Miami 2020 Plan

Architecture + Interior Design (within the CCA Plan) 


Promote a vibrant learning and discovery environment that produces extraordinary student and scholarly outcomes.

Objective 1: Prepare students for success at Miami and beyond through a liberal and applied education emphasizing inquiry-based experiential learning that integrates many disciplines.

Metric 1:  Miami will achieve a 6-year graduation rate of 85% (4-year graduation rate of 75%).
  • Continue focused recruitment into the major by:Develop and enhance curricular and co-curricular opportunities focused on community building and professional practice (e.g., co-teaching an FYE course for CCA students with student affairs staff; holding an annual recognition for the Creative Arts Ambassadors Student Organization; and leading an annual arts trip for Creative Arts Scholars).
    • Increasing the number of participants at the CCA Arts Day each year;
    • Conducting follow-up communications on all recruitment events (e.g., letter from the dean to Arts Day participants, Early Hawks, and DQ students);
    • Supporting department and program recruitment.
      • ARC+ID to recruit at selected area high schools.
      • ARC+ID to strengthen CCA Scholars offerings.
      • ARC+ID to continue to develop print materials, website, and videos.
      • ARC+ID to continue focused recruitment via phone calls, Make-it-Miami, etc.                          
  • Collaborate with Career Services to embed career development in the CCA Arts Day, develop a divisional master plan for career services, and foster cross-disciplinary involvement in departmental career services events.
    • ARC+ID to grow spring Career Fair.
    • ARC+ID to publish Google Drive list of employers for student access.
  • Enhance mentoring and advising through annual training workshops for faculty advisors.
    • ARC+ID to review and strengthen both academic and career advising.
Challenges & Opportunities:
  • Recognizing that in a small division, even a small number of students can dramatically impact graduation and retention statistics
  • Developing a reliable means of tracking students moving into and out of the major.  
Metric 2:  Within one year after graduation, 100% of graduates (excluding those enrolled in graduate or professional school) will be employed.
  • Partner with Career Services to design enhanced career development opportunities for CCA students (e.g.,  virtual career fairs, field trips, specialized counseling, classroom visits).
  • Strengthen alumni networks in major cultural centers (NYC, LA, Chicago) by:Inviting alumni to assist with career opportunities for students (e.g., internships, shadowing, mentoring).
    • Working with the Office of Alumni and University Advancement to identify alumni;
    • Creating a Google Doc with Contact Info for CCA alumni in major US cities;
      • ARC+ID to publish Google Drive list of employers for student access.
  • Work with Career Services to build non-alumni networks.
  • Work with Career Services on “transferable skills” workshops.
  • Incorporate opportunities for professional practice into the curriculum where appropriate.
  • Consult SNAPP (Strategic National Arts Alumni Project) and the Office of Institutional Research to gain insights into employment trends in order to better help our students make the transition into the workforce; and disseminate key data to departments.
    • ARC+ID to create its own alumni + entering and exiting student surveys. Currently, the OIR has not been able to provide program-specific data needed by the department and accreditors.
  • Increase the number of professional internships within the CCA.
    • ARC+ID to grow spring Career Fair.
Challenges & Opportunities:
  • Understanding the difficulty of tracking “employment” given that many artists hold non-arts-related day jobs, while pursuing their art careers on the side.
Metric 3:  Upon graduation, 80% of students who apply to graduate or professional school will receive at least one offer of admission.
  • Improve mentorship and advising for graduate school through CCA graduate and undergraduate forums where undergraduate graduate students learn insights from graduate students.
    • ARC+ID to demonstrate that 100% of BA and BFA graduates applying for continued study at the master’s level receive at least one offer of admission. Per state requirements, the Master of Architecture is required for ARC majors wishing to pursue professional licensure.
Challenges & Opportunities:
  • Recognizing the difficulty of CCA contributing to this metric given that many students in the arts gain significant work and life experience before enrolling graduate school.

Objective 2:  Immerse faculty, undergraduate and graduate students in research and creative scholarship that forms a vital part of the learning experience.

Metric 4:  Continue to increase the quality and impact of scholarship and creative performance.
  • Ensure that the faculty workload policy is enforced consistently throughout division, and reward research productive faculty with appropriate teaching load reductions.
  • Review departmental governance documents, and revise to advance consistency in implementation of the workload policy.
  • Strengthen the mentoring of pre-tenure faculty, and ensure that it is offered consistently across the division.Work with accreditation bodies (NASA, NAAB, CIDA, NASM, and NAST) to establish best practices for high impact creative and scholarly work, and embed appropriate practices in departmental governance documents.
    • ARC+ID to work with the CCA to strengthen and coordinate faculty mentoring.
  • Ensure institutional membership in major arts institutions to facilitate faculty professional networking.
    • ARC+ID to work with the CCA to prioritize faculty travel budgets and increase participation by faculty at professional conferences.
Challenges & Opportunities:
  • Addressing the inconsistencies in faculty workload assignments throughout the division
  • Ensuring that when assigning workloads, chairs understand the unique workload demands and constraints of CCA faculty (e.g., contact hours needed for studios, concerts, recitals, and theatre productions)
  • Engaging in a comparison of best practices across the arts to facilitate better mentorship and support for probationary faculty across the CCA
  • Addressing the challenges of our rural location and the need for faculty to work in professional theatres, galleries, orchestras, etc., for professional growth. Similarly, the collaborative nature of architectural practice and timeframe required to complete projects limit the ability of faculty in ARC+ID to pursue professional creative work.
Metric 5:  Upon graduation, all Miami students will have participated in a research (40%) or a similar experiential learning activity (100%), e.g., fieldwork, field or clinical placement, service-learning, public or private sector engagement, performances, and other applied learning activities.

Because so much of the CCA curriculum is applied (incorporating client-based projects, productions, performances, exhibitions, student teaching, practica, studios, research projects, etc.), students within our division engage frequently in research and experiential learning.

  • Track and assess student involvement in research and experiential learning to make improvements and ensure success.

Objective 3: Engage students with substantive co-curricular and internship opportunities that augment their learning and establish a strong foundation for lifelong success, growth, and adaptability.

Metric 6:  70% of Miami students will have completed an internship before they graduate.
  • Increase the number of professional internships through the following action steps:
    • Offer faculty training on mentoring students’ internships.
    • Leverage alumni connections to establish internships in fields that have historically not provided internships, such as studio art.
    • Deepen the partnership with Career Services to broaden internship opportunities and relationships with key employers in the arts.
      • ARC+ID to publish Google Drive list of employers for student access.
      • ARC+ID to create its own alumni + entering and exiting student surveys.
      • ARC+ID to grow spring Career Fair.
    • Expand partnerships with professional institutions and agencies.
    • Integrate internship credit hours into requirements of appropriate majors.
    • Designate departmental and/or divisional funds to support internships during the summer term.
    • Strengthen, support, and develop “in-house” internships at the Art Museum and with the Performing Arts Series.
    • Establish mechanism to track non-credit bearing internships.
Challenges & Opportunities:

Securing financial support for student internships, particularly in major cities

  • Marshaling the support and time faculty and staff need to assist students in finding and benefiting fully from internships
  • Identifying internships in fields that have limited opportunities, such as studio art.
Metric 7:  95% of Miami students will have two or more co-curricular experiences before they graduate.

As part of their course of study, all CCA students attend or participate in performances, exhibitions, film series, lectures, gallery talks, and symposia—just to name a few.

  • Track student involvement in co-curricular activities to gauge success and make improvements as necessary.
  • Strengthen collaborations among the various student organizations within the division.
  • Involve students more purposefully in the work of the division (e.g., membership on appropriate divisional committees; involvement in key decisions; engagement with guest artists).
Challenges & Opportunities:

Objective 4:  Offer flexible pathways to and through the university, including interdisciplinary, e-learning and multiple degree options, to help students achieve timely and cost-effective completion.

Metric 8:   20% of our students will graduate with multiple degrees, majors, or co-majors, and 4% will graduate with a combination bachelor and master’s degree. 

Because of teaching licensure and accreditation standards mandated by professional organizations (e.g., NASA, NASM, NAST, CIDA, and NAAB), many of the degree programs within the division have structured curricular and require a greater number of credit hours than undergraduate degrees in other divisions.  Consequently, comparatively fewer CCA students pursue double majors, co-majors, or combined bachelor-master’s degree programs.  Those degree programs that are conducive for double majors are:

  1. BA in Music
  2. BA in Theatre
  3. BA in Art
  4. IMS (Co-major in the College of Arts and Science).
  • Advertise minors in professional degree programs in architecture, interior design, graphic design, and music.
  • Increase the number of students pursuing co-majors and double majors within the CCA through the following strategies:
    • Promote co-major for studio art and art history students.
    • Develop a mechanism for reporting double majors within a department (i.e., music education and music performance).
    • Task the CCA Communications Director to work with departments to revise or design promotional materials (including website) that display curricular pathways for double majors.
    • Through a partnership among chief departmental advisers and the assistant dean, provide students with clear information on double-major opportunities within the division.
    • Identify and inform appropriate students of double-majoring opportunities early in their undergraduate career
    • Revise select curricula within the division to allow greater flexibility.
Challenges & Opportunities:
  • Recognizing that national accreditation standards for arts-related disciplines require higher credit hours and a sequential four-year curriculum make it difficult for most students to double major and graduate on time.
Metric 9:  60% of degree programs can be completed in 3 years or less through curriculum revision and by using different pedagogical approaches and modes of delivery.

Because of accreditation requirements, degree programs in architecture, art education, music education, interior design, graphic design, and music performance can likely not be completed in three years. Further, these professional degree programs typically don’t allow AP credit to count toward degree requirements. A few CCA degrees, such as the BA in music, the BA in theatre, and the BA in art and architecture history may be completed in three years, provided students enter Miami with a high number of college credits and complete coursework in the summer and winter terms. The BFA in Studio Art may also be revised to ensure more flexibility. In addition, IMS has a co-major housed in CAS.

  • Revise the curricular requirements for select degree programs, such as the BFA in studio art or the IMS major, to enable students to complete them in three years.
  • Design and offer online courses to enable students to complete required coursework during the summer and winter terms.
Challenges & Opportunities:
  • Recognizing that national accreditation standards for arts-related disciplines require higher credit hours and a sequential four-year curriculum make it difficult for most students to complete degrees in three years.
Metric 10:  Increase the online and hybrid credit hours to 10% of the total credit hours.
  • Focus on-line course development in the following non-studio areas:
    • art history;
    • architecture history;
    • musicology;
    • theatre history and dramatic literature.
  • Explore the possibility of offering low residency graduate programs within the CCA which can be possible through the following strategies:
    • Offering graduate workshops and courses during summer and winter terms.
    • Providing on-line and hybrid courses within graduate programs.
    • Offering courses during non-working hours and at convenient locations (e.g., Voice of American Learning Center).
Challenges & Opportunities:
  • Recognizing that because most of the curriculum in the CCA is studio-based and relies upon a high level of faculty-student interaction, fully on-line courses are not appropriate--and only a limited number of hybrid courses are appropriate—for most art-related degree programs.
  • Securing the faculty resources to offer low-residency MFA programs in appropriate fields or disciplines, such as the M.A. in theatre.


Ensure vitality and sustainability by building a forward-looking, efficient, and caring culture that stimulates, recognizes, and rewards creativity, entrepreneurial thinking, and exemplary performance.

Objective 1:  Promote a work environment built upon continuous improvement and evaluation that empowers employees through ongoing professional development and career growth opportunities.

Metric 11:  All employees will have an annual evaluation that aligns with the overall university objectives and a measurable professional development plan.

CCA faculty are evaluated through the promotion and tenure process or the annual review process. Through these processes, chairs annually meet with each faculty member to discuss past performance and set goals for the upcoming year.  Chairs measure faculty productivity against national benchmarks and faculty professional activity through disciplinary best practices.

Unclassified staff receive mentoring on professional development during their annual evaluation process. Development plans are discussed relative to this process, and progress is measured on an annual basis.

  • Track and support progress on this metric by keeping on file development plans for all returning, full-time faculty and all staff development plans and ensuring that faculty and staff are provided copies for their records.
Challenges & Opportunities:
  • Identifying effective ways for supervisors to incentivize and ensure the professional development of CCA classified staff when the authority over their salary increments is assigned to another division.

Objective 2:   Recognize and reward Miami employees for increasing effectiveness and productivity by utilizing their expertise, creativity, and collaboration to constantly improve accountability, productivity, and efficient utilization of resources.

Metric 12:    At least 25% of the merit salary improvement pool for faculty and unclassified staff will be allocated to recognize and reward exemplary performance that contributes to university and unit goals and objectives.
  • Revise annual evaluation forms to include questions related to Miami 2020 plan metrics and objectives to communicate priorities and enable transparency in evaluation criteria.
  • Through annual reports and dossiers, identify exemplary faculty who have contributed to university and unit goals and objectives.
  • Task the CCA business manager and the assistant to the dean for operations and finance to ensure that 25% of merit salary pool is made available for awarding exemplary performance.

Objective 3:   Implement flexible and accountable governance structures that increase the university’s responsiveness and ability to make timely decisions.

Metric 13:   The time line for the process of soliciting input and recommendations for governance purposes should not exceed one semester as appropriate.
  • Publish dates for divisional curriculum committee meetings at the beginning of each semester to provide clear faculty deadlines (e.g., posting on CCA website, sending a message via the listserv, and announcing at the opening-of-the-year divisional meeting).
  • In consultation with the dean, ask the CCA Advisory Council each September to evaluate governance document, and outline steps for timely updates and revisions.Utilize digital media to facilitate planning among large committees and outside partners.
    • ARC+ID to update and coordinate departmental Governance Document.
Challenges & Opportunities:
  • Recognizing that while revisions and development of courses, creation of departmental mission statements and goals as well as revision of governance documents could be accomplished within one semester, initiatives involving multiple players from outside the division may require additional time. 

Objective 4:  Minimize tuition increases through a transparent, strategic financial and budgetary system that incentivizes new revenue streams, reallocates resources, and promotes team-oriented solutions to fiscal challenges.

Metric 14:   An average of 1% of Oxford campus total revenues annually will come from new or expanded revenue initiatives other than tuition rate increases.
  • Increase revenue from the following new CCA initiatives:
    • New degree programs in experience design, fashion, dance, musical theatre, and arts management;
    • International student recruitment;
      • ARC+ID to target new markets, including the Middle East, China, India.
    • On-line courses that attract non-Miami students and possibly Miami alumni;
    • Professional development courses in summer and winter term for educators and professionals needing continuing education credit and certification;
    • Revision of Craft Summer and Craft Winter so that it is profitable;
    • Increased external grant funding;
    • Low-residency graduate programs and certificate programs
    • Use of facilities for revenue generation, especially during summer months.
    • Continued support of PAS summer camps (e.g., Missoula Children’s Theatre, Theatre of Illusion Magic Camp).
  • Through strategic allocation of faculty and staff resources, launch new and innovative programing designed to generate additional majors and fill low enrollment classes to capacity.  Possibilities include:
    • Revising and expanding the arts management minor to appeal to business-oriented students;
    • Creating an arts entrepreneurship or creative entrepreneurship major;
    • Enhancing promising existing programs such as the fashion design and dance minor.
      • ARC+ID to continue to update curricula and explore new programming.
Metric 15:   Divisional deans will annually realign 1% of their divisional University budgeted funds by phasing out low priority organizational structures, programs, and activities. These funds will be set aside to support new, or expanding successful, programs and collaborations with an emphasis on inter- and multi-disciplinary activities.
  • Utilize existing assessment tools and evaluation processes (e.g., external review and accreditation, academic program review) to identify low priority organizational structures, programs, and activities.Using insights from the business manager, identify new possibilities for revenue-generating programs and collaborations.
    • ARC+ID to assess profitability of (3) majors, (1) minor, and (1) center (OTR).
 Challenges & Opportunities:
  • Recognizing that even with significant improvements and actions steps (including the elimination of unsuccessful or outdated initiatives, courses or program), some high-priority programs and initiatives of the CCA will likely never be profitable.
Metric 16:  0.5% per year of permanent budgetary funds will be captured from divisions, and these funds will be collected centrally and redistributed.
  • Increase divisional productivity through measures listed for metric #14.
Challenges & Opportunities:
  • Considering the possibility that in divisions requiring a great deal of subvention such as the CCA, revenue generated from improvements in productivity might best be used by the actual division in order to inspire further productivity.
Metric 17:   Implement, and annually update, a transparent, flexible and dynamic 10-year budget plan that will ensure a sustainable and financially viable foundation.

This metric will be advanced at the University level.


Promote a diverse culture of inclusion, integrity, and collaboration that deepens understanding and embraces intercultural and global experiences.

Objective 1: Attract and retain a diverse community of students, faculty, staff, and administrators.

Metric 18:   Grow the diversity of our students, faculty, and staff.
  • Grow the diversity of students through the following strategies
    • Participate actively in university-based diversity recruitment programs such as the bridges and the summer scholars programs (e.g., ensuring that a faculty or administrator is present at each bridges dinner or lunch; offering courses for the bridges programs, hosting bridges students, and delivering four modules in the summer scholars program).
    • Create partnerships with high schools that have under-represented student populations.
    • Train former bridges students in CCA to recruit in their own high schools over the winter term.
    • Create an annual event that includes arts experiences and information sessions for teachers and guidance counselors from high schools with under-represented student populations.

Continue to ensure that cultural programing is diverse (in departments, Performing Arts Series, and Art Museum) and that our curriculum maintains a focus on world literatures, music, performances, visual texts, and architectural practices. Grow the diversity of faculty and staff through the following strategies:

  • Take steps to ensure that all efforts are being made to create diverse pools of candidates for faculty and staff positions (e.g., networking within professional organizations) and to promote welcoming search processes.
  • With the Office of Equity and Equal Opportunity, conduct faculty and staff workshops to raise consciousness about prejudice, micro-aggression, bullying, and other factors that inhibit a transformation work environment and positive climate.

Objective 2:  Create an environment where our people live, learn, and work cooperatively with those of widely varied backgrounds, beliefs, abilities, and lifestyles, moving beyond boundaries to welcome, seek, and understand diverse peoples and perspectives.

Metric 19:  90% of Miami students will report that they feel welcome and have had significant and meaningful interactions with diverse groups.

Because of the co-curricular and experiential nature of the curriculum and programing, CCA departments tend to foster welcoming environments for students. Creating a positive climate among the faculty, however, has proven to be more challenging.

  • Promote strategies related to diverse programming and applied experiences listed for metric 18.
  • Cultivate more of a welcoming environment amongst faculty and staff by:
    • Conducting the faculty and staff workshops mentioned under metric 18;
    • Bringing in facilitators from outside firms such as Franklin Covey or Education Solutions to offer workshops focusing on faculty civility and workplace hostility;
    • Continuing to provide diverse cultural programing and a globally relevant curriculum;
    • Continuing community outreach and partnerships such as panel discussions after performances and art exhibits that involve guests with diverse backgrounds and perspectives;
    • Encouraging all departments to create student mentorship programs;
    • Continuing to ensure that students have a voice on major divisional committees;
    • Meeting regularly with the student advisory committee.

Objective 3:  Achieve cultural competency among members of the Miami community by immersing them in domestically and globally relevant learning experiences.

Metric 20:  By the time of graduation, 60% of Miami students will study abroad or study away.

All CCA departments offer international travel opportunities through workshops, courses or musical ensemble tours. As a result, CCA is well on the way toward achieving this goal and metric.

  • ARC+ID will continue to target a study-abroad/away rate of 90%+, in addition to better  coordination of our offerings and stronger, more coordinated marketing.
  • Create a divisional committee for international programing (chaired by the associate dean with representatives from all departments) that serves as a clearing-house for new programs, supports departmental efforts, and spearheads a divisional plan for study away and study abroad.
  • With Global Initiatives, build a stronger divisional infrastructure for administering international programs and balancing study away and study abroad.
  • Create divisional print and web-based marketing materials.
  • Participate in the MU Study Abroad Fair with better marketing materials.
Challenges & Opportunities:
  • Addressing the challenge of the current array of study abroad programs that are competing for a limited number of students
  • Coordinating study abroad and study away efforts without a centralized administration of programs or consistent protocols and procedures
  • Recognizing the difficulty of some degree programs (e.g., music) to offer study abroad/away opportunities given their credit hour requirements.
Metric 21:  All Miami students will have a curricular or co-curricular cultural learning experience (e.g., intensive community engagement, service learning experience, intercultural or global learning requirement) by the time they graduate.
  • Implement strategies listed for metric 20.
  • Charge the divisional curriculum committee with increasing service-learning opportunities in existing CCA curricula.
  • Forge partnerships with new offices and units at Miami such as the Center for American & World Cultures and the Over-The-Rhine Residency Program as well as with external community organizations such as the Freedom Center in Cincinnati.
  • Continue to provide opportunities for community engagement through arts programing and student organizations.
    • ARC+ID to continue to prioritize programming in OTR and Ghana, in addition to other offerings that combine cultural and service learning.
    • ARC+ID to prioritize on- and off-campus cultural exchanges.
Challenges & Opportunities:
  • Building global and service-learning experiences into the curriculum of majors with highly structured curricular requirements that are mandated by accreditation standards
  • Securing scholarships for study away and study abroad opportunities
  • Overcoming the existing competition between study abroad and study away programs in the CCA that offer global learning or service learning.

Objective 4:  Expand, virtually and physically, Miami’s global involvement.

Metric 22:  All faculty and staff will engage in meaningful, globally diverse cultural activities (e.g., volunteer or community engagement; course or workshops on global and intercultural topics, professional training on diversity issues).
  • Increase faculty and staff participation in, and visibility of, CCA global and intercultural events such as:Reward faculty involvement in "Freedom Summer" programing through the Center for Community Engagement & Service.
    • Global Rhythms
    • Global and intercultural theatre productions made available through the Performing Arts Series and the Department of Theatre;
    • Global and intercultural visual art offerings in the Art Museum, the Hiestand Galleries, and the Cage Gallery.
  • Incentivize faculty to lead study abroad programs (e.g., London Theatre, Experiencing Arts and Culture, Luxembourg, Ghana, Italy, Prague) by charging the divisional study abroad-study away (SASA) committee to motivate and develop new faculty.
  • Strengthen existing exchange programs with the University of Lincoln in England and the University of West Bohemia in the Czech Republic.
Metric 23:  Miami will expand, virtually and physically, by 25%, its international partnerships and activities to increase its impact on the global stage.

The CCA global footprint is already expansive and encompasses international research by our faculty, annual hosting of international guest artists as well as programs and partnerships with the following:

  • University of Lincoln, UK
  • Korean National University of Arts
  • Taiwan National University of the Arts
  • Studio Art Centers International (SACI), Florence
  • University of West Bohemia in the Czech Republic
  • Ghana Design-Build Workshop
  • Architecture workshops in Turkey, Malta, Paris, London, Cologne (Germany)
  • Rosenheim Germany Exchange Program
  • Florence Italy Semester Study-Abroad (KSU)
  • Copenhagen Semester Study-Abroad (DIS)
  • Luxembourg Semester Study-Abroad (MUDEC, Fall '14)
    • ARC+ID will inaugurate new semester program at MUDEC, fall 2014.
  • Centralize coordination of international programs through a divisional international committee to help strengthen existing programs and strategically develop new programs and partnership opportunities with other universities and arts centers and institutions throughout the world.
Challenges & Opportunities:
  • Addressing the lack of overall coordination of international initiatives within the division.


Cultivate mutually beneficial partnerships and applied and service-oriented projects that strengthen our local, state, national and world communities.

Objective 1:  Partner with educational and other public-and private-sector institutions to co-design academic and outreach programs that enhance access to and support of quality higher education. 

Metric 24:  Miami will increase the number of transfer students to 400 students on both the Oxford and regional campuses.
  • Increase the number of students transferring to the CCA from outside colleges in degree programs that have the capacity to accommodate additional students (e.g., art and architecture history, BA in theatre and possibly the BA in music).
  • In collaboration with the Office of Enrollment Management,  identify two-year colleges in the state that have vibrant arts degrees such as Sinclair Community College (theatre), Lakeland Community College (theatre), and Clark State Community College (IMS).
  • Through careful research, identify CCA courses that would be appealing to dual and post-secondary enrollment high school students and non-Miami college students.
Challenges & Opportunities:
  • Recognizing that because of the accreditation standards required for professional degree programs in the CCA, not all of the  technical and artistic skills and coursework from the two-year colleges can be articulated into our degree programs.
Metric 25:  Miami will double the number of partnerships with high schools, community-based organizations, foundations, and other entities to expand the recruitment of talented, diverse college-bound students.
  • Work with Enrollment Management to promote existing PSEO courses (e.g., ARC 107,188,221,222; ART 181,185,186,187,188; MUS 135,181,185,186,189; and THE 123 and 191) and develop new PSEO courses in Ohio high schools. Communicate with local arts HS teachers to ensure that their students are familiar with our offerings for PSEO and understand that they fulfill a general education and Ohio Transfer Module requirement.
  • Ensure that a CCA faculty representative attends all bridges-related events and that CCA faculty offer modules or courses.
  • Include CCA modules in the Summer Scholars Program.
  • Continue to sponsor the following divisional recruitment events (in addition to Miami’sOffice of Admission events):
    • Arts Day (offered for last four years);
    • Fly-In Arts Weekend for targeted counselors and teachers (launched in spring 2014);
    • High school visits by faculty and students;
    • Performing and visual high school festivals (i.e., National Thespians).
    • Collaborating with Enrollment Management to learn more about and participate in The Oxford Pathways (TOP) program.
Challenges & Opportunities:

Objective 2:   Increase lifelong learning opportunities, engagement, and giving from alumni, parents, and friends.

Metric 26:  Miami will provide educational opportunities and career support to at least 10% of our alumni and to other external stakeholders.
  • Enhance alumni and community education through existing channels such as the Art Center.
  • Explore expansion of alumni weekend to include all arts areas (e.g., alumni band or jazz ensemble, alumni participation in Glee Club).
  • Continue CCA presence at and contributions to Winter College
  • Explore continuing education experiences that relate to professional development (e.g., architecture CEUs).
  • Leverage the new online curriculum in the CCA to advance alumni continuing education.
  • Market existing certificate programs that have an online component to alumni; schedule the on-campus component during the alumni weekend or explore the possibility of offering certificate courses in urban locations with high concentrations of alumni.
  • Offer non-credit domestic trips to study specific disciplines (e.g., photography trip to the Grand Canyon).
Challenges & Opportunities:
  • Incentivizing and rewarding faculty participation in alumni activities.
Metric 27:   Increase the total dollar amount raised annually from alumni, parents and friends by 10% per year.
  • Create an external advisory board made up of alumni and other partners to assist with strategic planning, fundraising, and partnerships.
  • Engage in targeted, strategic fundraising to increase CCA funds by 10% per year. Projects include, but are not limited to:
    • Scholarship, particularly in art, theatre, and IMS;
    • Facilities, using findings in the strategic facilities report;
    • Fashion design studio space and equipment;
    • Steinway School (conversion of all Miami pianos to Steinway instruments to create a partnership with Steinway);
    • Renovation of the Miami Art Museum;
    • Endowment for opera at Miami.
Challenges & Opportunities:
  • Contending with the fact that because artists tend to take several years to become financially successful, and often do not earn as much money as alumni in other professions, the percentage of donors with ample capacity may be comparatively smaller in the CCA than in other divisions.

Objective 3:  Grow Miami’s sponsored research, grants, intellectual property, internships, and co-curricular learning opportunities by helping corporate, governmental, and non-profit entities thrive through solutions-oriented partnerships.

Metric 28:   Increase the total dollars of external funding (contracts and grants) to $30 million.
  • In partnership with the Office for the Advancement of Research & Scholarship, create an annual grant-writing workshop specifically for CCA faculty.
  • Hold an informational meeting on external funding each winter.
  • Introduce a competitive process with slots for 10 faculty
  • Incentivize faculty with an honorarium if they participate in applying for a grant.
  • Hold 4-5 day workshop in May of each year in concert with OARS.
  • Ensure greater accountability by asking faculty participants in grant-writing workshops to report each year on progress at the following opening-of-the-year divisional faculty meeting.
  • Create a divisional mechanism for tracking and recording grant monies and in-kind gifts (i.e., a master list administered by the associate dean, inclusion of grant activity in departmental annual reports).
Challenges & Opportunities:
  • Developing creative ways of increasing external grants in the face of reductions in available federal and state funding for the arts and the diminishing numbers of tenure-track and tenured faculty.
Metric 29:  Increase by 25% the number of mutually beneficial educational, governmental, corporate and non-profit partnerships.

The CCA has several significant educational, community-based, and non-profit partnerships, including:

  • Design & build workshops in Over-the-Rhine and other locations (e.g., Ghana);
  • Architecture Alumni Traveling Studios which are achieved in partnership with major architectural firms in New York, Washington, DC, Dallas, Los Angeles, and Chicago;
  • Architecture Community Design Assistance Group (CDAG) which partners with regional government and non-for-profit entities;
  • Highwire Brand Studio which features a client-based project each year;
  • IMS capstone and other courses which partners with a range of corporations in the Silicon Valley;
  • Art Explorers;
  • School districts which receive student teachers in art and music education;
  • Art Museum’s High School Art Exhibition which is created with local schools;
  • American Alliance of Museums which partners with national and international museums and galleries;
  • Regional theatres in Cincinnati, Dayton, and Columbus; and
  • Oxford Community Art Center.
  • Strengthen relationships with current partners.
  • Work with University Advancement, the Alumni Office, and Career Services to identify and forge corporate partnerships.
  • Charge the new external advisory board with augmenting the number of external partnerships.

Objective 4:  Advance Ohio’s economic development and prosperity by providing talent and expertise that helps shape policy and improves quality of life.

Metric 30:  By 2020, 10% of the Miami University community will be engaged in providing expertise and advancing the success of public and private entities.

CCA faculty members share their expertise in many ways, including:

  • Consultations;
  • Board memberships;
  • Editorial work;
  • Leadership in professional organizations;
  • Service on journal and other review panels;
  • External evaluations of P & T dossiers;
  • Facilitations of master classes and other presentations on the arts;
  • Professional creative work;
  • Professional development for K-12 teachers and administrators.
  • Compile a divisional report on ways that faculty share expertise with the public.
  • Revise and improve the CCA website to make faculty expertise more accessible and visible.
  • Work with University Communications & Marketing to add faculty and staff names to the expert list.