Strategic planning committees

The Strategic Planning process helped us to reimagine our programs, structures, and resources. The work was carried about by four committees.

Committee chart - see ‘On this page’ below for details
Relationships between strategic planning committees (view large version)

On this page:

The diagram above contains four primary elements (described below) and two secondary elements (Board of Trustees and Alumni). All elements connect bi-directionally to #4, the Strategic Planning Committee.

1. Curriculum Review Committee

The Curriculum Review Committee (CRC) is charged with advancing Pillar 1 (a rigorous liberal arts and sciences education) by creating a robust and contemporary academic experience for our students. The essential knowledge, skills and experiences that students acquire are the foundation of a Gettysburg College experience and an education that prepares students for their lives.

Key questions

  • What are the essential student learning outcomes of the Gettysburg College curriculum? What should all students know, be able to do, and experience by the time they complete the curriculum?
  • How will we ensure these essential student learning outcomes are addressed in the curriculum? How will the curricular requirements be structured so that these essential learning outcomes are met?
  • In partnership with the College faculty and academic departments/programs, how will the essential student learning outcomes be assessed?
  • How will the curriculum and co-curriculum be integrated to enhance the College experience?

2. Integrated Learning Committee

The Integrated Learning Committee is charged with making recommendations that will bring Pillars 2, 3, and 4 to life. The Integrated Learning Committee will be divided into three subcommittees that focus on each pillar.

Pillar 2 Subcommittee

The Pillar 2 Subcommittee will focus on empowering students to convert their aspirations into action in order to lead lives of impact. Central components of this work include a demonstrated commitment to: community and civic knowledge and engagement; diversity, inclusion, and belonging; and ethical and effective leadership.

Key questions

  • What knowledge, skills, and experiences do students need to recognize and respond to challenges and opportunities that arise in their lives and those of their communities?
  • How will we leverage current and untapped resources to advance our students’ ability to engage effectively with complex questions and to generate solutions?
  • How will we build more intentional linkages and connections among initiatives intended to promote community and civic knowledge and engagement; diversity, inclusion, and belonging; and ethical and effective leadership?

Pillar 3 Subcommittee

The Pillar 3 Subcommittee will focus on enhancing co-curricular experiential learning. An important component of a Gettysburg experience is learning through practice, reflection, and application. This applied learning helps prepare students for richer, more meaningful, and more effective professional, civic, and personal lives.

Key questions

  • What knowledge, skills, and experiences do students need to broaden understanding, to strengthen lifelong skills, and to prepare for career pathways as well as evolving lives?
  • How can we ensure that every student graduates with hands-on learning experience, such as an internship, research project, or service learning opportunity? Is this a desirable goal? If so, how do we achieve this? Should these experiences be designed, organic, or both?
  • How will we better leverage our geographical location to provide co-curricular experiential learning opportunities for our students?

Pillar 4 Subcommittee

The Pillar 4 Subcommittee will focus on developing a formal and systematic integration of the curricular and co-curricular experiences and equipping students with the skills to articulate, with clarity, what they have learned and how it has prepared them for success after Gettysburg College. The committee will also focus on redefining and structuring our approach to advising, mentoring, and coaching, which play important roles in this work.

Key questions

  • How will we strengthen existing and create new networks to integrate academic and co-curricular learning more effectively?
  • How will we assess the effectiveness of the integration of co-curricular and curricular learning?
  • How will strong advising, mentoring, and coaching help students plan and integrate their academic and co-curricular experiences to prepare for a rewarding life and career after college?


  • Jennifer Bloomquist, Associate Provost for Faculty Development

Teagle Bridge

The Curriculum Review Committee and the Integrated Learning Committee will be connected by the Teagle Bridge. The College received a planning grant from the Teagle Foundation to explore how we might leverage the power of our location and history to graduate students prepared with the knowledge, skills, and experiences to have a meaningful impact on the civic life of their communities—locally, regionally, nationally, or internationally.

Key questions

  • How will we align the curriculum with our overall goal of graduating students with the knowledge, skills, and experiences to have a meaningful impact on the civic life of their communities? (CRC)
  • Are there opportunities for civic engagement and responsibility, with a particular focus on issues of diversity and inclusion, to be included as part of the mandatory First-Year Seminar? (CRC)
  • Emphasizing the power of our location and history, how will we integrate the necessary components of civic literacy across a student’s four-year educational experience? (ILC)
  • How will we connect co-curricular civic experiences back to the curriculum in a more intentional way? (ILC)
  • How will we build on the First-Year Walk by offering additional anchoring experiences in the sophomore, junior, or senior year? (ILC)
  • Are there opportunities for a January-term experience that look at examples set by leaders like Lincoln and Eisenhower to build on the knowledge and skills we seek? (ILC)

3. Structure and Resources Committee

The Structure and Resources Committee (SRC) is charged with reimagining the College’s size and structures to best amplify reach and impact, in addition to better aligning Gettysburg’s resources and expenses.

Key questions

  • How will we steward and allocate our resources to maximize their long term productive use, realign annual operating expenses with expected revenues, and amplify the priorities that we have identified?
  • Given the changing landscape of higher education, what is an appropriate size of the student body?
  • How will we adjust to the changing environment to ensure that our student body is stronger in academic and other metrics while also being financially sustainable?
  • How will we temper the ever-escalating pressure on net tuition by adding new sources of revenue and increasing philanthropic support from a wide variety of sources?

4. Strategic Planning Committee

The Strategic Planning Committee will consist of the co-chairs of the other committees and other members of the community. It is charged with ensuring an integrated, innovative, and inspirational plan emerges from the strategic planning process.

Key responsibilities

  • Coordinating the overall activities of the strategic planning process
  • Monitoring adherence to the guiding principles
  • Integrating work from the Curriculum Review Committee, the Integrated Learning Committee, and the Structure and Resources Committee
  • Ensuring broad community input during the strategic planning process
  • Ensuring the effective engagement of the Board of Trustees Advisors Group and the Alumni Groups
  • Communicating with the Gettysburg College community
  • Ensuring timely progression of the strategic planning process
  • Reviewing draft committee reports and providing feedback
  • Producing the final report of the strategic planning process

Board of Trustees Advisors Group

A group of trustees will serve as a resource group to the strategic planning process. This group will provide insight and advice throughout the process, particularly to the Strategic Planning Committee, the Integrated Learning Committee, and the Structure and Resources Committee.

Alumni groups

As part of the strategic planning process, alumni will be engaged to provide input informed by their perspectives as graduates of the College and as people experienced in how to lead lives of meaning and consequence.