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The Plan


The transformation covered each of the 10 goal categories enumerated in The Plan for Springfield College. Following are selected highlights of progress made.


LEADERSHIP DEVELOPMENT: Leadership develop- ment was established as a high priority in The Plan. Training for students was designed and implemented,


and service-learning opportunities were created across the campus. Because student leaders are an integral part of the Springfield College community—serving as role models for their peers, advocates for the student body, and resources for administration—students are provided formal and informal opportunities to develop their leadership skills


beginning in their first year. These opportunities include the emerging Leaders Program, the student focus group initiative, leadership training for captains of athletic teams, and expanded training through iLead. new general educa- tion requirements emphasize leadership as an integrating theme in academics. A “Leadership in Service Institute” was created for faculty


members, and the campus infrastructure was enhanced to include policies and activities that encourage leadership development among faculty and staff.


ACADEMIC EXCELLENCE: The College’s accreditation by the new england Association of Schools and Colleges (neASC) was renewed in 2011 for the maximum of 10 years. The School of Health Sciences and rehabilitation Studies was established. Among the new academic programs added were a physical therapy doctorate, a master’s of business administration, a unique doctoral program in counseling psychology, an executive master’s program for nonprofit and YMCA leadership development, and a nutritional sciences program. The Center for Wellness education and research was created. Program review, faculty governance, wellness initiatives, educational technology support, summer reading for first-year students, academic support services, library services, information literacy, study-abroad programs, and general education requirements were enhanced or implemented.


STUDENT SUPPORT AND FOCUS: The richard B. Flynn Campus union provided a long-needed central location for student activities and programs, something to which Flynn had been committed since his arrival. The Wellness Center facilitated a comprehensive campus recre- ation program. Health and wellness education, standards for student behavior, recognition of student cocurricular leadership, and activities programming were instituted and augmented.


FINANCIAL INTEGRITY: Strategies to maximize enroll- ment were implemented and enrollment projections were integrated into the budgeting process. endowment invest- ments were diversified. Many cost-saving measures were instituted, including consolidation of operations, review of major expenditure categories, and collaboration with local colleges for purchasing efficiencies.


COLLABORATION: Achieving local, state, and national recognition for its community involvement, the College built close relationships with the neighborhood based on revitalization and help for residents to secure renovation and construction loans. Facilities were shared with


SC2020, the newest iteration of The Plan for Springfield College TRIANGLE 1 Vol . 84, No. 2


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