Telitha E. Lindquist College of Arts & Humanities
Strategic Plan, 2025-2030

1. Curricular emphasis on critical thinking and multiple perspectives.

• Curricula and courses will emphasize creations and ideas by a variety of artists and scholars.
• Students will understand how to weigh evidence, support opinions and communicate effectively.

2. Student understanding of transferable skills: By 2029-30 all LCAH students will learn about and experience the social, artistic and professional value of their academic studies through one or more of the following:

• Participation in the APEX (Achieving Professional Excellence) program 
• Enrollment in a professionalizing class within their major.
• Participation in a "Living Lab" such as an internship, co-curricular, conference, study abroad or public exhibition. 

3. Communication of LCAH values to all 91·çÁ÷ students through General Education and First-Year Programming.

• With changes in the General Education structure and a reduction in the Humanities/Arts requirement, each department will review General Education offerings to emphasize both the development of transferable skills and the role of arts and culture in the creation of community and a sense of belonging.
• Departments will develop strategies for offering courses in General Education.
• By 2029-30, 60% of full-time LCAH faculty will teach at least one General Education or First-Year course per year, up from 50% in 2023-2024 91·çÁ÷.

1. Stabilization of Lindquist College enrollments through recruitment and integrative program development that address student and societal demands as well as calls for fiscal reallocation.  
2. Tailored outreach plans for adult learners, Hispanic students and first-generation students.
3. Marketing Plan that includes a clear articulation of the value of academic disciplines within Lindquist College.

1. Mentoring 

• By academic year 2029-30, LCAH students will have opportunities to develop individual mentoring connections outside of class with faculty and/or staff. While implementing this plan and fostering a collaborative atmosphere, LCAH will develop a mechanism for tracking and assessing these mentoring experiences. 
• LCAH will work with the Mentoring Program to develop an A&H-focused peer mentorship program. 

2. Academic Connections/HIEEs

• Every program should include at least two opportunities that promote a strong connection and a sense of belonging to the university community, such as HIEE co-curricular programs, immersive or creative projects, student research, and leadership opportunities.  
• By academic year 2029-30, all students in LCAH majors will take part in two high-impact experiences (as listed above) by the time they reach 90 credit hours. 

1. Fall-to-fall retention and graduation rates

• By academic year 2029-30, all first-time students, fall-to-fall retention rates will be at 66%. 
  • Fall 28-Fall 29 would be our benchmark.
  • For the Fall 23 cohort, as of Fall 24, the rate is 56.1%, and with that year as our most recent for data, the 5-year rolling average is 58.2%.
• By academic year 2029-30, we will close the first-year retention and 8-year graduation rate gaps for Hispanic/Latinx students from the current 6.5% (retention) and 13.6% (graduation) to 4.5% retention and 10% graduation.

2. Degree completion for students with 90+ credit hours.

• By academic year 2029-30, we will increase the rate of students with 90+ credit rates who complete a degree within two years to 77%. For students from AY20-21, the rate is 70.1%, and the 5-year rolling average is 67.1%.
• By academic year 2029-30, we will close the 90+ credits to a degree gap for Hispanic/Latinx students from the current 7.6% to 5.5%.

1. Document and increase involvement in K-12 schools.
2. Document and increase opportunities for adult and lifelong learners.
3. Integrate community-facing projects in relevant courses.