Data and Input

Candidate Goals Survey Summary

This summary presents feedback from the UM-Flint Strategic Planning Candidate Goal Survey. Respondents rated each candidate goal on a five-point priority scale and provided optional written feedback. Open-ended responses are presented as AI-generated thematic summaries. Results are organized by strategic theme.

Priority Scale

Rating	Meaning
1	Lowest priority
2	Low priority
3	Moderate priority
4	High priority
5	Highest priority

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Candidate Goals to Achieve Becoming a Destination for Innovation

Goal 1: Research Expenditures

By 2031, UM-Flint will strengthen its role as a destination for innovation by increasing annual research expenditures to $5 million.

Context: UM-Flint’s research expenditures have steadily increased over the last three fiscal years, from $0.9M in fiscal year 2022 to $1.2M to $2.0 in fiscal year 2024.

Priority Level	Count	Percent
Very Low Priority	11	4.3%
Low Priority	19	7.5%
Moderate Priority	108	42.5%
High Priority	77	30.3%
Very High Priority	39	15.4%
Total	254	100.0%
Average: 3.4	Median: 3

Goal 2: Faculty-Mentored Research Participation

By 2031, UM-Flint will strengthen its role as a destination for innovation by ensuring that at least 40% of undergraduate and 40% of graduate students participate in faculty-mentored research, scholarship or creative activity prior to graduation.

Context: The 2022-2023 National Survey of Student Engagement indicates only 20% of undergraduate students report participating in faculty-mentored research. Approximately 20% of UM-Flint graduate students either work as graduate student research assistants or complete degree programs with research-based capstone, thesis or dissertation requirements.

Priority Level	Count	Percent
Very Low Priority	12	4.7%
Low Priority	25	9.8%
Moderate Priority	72	28.3%
High Priority	87	34.3%
Very High Priority	58	22.8%
Total	254	100.0%
Average: 3.6	Median: 4

Goal 3: External Research Grant Submissions

By 2031, the University of Michigan-Flint will strengthen its role as a destination for innovation by increasing research, scholarship, and creative activity through a doubling of external research grant submissions.

Context: UM-Flint doubled its external research grant submissions from 18 to 36 in five years, 2020-2025.

Priority Level	Count	Percent
Very Low Priority	8	3.2%
Low Priority	33	13.0%
Moderate Priority	87	34.4%
High Priority	76	30.0%
Very High Priority	49	19.4%
Total	253	100.0%
Average: 3.5	Median: 3

Goal 4: Innovation Hubs

UM-Flint will launch two new “Innovation Hubs” by 2031, each co-designed by teams representing at least two different academic colleges and at least two community organizations to solve regional challenges (e.g., Green Energy, AI Ethics, or Urban Health).

Context: UM-Flint currently has 0 campus-community co-designed Innovation Hubs.

Priority Level	Count	Percent
Very Low Priority	20	7.9%
Low Priority	47	18.5%
Moderate Priority	70	27.6%
High Priority	81	31.9%
Very High Priority	36	14.2%
Total	254	100.0%
Average: 3.3	Median: 3

Goal 5: Business Process Modernization

Between 2026 and 2031, UM-Flint will modernize 5–10 business processes annually using modern and emerging technologies, resulting in measurable reductions in time spent on routine tasks and increased employee capacity for student support, collaboration, and high-impact work.

Context: Technological advancements that have the potential to streamline and automate current business processes are occurring rapidly.

Priority Level	Count	Percent
Very Low Priority	21	8.3%
Low Priority	26	10.2%
Moderate Priority	63	24.8%
High Priority	77	30.3%
Very High Priority	67	26.4%
Total	254	100.0%
Average: 3.6	Median: 4

Themes from Recommended Wording Changes (Innovation Goals)

View themes from open-ended responses on recommended wording changes

AI-generated summary of open-ended responses to the question: “Do you recommend any wording changes to goals in this section that you rated as moderate to high priority?”

• Innovation is perceived as too narrowly defined (focused on funding and AI); stakeholders want a broader, more human-centered, community-engaged definition.
• Concern that “innovation” language feels outdated or unclear; desire for more direct, accessible terminology and clearer definitions (e.g., “innovation hubs”).
• Strong support for prioritizing research, but with broader recognition of impact beyond funding, including community-engaged scholarship and research-integrated teaching.
• Push to recognize innovation happening outside traditional research units (e.g., Economic Development, cross-campus partnerships).
• Significant skepticism and concern about AI, including cost, environmental impact, unclear benefits, and resistance to any perceived mandates.
• Goal 5 (business process modernization) is viewed as unclear, potentially unnecessary for a strategic plan, and raises concerns about workload, staffing reductions, and feasibility.
• Need for greater clarity, transparency, and context across goals, especially regarding implementation, scope, and impact on faculty vs. staff.
• Concerns about staff capacity and workload, with calls for workload assessments, better support, and cross-campus collaboration structures.
• Suggestions to refine or strengthen goals, including increasing ambition (e.g., higher research participation targets) and expanding partnerships (e.g., nonprofits, multi-organization collaborations).

Themes from Additional Recommended Goals (Innovation)

View themes from open-ended responses on additional recommended goals

AI-generated summary of open-ended responses to the question: “Do you have any goals you recommend be considered to help UM-Flint become a destination for innovation?”

• Strong emphasis on aligning innovation with student success, workforce readiness, and real-world application, including internships, co-ops, and hands-on learning.
• Desire to expand and differentiate academic programs (e.g., engineering, wildlife biology) and strengthen curriculum relevance through industry partnerships and emerging fields.
• Need to build stronger pipelines and partnerships with K-12 schools, community colleges, employers, and local organizations to support recruitment, retention, and employment.
• Call for greater community engagement and responsiveness, including prioritizing Flint’s needs, involving residents in decision-making, and investing directly in the local community.
• Concerns about overemphasis on research growth without sufficient infrastructure, including faculty capacity, funding, space, and alignment with UM-Flint’s teaching-focused mission.
• Support for faculty investment and support, including reduced teaching loads, funding opportunities, and recognition of diverse scholarship (including humanities and community-engaged work).
• Need to prioritize retention, completion, and student-centered supports (e.g., advising, scheduling, career services) as core measures of innovation.
• Interest in cross-disciplinary collaboration and large-scale applied projects that integrate multiple academic units and serve community needs.
• Emphasis on sustainability and infrastructure improvements, including renewable energy and environmentally responsible innovation.
• Skepticism about large-scale initiatives like “innovation hubs,” with concerns about feasibility, scale, and alignment with institutional capacity.
• Recommendation to ensure goals are realistic, mission-aligned, and grounded in the actual student population and institutional context.

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Candidate Goals to Achieve Becoming a Destination for Engaged Learning

Goal 6: Required Engaged Learning Opportunities

Integrate required high-impact engaged learning opportunities into the curriculum of every academic program by 2031.

Context: Engaged learning opportunity types include service-learning, internships, research, fieldwork or practicums, public performances or exhibitions, and employer-driven project-based learning. At least 64% of a sampling of 25 undergraduate programs in the 2025-2026 academic catalog included required engaged learning opportunities; actual percentage may be higher as some course titles may not directly reflect course-embedded engaged learning opportunities.

Priority Level	Count	Percent
Very Low Priority	9	3.7%
Low Priority	12	4.9%
Moderate Priority	50	20.4%
High Priority	101	41.2%
Very High Priority	73	29.8%
Total	245	100.0%
Average: 3.9	Median: 4

Goal 7: High-Impact Experiential Learning Participation

By Fall 2031, UM-Flint will ensure that at least 75% of undergraduate students participate in at least two high-impact experiential learning opportunities (such as internships, undergraduate research, clinical placement, community-engaged learning, performance, or project-based learning) prior to graduation.

Context: NACE, the National Associate of Colleges + Employers, has a body of evidence supporting more positive employment outcomes after graduation for students who participate in experiential learning opportunities.

Priority Level	Count	Percent
Very Low Priority	6	2.5%
Low Priority	11	4.5%
Moderate Priority	56	23.0%
High Priority	89	36.5%
Very High Priority	82	33.6%
Total	244	100.0%
Average: 3.9	Median: 4

Goal 8: Global Learning Activities

By Fall 2031, UM-Flint will double student participation in global learning activities (e.g., study abroad, internationalized course content, and virtual exchange such as collaborative online international learning).

Context: Sixty-six students participate in study abroad programs annually (averaged over the last five academic years). UM-Flint does not currently track courses with internationalized course content or those that contain embedded virtual exchange.

Priority Level	Count	Percent
Very Low Priority	17	6.9%
Low Priority	63	25.7%
Moderate Priority	88	35.9%
High Priority	51	20.8%
Very High Priority	26	10.6%
Total	245	100.0%
Average: 3.0	Median: 3

Goal 9: AI-Education Leadership

By 2031, position UM-Flint as a leader in AI-education by ensuring all academic programs integrate AI-literacy or discipline-specific modern technology training into their curriculum, as evidenced by course content, program requirements, or documented learning outcomes.

Context: Generative AI and other technological advances are changing the nature of work and the types of skills and competencies employers look for in new employees.

Priority Level	Count	Percent
Very Low Priority	40	16.4%
Low Priority	29	11.9%
Moderate Priority	58	23.8%
High Priority	63	25.8%
Very High Priority	54	22.1%
Total	244	100.0%
Average: 3.3	Median: 3

Goal 10: Graduate Employment Outcomes

By 2031, increase the percentage of UM-Flint graduates who report that they are employed or continuing their education (according to NACE First Destination Survey) from 70% to 75%.

Context: 70% of recent UM-Flint graduates report they are employed or continuing their employment when completing the NACE First Destination Survey.

Priority Level	Count	Percent
Very Low Priority	6	2.5%
Low Priority	12	4.9%
Moderate Priority	61	25.0%
High Priority	77	31.6%
Very High Priority	88	36.1%
Total	244	100.0%
Average: 3.9	Median: 4

Themes from Recommended Wording Changes (Engaged Learning Goals)

View themes from open-ended responses on recommended wording changes

AI-generated summary of open-ended responses to the question: “Do you recommend any wording changes to goals in this section that you rated as moderate to high priority?”

• Strong opposition to positioning UM-Flint as a leader in AI, with concerns about its effectiveness, ethics, environmental impact, and fit across disciplines; preference for AI literacy and critical thinking over integration.
• Emphasis on prioritizing accessible, high-impact experiential learning, including paid opportunities, flexible formats, and support for working, commuter, and low-income students.
• Calls for clearer, more realistic goals and implementation plans, especially around employment outcomes and participation targets.
• Suggestions to refine or adjust targets, including increasing benchmarks, simplifying requirements (e.g., number of experiences), and clarifying outcomes (e.g., employment in Michigan).
• Concerns about equity and affordability, particularly related to unpaid experiences and study abroad access.
• Need for stronger infrastructure and support systems, including mentorship capacity, staff support, and resource allocation.
• Interest in improving alumni tracking and feedback to better understand outcomes and inform future planning.

Themes from Additional Recommended Goals (Engaged Learning)

View themes from open-ended responses on additional recommended goals

AI-generated summary of open-ended responses to the question: “Do you have any goals you recommend be considered to help UM-Flint become a destination for engaged learning?”

• Strong emphasis on expanding experiential learning opportunities (internships, co-ops, fieldwork, study abroad) to better prepare students for careers.
• Need to ensure equitable access by increasing paid opportunities, reducing financial barriers, and supporting low-income and non-traditional students.
• Calls for stronger community and campus engagement, including co-curricular involvement, community-based projects, and highlighting UM-Flint’s unique regional identity.
• Recommendations to build infrastructure and shared responsibility for engaged learning so it does not fall on a small group of faculty.
• Interest in enhancing student support systems and employment pathways, including increased student employment and partnerships.
• Concerns about balancing service learning with community capacity and avoiding overburdening partners.
• Preference for in-person, interactive learning experiences alongside flexible options.
• Continued strong opposition to AI-focused goals, with a preference for human-centered learning and, if included, a focus on AI literacy and ethics rather than integration or leadership positioning.

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Candidate Goals to Achieve Becoming a Destination for Community Impact

Goal 11: University–Community Coalition

UM-Flint (University) and the Flint community (Community) will establish a University–Community coalition that (1) by early 2027 identifies shared strategic priorities, (2) by late 2027 begins launching at least one new initiative annually that is aligned with a strategic priority, and (3) by late 2028 implements an annual process to assess initiative impact and mutual benefit.

Context: A university-community roundtable held in 2023 concluded that UM-Flint serves as an anchor institution that helps to improve economic resiliency for the region and upward mobility for residents. UM-Flint is valued as a neutral convener, for educating the region and state’s workforce, for partnering with local K-12 school districts, and enhancing community leadership and social capital. The roundtable did not launch initiatives.

Priority Level	Count	Percent
Very Low Priority	10	4.3%
Low Priority	22	9.4%
Moderate Priority	81	34.5%
High Priority	76	32.3%
Very High Priority	46	19.6%
Total	235	100.0%
Average: 3.5	Median: 4

Goal 12: Institutionalize Community Engagement

By 2027, UM-Flint will institutionalize community engagement by establishing a campus-wide coordination structure and implementing a standardized tracking and assessment system, resulting in annual reporting on the scope, impact, and outcomes of community partnerships across all academic units, university programs, and departments.

Context: UM-Flint currently uses a partnership map as a tool to track, visualize, and identify existing partnerships collaborations between campus and community organizations. The partnership map does not currently include assessments and outcomes of these partnerships.

Priority Level	Count	Percent
Very Low Priority	15	6.4%
Low Priority	24	10.2%
Moderate Priority	92	39.0%
High Priority	59	25.0%
Very High Priority	46	19.5%
Total	236	100.0%
Average: 3.4	Median: 3

Goal 13: College and School Partnerships

By 2031, each college and school will have established and stewarded partnerships with appropriate regional employers and civic organizations, ensuring (50%) of graduates complete an external experiential learning/internship/clinical opportunity prior to graduation.

Context: While some colleges and programs have strong, established partnerships supporting internships and clinical experiences, access to these opportunities varies across the university. In addition, there is no centralized system for tracking experiential learning participation by college or program, limiting the university’s ability to currently assess participation rates and identify gaps.

Priority Level	Count	Percent
Very Low Priority	8	3.4%
Low Priority	20	8.5%
Moderate Priority	66	28.0%
High Priority	82	34.7%
Very High Priority	60	25.4%
Total	236	100.0%
Average: 3.7	Median: 4

Goal 14: Community-Engaged Learning Expansion

By 2031, UM-Flint will expand community-engaged learning by increasing the number of community-engaged courses and the proportion of students enrolled in them, with collection of baseline data during the 2026–2027 academic year in order to set measurable and achievable targets for growth.

Context: UM-Flint previously utilized a community engagement indicator for courses with significant community engagement but is not effectively tracking community-engaged courses at the present time.

Priority Level	Count	Percent
Very Low Priority	17	7.2%
Low Priority	32	13.6%
Moderate Priority	82	34.9%
High Priority	66	28.1%
Very High Priority	38	16.2%
Total	235	100.0%
Average: 3.3	Median: 3

Goal 15: Anchor Institution Role

By 2028, UM-Flint will expand its role as an anchor institution in Flint and Genesee County by doubling the number of community-engaged research projects and establishing metrics to assess the depth, sustainability, and reciprocal impact of these collaborations across academic units.

Context: The Research and Creative Activity/RCA program has funded an average of 0.8 community-engaged research projects annually over the last 6 years, which represents only 13% of internally-funded projects. An “Engage Flint” funding program that supports the early stage of campus-community partnership development has just been announced.

Priority Level	Count	Percent
Very Low Priority	12	5.1%
Low Priority	25	10.6%
Moderate Priority	68	28.8%
High Priority	79	33.5%
Very High Priority	52	22.0%
Total	236	100.0%
Average: 3.6	Median: 4

Themes from Recommended Wording Changes (Community Impact Goals)

View themes from open-ended responses on recommended wording changes

AI-generated summary of open-ended responses to the question: “Do you recommend any wording changes to goals in this section that you rated as moderate to high priority?”

• Desire to shift focus from research output to stronger community and alumni connections, including networking and job pathways.
• Emphasis on equity and authentic engagement with Flint, ensuring efforts are centered in the city and inclusive of its demographics.
• Support for expanding community-engaged learning, but with flexibility to meet the needs of commuter, working, online, and caregiving students.
• Concerns about feasibility and capacity, including funding, faculty workload, and setting realistic expectations with community partners.
• Need for clearer goals and language, with less jargon, reduced duplication, and better alignment across initiatives.
• Calls for central coordination and infrastructure to manage partnerships and engagement efforts more effectively.
• Importance of data transparency and ethical considerations, including privacy and appropriate use of tracking/reporting systems.
• Suggestions to broaden scope of partnerships (local to international) while maintaining a strong local focus.
• Overall recognition that community engagement is important and high priority, but requires clearer structure, resources, and alignment to be successful.

Themes from Additional Recommended Goals (Community Impact)

View themes from open-ended responses on additional recommended goals

AI-generated summary of open-ended responses to the question: “Do you have any goals you recommend be considered to help UM-Flint become a destination for community impact?”

• Strong emphasis on building deeper connections with local businesses and employers to support student learning, retention, and workforce pathways.
• Desire for more intentional, reciprocal community engagement, including directly consulting community members and involving students in addressing local needs.
• Support for stronger partnerships and pipelines with organizations like Mott Foundation, Mott Community College, and through transfer and dual enrollment.
• Recommendation to embed community engagement across all areas of the university rather than treating it as a separate initiative.
• Concerns about feasibility and student realities, especially for online, commuter, and working students who may face barriers to traditional community engagement.
• Need for institutional support and alignment, including recognition in tenure and promotion, restored priorities (e.g., Carnegie designation), and adequate resources.
• Suggestions to broaden the definition of “community” beyond Flint while still maintaining meaningful local impact.
• Interest in leveraging technology and inclusive practices (e.g., virtual engagement, cultural translation) to expand access and participation.

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Candidate Goals to Become the Place Where Every Student Receives Personalized Support and Opportunities to Shape Their Future and Enrich Their Communities

Goal 16: Team-Based Advising and Mentoring

By May 2027, UM-Flint will launch a personalized team-based advising and mentoring initiative for first-year students. The team will include a successful junior or senior student peer mentor and an academic advisor. The team will guide each first-year student to create an individualized success plan. At least 80% of first-year students will participate, and 90% of participating students will complete two check-in meetings per semester. End-of-year surveys will show that at least 85% of participating students feel supported in achieving their academic and personal goals.

Context: Each first-year student currently works with an academic advisor to develop an academic plan. The Fall 2024 Student Satisfaction Survey indicated higher satisfaction than the 4-year public comparison group in response to the statements “Students are made to feel welcome on this campus” and “I am able to experience intellectual growth here”.

Priority Level	Count	Percent
Very Low Priority	14	6.1%
Low Priority	26	11.3%
Moderate Priority	48	20.9%
High Priority	67	29.1%
Very High Priority	75	32.6%
Total	230	100.0%
Average: 3.7	Median: 4

Goal 17: Coordinated Student Success Model

By Fall 2031, UM-Flint will implement a comprehensive coordinated student success model that ensures 100% of undergraduate students develop an individualized academic and career plan by the end of their first year, supported by proactive advising, tutoring for high-DFW courses (those courses with high rates of D, F, and withdrawal grades), and integrated support services, resulting in second-year retention of 85%.

Context: First time in college undergraduate students currently develop academic plans when first advised, but new transfer students may not. Neither group consistently develop career plans during their first year. Since the beginning of 2024, only twelve courses have had DFW rates above 30% and none have DFW rates above 50%. Second-year retention for the Fall 2024 cohort was 79%.

Priority Level	Count	Percent
Very Low Priority	6	2.6%
Low Priority	15	6.5%
Moderate Priority	42	18.1%
High Priority	74	31.9%
Very High Priority	95	40.9%
Total	232	100.0%
Average: 4.0	Median: 4

Goal 18: Student-Centered Academic Scheduling

Convert our academic scheduling to a student-centered process by 2027 that will increase degree velocity (the rate at which a student progresses through their degree requirements, often expressed as productive credit hours earned) through our participation in the AASCU student-centered course scheduling initiative.

Context: The Fall 2024 Student Satisfaction Survey indicated that low availability of certain classes and schedule inflexibility had posed problems for students. UM-Flint joined a cohort of 20 institutions working to improve course scheduling to improve student success at the end of the Fall 2025 term.

Priority Level	Count	Percent
Very Low Priority	7	3.0%
Low Priority	13	5.6%
Moderate Priority	48	20.8%
High Priority	70	30.3%
Very High Priority	93	40.3%
Total	231	100.0%
Average: 4.0	Median: 4

Goal 19: Online General Education Course Access

By Fall 2031, increase online options for general education courses to reach an enrollment ratio between 70 and 95% at the start of term to ensure that students have adequate access to courses needed for degree completion.

Context: Enrollment ratio is the percent of available seats in a course filled by enrolled students. In the Fall 2025 enrollment period, online general education course sections had an enrollment ratio of 100% two weeks prior to the last new student orientation sessions.

Priority Level	Count	Percent
Very Low Priority	26	11.2%
Low Priority	31	13.4%
Moderate Priority	55	23.7%
High Priority	58	25.0%
Very High Priority	62	26.7%
Total	232	100.0%
Average: 3.4	Median: 4

Goal 20: Global Engagement and International Partnerships

By Fall 2031, UM-Flint will strengthen its global engagement by establishing at least ten new international academic partnerships or pathway agreements that support joint research, student mobility, and graduate program recruitment in strategically identified regions. These efforts will position UM-Flint as a globally connected institution that prepares students to thrive in an interconnected economy and contributes to the campus’s cultural and intellectual vitality.

Context: UM-Flint currently has 20 active international academic partnership or pathway agreements.

Priority Level	Count	Percent
Very Low Priority	19	8.2%
Low Priority	51	22.1%
Moderate Priority	88	38.1%
High Priority	42	18.2%
Very High Priority	31	13.4%
Total	231	100.0%
Average: 3.1	Median: 3

Goal 21: Graduate Student Enrollment

By Fall 2031, UM-Flint will increase graduate student enrollment by 15% through expanded career-aligned graduate programs, flexible learning formats, and employer partnerships.

Context: UM-Flint graduate enrollment increased 13% between Fall 2020 and Fall 2025.

Priority Level	Count	Percent
Very Low Priority	5	2.2%
Low Priority	20	8.7%
Moderate Priority	76	32.9%
High Priority	73	31.6%
Very High Priority	57	24.7%
Total	231	100.0%
Average: 3.7	Median: 4

Goal 22: Venture Incubator Program

By 2031, establish a “Venture Incubator” program that provides interested students with access to seed funding, intellectual property (IP) legal support, and local industry mentorship, resulting in 10 student-led business ideas that advance beyond the business pitch stage.

Context: The Hagerman Center at UM-Flint currently offers the Zillion Solutions campuswide pitch competition coupled with free idea assessments from 100K Ideas. The 2025-2026 Zillion Solutions competition draw over 400 submissions from over 700 participants.

Priority Level	Count	Percent
Very Low Priority	22	9.6%
Low Priority	42	18.3%
Moderate Priority	81	35.2%
High Priority	53	23.0%
Very High Priority	32	13.9%
Total	230	100.0%
Average: 3.1	Median: 3

Themes from Recommended Wording Changes (Personalized Support Goals)

View themes from open-ended responses on recommended wording changes

AI-generated summary of open-ended responses to the question: “Do you recommend any wording changes to goals in this section that you rated as moderate to high priority?”

• Strong preference for leveraging existing successful programs (e.g., peer mentoring, entrepreneurship initiatives) rather than creating new or duplicative efforts.
• Emphasis on better coordination between faculty, staff, and advisors, with concerns about inconsistent guidance and the need for more discipline-specific mentorship.
• Need for clearer goal language and definitions, with several goals described as confusing or lacking context.
• Strong pushback against over-reliance on online learning, with preference for more in-person instruction due to learning quality and student engagement concerns.
• Recognition of diverse student needs, including accessibility (e.g., UDL), international student regulations, and the realities of student communication and advising challenges.
• Concerns about advising and mentoring effectiveness, including students’ ability to self-direct and communicate honestly, and the need for more structured, individualized support.
• Calls to ensure institutional alignment and oversight, especially for goals involving international students or specialized programming.
• Interest in expanding and strengthening career-aligned graduate programs and enrollment, alongside employer partnerships.
• Recommendation to consolidate resources and avoid duplication, focusing on scaling what already works rather than adding new initiatives.

Themes from Additional Recommended Goals (Personalized Support)

View themes from open-ended responses on additional recommended goals

AI-generated summary of open-ended responses to the question: “Do you have any goals you recommend be considered to help UM-Flint become a place where every student receives personalized support and opportunities to shape their future and enrich their communities?”

• Strong need to improve student support services coordination, including advising, mentoring, CAPS, DASS, and overall customer service quality.
• Calls for greater accessibility and flexibility, especially for students with health challenges, disabilities, work obligations, and non-traditional paths.
• Significant concern about career services being under-resourced, with recommendations to expand staffing, improve infrastructure, and strengthen connections to careers and employers.
• Emphasis on making education more affordable and equitable, including expanded scholarships, funding, and reconsideration of policies that disadvantage part-time or working students.
• Mixed perspectives on online learning, with some valuing flexibility and access, while others strongly prefer in-person learning and express concern about quality and campus culture.
• Desire to strengthen on-campus experience and culture, with concerns that too many online courses reduce engagement and sense of community.
• Concerns about course availability, scheduling, and tutoring access, particularly for required courses and students with limited availability.
• Recognition of institutional capacity challenges, including limited faculty, space, and funding to support ambitious goals.
• Recommendation to prioritize domestic recruitment and retention, given the primarily regional student population, before expanding international efforts.
• Interest in developing relevant academic programs and partnerships, particularly those aligned with community needs and institutional values.
• Emphasis on building ethical, values-driven partnerships, especially in relation to industry collaboration and use of technology like AI.