Community is built on connection, shared purpose, and inclusive engagement. We cultivate a community of care by investing in relationships, professional development, and open dialogue. This people-centered approach fosters an environment where all members feel valued, supported, and empowered to thrive.

UNIVERSITY GOALS:

1.    Foster a culture of connection, dialogue, and belonging.

2.    Improve campus climate through the execution of the Campus Morale Working Group's adopted recommendations.

3.    Create and commit to the process of systemically collecting and utilizing individual and community feedback to support professional development and succession planning that address current and future organizational needs.

1.  Conduct consistent program meetings to ensure opportunities for information sharing, collaboration, and support.

2.  Collect feedback from the program, students, and the community to support the organizational needs.

1.    Meeting schedule will be determined by program faculty at the beginning of each semester.

2.    Surveys will be conducted to obtain feedback from all stakeholders.

1.  Meetings will be scheduled monthly for consistency.

a.      Program committees can meet at least once a month as needed.

2.  Surveys will be sent to students, alumni, employers, supervisors, and program faculty to gather feedback on the program.

1. Ongoing/monthly

2.    Annually

Our teacher-scholar model reflects an integrated approach, recognizing the interconnected relationship between teaching, learning, and scholarship. Faculty enrich student learning by integrating research, creative activity, and community engagement into their teaching, fostering innovative academic programs, critical thinking, and hands-on experiences. Students take initiative, collaborate, and bring their learning to life in classrooms, labs, studios, communities, and beyond. This model affirms the intrinsic value of scholarship that occurs outside the classroom by all members of the Stockton community, independent of direct student involvement. Such contributions are vital to intellectual and professional growth, improving teaching, and achieving Stockton’s mission. Informed by meaningful assessment, our approach ensures that student learning remains deep, relevant, and impactful. This is how Stockton transforms education into lasting change on campus, in our communities, and in our lives. By recognizing that teaching and scholarship strengthen one another, Stockton fosters a dynamic learning environment that prepares students for lifelong learning and meaningful real-world contributions

UNIVERSITY GOALS:

1.      Develop and effectively communicate clear, structured, and inclusive pathways that empower Stockton community members to engage in scholarly, professional, and creative activities across multiple disciplines.

2.      Create data-informed, innovative new undergraduate and graduate academic programs and modalities that meet student and market demand.

3.      Demonstrate the unique attributes of student academic experiences and competitive advantages provided to Stockton graduates through an innovative general studies curriculum, life-transforming educational opportunities, and experiences in the majors.

4.      Ensure high standards of curricular and pedagogical quality through continuous improvement informed by meaningful assessment.

1.    Conduct assessment activities at least annually measuring and reporting student outcomes (e.g. Praxis pass rate, employment rate within 12 months of graduation, program completion rate).

2.    Align learning outcomes at the course and program level with (University ELOs), as appropriate, for 100% academic courses.

3.    Conduct an “assessment loop” process within 12 to 18 months.

4.    Work with the Center for Teaching and Learning Design (CTLD) on integrating a variety of instructional methods into CMDS coursework

5.    Support program faculty in their research agenda

6.    Support faculty-student collaboration in research

1.    Report student outcomes to accrediting body (e.g., CAA)

2.    Utilize university electronic platforms (e.g., HelioCampus, Exxat) to curriculum map and align course, program, and university learning outcomes.

3.    Survey student, clinical educators, and alumni

a.   Review program assessment data including outcome data, and measures obtained from students, clinical educators, and employers.

b.   Coordination between the curriculum and assessment committees for data-driven curriculum revisions.

c.   Incorporate input from Advisory Board Members and alumni.

d.   Collective program faculty participating in at least one learning opportunity per academic year

5.    Collective faculty will present at least 3 peer-reviewed presentations/ publications within 5yrs

6.    Dissemination of results of at least one collaborative project every two years

1.    Survey students and obtain ETS data for praxis

2.    Mapping of curriculum through Exxat to align CAA standards, CFCC/ASHA standards, as well as program and university learning outcomes.

3.    Use Exxat platform, social media, and email for data gathering

4.    Faculty documenting attendance

5.    Collaboration within and outside the university

6.    Research seminar course; faculty research project (e.g., PVP)

1.    Survey students and obtain ETS data for praxis

2.    Mapping of curriculum through Exxat to align CAA standards, CFCC/ASHA standards, as well as program and university learning outcomes.

3.    Use Exxat platform, social media, and email for data gathering

4.    Faculty documenting attendance

5.    Collaboration within and outside the university

6.    Research seminar course; faculty research project (e.g., PVP)

We promote student success by helping students grow. By challenging students to build important skills of communication, critical thinking, problem-solving, ethical decision-making, and teamwork, we empower them to take charge of their own learning and engage meaningfully in the world around them. We are committed to creating a community and a dynamic student experience where students feel included and supported with access to the resources and opportunities they need to achieve their goals, graduate with confidence, and thrive as lifelong learners.

UNIVERSITY GOALS:

1.    Establish a supportive and inclusive learning environment that leads to increased retention and degree completion and fosters a sense of belonging.

2.    Implement best practices to give students a strong foundation of future preparedness. This includes building professional competencies, increasing career readiness, and developing knowledge to drive students’ postgraduate outcomes.

3.    Support the development of opportunities to expand global awareness and engaged citizenship.

4.    Advance faculty and staff development dedicated to student success.

5.    Strengthen initiatives that directly support and enhance student physical and mental well-being.

1.    Utilize problem-based learning in clinical course

2.    Peer mentorship program

3.    Program discussion regarding student progress

4.    Engage in experiential learning opportunities

5.    Engage students in interprofessional education experiences

6.    Monitor and support student success

7.    Offer opportunities for student participation in local, state, and national professional associations

1.    Facilitate problem-based learning in clinical courses

2.    Assign peer mentors across 1^st and 2^nd year cohorts

3.    Discuss student professional clinical and academic strengths and needs

4.    Plan opportunities for community screenings, simulations, observations, etc.

5.    Plan opportunities for interprofessional experiences/activities

6.    Discussion regarding student progress

a.       1:1 instructor/ student communication

b.       Holistically focused program input

7.    Faculty serve as liaisons between professional and student organizations

1.    Implement in clinical and diagnostic methods application courses

2.    Students volunteer, participate in mentorship experiences

3.    Dedicated discussion time during program meetings each semester

4.    Course assignments, community outreach, SHS initiative

5.    SHS initiatives (Baby Day), clinical and academic course initiatives

6.    Academic and Professional Standing Committee, precepting, clinical and academic learning support plans

7.    NSSLHA, NJSHA, ASHA, ReadySLP

1.    Bi-annually

2.    Ongoing

3.    Ongoing

4.    Ongoing

5.    Ongoing

6.    Ongoing

7.    Ongoing

Community engagement is an active, intentional partnership between the University and the wider region. Through teaching, research, service, and collaboration, Stockton addresses critical challenges while enriching the educational experience. As an anchor institution, Stockton strengthens regional vitality, supports economic and workforce development, fosters cultural exchange, and empowers underserved communities — all guided by an Ethic of Care.

UNIVERSITY GOALS:

1.    Foster purposeful collaboration with students, colleagues, and stakeholders to support community needs and enhance Stockton’s regional and global interconnectedness.

2.    Invest in strategic employment programs, local recruitment and procurement, and economic and workforce development to contribute to quality of life throughout the region.

3.    Partner with local, regional and global communities to share research, knowledge, creative practices, and resources to support and enhance social, cultural, and economic vitality.

4.    Strengthen Stockton’s commitment to and impact in Atlantic City through expanded educational access, urban engagement initiatives, and collaborative partnerships by implementing the Strategic Plan for the Atlantic City campus.

5.    Partner with communities to expand access and opportunity in our region and around the world.

1.    Engage in community outreach

2.    Provide networking opportunities for local recruitment of students to the workforce.

3.    Offer continuing education activities for professionals

1.    a. Provide speech/language/ hearing screenings and/or education to underserved communities (e.g., multilingual populations, aging populations, LGBTQIA+ community, low-socioeconomic status, etc.)

      b. Provide speech and language assessment and intervention as well as peer-to-peer communication and support groups

2.    Participate in networking events

3.    Offer continuing education opportunities for professionals via webinars and in-person workshops

1.    Collaborate with community members and organizations (e.g., Adler Aphasia, National Stuttering Association, NJ Speak Out! (r) Therapy and Research Center)

2.    Collaborate with School of Health Sciences (e.g., SHS Networking Event), local school districts (e.g., ACIT), and the university (e.g., University Weekend)

3.    Provide webinars on professional topics, including clinical education; source presenters from within network (e.g., alumni, colleagues, clinical educators)

1.      Ongoing

2.    Ongoing

3.    Twice per academic year

Financial sustainability in higher education requires a strategic approach that balances revenue generation, cost efficiency, and long-term financial health. Securing the University’s future will necessitate thoughtful financial management, operational efficiency, and a deep commitment to environmental stewardship. Stockton’s careful management of resources and diversification of revenue streams will ensure the University thrives amid challenging conditions.

UNIVERSITY GOALS:

1.    Develop and execute new Strategic Enrollment Management and Student Retention and Success plans to recruit and retain students and to ensure the University thrives in an increasingly competitive market.

2.    Expand and diversify institutional revenue sources.

3.    Strengthen long-term financial planning and the strategic management of institutional reserves.

4.    Enhance operational efficiency and cost management.

5.    Align financial sustainability efforts to environmental stewardship and sustainability programs, resources, and commitments.

1.      Engage potential students in recruitment activities.

2.      Apply for internal and external grants

3.      Create revenue streams through the Speech and Hearing Clinic and other program-focused donations

1.    Participate in scheduled high school or undergraduate recruitment events

2.    Collaborate with Office of Research and Sponsored programs to identify internal and external grants.

3.    Maintain designation as a community-serving clinic

1.    Maintain presence at university and SHS outreach events (e.g., University Weekend, Discover Stockton Days, etc.)

2.    Apply for internal and external grants

3.    Solicit through Day of Giving, Stockton Foundation, Stockton Foundation Gala, S&HC enrollment fees

1.      Ongoing

2.    Ongoing/ Reported annually

3.    Ongoing