Since 1988, our programs of undergraduate instruction have responded to changing student needs, taken advantage of opportunities provided by evolving technology and pedagogy, and generally grown in diversity and quality. In large part, this responsiveness has been accomplished through the initiative of faculty and encouraged and supported by the administration and staff. As the needs and interests of students continue to change, we must anticipate them and prepare to respond appropriately. Weaknesses in teaching evaluation and reward systems and problems with General Education and interdisciplinary efforts can be traced in part to a strong tradition of disciplinary independence at the expense of centralized instructional policy.

In summary, the strengths, weaknesses, opportunities, and threats (SWOT) with regard to undergraduate education are as follows:

Internal Assessment of the Organization
Strengths Curriculum reform Learning Centers Technology-assisted instruction Improved teaching facilities Student-friendly catalog Center for Teaching, Learning, and Faculty Development Advisory Boards Student organizations Faculty and TA training Improved international programs Supportive administration Facilities	Weaknesses Quarter system Support system for teaching technology Lack of interdisciplinarity Teaching evaluation Rewards for teaching Uneven TA training Large class size in some departments Lack of consensus about general education’s purposes Uneven implementation of assessment across departments
Opportunities Emphasis by business and industry on fundamental skills: communication, teamwork, etc. National focus on undergraduate education Increased public expectation for accountability in higher education	Threats Weak preparation in math and science in high schools Student focus on acquiring credentials, rather than education
External Assessment of the Environment

Action Plan

To take advantage of opportunities and remedy concerns with regard to undergraduate education, the following action plan is recommended. Responsible parties for implementing the recommendations are identified.

This action plan will be integrated into the strategic planning process for 1998/99.

ENDNOTES

1. “Engineering and Technology Enrollments, Fall 1996” Engineering Workforce Commission of the American Association of Engineering Societies, Inc. BACK
2. In this chapter we focus on undergraduate student academic integrity issues. Other undergraduate student rights and responsibilities will be discussed as appropriate in Chapters 4 and 5, and graduate student integrity will be discussed in Chapter 7. Issues related to faculty and staff integrity will be discussed in Chapters 6 and 9. BACK

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