Download a PDF version of NMSU's Systemwide Economic Development Plan
B. NMSU LEADS 2025 STRATEGIC PLAN
Goal 1: Enhance Student Success & Social Mobility: Be a recognized leader in advancing student outcomes and career success. Student success across the NMSU system is driven by a commitment to learning, degree completion, and career attainment enriched by our research and outreach enterprise. Our students are served by our culture of inclusivity and educational delivery that meets student needs and includes online and hands-on learning. Recognizing the diverse backgrounds of students across the system, NMSU provides a supportive environment for students to become a part of, and contribute to, the campus community, the state, the country, and the world.
Goal 2: Elevate Research & Creativity: Attain Carnegie R1 research ranking by 2025. NMSU recognizes that all disciplines advance research, scholarship and creative activity, and along with the assets of the state of New Mexico, create a strong foundation for teaching, learning, education, training, innovation, and economic development.
Goal 3: Amplify Outreach & Extension: Be a recognized leader in economic and community development. NMSU outreach extends knowledge beyond the university, drives integration of activities, directly and indirectly, and supports student learning, experiences, and success. Our outreach activities include research, connections with communities and families, multigenerational engagement, economic development and entrepreneurship, and collaborative efforts with industry, corporations, and government entities.
Goal 4: Build A Robust University System: Be a recognized as a high performing, diverse, minority-serving, land-grant and space-grant institution. NMSU seeks to improve the university system, across the board, for faculty, staff, students, alumni, donors, stakeholders, and prospective students and their families. Cooperation throughout the NMSU system will be exemplary for university systems across the nation through efficient, effective, and empowering operations that align with our strategic goals.
Proposed Goal 5: Build an Online Global Campus: This goal is currently being developed for consideration by the Board of Regents.
Proposed Goal 6: Build, Elevate and Strengthen Sustainable Systemwide EID Practices: This goal is currently being developed for consideration by the Board of Regents.
As defined by the U.S. Economic Development Administration, economic development creates the conditions for economic growth and improved quality of life by expanding the capacity of individuals, firms, and communities to maximize the use of their talents and skills to support innovation, lower transaction costs, and responsibly produce and trade valuable goods and services.
IV. KEY INDICATORS & UNIVERSITY CONTRIBUTIONS TO ECONOMIC DEVELOPMENT
NMSU’s impact on and contributions to economic development in the state and region come from all sectors and all disciplines. This ongoing work is seamlessly integrated into strategic planning at the college and unit level, as well as the institutional and systemwide level. The below table is not an exhaustive account of economic development activities led by NMSU. Instead, it highlights initiatives that have been identified by colleges and campus units as high-impact opportunities that can be achieved in the near-term to meaningfully accelerate our economic development engine.
University Contribution | Key Performance Indicators | Economic Development Goals | Metrics | Campus Unit or College |
---|---|---|---|---|
Workforce Development | ||||
Increase certification programs supporting regional industry |
Education Income |
1, 2, 3, 4 | Number of programs; meetings with industry representatives | Doña Ana Community College |
Expand degree programs directly supporting NM Economic Development Priorities (Biosciences – Biology, Biochemistry, Biotechnology, Molecular Biology; Cybersecurity; CMI; Data Analytics; Geography and Environmental Sciences) | Education | 1 | Number of graduates from each program increased by 5% | Arts & Sciences |
Develop new degree program directly supporting the needs of NM labs (Computer Engineering) |
Education |
1 | New bachelor degree approved and achieve initial enrollment of 15 students | Arts & Sciences |
Expand current discipline-specific efforts in culturally responsive pedagogy professional development | Education | 2 | Creation of one micro-credential per year on culturally responsive pedagogy in X | Arts & Sciences |
New Energy Economy (Navajo Agricultural Products Industry) | Health, education, income, environment | 1, 2, 3 | Number of jobs by region | Research, Creativity, and Strategic Initiatives |
Plan, implement, assess, and redefine the development of high-demand, relevant career pathways/pilelines in health, education, and social services with its emphasis on social justice and equity, inclusion, and diversity (EID) | Health, education, income | 1, 2, 3, 4 | Number of students enrolling in and completing career pipeline programs | Health, Education and Social Transformation |
Increase strategic partnerships with defense industrial base companies, DoD agencies and DOE laboratories, with regional pressence (NM) to support co-op opportunities for NMSU students through the PSL Classified Ready Em- ployee Workforce (CREW) Program. |
Income |
1, 2, 3, 4 |
Number of CREW students in each annual cohort; Number of registered co-ops with DoD, DoE and defense industry companies |
Physical Sci- ence Lab; Of- fice of Experi- ential Learning |
Increase strategic partnerships with DoD agencies and DOE laboratories in NM and AZ to support co-op opportunities for NMSU students through the PSL Defense Civilian Training Corp Program. |
Income |
1, 2, 3, 4 |
Number of DCTC stu- dents in each annual cohort; Number of registered co-ops with DoD, DoE and defense industry companies |
Physical Sci- ence Lab; Of- fice of Experi- ential Learning |
Develop national security and defense acquisition primer courses that support the re-skill and up-skilling adult learners interested in careers in defense sector |
Education Income |
1, 2, 3 |
Number of students who register and com- plete courses |
PSL; NMSU Global |
Develop a short course designed to train economic development specialists. The course could be included as part of the NM EDGE program or as an NMSU Global Storefront course. The course could be structured similarly to the University of Minnesota Extension training. |
Education |
1, 2, 3, 4 |
Online version of the short course (course material) will be developed within the Canvas infrastructure by the end of 2023. Short course will be made available to economic development stakeholders via NMSU storefront my Mid-2024 |
ACES |
Center for Public Utilities |
Education Income Infrastructure |
4 |
Number of registrants in prof development workshops and courses |
Business |
Center for Border Economic Development |
Education Income |
1, 4 |
Number of student placements through Center efforts and projects (i.e., how many later get jobs due to involvement in Center efforts) |
Business, Arrowhead Center |
Center for Supply Chain Entrepreneurship |
Education Income |
1, 4 |
Number of projects/en- gagements with clients Number of student placements through Center efforts and projects (i.e., how many later get jobs due to involvement in Center efforts) |
Business |
Insurance & Financial Services Center |
Education Income |
1, 4 |
Number of projects/en- gagements with clients Number of student placements through Center efforts and projects (i.e., how many later get jobs due to involvement in Center efforts) |
Business |
Doctor of Economic Development Program |
Education Income |
1, 2, 3, 4 |
Number of students graduating with DED Number and types of roles landed by DED graduates |
Business |
Center for Public Utilities | Education, income, infrastructure | 4 | Number of registrants in prof development workshops and courses | Business |
Center for Border Economic Development | Education, income | 1, 4 |
Number of projects/ engagements with clients Number of student placements through Center efforts and projects (i.e., how many later get jobs due to involvement in Center efforts) |
Business |
Center for Supply Chain Entrepreneurship | Education, income | 1, 4 |
Number of projects/ engagements with clients Number of student placements through Center efforts and projects (i.e., how many later get jobs due to involvement in Center efforts) |
Business |
Insurance & Financial Services Center | Education, income | 1, 4 |
Number of projects/engagements with clients
Number of student placements through Center efforts and projects (i.e., how many later get jobs due to involvement in Center efforts) |
Business |
Doctor of Economic Development Program | Education, income | 1, 2, 3, 4 |
Number of students graduating with DED Number and types of roles landed by DED graduates |
Business |
Research | ||||
Increase use-inspired research projects in all disciplines |
Education Income Health |
1, 2, 3, 4 |
Research funding dol- lars; number of undergraduate and graduate students participating in research |
All |
Establish a National Security Testing and Evaluation Applied Research (NSTAR) Regional Working Group |
Education Income |
1, 2, 3, 4 |
Research funding dollars that is a direct result of convening; number of undergrad- uate and graduate students participating in research; number of papers, presentation, demonstrations |
PSL |
Real Estate & Infrastructure Development | ||||
Establish a senior retirement community at Aggie Uptown through public-private partnership | Health, income, infrastructure | 1, 2, 3, 4 | Opening of the senior community; other milestones TBD | Aggie Develop-ment |
Establish a regional medical provider at Aggie Uptown | Health, education | 1, 2, 3, 4 | Establishment of the provider/facility; other milestones TBD | Aggie Develop-ment |
Plan, implement, assess, and redefine the development of real estate and infrastructure that aligns with the mission of HEST at NMSU to integrate learning, research, outreach, and service promoting social transformation and social justice through engaging our students and various constituencies in education, health, and social sciences | Health, education, income | 1, 2, 3, 4 | Number of real estate and infrastructure projects that have been aligned with HEST mission | HEST |
Develop a Creative Campus at Arrowhead Park |
Education Income Infrastructure |
1, 2, 3, 4 |
Opening of the DACC Creative Campus building; |
Arrowhead Center |
Community & Relationship Development | ||||
Develop an industry-govt relations research liaison role to directing traffic for potential economic development opportunities connected to research | Income | 1, 2 | Establishment of a liaison role | Research, Creativity, and Strategic Initiatives |
Establish and activate the CIRCLE Research Center (Center for Integrative Rural Community & Leadership Engagement) | Health, education | 2 | Establish structure, develop at least 2 community collaborations, submit 2 proposals | Research, Creativity, and Strategic Initiatives |
In-Land Transportation Hub at Santa Teresa | Education, income, infrastructure | 1, 2, 3 | Number of companies that move to NM and number of jobs created | Research, Creativity, and Strategic Initiatives |
Plan, implement, assess, and redefine the development of multidisciplinary and cross-sectoral community-university partnerships to enhance transformative education, health, and social services/sciences programs and promote socio-economic mobility to elevate, uplift, and empower peoples, families, and communities | Health, education, income | 1, 2, 3, 4 | Number of new and continuing partnerships | HEST |
Indian Resources Development (IRD) will conduct asset and needs assess- ment with specific departments at tribal nations in New Mexico to identify ways in which to support those nations in advancing their economic development goals in agriculture, natural resources, engineering, energy, business, workforce development, and education. |
Education Income |
1, 2, 3, 4 |
IRD will conduct three asset and needs as- sessments each year with specific depart- ments at tribal nations in NM to identify ways in which to support those nations in ad- vancing their economic development goals |
ACES |
Serve as a leader for K-12 entrepreneur- ship education in New Mexico |
Education Income |
1, 3 |
Number of NM coun- ties participating in entrepreneurship edu- cation Number of K-12 student participating in entrepreneurship education |
Arrowhead Center |
Produce actionable business and eco- nomic research for stakeholders in New Mexico |
Education Income Infrastructure
|
2, 3 |
Number of professional business or economic research projects com- pleted |
Arrowhead Center, C-BED, Center for Supply Chain Entrepreneur- ship |
Technology Transformation | ||||
Offer Regional I-Corps Programs to students and faculty with innovative research in New Mexico |
Education Income |
1, 2 |
Number of teams participating from New Mexico |
Arrowhead Center |
Develop a STTR training program for faculty members and graduate students in STEM areas | Education, income | 1 |
Develop and deploy 1 STTR training workshop per semester
|
Arrowhead Center |
Implement transformative technologies in our region Example: Phase I SBIR contract at PSL with Corvid Technologies to develop a hypersonic antenna system that is deployable from the aft plate of a hyper- sonic boost glide vehicle. |
Health, education, income, environment, infrastructure | 1, 2, 3, 4 |
Number of jobs created; number of technology demonstrations/ implementations |
Arrowhead Center, PSL, others |
Provide access to Subject Matter Experts at NMSU through Technical Assistance programs |
Income Infrastructure |
2, 3 |
Number of technical assistance projects completed by NMSU subject matter experts |
Arrowhead Center |
Plan, implement, assess, and redefine the development of technology transformation to advance education, health, and social services/sciences programs with its emphasis on social justice and EID | Health, education, income | 1, 2, 3, 4 |
Number of health, education, and social sciences-related technology projects launched or supported |
Health, Education and Social Transformation |
Further develop artificial intelligence/ machine learning electromagnetic signal processing technology developed by PSL inventors toward commercialization (OPEN VPX) P atent Pending |
Income Infrastructure |
4 |
Software licensing royalties; Number of jobs created; number of technology demonstrations/ implementations; number of coorperative agreements |
PSL |
nology for use in hypersonic research developed by PSL inventors toward commercialization |
Income Infrastructure |
4 |
Number of jobs created; number of technology demonstrations/ implementations; number of cooperative agreements; number and amount of industry contracts |
PSL |
Business/Entrepreneurship Acceleration | ||||
Expand Arrowhead programs, resources, and services to those areas and populations with the least access to such assets | Education, income | 1, 2, 3 | Number of rural communities participating in Arrowhead business acceleration programs; percentage of Arrowhead clients from rural and tribal communities; ethnic/racial minorities, and women | Arrowhead Center |
Develop entrepreneurship extracurricular learning content for students in various disciplines | Education, income | 1, 4 | Deliver entrepreneurship learning content to students in at least two colleges per academic semester | Arrowhead Center |
Serve as a leader for student entrepre- neurship in New Mexico |
Education Income |
1, 3 |
Number of Studio G Sites at colleges and universities in New Mexico; Number of New Mexico student |
Arrowhead Center |
Serve as a leader for Native American entrepreneurship in New Mexico |
Education Income |
1, 3 |
Number of tribal communities served by Native American entre- preneurship programs; Number of Native American entrepre- neurs participating in Studio G |
Arrowhead Center |
Plan, implement, assess, and redefine the development of collaborative innovation entrepreneurial incubators and accelerators in education, health, and social services/ sciences with its emphasis on social justice and EID | Health, education, income | 1, 2, 3, 4 | Collaborate with Arrowhead Center on one or more incubator/accelerator project related to education, health, and social services/sciences | Health, Education and Social Transformation |
Amplify impact of research on society and the economy by accelerating technology and knowledge transfer as well as associated entrepreneurial activities | Health, education, income, environment, infrastructure | 1, 2, 3, 4 |
Formalize eight corporate partnerships that result in: - Utilization of NMSU research results - Direct funding for applied research - External funding for technology maturation to turn research results into usable applications
Spin-out five companies from NMSU, engaged faculty as technology science advisors or founders. - Licensing/royalty income - Shareholder in company |
Research, Creativity, and Strategic Initiatives |
Center of Excellence in Sustainable Food and Agricultural Systems agricultural economists will conduct series of economic/business feasibility assessments for value-added food products and businesses. |
Education Income |
1, 2, 3 |
Two economic/business feasibility assessments will be conducted annually for three years. |
ACES |
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