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Florida Polytechnic University | BUSINESS PLAN

Rev. Fall 2013

TABLE OF CONTENTS

 - Section 01 | Introduction - Mission - Vision - Section 02 | Economic Necessity - Market Overview - The Gap - The Opportunity - Section 03 | Product - Curriculum - Students - Economic Value 

• Section 04 | Strategy and Implementation - Location - Campus and Facilities - Technology - Program Identification - Curriculum Development
  • E-Learning and Online Education Vision - Student Recruitment - Student Affairs - Faculty Development - Industry Engagement - Research
    • Florida Institute of Phosphate Research - Accreditation - Section 05 | Financial Overview - Sources - Expenditures - Section 06 | Milestones
• Section 07 | Governance, Leadership and Staffing - Section 08 | Appendices

Section 02 | ECONOMIC NECESSITY

Much has been written over the last several years about whether Florida’s economy and workforce are prepared for a future where knowledge, innovation and cognitive ability will be needed to grow our state’s GDP. Governor Rick Scott, the Department of Economic Development, Enterprise Florida and the Chamber of Commerce often cite a workforce skilled in science, technology, engineering and mathematics as a critical need. The only way to increase an economy’s standard of living is to raise its productivity, and productivity comes from innovation in products, services and processes. Florida must assist its innovative businesses to compete if we are to increase our GDP, our real income and our wealth. Innovation needs capital, infrastructure and talent to start and grow. Producing STEM talent will be a primary purpose of Florida Polytechnic University along with problem-solving research. To reach the education level of the 10 most productive states within the next two decades, Florida will need 4.5 million adults with baccalaureate degrees (1.3 million more than expected at current attainment rates) and, within five years, will need at least 100,000 more science and technology professionals than currently projected. This demand exceeds the capability of Florida’s existing institutions of higher education. 2 The issue extends nationally as well. The President’s Council of Advisors on Science and Technology has concluded that over the next decade the United States economy will need one million more STEM professionals than American colleges and universities will produce at their current rate. Global and national challenges cannot be met without practical solutions. Florida must “future proof” its economy in order to remain competitive, and education must be part of the solution. The issue, however, is not simply the number of STEM classes and STEM-related degrees currently offered. The issue is the lack of applied research and learning in STEM fields that ultimately lead to innovation. Study after study shows the United States is falling behind in global competitiveness. Schools that simply offer STEM-related courses within the context of larger universities are not addressing the market needs. It is Florida Poly’s position that there is a significant 2 Closing the talent gap: A business perspective, 2010, The Florida Council of 100, p. difference between having an “innovation center” as part of a university and having an “innovative university.” Florida Poly will stand apart as an innovative university. MARKET OVERVIEW In 2012, 3.816 million workers were employed in computer and mathematical occupations while 2.846 million were employed in architecture and engineering occupations. Together, these STEM workers accounted for 21 percent of the national professional labor force in which Florida must compete. 3 The U.S. Bureau of Labor Statistics anticipates that between 2010 and 2020, employment in these STEM fields plus additional STEM jobs in professional, scientific and technical services will grow by 29 percent or 2.1 million new jobs. 4 The demand for STEM- trained workers indicates a larger macroeconomic need: the need for innovation. The future of how Florida works and contributes to global innovation is determined by how well Floridians respond to four macro trends:

• Globalization of mobility and communication
• Demographic change
• Technological progress
• Productivity In terms of technological progress, we are experiencing a period of change in how man’s relationship to machine is creating and destroying economic, business and workforce models faster than we could have ever imagined. There are three fundamental drivers of technological change that we know have modified our world:
• Artificial Intelligence
• Big Data
• Info-Structure 3 U.S. Department of Labor, Bureau of Labor Statistics, Current Population Survey, 2013, Monthly Averages, Table 9, http://www.bls.gov/cps/cpsaat09.htm. 4 U.S. Department of Labor, Bureau of Labor Statistics, Overview of 2010- Projections, p.7, http://www.bls.gov/ooh/About/Projections-Overview.htm ECONOMIC NECESSITY | PAGE 3

Section 02 | Economic Necessity

We live in a “do-it-yourself” (DIY) world where “intelligent” machines like GPS, iPhone’s, drones, robots and automated warehouses support our efforts to do more and do it faster. As scientists find more effective ways for machines to communicate with other machines through the Internet and wireless networks, one can only imagine what DIY will look like in a decade. In terms of data, we now measure in Petabytes instead of Gigabytes. Google uses 25 billion Petabytes per day, which is equivalent to 100 copies of every book in the Library of Congress. More than 93 percent of data is now digitized, up from 25 percent just 10 years ago. However, only one percent of this digitized data has been analyzed. New industries in data mining, storage, security and analysis are emerging every day to take advantage of the opportunities this data can have on productivity. Info-structure is the new infrastructure. The Internet is reducing the need for physical proximity to collaborate and be productive. Technology like cloud virtualization, digital decision making and interactive media will change the way we see and apply interpersonal communications. Florida Polytechnic University’s curriculum will focus on developing students’ knowledge and skills in these key innovation areas and encouraging research that will drive greater innovation. Our mission is not solely about supplying companies with graduates for today’s growth industries; it is about supplying innovative talent that will lead their companies as markets continue to evolve in the future. THE GAP The United States is ranked only fifth in the world for innovation. 5 Moreover, the United States ranks last among 40 nations at improving innovation capacity and competitive position over the past decade. 6 The nation has fallen behind in the race for global innovation in part because our ability to efficiently translate research into competitively produced products has slowed. This contributes to international trade deficits in advanced technology products and a loss of competitive advantage in the global marketplace. 5 The Global Innovation Index 2013, World Intellectual Property Organization, http://www.wipo.int/ econ_stat/en/economics/gii/. 6 Robert D. Atkinson and Scott Andes, The Atlantic Century: Benchmarking EU & U.S. Competitiveness (Washington, D.C.: Information Technology and Innovation Foundation, 2009), http://www.itif.org/ files/2009-‐atlantic-‐ century.pdf. Many American universities pride themselves on being research institutions, and these institutions are among the best in the world in scientific discovery. However, as important as pure scientific discovery is, it is not sufficient alone to keep a nation ahead of the innovation power curve in today’s global economy. It is when scientific discovery is applied to solving immediate real- world problems that innovation occurs. Currently only 35 institutions in the nation are viewed as “STEM-focused,” awarding 50 percent or more of their degrees in STEM Programs. These institutions are responsible for approximately seven percent of all STEM degrees awarded in the United States. In addition, only 17 institutions within the entire United States are graduating 2,500 or more students with STEM degrees annually. 7 Even as many research institutions are working to enhance their STEM programs and to create various centers for innovation on their campuses, there is – and will continue to be – a significant gap between supply and demand for STEM graduates. The percentage of STEM graduates in the United States is among the lowest of developed economies. In 2008, approximately 15 percent of degrees awarded in the United States were from STEM programs, compared to 41 percent in China, 33 percent in South Korea and 30 percent in India. Germany, France, Mexico, Japan, Spain, Sweden, United Kingdom, Canada, Italy, Australia and Turkey all have higher rates of STEM degree production as a percent of total degrees awarded. 8 In addition, a center for innovation on a large multidisciplinary campus must compete with all of the university’s other colleges and schools for financial and physical resources and for the attention of leadership and alumni. This dynamic distracts and dilutes the institution’s ability to truly focus on innovation. 7 Parthenon Group, February 5, 2013, presentation to Florida Polytechnic University Board of Trustees, Science, technology, engineering & mathematics (STEM) landscape: Trends and models, p. 23. 8 Accenture Report on STEM, No shortage of talent; U.S. Congress Joint Economic Committee; taken from The Parthenon Group, February 5, 2013, presentation to Florida Polytechnic University Board of Trustees, Science, technology, engineering & mathematics (STEM) landscape: Trends and models, p. 10 ECONOMIC NECESSITY | PAGE 4

Section 03 | PRODUCT

CURRICULUM Applied STEM education can be viewed as residing in the middle of a pyramid describing the types of higher education teaching, with fundamental teaching at the base and theoretical research at the top. Fundamental teaching is the understanding of basic STEM thoughts and principles, while theoretical research uses cognitive thinking to develop new principles and relationships. Between fundamental teaching and theoretical research is applied education - the most important type of education for STEM innovation. Applied education uses STEM techniques and theories via modeling and computational applications to form and solve practical problems. This is where education produces innovation. Existing STEM focused institutions fall into three broad groupings. (Based on research of schools that met a filter of having more than 50% of graduates completing degrees in STEM and high-volume schools having more than 2,500 students complete STEM degrees each year.)

• Global Research
• Elite Undergraduate
• Industry Engaged Based on Florida Polytechnic’s selectivity of programs, focus on applied research in cutting-edge fields and mission to produce ready-to-innovate graduates, the Industry-Engaged Model best describes the University’s method of curriculum delivery. STEM Models Globally, STEM-focused institutions fall into three broad groupings based on their mission and focus: GLOBAL RESEARCH INSTI- ELITE UNDERGRADUATE INDUSTRY-ENGAGED TUTION INSTITUTION INSTITUTION PRIMARY Faculty / Academic Students Employers and Economy CUSTOMER Known for high research Very selective (high Very selective funding and high (^) admission requirements) (high admission requirements) quality faculty Receive high rankings on Produce graduates who Produce graduates who research dimensions are hired into top firms are hired into top firms Typically focused on Typically focused on Focus on cutting-edge, DESCRIPTION Doctoral degrees Bachelor’s and^ applied research Master’s degrees (^) Closely aligned with industry Higher percentage of faculty who come from industry Emphasis on applied, hands-on learning and co-ops / apprenticeships for students PRODUCT | PAGE 6

Section 03 | Product

Innovative STEM education, however, cannot be achieved by simply defining a program or delivery model. It must be guided by a philosophy of applied research in order to produce doers, makers, analysts and innovators. In Florida Polytechnic’s applied research environment, faculty will engage, explore, explain, elaborate, evaluate and discover right alongside students. As the industry-engaged model implies, industry is directly aligned with the program and industry involvement will be heavily solicited and welcomed to provide the optimum learning experience for the student. In short, the main product produced by Florida Poly is the talent needed by STEM companies and the innovation that drives economies forward. Additionally, Florida Polytechnic University graduates will have a strong exposure to management methods and processes in order to be especially attractive to potential employers. All students will complete junior and senior year design projects giving them hands-on experience with real-world processes, and all courses will emphasize business application. Florida Polytechnic’s BOT approved curriculum, focused on making, researching, analyzing, moving and creating, will be distributed between two colleges – the College of Engineering and the College of Innovation and Technology. STUDENTS Students will be immersed in a cutting- edge polytechnic environment and prepared for positions in high demand. They will gain experience solving real- world problems through hands-on learning, research, exposure to industry leaders and coveted internship opportunities. In addition, students will also be directly exposed to finance and leadership making them more attractive to employers. The Center on Education and the Workforce (CEW) Forecast of Occupational Growth for 2018 projected the following growth in STEM occupations: Computer Occupations, 51 percent; Engineers and Engineering, 28 percent; Life and Physical Science Occupations, 13 percent; Architects, Surveyors, and Technicians, 6 percent; Mathematical Science Occupations, 2 percent. Florida Poly will prepare students to work in many of these fields. ECONOMIC VALUE

“Florida’s economy is built upon the

three-legged stool of agriculture, tourism and growth.

While those sectors have helped to build the state that we know,

it is obvious that we need to do more to create the future

that we desire. While they are and will remain vital to Florida’s economy, the existing three-legged stool needs a

fourth leg that creates a more stable

economic foundation and the capacity

to thrive in the coming decades.” (New Florida, Board of Governors State University System of Florida, January 2010) PRODUCT | PAGE 7

Section 04 | STRATEGY AND IMPLEMENTATION

LOCATION Florida Poly is strategically located in the heart of Florida’s High Tech Corridor, easily accessible to both the Tampa and Orlando metro areas, with a combined population of nine million residents. Five Florida state colleges are located within 50 miles of the Florida Poly campus. The Florida High Tech Corridor includes 23 counties in Central Florida connected by three research universities (UF, UCF and USF). This region is estimated to be home to 70 percent of the state’s high tech employment and more than 11,580 high tech companies. The industry mix is unique and includes agrotechnology, aviation and aerospace, digital media and interactive entertainment, information technology, simulation and training, modeling, optics and photonics, sustainable energy, life sciences and medical technology, microelectronics, nanotechnology and financial services. 15 CAMPUS AND FACILITIES Overview and Growth Strategy The primary campus facility is the Innovation, Science and Technology building, which was under construction when the independent Florida Polytechnic University was established. This structure will provide adequate academic, research and operation space during Florida Poly’s first two to three years of operation. However, Florida Poly’s facility needs will grow rapidly over the next 10 years as student enrollment and applied research expand. There is no reliable means of precisely predicting research expenditures during that time. However, it is expected that research expenditures will increase significantly because of the caliber of faculty being hired and the interest shown by companies wanting to conduct joint research with the University’s faculty and students. Ultimately, additional facilities will be needed for academic, research and operational uses. Those facilities include:

• Student Achievement Center
• Applied Research Center
• Admissions Center
• Student services space (e.g., bookstore, food establishments, student housing, etc.) 15 Florida.HighTECH 2011, The Corridor by the Numbers, p. 1,4. In addition to providing the funding for the University’s primary academic building (IST), the Legislature and Governor created and signed into law Florida Poly’s authorization to use unexpended funds from prior years for the construction of buildings and infrastructure on the campus. The University will also seek funding from all available sources and will explore all avenues provided by law to partner with private companies and individuals for the purpose of financing and constructing necessary facilities. Innovation Science and Technology Building The focal point of the Florida Poly campus is the iconic Innovation Science and Technology (IST) Building designed by Dr. Santiago Calatrava, the internationally renowned architect. The 160,000- gross-square-foot structure is the cornerstone of Florida Poly’s campus. The new campus combines elements of light, air, open views and reflecting water to foster a culture of bright, open communication and collaboration. Steel stanchions, operable louver arms, hydraulics and control systems and aluminum pergolas distinguish the IST building. The University’s first building includes classrooms, auditoriums, research and teaching labs, meeting rooms, faculty and academic administrative offices, conference rooms and a work and study commons/library. It is designed to create an inspirational environment for the students, professors and everyone working at Florida Polytechnic. In addition to the new campus, Florida Poly will also have shared space on the Polk State College/ Florida Poly campus. Business offices for administrative services will be housed at this location about the same time the IST building is complete. This location is approximately 15 minutes from the main campus. Florida Polytechnic recognizes the value of an enriched environment for students in which learning is extended from the classroom into their living environment. The University has a two-phase plan for student housing. Phase 1 housing options, which include limited on-campus housing as well as off-campus housing, will be available for students in August 2014. Phase 2 housing, which will expand on- campus capacity, is planned for 2016. On-campus housing will be increased as demand dictates and financial resources allow. In addition to the facilities, the Florida Poly campus will feature scenic lakes, trails, recreation and gathering areas and a perimeter road with bike and running paths. STRATEGY AND IMPLEMENTATION | PAGE 9

Section 04 | Strategy and Implementation

Admissions Center Opening in November 2013, the Admissions Center will give prospective students and families a tangible sense of the Florida Poly experience before all of the facilities are ready, thereby helping prospective families visualize what it means to be part of Florida Polytechnic University. Home to the University’s admissions and financial aid staff, the Admissions Center will allow prospective students and their families to see a typical classroom and go on guided tours of the campus, including closer looks at the landmark IST building. Campus Services Campus Services will provide the following essential contracted services: dining, bookstore, snack and beverage vending, postal operations, copy center, ID card services, convenience store (C-store) and transportation and parking services. Additionally, copiers and printers will be installed at six locations throughout the Innovation, Science and Technology building. The University plans to provide some outdoor activity opportunities for students, faculty and staff, such as bicycle and walking paths and nature trails adjacent to the lakes in order to enhance student life on campus. The University is also planning for outdoor structured activities such as basketball, soccer, tennis and volleyball. Housing The majority of Florida Poly students are expected to come from beyond its immediate geographic area, because the University’s unique STEM curriculum, applied research environment and hands-on academic approach will be attractive to students around the state, nation and world. Surveys of potential students have already shown that nearly 70 percent expect and desire on-campus housing options. Additionally, on-campus housing will provide students better access to campus facilities, technology and interdisciplinary learning opportunities that are vital to their coursework and academic experience. Therefore, it is important Florida Poly provide ample housing options as early as possible. The University has already conducted a very thorough review of student housing options, which yielded these findings:

1. Option: Contract with nearby hotels and apartments to house students. Feasibility: The nearest opportunity is a hotel seven miles away from the Florida Poly campus. This option also requires establishing a transportation system to move students to and from the campus.
2. Option: On-campus University housing that is typically owned by the University and funded with bond proceeds. Feasibility: This option is unfeasible because the state’s elected leadership is committed to less reliance on debt to finance construction of public facilities.
3. Option: Off-campus housing on land immediately adjacent to the University. Feasibility: This option is also unfeasible because commercial developers cannot rely on historical demand data for housing in the adjacent area. In addition, there are no apartments within six miles of the construction site.
4. Option: Providing a ground lease on University land to a third party developer wherein the developer assumes all of the financial risk. Feasibility: This option is most feasible and reasonable for providing on-campus student housing because not having to pay the cost of land or provide certain infrastructure (because it already exists) reduces financial risk for the developer, giving them a viable and attractive business option. In addition, the University is freed to focus the bulk of its attention on its core mission while allowing the private sector to build, manage and maintain the residential facility. TECHNOLOGY Technology is critical to creating an enriched learning environment for Florida Poly students. The University will leverage technology to provide a unique, advanced, accessible and highly sought after 21st century learning environment. Florida Poly envisions an environment that provides e-learning opportunities in a variety of formats, most of which will be accessible on-demand and at the pace that best suits individual students. Technology will be integrated into traditionally taught courses to enhance learning by making lectures more interactive and collaborative. There will also be components of courses and complete courses that are fully online to be accessed by individual students based on their schedules and the pace at which they learn the material. In addition, the University plans to offer blended courses that are a mix of traditional in-class learning and online, individually paced learning. Finally, Florida Poly will have entire degree programs that are fully online which can be completed with no need for the students to attend in-person classes. STRATEGY AND IMPLEMENTATION | PAGE 10

Section 04 | STRATEGY AND IMPLEMENTATION

We will develop a mobile campus strategy that uses industry standards-based network equipment and supports a “Bring Your Own Device” environment that allows students to customize their learning experience. To create a seamless classroom environment, Florida Poly will use lecture capture systems to record and recreate each lecture or lab experiment, making it possible for students to replay lectures as needed on and off campus. In addition, the University will implement a Learning Management System that integrates classroom materials on and off campus to deliver the same learning experience for both face-to-face and distance delivery. Students must be in a position to monitor their grades, track their progress and communicate with faculty and counselors. Florida Polytechnic University will deploy a Student Information System that is available to students, faculty and staff from anywhere in the world and via all popular personal access devices. This ubiquitous environment allows students access to their records at any time and gives them the ability to communicate with faculty or fellow students around the clock. PROGRAM IDENTIFICATION Florida Polytechnic will serve the needs of Florida and our nation by offering STEM- focused degree programs, establishing interactive partnerships with business and industry and applying research and intellectual capital to economic and social challenges. The Florida Polytechnic Board of Trustees analyzed a wide range of factors from a variety of sources and used this information to identify degree programs that would benefit the state. This included:

• Forecasted industry and occupational growth
• Enterprise Florida clusters of targeted industries and strategic areas of emphasis
• Trends in student demand
• Costs per FTE student
• Capital start-up and operating costs
• Competition among other polytechnic universities and SUS sister institutions
• Suitability for online instruction
• Programs targeted by the Board of Governors Commission on Higher Education Access and Attainment (CHEAA)
• Correspondence between the Board of Governors and the University The Board of Trustees developed a decision matrix and program strategy for a mix of STEM and STEM-related offerings to address economic development needs and student demand from their analysis. To avoid unnecessary duplication, the analysis took a thoughtful look at the engineering programs in the State University System and found nine engineering schools and colleges, including the joint FAMU/FSU college. A number of engineering programs are taught at the majority of schools and colleges. For example, electrical engineering and civil engineering are offered at eight of the colleges. Within these programs are specialization tracks and certificate offerings such as environmental engineering, transportation systems, materials and geotechnical engineering. The schools with the broadest array of engineering programs offer the greatest number of specialization tracks and certificates. Using this and other information, Florida Poly’s Board of Trustees chose majors and concentrations that addressed identified industry needs and avoided any unnecessary duplication. STRATEGY AND IMPLEMENTATION | PAGE 12

Section 04 | STRATEGY AND IMPLEMENTATION

Having synthesized a vast amount of information about trends in the global and state economy, industry and occupational forecasts, program offerings in the state and among peer institutions both nationally and internationally and learning and delivery models of education, the Florida Polytechnic Board of Trustees prepared a strategic approach to focus initially on two colleges, six cutting-edge degree programs and 19 unique concentrations for a target population of freshmen, transfers and graduate students. Below is a sample program description, including industry highlights and economic benefits. Descriptions for most programs can be found in the appendix, and others will be added as programs are shaped and finalized through the curriculum development process: CURRICULUM DEVELOPMENT SACS accreditation requires that “the institution [place] primary responsibility for the content, quality and effectiveness of the curriculum with its faculty.” Mindful of this, the Board of Trustees and Florida Poly’s leadership team are already recruiting faculty who will develop the curriculum by assuring that the University is in compliance with the requirements of the State of Florida, SACS and the U.S. Department of Education. Programmatic prerequisites, common course numbering, general education requirements and scheduling are all considerations that faculty will make. Relationships with textbook companies and lab equipment providers are also in development. Florida Poly’s curriculum will incorporate:

• Immediate immersion in the field of study
• Essential mathematics and physical science courses
• A solid engineering foundation
• Ongoing industry-oriented, hands-on engineering design projects with realistic constraints
• Specific courses focused on individual programs and concentrations
• Entrepreneurship, leadership, management, finance and innovation incorporated throughout the curriculum
• Opportunities for online learning The University is currently implementing plans to deploy online learning for the delivery of the applied curriculum. STRATEGY AND IMPLEMENTATION | PAGE 13

Section 04 | STRATEGY AND IMPLEMENTATION

• Developing an admissions process that reaches out to prospective students from across the nation
• Forming partnerships to attract international students from Brazil and other Latin American countries as well as Caribbean and Far East countries. Additionally, in its partnerships with magnet, charter and public high schools Florida Poly will develop pathways wherein University courses are taught at the high schools and students who successfully complete them receive Florida Poly degree credit. This model serves as a recruiting tool for Florida Poly and also shortens the time to degree for students, reducing their cost of attendance. Florida Poly will keep students engaged in active and applied learning by incorporating student research, design projects, collaboration, class discussion and regular feedback from the faculty into their learning process. In addition, sufficient advisors and mentors will allow students to receive personal attention so they have a nurturing environment in which to learn and apply their knowledge. University faculty, technical experts and engineers working in industry will form the core of the mentor group that will work with and guide students. The University’s curriculum will include content that prepares students for successfully earning one or more industry certifications as they complete their degree requirements. Florida Poly’s admissions criteria include an average high school grade point average (GPA) of 3.9 on a 5.0 scale or 3.1 on a 4.0 scale and 1790 as the average SAT score. Both of these criteria are above average for the institutions in the State University System. However, many factors beyond grades and test scores are considered when evaluating the likely success of student applicants. Some additional factors are competence in math, science, as well as demonstrated critical thinking skills as a priority. Level of involvement in school and related activities, volunteerism in community initiatives and demonstrated abilities also signify student likelihood of success in the academically rigorous programs at Florida Polytechnic. Florida Poly understands that, even for bright students, STEM courses are challenging, and talented students may sometimes have difficulty with the coursework. The University is putting in place an academic tracking system that will alert faculty and administrators to students who may be at risk of failure. Early intervention by faculty and academic advisors will ensure that such students get appropriate assistance to address deficiencies in their academic progress. The University’s small student body and class sizes will make monitoring student progress and providing early intervention feasible. Sometimes students need assistance with issues that are unrelated to academics. The strains of keeping up with a challenging curriculum, being away from home and the everyday pressures of life may require dedicated support and guidance. Florida Poly will have enough counselors to ensure any student needing support will receive it quickly and professionally. Florida Poly has identified a target first class of 500 undergraduate and graduate students, and the university anticipates growing that number to 1, by its fourth class in August 2017. A ten year projection places the university just over 5,000 students.

ENROLLMENT PROJECTIONS

Academic Year 2014-15 2015-16 2016-17 2017-18 (^) … … 2024 STUDENT HEADCOUNT BY LEVEL Freshmen (^) 250 276 327 411 … … 1257 Sophomore (^) 30 250 277 323 … … 1063 Junior (^) 200 216 429 453 … … 1211 Senior (^) 0 182 276 478 … … 934 Graduate (^) 20 54 96 154 … … 620 Yearly Headcount (^) 500 978 1405 1819 … … 5086 STRATEGY AND IMPLEMENTATION | PAGE 15

Section 04 | STRATEGY AND IMPLEMENTATION

STUDENT AFFAIRS Florida Poly’s Division of Student Affairs will advocate a holistic approach to education and enhance the overall University experience for students. The department will encourage, support and provide guidance for students’ extracurricular activities while providing the best resources for a fulfilling and rewarding academic experience. Services provided and managed by Student Affairs include:

• Residence life
• Student activities
• Counseling
• Academic advising
• Student clubs and organizations
• Intramurals
• Orientation/Welcome Week
• Student government
• Student publications
• Academic societies
• Leadership development
• Religious activities
• Constitution Day
• Living in Polk
• Study abroad Student Affairs will collaborate with general counsel to lead creation of Florida Poly’s code of conduct and student rights and responsibilities. The department will also work with Academic Affairs, Auxiliary Services and Special Projects to ensure Florida Poly meets SACS Core Requirement 2.10, 3.9.3, 3.11.2, and US DOE requirements by providing extra-curricular activities that include experiential learning as well as opportunities to participate in activities that bind the Florida Poly community to our Mission and Vision in a healthy, safe and secure environment. In accordance with the Title II regulation of Section 504 of the Rehabilitation Act of 1973, the Student Affairs department will manage and provide auxiliary aid to qualified students with disabilities, including:
• Voice synthesizers
• Electronics/taped texts
• Note takers
• Interpreters
• Braille calculators
• Printers or typewriters FACULTY DEVELOPMENT Faculty will be nationally competitive practitioner scholars engaged in cutting-edge research, well versed in applied and experiential learning and assessment and experienced in and engaged with the professional fields for which they are preparing students. The university is seeking faculty members who are enthusiastic about developing and participating in global partnership models. Theory, research, cross-disciplinary thinking and application to professional practice will guide their approach to building polytechnic habits of mind. In keeping with its goal to be progressive and competitive, the Florida Polytechnic Board of Trustees approved a non-tenure model. Instead of tenure or tenure track, new faculty members will sign fixed-term, multi-year contracts. The contract length will be for one to five years and may be renewed based on performance. The faculty will be evaluated annually. This model ensures a fair and equitable review process that allows the university to recruit and maintain talented faculty. The university has begun to hire teaching faculty with both industry and research experience and will have essential faculty members in place by Fall 2013 who will provide curriculum development. The quality and integrity of academic programs depend upon the faculty’s education, research experience, knowledge of the subject matter and ability to deliver that knowledge to the students. Florida Poly is seeking faculty who are committed to the highest quality of experiential and applied research-based teaching. In addition, selected faculty will have excellent verbal and written communication skills, interest in pursuing interdisciplinary collaborations and teaching, research and industrial experience. Florida Poly seeks dynamic, broad-thinking scholars to establish a widely recognized reputation for a polytechnic learning and applied research university. The faculty must believe in and support the mission and vision of the University. STRATEGY AND IMPLEMENTATION | PAGE 16

Section 04 | STRATEGY AND IMPLEMENTATION

The programs and expertise developed at Florida Poly are intended to be a statewide resource for economic development officials, chambers of commerce and others as they attract new businesses to their communities and as existing business are considering expansion. The University was established to be responsive to industry. As well as growing and diversifying the state’s GDP. The enrollment of 5,000 students would allow the University to remain nimble and able to change as the needs of the market shift over time. Florida Poly would like business and community leaders throughout the state to consider the University their partner in improving Florida’s jobs economy. The University envisions industry involvement through serving on its Advisory Boards. Such Advisory Boards will be established for each program. For example, an Industrial Engineering Industry Advisory Board (IE IAB) will provide the Industrial Engineering Department with counsel and advise on what business and industry leaders expect of the department graduates. This will help the department fine-tune its teaching methods, applied research concentration and interdisciplinary skills. The IE IAB will be comprised of engineering and management executives from industry, government agencies and private consulting firms. Meeting in formal sessions twice yearly, the advisory boards will advise the program chair of the department, the faculty and other administrative officers on strategies and means of developing resources for enhancing the goals of the department. The advisory boards will also assist in promoting the department to potential students, employers, legislative leaders, governmental agencies and industry. At the meetings of the advisory boards, members will interact with the department head, faculty and staff on issues of mutual concern. Discussions are held on department goals and objectives, educational trends, development and capital campaigns, employment opportunities, research opportunities, budgets, enrollments, degrees and other related topics. Members of the advisory boards also provide support throughout the year for many of the department-specific initiatives and programs. RESEARCH Florida Poly’s faculty and students will engage in applied research focusing on real- world challenges faced by industries, governments and society. The University will collaborate with industry at the cutting edge of the high-tech environment in order to spur innovation and produce talent capable of leading the development of new industries in the future. This approach encourages faculty and students to explore new opportunities in research, entrepreneurship and interdisciplinary collaboration, keeping Florida Poly at the leading edge of innovation through the collective knowledge of its faculty and students. Faculty research at Florida Poly is critical to supporting Florida’s economy. Collaboration with high tech industry leaders will help those companies advance and solve problems. In addition, the University will form and be a part of consortia that jointly seek solutions, patents, methods, models and best practices within the fields of science, technology, engineering and mathematics (STEM) to benefit industry, government and society. This commitment to research is expected to increase innovation and boost the state’s economy by encouraging high tech firms to expand in or come to Florida for growth and development. FLORIDA INDUSTRIAL & PHOSPHATE RESEARCH INSTITUTE In 2012, the Legislature reestablished The Florida Industrial and Phosphate Research Institute (FIPR Institute) within Florida Polytechnic University. The FIPR Institute has always emulated the polytechnic model with emphasis on applied research and technology development. The Florida Legislature established the Institute originally in 1978 to address concerns about the environment and public health, to help the public understand the extent and scope of any problems and to find solutions. Researchers at the Institute are among the talented faculty being assembled by Florida Poly. The Institute’s role is to conduct scientific investigations that will give lawmakers, regulators, members of the industry, environmentalists and the general public the information they need to make decisions relating to issues of industrial influence or origin. The Institute’s mission was expanded in 2010 to include industries other than the phosphate industry and to encourage commercialization of its research products and intellectual property. STRATEGY AND IMPLEMENTATION | PAGE 18

Section 04 | STRATEGY AND IMPLEMENTATION

Its research areas include Mining and Beneficiation, Chemical Processing, Reclamation, and Public and Environmental Health. Scientists and engineers throughout the world apply for FIPR Institute grants to conduct phosphate‐related studies supporting the mission of the Institute: improving the environment, protecting public health and increasing mining and processing efficiency. FIPR Institute staff biologists, engineers and chemists also conduct in-house research. The FIPR Institute’s phosphate research is funded with a portion of the phosphate severance tax. Non-phosphate related research must be funded through other sources. To facilitate sharing information it generates and collects, the Institute hosts technical conferences, workshops and meetings, operates a library that is open to the public and conducts a K-12 education program. As the information program expands the Institute is always looking for new ways to share the wealth of information it contains. ACCREDITATION The Southern Association of Colleges and Schools Commission on Colleges (SACS) is the regional body for the accreditation of degree granting higher education institutions and serves as the common denominator of shared values and practices among diverse institutions in the Southern States and Latin America. SACS accreditation assures stakeholders that the school’s purpose is appropriate to higher education and that the institution has sufficient resources, programs and services to accomplish and sustain its purpose. Accredited institutions are eligible for Title IV funds (student financial aid). Florida Poly’s leadership is ensuring that, as Florida’s newest university develops its procedures, policies, standards and curriculum that they will be in compliance with the standards for accreditation as contained in The Principles of Accreditation: Foundations for Quality Enhancement. Following the SACS Accreditation Fast-Track, it is Florida Poly’s goal to become an accredited university of the Southern Association of Colleges and Schools by December 2016. Florida Poly believes that, through the rigorous accreditation policy, it will be able to ensure its academic programs are built with the capacity to improve student learning and make continuous school improvement a part of Florida Poly’s academic culture.

Proposed Dates with SACS Published Fast Track

Pre Applicant Workshop Completed Feb. 2013

Preparation of Application Initiated March 2013

Enroll First Class Aug. 2014

Plan to Submit Application Sept. 2014

Goal: Candidacy Committee Jan. 2015

Authorized by SACS BOT

Goal: Visit by Candidacy Committee April 2015

SACS Grants Candidacy June 2015

Plan to have SACS Advisory Visit July 2015

Graduate First Class May 2016

Plan to have Accreditation Committee Visit June 2016

Goal: SACS BOT Grants Initial Accreditation Dec. 2016

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