Western Connecticut State University (WestConn) is a regional state university located in the culturally and ethnically diverse community of Danbury, Connecticut. The university was established in 1903 as a normal school, with the specific intent of providing quality educational opportunities to the Danbury region. In 2003, the university celebrated its centennial year by recognizing its tradition of serving as "A People's University.” Indeed, in the epilogue to a book of the same name, Professor Emeritus Herb Janick writes that there have been two dominant themes that resonate through the first century of WestConn's existence:

  The first, the school has served people in the region, young and old, who otherwise would not have been able to benefit from a college education. ... the second dominant theme in Western's history: the college has not just been located in Danbury; it has been an integral part of the cultural and intellectual life of the community.

In 2004-2005, Dr. James W. Schmotter became WestConn's eighth president. In his inaugural address “To Change Lives”, President Schmotter reaffirmed the university’s commitment to this historical purpose by outlining his plan for the future of the university with a focus on four pillars: Mastery, Creativity, Diversity, and Opportunity.

While each of these four pillars ultimately supports efforts to achieve student success, identifying diversity and opportunity as two of these pillars highlights an important commitment in leadership and institutional culture. Dr. Schmotter stated:
  Diversity is the third pillar that supports us. I am a firm believer in the argument advanced by the University of Michigan in its 2003 Supreme Court case. The exposure to – and better yet, the valuing of – human diversity enhances learning. Living here in Danbury, Connecticut, with all of our tapestry of different people, we experience this everyday.

We can take better advantage of this tapestry by deepening our community partnerships, by continuing to increase the diversity of the people who work and study here, and by reaching further afield to bring more representatives of other world cultures to our academic community.

The last pillar upon which we here at Western rest is Opportunity. ... We must continue to be true to our roots as an institution that emphasizes the importance of affording access – for first-generation college attendees, for the sons and daughters of recent immigrants, and for career changers trapped in today’s turbulent economy.

Over its 100-year history, WestConn has adapted to the educational needs and demands of the region, as evidenced by its development from a normal school, to a teacher's college offering four-year degrees, to a baccalaureate institution, and, finally, to its present status as a Masters I university according to the Carnegie classification. Most recently, WestConn has implemented its first doctorate in education, focusing on instructional leadership, to meet the needs of the teaching community. With President Schmotter's renewed commitment to diversity and opportunity, WestConn is poised to act on initiatives to address the changing demographic and cultural landscape in the surrounding community.

Current cultural transformation in the surrounding Danbury community presents a unique set of challenges and opportunities that the university has identified and seeks to address. A 2006 "Achieving the Dream in Connecticut" study reported that, according to the Western Interstate Commission for Higher Education, between 2001-02 and 2017-18, the composition of public high school graduates in the state will greatly change. While the income distribution of the population will not change much, the racial-ethnic composition will. The minority share of high school graduates is projected to rise from 24% in 2001-02 to 30% in 2013-14, with Latinos accounting for the bulk of this increase. This is already evident in WestConn's local Danbury community. Furthermore, the composition of WestConn's student body – which is drawn primarily from the immediate vicinity – is beginning to change as the university continues to meet the educational needs of its region. Addressing this new cultural landscape will enable WestConn to make a positive impact on community transformation through our leadership role, consistent with our mission and new strategic plan (2007).

Historically, WestConn has recognized the needs of non-traditional students, of differently-abled learners, and underprepared students. Over the last decade, WestConn has devoted serious attention to meeting the needs of these underserved students. Examples of current initiatives include:
These and other efforts, on the whole, are creative, useful, and well-received. However, they are often disconnected from each other. The same is true for similar programs and initiatives to support student success, which will be discussed in greater detail in Section 2 of this proposal.

Through the development of unique programs to support non-traditional students, differentlyabled learners, and underprepared students, WestConn demonstrates a proven commitment to initiatives that support student success. Retention and graduate rates, however, show that there is still much to do, particularly in the case of minority students. Two important new initiatives reflect WestConn’s commitment to the success of all students:

  1) The university is in the process of planning for an integrated student success center involving all members of the campus community.
2) During the past year, WestConn’s Office of Multicultural Affairs has been actively engaging members of the greater Danbury region in a series of dialogues to identify the needs of students from the increasingly diverse local community.

President Schmotter, along with other campus leaders, in fulfilling his promise to build the university's future on the four pillars of mastery, creativity, diversity, and opportunity, has fostered an institutional culture that allows the university as a community to pursue systemic change and to recognize and support significant contributions to student success. Since 2005, the university has engaged the campus community in a comprehensive visioning and strategic planning dialogue that has focused energies and resources on initiatives that reflect the four pillars. WestConn is now at a critical moment in its history, with the opportunity to take a leadership role in “regional stewardship” to strengthen its relationship with a changing local Danbury community and support its goal of access and achievement for all students.