the quality of credentials for entering Psychology graduate students by increasing number of qualified applicants.

Strategies:

  • Provide an informative and interesting department web page.
  • Provide an attractive graduate brochure for recruiting.
  • Send letters and brochures to targeted colleges and universities in Texas, regionally, and nationally.
  • Increase TA stipends.
  • Guarantee summer support.
  • Host a Graduate Candidate Day with some travel support for invited students.

Assessments:

  • GPAs and GRE averages for new Psychology graduate students yearly.
  • Number of inquiries and number of completed applications to the graduate program.

Objective 2.5: Enhance the graduate curriculum.

Strategies:

  • Offer essential courses more frequently so that students are able to take them in a timely fashion.
  • Provide adequate number of graduate course offerings during summer.
  • Increase number of research-based specialty courses.

Assessments:

  • Time to completion of graduate coursework for all students annually.
  • Total number of summer course offerings annually.
  • Number of research-based specialty courses annually.

Objective 2.6: Increase number of graduate student publications and presentations.

Strategies:

  • Increase departmental support for preparing journal and convention submissions.
  • Increase funding for student research and travel.
  • Establish a Department Student Research Award.

Assessment:

  • Number of journal and convention submissions and acceptances annually.

Objective 2.7: Increase the percentage of graduate students who take academic or research positions.

Strategies:

  • Increase faculty mentoring.
  • Offer workshops like "How to design a vita."
  • Increase departmental support for preparing journal and convention submissions.
  • Increase funding for student research and travel.
  • Increase available space for graduate students.
  • Increase the number of research assistantships.
  • Apply for an NSF IGERT grant or NIH training grant.

Assessment:

  • Number of students seeking/taking academic or research positions annually.

Objective 2.8: Increase national reputation in research.

Strategies:

  • Encourage faculty to submit articles to APA and other flagship journals.
  • Encourage faculty to seek and accept invitations to write books and chapters.
  • Support travel to present papers at conferences.
  • Use TTU identifying information at conferences.
  • Invite visitors who are well-known nationally to encourage networking with our faculty.
  • Encourage faculty to apply for more developmental leaves.
  • Secure more funding for faculty research and travel.
  • Work to obtain more research space for faculty.
  • Organize an annual conference in Lubbock, available to appropriate professionals in the community.
  • Decrease meetings and service obligations to free faculty for scholarship.

Assessments:

  • Number of departmental publications in all outlets, including APA and other flagship journals annually.
  • Number of conference presentations annually.
  • Number of invited presentations annually.
  • Level of departmental support funds available per convention presentation annually.
  • Number of developmental leaves awarded annually.

Objective 2.9: Increase grant support.

Strategies:

  • Give faculty release time in order to write grant proposals.
  • Support faculty participation in university-sponsored proposal-writing workshops.
  • Ensue faculty know what services ORS offers and how to use them effectively.
  • Ensure that ORS knows our faculty's interests and helps them find appropriate funding sources.
  • Encourage collaborative grant writing within department and within TTU & TTUHSC.
  • Encourage faculty to submit a broad range of proposals, including instructional and training grants and applications to foundations.
  • Support collection of pilot data by more seed money, research assistants, technicians, and equipment.
  • Provide funds for faculty to make pre-award trips to Washington, DC.
  • Increase available space for faculty.
  • Acknowledge, especially for junior faculty, the work involved in higher-risk endeavors (such as seeking extramural funding) in annual evaluations and promotion/tenure decisions.
  • Decrease meetings and service obligations to free faculty for proposal writing.

Assessments:

  • Number of proposals of all kinds produced annually.
  • Number of proposals of all kinds funded annually.
  • Total dollars obtained in grants annually.

Objective 2.10: Continue to maintain accreditation of APA-Approved Clinical and Counseling Programs and HFES Human Factors accreditation.

Strategies:

  • Maintain programs and procedures in accord with APA criteria.
  • Maintain accreditation of the Human Factors program by the Human Factors and Ergonomics Society.

Assessments:

  • Continuing APA accreditation annually.
  • Continuing HFES accreditation.

Goal 3: Engagement

Build community connections that enhance the quality of life for students and the community.

Critical Success Factors:

  • Increase involvement of undergraduates in department and community activities.
  • Increase involvement of faculty and graduate students involved in community activities.
  • Increase diversity of clients served by the clinic.

Objectives:

Objective 3.1: Promote recognition ofdeserving undergraduates.

Strategies:

  • Provide funds for a yearly speaker and banquet for Psi Chi.
  • Give annual awards for undergraduate students.

Assessments:

  • Attendance at Psi Chi meetings.
  • Membership in Psi Chi.
  • Annual alumni surveys.

Objective 3.2: Provide opportunities for Undergraduate Service Learning.

Strategies:

  • Maintain the peer-mentoring program.
  • Encourage students to volunteer in the community.

Assessments:

  • Number of students enrolled in peer mentoring course.
  • Number of students who indicate that they have volunteered in the community on the annual exit survey.

Objective 3.3: Increase the degree of extra-departmental professional collaboration.

Strategies:

  • Make faculty aware of other faculty interests by publishing accomplishments in “good news” each month.
  • Continue our Social, HF/E (Round Table), and Positive Psychology discussion groups and invite faculty from a greater number of departments.
  • Expand monthly “good news” to feature 1 abstract per month from each Division, distributed on line to undergraduates, grad students, and faculty.
  • Encourage undergraduate majors to increase involvement in research.

Assessments:

  • Number of regular brown bags and colloquia each year.
  • Number of collaborative research projects.

Objective 3.4: Serve the mental health needs of the community.

Strategies:

  • Advertise the Psychology Clinic more widely.
  • Make more community contacts to increase the referral base to the Psychology Clinic.
  • Diversify community contacts to increase the diversity of clients served in the Psychology Clinic.

Assessments:

  • Number of clients served in the Psychology Clinic.
  • Rage of clients that are served in terms of ethnicity and socio-economic status.
  • Number of bilingual graduate students.
  • Number of faculty members who can supervise therapy/assessment in Spanish.

Objective 3.5: Place graduate students in high-quality external practica.

Strategies:

  • Maintain good relations with present sites (LISD, Montford, LCJJC, Frenship ISD).
  • Develop an adequate number and range of external sites for clinical/counseling students.
  • Develop practica for human factors graduate students.
  • Provide HF students with information about internships available nationally.

Assessments:

  • Number of appropriate local external sites.
  • Number of clinical, counseling, and human factors students participate in external practicum.
  • Number of graduate students who desire external placements and who are appropriate for such placements are actually placed.
  • Performance of students in external placements

Objective 3.6: Increase involvement of faculty and students in local, regional, and national professional associations.

Strategies:

  • Provide more funds for travel for faculty and students.
  • Sponsor workshops jointly with local associations (e.g., South Plains Association of Psychologists).
  • Encourage graduate students to join professional associations by ensuring that they are aware of the associations and by providing application materials.

Assessments:

  • Number of clinical and counseling psychology faculty who are members of the South Plains Association of Psychologists.
  • Number of students who are members of the South Plains Association of Psychologists.
  • Number of clinical and counseling psychology faculty who are members of Texas Psychological Association.
  • Number of students who are members of the Texas Psychological Association.
  • Number of students and faculty who attend and present research at the professional meetings regionally and nationally.

Goal 4: Technology

Maximize the use of technology in teaching and research.

Critical Success Factors:

  • Guarantee access to computers and printers that allow faculty, graduate students, and staff to use the most current software.
  • Provide faculty with the opportunities and skills to teach in “smart” classrooms when appropriate.
  • Increase the number of courses offered at a distance on the world-wide web.
  • Establish consistent external funding for technology-related curriculum development and course and laboratory improvement.
  • Increase the proportion of on-line graduate applications.

Objectives:

Objective 4.1: Ensure that faculty, graduate students, and staff have access to modern technology in offices and laboratories.

Strategies:

  • Define and implement a replacement cycle for all departmental computers.
  • Ensure that software licenses are easily available and kept up-dated on all machines.
  • Provide all students and faculty with access to the Internet for both teaching and research.
  • Ensure that other types of technology (e.g., video players, videotapes, psychophysiological equipment) are available and current.

Assessments:

  • Number of computers that are replaced each year.
  • Dates and versions of all needed software.
  • Proportion of offices and classrooms with Internet drops.
  • Number of requests for research equipment.

Objective 4.2: Increase the appropriate use of technology in instruction.

Strategies:

  • Encourage the University to develop more standardized, technology-enabled classrooms.
  • Increase the number of courses that have some web-based component.
  • Increase the number of Psychology courses that have the syllabus and readings on the web.
  • Pursue the development of distance learning courses in psychology that are web-based.
  • Study the potential of adding a web-based master’s degree program (e. g., in experimental psychology).

Assessments:

  • Number of requests for “smart” classroom use from faculty members who wish to use technology in teaching.
  • Number of courses eligible for formula funding that are offered for distance learning.
  • Number of psychology courses have some web-based activities.

Objective 4.3: Provide necessary technical support for students and faculty.

Strategies:

  • Provide a full-time technician to maintain the department’s hardware and software.
  • Provide the technical support for faculty to create and maintain web-based courses.
  • Add staff technician funds to the departmental budget.
  • Hire a webmaster whose primary role is to help faculty with courses on the web.

Assessments:

  • Number and types of requests for hardware and software technical assistance.
  • Frequency of requests for web-related technical support.
  • Length of delays in technical assistance.

Objective 4.4: Improve building’s physical infrastructure.

Strategy:

  • Improve electrical supply to offices and laboratories.

Assessments:

  • Number of electrical outlets in each room.
  • Frequencies of brownouts and damage to equipment.

Objective 4.5: Expand the use of E-business applications to support graduate applications and recruiting.

Strategies:

  • Implement graduate application database during AY 2001-2002.
  • Register web site index terms with search engines.

Assessments:

  • Usability ratings from sample of existing students.
  • Proportion of applications to Psychology graduate programs via the web site.

Goal 5: Partnerships

Build strategic partnerships and alliances.

Critical Success Factors:

  • Increase inter-disciplinary research and scholarship of Psychology faculty with faculty with other departments, as measured by number of yearly collaborations.
  • Increase the number of applications for grant funding on a yearly basis.
  • Increase in the number of partnerships with different external agencies.

Objectives:

Objective 5.1: Increase professional activities between Psychology and TTU /TTUHSC units.

Strategies:

  • Increase cooperation with Industrial Engineering on the Human Factors graduate program.
  • Continue to support and attend the TTU/HFES Student Chapter of the HF/E Roundtable.
  • Support students in the terminal MA HF degree.
  • Explore possible collaboration with Education and English on instructional technology graduate program.
  • Invite faculty from HFDS to discussion groups and colloquia.
  • Become more involved in inter-disciplinary programs, such as Women’s Studies, Religion Studies, and Gerontology. Philosophy.
  • Develop closer ties with the HSC departments.
  • Invite HSC faculty to relevant brown bag discussions.
  • Increase the number of training opportunities for graduate students in HSC settings.

Assessments.

  • Progress in hiring a faculty member into a joint appointment with Engineering.
  • Number of psychology faculty member per year who serve on the steering committees for inter-disciplinary programs.
  • Number of psychology graduate students who work at the HSC.
  • Number of psychology faculty who collaborate with HSC faculty and who conduct research in HSC clinics.

Objective 5.2: Increase professional interactions with national agencies.

Strategies:

  • Apply for research funding from various agencies.
  • Support faculty applications for visiting positions (e.g., USAF Summer program).
  • Provide funds for faculty to visit potential funding agencies.
  • Bring directors of agencies to Texas Tech to give presentations.

Assessments:

  • Number of proposals submitted each year.
  • Amount of funding from agencies that support applied and basic research.

Objective 5.3: Increase professional activities between Psychology and the community.

Strategies:

  • Encourage faculty members to volunteer to serve on community boards e.g., Board of the Children’s Advocacy Center.
  • Involve the clinic in partnerships for the community, e.g., clinic has a contract with LCJJC that is separate from our external practica relationship.
  • Develop new agreements between the Clinic and MHMR, Protective services, or other agencies.
  • Encourage undergraduates to participate in positive community volunteer opportunities that will also enhance their opportunity to get into graduate schools or get good jobs with their degree e.g., volunteer for MHMR, Children’s Advocacy Center (CAC), Child Appointed Court Advocate (CASA), Big Brothers/Big Sisters, Volunteer Center.
  • Maintain cooperative programs with schools.
  • Continue cooperation with local agencies, such as LCJJC, the Montford Unit.
  • Conduct workshops that are of interest to the human service community.
  • Conduct workshops that are of interest to local industries.
  • Meet with local industries to discuss human factors internships.

Assessments:

  • Cooperative relationships wit LISD, Frenship ISD, and other agencies.
  • Community service of faculty in agencies.
  • Number of agencies with which undergraduate students volunteer.
  • Number of graduate students working in agencies each year.
  • Number of workshops conducted.
  • Attendance at workshops by community people.
  • Meetings with local industries.

Objective 5.4: Increase collaboration between psychology and other regional departments.

Strategies:

  • Have faculty visit area colleges and universities to recruit graduate students.
  • Have Texas Tech host regional activities, such as the Society for Psychologists in Texas (SPIT) and ARMADILLO, the cognitive psychology group.

Assessments:

  • Number of visits to regional colleges and universities
  • Number of students who attend activities sponsored by Texas Tech.
  • Amount of effort to bring regional conferences to Texas Tech.

Goal 6: Human Resources

Maintain and enhance a quality faculty and staff and an inviting work environment in the Department of Psychological Scienes.

Critical Success Factors:

  • Increase faculty retention.
  • Increase staff retention.
  • Fill vacant faculty positions within one year.
  • Fill vacant staff positions within three months.
  • Improve the physical work environment.
  • Increase job satisfaction.

Objectives:

Objective 6.1: Continue to hire high quality faculty and staff.

Strategies:

  • Advertise position vacancies in outlets that will reach an excellent and diverse pool of prospective faculty and staff.
  • Actively recruit excellent and diverse faculty and staff from outstanding undergraduate and graduate programs, professional associations, and other employers and agencies.
  • Offer pay, start-up funding, and personal and professional benefits comparable to those offered by other institutions or by comparable employment opportunities.
  • Clearly articulate to prospective faculty and staff the expectations and requirements for initial employment and for continuing employment.
  • Facilitate spouse/partner accommodations whenever possible and mutually beneficial.
  • Annually review all aspects of job searches (advertising, screening, interviewing, etc.) to ensure that excellent and diverse faculty and staff are being recruited and hired.

Assessments:

  • Number of advertisements designed to reach an excellent and diverse pool of prospective faculty and staff.
  • Characteristics of applicant pools.
  • Number of offers extended
  • Number of reasons why applicants reject employment offers.

Objective 6.2: Support and retain high quality faculty.

Strategies:

  • Uphold academic freedom and due process.
  • Clearly articulate to all Psychological Sciences Department faculty the expectations and requirements for continuing employment.
  • Provide clear and consistent information on performance expectations and tenure and promotion policies, and assist faculty in understanding tenure and promotion procedures and requirements.
  • Maintain fair and constructive review processes in annual reviews, comprehensive performance evaluations, third-year reviews, tenure reviews, and promotion reviews.
  • Expect and support regular participation of faculty in appropriate training and professional development activities -- e.g., continuing education, faculty developmental leaves.
  • Provide appropriate workload credit and/or merit credit for all work-related activities, including the traditionally expected teaching, research, and service, but also time devoted to activities associated with professional development, grant writing, student recruitment, workshop development, community engagement programs, and all other activities that support the mission of Texas Tech University, College of Arts and Sciences, and the Psychological Sciences Department.
  • Maintain and improve a mentoring program for junior faculty.
  • Promote and support collaborative efforts among faculty in the Department of Psychological Sciences, and collaborations among Psychology Department faculty and faculty in other departments and institutions, which would enhance the teaching, research, and service missions of the department and university.
  • Advocate for appropriate travel funding, and work to increase funds available for travel such that all Psychological Sciences Department faculty can attend at least one professional conference and/or professional development activity a year at University expense.
  • Provide faculty with salary and resources comparable to what other institutions in the region offer.
  • Strive to have all salaries of faculty in psychology be at or above regional averages for the respective individual’s specialty area in psychology.
  • Provide faculty with sufficient raises.
  • Provide tangible (as in merit pay and increased resources) and intangible (as in public recognition) rewards when faculty have done excellent work.
  • Seek and obtain achievement awards earned by faculty at the local, state, national, or international level.
  • Attempt to ensure consistent summer teaching budgets.
  • Attempt to maintain a summer budget large enough to support faculty who wish to teach in the summer at 100% FTE.
  • Develop procedures to cope with salary compression and workload expansion.
  • Provide, promote, and support faculty in the process of submitting grant proposals and obtaining grant funding – e.g., providing educational programs, course release time, research assistants, and travel to funding organizations; supporting collaborative relationships with experienced PI’s.
  • Provide, promote, and support a high-quality colloquium series of psychologists from outside the department and university to promote collaboration, education, and continuing interest in the field of psychology.

Assessments:

  • Faculty turnover rate.
  • Faculty exit interviews.
  • Number of faculty who participate in training and professional development.
  • Level of travel funding.
  • Faculty salaries relative to other regional institutions.
  • Number of achievement awards received by faculty.
  • Surveys of job satisfaction of faculty.

Objective 6.3: Support and retain high quality staff.

Strategies:

  • Periodically solicit feedback from staff regarding job-related needs (personnel or supplies) that can improve the efficiency and effectiveness of executing departmental duties.
  • Provide staff with ongoing opportunities for training and development.
  • Provide clear and consistent written performance expectations.
  • Clearly articulate and provide written job-related requirements and expectations for initial and continued employment for each staff member.
  • Model an atmosphere of respect, value, professionalism, and cooperation.
  • Advocate for tangible (e.g., merit pay, resources) rewards in recognition of performance excellence.
  • Provide comprehensive orientation programs for new staff.
  • Implement retention interviews to occur twice per year and use information gained from these interviews to determine staff-related needs.
  • Allow for flexibility in workday hours and time off when needed.
  • Conduct annual performance reviews with the Chair of the department that provide staff with constructive feedback, recognition, and an open environment to express potential concerns, needs, and reciprocal feedback.

Assessments:

  • Number of staff who participate in both on-campus and off-campus training and development programs.
  • Anonymous survey of staffs’ job satisfaction levels.
  • Level of merit pay increases for staff.
  • Retention and exit interviews for staff.
  • Staff salaries relative to staff jobs at local businesses.

Objective 6.4: Seek and obtain rewards for efforts and achievements by faculty and staff.

Strategies:

  • Maintain fair and constructive review processes, as in annual reviews, comprehensive performance evaluations, tenure and promotion reviews, and post-tenure reviews.
  • Provide appropriate workload credit and/or merit credit for all work-related activities, including the traditionally expected teaching, research, and service, but also time devoted to activities associated with professional development, grant writing, student recruitment, workshop development, community engagement programs, and all other activities that support the mission of Texas Tech University, College of Arts and Sciences, and the Department of Psychological Sciences.
  • Nominate faculty and staff for appropriate achievement awards and recognition at the university, community, state, national, and international levels. Establish a mechanism within the department that can ensure that faculty and staff are suitably nominated for such awards.
  • Provide recognition and commendation within the department for faculty and staff achievement.
  • Develop monthly and annual summaries of faculty and staff achievements and forward these summaries to university administrators and relevant news venues.

Assessments:

  • Number of faculty and staff nominations for appropriate achievement awards and recognition.
  • Number of times faculty and staff are recognized and commended within the department for achievement.
  • Number of publicity releases describing significant achievements of departmental faculty and staff.

Objective 6.5: Improve and enhance the physical work environment with regard to office space, classrooms, and lab facilities, and other resources.

Strategies:

  • Maintain and upgrade faculty office and lab facilities and equipment on a regular basis, as necessary for high quality performance.
  • Commission the Resources, Equipment, and Space Committee (RESC) of the Psychological Sciences Department to annually review and evaluate the physical environment needs of and available resources for faculty.
  • Advocate for additional resources in support (e.g., personnel, equipment, etc.) that is needed to carry out department’s strategic planning initiatives.

Assessments:

  • Survey to assess physical environment needs and resources.
  • Record of resource usage.

Goal 7: Tradition and Pride

Cultivate a national image of activity, scholarship, and leadership for the Psychology Department at Texas Tech University.

Critical Success Factors:

  • Increase pride of undergraduates in the department and the university.
  • Increase alumni involvement with the department.
  • Increase faculty involvement in leadership roles in professional organizations and scholarly publishing.
  • Re-establish national symposium series.

Objectives:

Objective 7.1: Build a sense of pride and identity among undergraduate students.

Strategies:

  • Described under objectives 1.4, 2.2, and 3.1.

Assessments:

  • Described under objectives 1.4, 2.2, and 3.1.

Objective 7.2: Maintain contact with alumni.

Strategies:

  • Identify an individual as Coordinator of Alumni Affairs.
  • Enhance the biannual newsletter sent out to alumni.
  • Include features on prominent alumni in newsletter and encourage alumni responses and contributions to newsletter.
  • Hold events for graduate alumni on a regular basis and formally honor alumni for outstanding achievements.
  • Establish contact with undergraduate alumni in the field of psychology and related areas.
  • Develop a list of local alumni who are interested in participating in departmental activities.
  • Invite local alumni to yearly honor’s banquet and other departmental functions.
  • Assess desirability of establishing an advisory board that includes alumni.

Assessments:

  • Number of alumni responses to newsletters and other contacts with department.
  • Frequency of alumni reunions at major meetings and on campus.
  • Number of area alumni attending departmental events.

Objective 7.3: Increase the recognition of the Texas Tech University Department of Psychological Sciences nationally.

Strategies:

  • Encourage faculty members to participate in regional, national, and international organizations.
  • Increase faculty publication in top-flight journals so that faculty are selected for editorial boards and editorships.
  • Secure funding to re-establish successful (1982-1991) Interfaces in Psychology national symposium series on biannual basis.

Assessments:

  • Number of faculty members holding office in regional, national, and international organizations.
  • Number of faculty sitting on national editorial boards.
  • Number of faculty who are editors or associate editors of journals.
  • Level of funding for symposium series.
  • Attendance at symposium.

Goal 8: Funding

Ensure adequate funding of the missions of the Department of Psychological Sciences.

Critical Success Factors:

  • Increase grant support from federal agencies and foundations.
  • Develop support from industry, especially for the Human Factors Program.
  • Increase the amount of principal in endowed funds.
  • Increase the level of non-endowed funds, such as the Robert Bell Scholarship, to the endowed level.
  • Increase formula funding excess to a level that is sufficient to permit adding faculty, resources, and space.

Objectives:

Objective 8.1: Increase grant support.

Strategies:

  • Described under objective 2.6.

Assessments:

  • Described under objective 2.6

Objective 8.2: Increase endowment and contributions to the department.

Strategies:

  • Identify a Development Coordinator to work with university development officials.
  • Recruit donors to endow existing scholarship accounts.
  • Increase the principal in the endowed accounts.

Assessments:

  • Amount of money in non-endowed scholarship accounts.
  • Amount of money in departmental endowed funds.
  • Numbers of dollars raised annually.
  • Amount of money in non-scholarship accounts to foster departmental excellence.

Objective 8.3: Increase ties with relevant industries, organizations, and individuals and invite them to support laboratories and to donate equipment.

Strategies:

  • Establish contacts with alumni and friends of the department in industry.
  • Set up practica and internships for students in industry.
  • Establish programs to bring industry representatives to campus.

Assessments:

  • Amount of student participation and internships in industry annually.
  • Number of contacts between department and industry.

Objective 8.4: Increase formula-generated funding.

Strategies:

  • Increase or maintain the number of doctoral students as detailed in objective 2.3 so that the ratio of students to faculty is 4:1.
  • Review graduate student enrollment policy to ensure that it produces full and fair formula funding.
  • Continue to advertise terminal master’s program so that there are at least 6 terminal master’s students.
  • Maintain large undergraduate major so that the ratio of students to faculty is at least 25:1.

Assessments:

  • Ratio of doctoral students to faculty.
  • Number of terminal master’s students.
  • Ratio of undergraduate majors to faculty.