Pursuit of Academic Excellence for Human Well-being

Strategic goal themes

Pursuit of Academic Excellence for Human Well-being | Research in Action | A Culture of Inclusion | Social Responsibility through Community Engagement | Formation of Hearts and Minds | Sustainability of Valuable Resources

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  • Overview
  • Fall 2018
    Student Enrollment
    11,605 1.6%
  • Fall 2018
    ACT 25th-75th Percentile
    24-30 (0)-(1)
  • Fall 2012 (cohort)
    Graduation Rates
    84.7% 4.5%
  • Fall 2017 (cohort)
    87% -2.0%
  • 2016-17
    Employed or in School Full-time
    86% 2%
  • Spring 2018
    High-Impact Experience Participation
    78% -3.0%
  • Fall 2018
    Student-to-Faculty Ratio
    14 0.0
  • Fiscal Years 2015-16 and 2016-17
    Educational Expenditures per FTE Student
    $32,628 3.5%
Pursuit of Academic Excellence for Human Well-being


Dr. Kimo Ah Yun
Acting Provost and Dean of the J. William and Mary Diederich College of Communication

Goal statement

Advance Marquette as a highly ranked destination university, renowned for academic rigor, high-impact educational experiences, innovation in teaching and learning, and achievement of its community of scholars.


Enhance the quality and rigor of our undergraduate and our graduate programs


  • Continue to assess and improve the quality of our academic programs through a comprehensive program review process
  • Achieve optimal enrollment growth and yield of good fit students through the development and implementation of a unified and strategic enrollment management plan to reach a national and international market
  • Revise and deliver a core curriculum that serves as the foundation for the formation of mind and heart and prepares students for lives of meaning and well-being in the 21st century
  • Promote signature undergraduate and graduate programs
  • Develop, offer and promote innovative interdisciplinary programs that meet the needs of our students as they enter the global society
  • Ensure appropriate learning contexts for courses defined by intensive learning assignments and extensive faculty-student engagement
  • Identify the needs of and ensure academic support opportunities for students, especially higher-at-risk, first-generation and underrepresented students
  • Continue to prepare students for post-graduation outcomes, including job placements, educational advancement into graduate or professional schools, fellowships, service opportunities, or other opportunities that meet their career aspirations
  • Refine and strengthen the continuous improvement of academic excellence, in and beyond the classroom, through outcome assessment of both curricular and co-curricular experiences and the requisite faculty and staff development in these areas to effectively assess student learning

Engage students in high-impact educational experiences


  • Establish an infrastructure of support and resources for faculty, instructors and student development staff to encourage the offering of quality high-impact educational experiences
  • Develop scaffolding opportunities for high-impact educational experiences, beginning with a first-year learning seminar and living/learning communities, evolving to opportunities for study abroad, service learning, undergraduate research, internships and, where appropriate, capstone experiences
  • Develop frameworks for students to leverage, document and intentionally integrate their high-impact educational experiences within the trajectory of their chosen careers and to develop lives of meaning
  • Encourage curricular innovation by faculty and departments, especially innovations that dovetail high-impact educational experiences with the Core of Common Studies

Enhance innovative teaching and transformative learning experiences through the availability, knowledge, and use of technology and instructional tools


  • Maintain and, where appropriate, enhance the fixtures, technology and physical equipment/devices to facilitate multiple modes of learning in classrooms
  • Cultivate an appreciation of teaching excellence with appropriately targeted resources and learning opportunities for faculty, instructional and student development staff that enhance their teaching effectiveness by incorporating evidence-based best practices into their curricula
  • Provide strategic material, technological, and pedagogical support for faculty, instructors, and student development staff so they may enhance their use of digital learning technologies for flipped classrooms, hybrid, and online learning across the curriculum and beyond the classroom
  • Make available appropriate equipment, tools and support for students engaged with digital media in their learning
  • Ensure that all faculty, including contract/contingent faculty, have adequate support for instructional excellence at Marquette, with departments having meaningful conversations about best practices in teaching and learning

Promote the achievements of our community of scholars


  • Increase the visibility of our community of scholars by encouraging, supporting, tracking, and promoting peer reviewed publications and presentations by our faculty, staff and students
  • Provide support and incentives for faculty to seek, apply, and obtain faculty awards and recognition (professional fellow status, professional service recognition awards, etc., at a national level)
  • Involve faculty and students in academic social media sites such as Google Scholar and ResearchGate
  • Enhance the visibility of our community of scholars by hosting conferences, increasing media coverage of scholarly activities, promoting the expertise of our faculty and staff, and disseminating information regarding these achievements and expertise to external constituencies

Academic Excellence dashboards

Associated with this theme are several key metrics, which help us assess our progress toward the achievement of the goal. For each metric, Marquette’s current value is shown in comparison to the previous value, along with an indicator of the direction of the change. More detailed data are accessible for each metric, including a trend over time and, if available, a comparison to a group of 22 referent universities comprising both peer and aspirational schools. Often, the availability of comparison data lags by a year or more. For some metrics, comparison data cannot be disaggregated by school; thus, only group comparison statistics are shown. For internally tracked metrics, although comparative data are not available, the data will be tracked over time.