2015-2016 Institutional Degree Completion Plans · · 2016-02-13Institutional Degree Completion Plan ... to develop and implement a strategy that seeks to identify students not

Oklahoma State University (OSU) Institutional Degree Completion Plan

2015-2016

FOCUS ON READINESS

Higher education and K-12 will work together to develop and implement a strategy that seeks to identify students not on target to be college-ready th thby graduation and targets activities in the 11 and 12 grades to reduce remediation demands in the transition from high school to college.

High-impact strategies How will we do it?

Who will be responsible?

What is the timetable? Measures of success?

Progress from last report?

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K-12 Distance Learning Academy

High School courses in: Calculus German

Our K-12 Distance Learning Academy provides high school courses. Program

features include: 1) Flexible and convenient class

schedules, 2) Works for block scheduling and/or yearlong classes, 3) Full

support services, 4) Tutors and instructors available on

toll free line, and 5) Interactive technology

Shane OMealey, Program Coordinator,

Arts and Sciences Outreach

Sabine Lewis, Program Coordinator

Courses are offered each semester

A working group will be convened in Fall 2015 to discuss program expansion

of the Academy

The numbers of students enrolled in these courses continues to be tracked in

each academic field covered by the program.

German: 2012-2013: 1,536 2013-2014: 1,463

Spanish: 2012-2013: 145 2013-2014: 182

AP Calculus: 2012-2013: 17 2013-2014: 17

K-12 Distance Learning Academy

High School courses in:

German: 2014-2015: 1542

AP Calculus: 2014-2015: 12

Upward Bound Program with the

objective of preparing low-income, first-generation students for

success in higher education

The process will include monthly grade checks,

weekly tutoring, ACT Prep workshops, Nelson-Denny

Reading Assessment annually, six-week

residential component in the summer with 1:15 teacher student ratio, and 6 hours

study hall each week during summer component.

Jennifer Chessmore, Program Director;

Emily James, Program Academic

Coordinator; Academic Year Tutors; Summer

Teaching Staff; and Summer Residential

Instructor Staff

Grades are monitored monthly,

ACT scores recorded after the student tests, so

increases in these are expected on a year-round basis.

Progress is measured on an

annual basis.

The average ACT and average GPA for students

in the program have shown a slight increase. The retention rate for these

students remains over 90%.

Upward Bound Program with the

objective of preparing low-income, first-

generation students for success in higher

education

2015-2016 Oklahoma State University Degree Completion Plan Page 1 of 236

TRANSFORM REMEDIATION

Every Oklahoma institution will implement transformational models of remedial placement and support through a statewide phased implementation and refinement process.





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ALEKS for math placement. Use

data from ALEKS and Institutional Research to target at-risk students for additional

assistance and

a. A new pilot program in College Algebra allows students who do

not quite make the cut-off score to take the course as long as they attend two hours per week of

specially-designed supplemental instruction, avoiding remediation.

b. The Mathematics Learning Success Center tutors thousands of students per year, including those working to refresh their mathematics knowledge and

avoid remediation. The MLSC also tutors students taking math classes at Northern Oklahoma

College. c. Department of Mathematics

faculty meet with campus units to discuss degree plans and

Department of Mathematics

is responsible, in

coordination with

University Assessment and Testing

and Directors of Student Academic Services,

ALEKS has been in effect since

Summer 2012. The Department of Mathematics evaluates its courses on a

continuing basis and adjusts

pedagogy and personnel

DFW rates in lower-division math courses are at historic lows,

and enrollments are at historic highs. In Fall 2015, we will

measure the success of students in the pilot College Algebra

against those taking remedial classes and against the overall

course success rates.

Pilot program in College Algebra in place for fall 2015

and will be expanded to other courses if

successful. Continue using ALEKS for

math placement. Use data from ALEKS and Institutional

Research to target at-risk students for

outreach. determine whether alternate math course pathways would better

serve students. d. Data from ALEKS,

Institutional Research, and in-class diagnostics are used to

identify and target at-risk students at the start of each semester for

additional attention.

DSAS. accordingly. additional assistance and outreach.






The COMPASS test has been

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Continued use of COMPASS

Science Reading Test for Science

placement. New

implementation of prerequisite courses or a

score of 70+ on the ALEKS exam for

For COMPASS, scores in the range of 71- 100 on the test clear the need for science remediation. Students taking PHYS 1114 must pass either MATH 1613 or 1715

with a grade of C or better, or score a 70+ on the ALEKS math

placement exam.

University Assessment and Testing, UAT, and

Division of Student

Academic Services, DSAS.

Use of COMPASS Science Reading test for science placement was implemented in Summer 2013.

Starting with Fall 2014, PHYS 1114

implemented a prerequisite of MATH 1613 or

1715, each with a grade of C or

better, or 70 or higher on the ALEKS math

placement exam. Starting sometime

Since July 1, 2013 103 students have taken the COMPASS

Science Reading test. Of those 103, 89 scored a 71 or higher. 63

students who cleared science remediation using COMPASS have taken a science course; 7

(11.1%) made an A in their science course; 13 (20.6%) made

a B, 15 (23.8%) made a C, 7 (11.1%) made a D, and 11

(17.5%) made an F. F/W rates for PHYS 1114 did not changed

significantly in the Fall semesters since requiring and ALEKS score of 70+ (13% in

discontinued by ACT (the publisher).

Beginning in Fall 2014, OSU plans to

switch to another placement test

(ACCUPLACER). The Science Reading

test will be discontinued when

we begin administering

ACCUPLACER. Students can clear this remediation by

scoring appropriately on the ACT residual exam or by taking a

remedial science enrollment in PHYS 1114.

in the 2015-2016 academic year, we will be utilizing a

new science placement process

because the COMPASS test is

being discontinued.

FA13 vs. 16% in FA14) but were significantly different in the Spring semesters 18% in

SP14 vs. 25% in SP15).

course. We will continue

implementation of prerequisite courses or a score of 70+ on the ALEKS exam for enrollment in PHYS

1114, and DFW rates will continue to

be monitored.


BUILD BRIDGES TO CERTIFICATES AND DEGREES

Develop, implement, or expand a Program Equivalent Project that bridges Career Tech course completion to certificate and Associate in Applied Science (AAS) degree completion in the community colleges. Projects may also include college and university partnerships in reverse-

transfer initiatives for certificate and associate degree completion.


Who will be responsible? What is the timetable? Measures of success?


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Reverse Transfer Initiative

Institutional communication with Academic

Affairs/Registrars at community colleges to share

contact information for students who potentially qualify for Associates

Degrees

Celeste Taber, University Registrar

2013-14 Piloted the initiative by inviting all 14

two-year state institutions to participate

2014-15 Refine and continue the initiative

2015-16 Continue the OSU initiative and collaborate with OSRHE to explore a statewide reverse transfer

model for all OK universities and colleges

The 2014-15 reverse transfer initiative included 13 of the 14 Oklahoma community colleges,

and 104 Associates Degrees were awarded as a result of

OSU reverse transfer. Another 48 degrees were awarded from the 2013-14 project, bringing

that total to 223 degrees.

FINISH ORANGE

Reverse Transfer Initiative

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FINISH ORANGE Transfer

Agreement Initiative

The OSU Transfer Agreement process is a

multi-college initiative to interact with other

institutions to develop agreements about

coursework so that students may complete OSU degrees seamlessly after beginning

college someplace else. Transfer Agreements and the transmission of that

information to prospective students are the two

essential stages of the project.

Amy Cole, Director of

Transfer and Veteran Student

Academic Services

FINISH ORANGE Website Launch January 1, 2016

The measure of success for 2014-14 is the completion of 38

either new or revised agreements TCC. For future assessment the numbers of

1) finalized transfer agreements,

2) OSU degrees associated with agreements, and

3) institutions with whom OSU holds agreements will be

tracked. Also, how transfer students perform will be

assessed.

FINISH ORANGE Transfer

Agreement Initiative included

meetings among faculty and

administrators with OSU/NOC

and TCC to discuss transfer agreements and

processes.


REACH HIGHER FOR ADULT COMPLETION

Further expand and develop Reach Higher as a degree and certificate completion effort that involves the entire system of postsecondary education.





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OSRHE Policy 3.11.6

Academic Forgiveness

through Academic

Reprieves and Academic Renewals

Students complete a petition. Petitions are

available on the Academic Affairs

website.

Petitions and information are available from

Rae Ann Kruse, Academic Integrity

Coordinator

Students who meet the forgiveness

criteria, may petition for

forgiveness any time during the school year. A

forgiveness committee meets as

needed.

Although Oklahoma State is not part of the Reach

Higher consortium, we do support OSRHE policy

regarding Academic Forgiveness. OSU edited the Reprieve and Renewal

policies and procedures (02/2015) to more closely

align with OSRHE.

OSRHE Policy 3.11.6 Academic Forgiveness

through Academic Reprieves and Academic

Renewals


OTHER LOCAL INSTITUTIONAL PRIORITY AREAS FOR DEGREE COMPLETION





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LASSO Center initiatives to

create University-wide student success support for the OSU student community

Define levels of student success and integrate

LASSO center coaching, tutoring, and

supplemental instruction initiatives into the

educational transition process for every University College

Advising student while providing academic

related services to all OSU students in need

Missy Wikle, Director, First

Year Experience Monty Stallings,

Coordinator, LASSO Center

Yearly evaluation of program impact in terms of overall

student goal accomplishment, academic success,

retention, and utilization of

services

Utilization of LASSO services continues to increase, along with the retention and GPA of students served. Retention and GPA will be tracked in conjunction with identifying impact services to

improve self- efficacy and personal success. Services

through coaching, tutoring, and supplemental instruction continue to correlate with student success.

LASSO utilization of advising and success center

team-based initiatives to

create unit wide student success

while supporting the OSU student

community




What is timetable?

Measures of success?


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Higher Learning Commission, HLC, Quality

Initiative Third Year

As part of the HLC accreditation cycle a

Quality Initiative that focuses on

retention and first year student success

is continuing. A consolidated

campus effort to provide a unified

first year experience is underway.

Pamela Fry, Associate Provost Brenda Masters,

Director, University Reaccreditation

Implementation of the unified first

year experience is underway. Other

aspects of the HLC Initiative,

such as improvement of advisement and development of

better communication modes between

students and Academic Affairs,

will be in place prior to the

summer of 2015 when the report on

the initiative is due to the HLC.

Improved first year retention

and increased 4-year and 6-year graduation rates.

Retention Rates: 2012: 79.0% 2013: 78.6% 2014: 81.3%

4-Year Graduation

Rate: 2012: 34.5% 2013: 34.2% 2014: 38.7%

6-Year Graduation

Rates: 2012: 62.3% 2013: 60.8% 2014: 61.1%

Higher Learning Commission, HLC, Quality Initiative

Third Year




What is timetable?



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In January 2015, OSU Regents approved a new

academic unit, the University College, to

coordinate university level services to support

undergraduate student success.

Under the University College framework, OSU houses five key

offices to directly support student

success: 1) University College

Advising and LASSO Academic

Services, 2) Transfer Student

Services, 3) Veteran Student Services, 4) Dual

Enrolled High School Student

Services, 5) Scholar

development and Undergraduate

Research.

Pamela Fry, Associate Provost

Missy Wikle, Director, University

College Advising Amy Cole

Director, Transfer and Veteran Student

Academic Services Jessica Roark

Interim Director, Scholar Development

and Undergraduate Research

All staff will be in place August

2015. Offices are located in three

areas of the OSU Student Union. In Fall 2015, several events

and publications will communicate

the services to students and

others.

1) Increased rates of admission, retention, and graduation of all undergraduate students and, in particular, alternatively admitted, transfer, and veteran students.

2) Expanded offerings to concurrently-enrolled high school students.

3) Increased participation of students in scholar development initiatives.

Assessment of each initiative will be conducted and

reported.


University of Oklahoma (OU) Institutional Degree Completion Plan

2015-2016

FOCUS ON READINESS


High-impact strategies

How will we do it? Who will be responsible?

What is timetable?



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Shifted from a focus on

Common Core Standards to Oklahoma Academic Standards

Alignment with Governor Fallins most recent initiative to strengthen high school curriculum Dean Gregg Garn

Currently underway should be completed

by May 2016.

Teacher Education

graduates are able to create

instruction that promotes

attainment of Oklahoma Academic Standards.

Integrated into professional sequence of core classes

for all undergraduate teacher education programs

Continued collaboration

across Oklahoma

School Districts to

Via their statewide network

-K20 GEAR UP for SUCCESS project 3700 students (12th grade) from 32 OK high schools

-Creating technology-enriched learning communities with authentic learning experiences for OETT high

school students.

K-20 Center staff

GEAR UP for

SUCCESS 12th graders (graduate May 2015

Other K20

_Participation of GEAR UP for SUCCESS 12th graders in

project activities for college ready

culture.

GEAR UP includes 32 rural districts and 3700

students.

OETT works with ~ 188 schools; 5,320 teachers; and 76,893 students engage in -K20 STEM ready schools 12 elementary schools projects

applied receive systemic professional development in STEM ongoing -Evaluation of K20 STEM is working research that education for teachers. K20 with 24 elementary schools creates and professional on an ongoing basis sustains K20C3 project provides high quality professional development innovation and development, appropriate resources and exemplar activities transformation lessons for teachers to implement the College, Career,

. and Citizenship (C3) Oklahoma Academic Standards as well as problem-centered pedagogy, best practices,

and the5E lesion design.

New project




What is timetable?



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-The K20Alt program supports teachers in alternative classrooms to implement best teaching practice and

strategies for engaging at-risk students.

K20Alt has teachers from all 50 states and 81 countries who have

downloaded lessons and 4500registered users.

Strengthening Urban Teacher

Preparation

Collaboration with OKCPS, and UCO to further strengthen structure and experiences within Urban

Teachers Preparation Academy (UTPA).

Associate Dean Terri DeBacker

Currently underway,

complete by May 2016.

Greater control of UPTA intern placements by

OU/UCO; hiring a UTPA

coordinator within OKCPS administrative

structure.

OU has 6 students participating within the

UTPA structure.

-Establishing mentoring

program for teacher

education graduates in

their first year teaching in Oklahoma.

Work with key faculty to re-design current mentoring program to increase reach and effectiveness.

Associate Dean Terri DeBacker

Literature review

complete. Faculty team

identified. Plan in place

by Dec 2015.

Implementat ion

beginning Aug 2016.

Teacher Ed graduates who

wish to participate in the mentoring program are assigned an

effective mentor and

report satisfaction

with the mentoring

New

program.




What is timetable?



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Pilot co-teaching model of student

teaching.

Collaborate with Norman Public Schools to complete training and pilot the program.

Dean Gregg Garn

Leaders have

completed training. Four co-teaching

pairs piloted model in

Fall 2013. Plans

underway to improve and grow the co-

teaching program.

Organic growth of co-teaching

model with NPS.

% NPS schools are piloting the co-teaching model.

Oklahoma Writing Project

Collaborate with elementary, middle, and high school writing teachers across Oklahoma.

Dr. Pricilla Griffith

Teachers go through OWP

training and PD to

improve students writing skills.

80 schools across the state of Oklahoma, south of I-40. 1,712 teachers have

participated.

Providing

Early Childhood Education Institute

Supports early childhood programming and policies through research and professional development.

Dr. Diane Horm

research based

evaluations of early

childhood programs including Educate.

More students academically and socially

ready to begin school.

Working with 7 School districts across the state.




What is timetable?



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OU-Tulsa Professional Development Leadership Academy

Provides professional development for Tulsa area education leaders.

Dr. Bev Edwards.

Providing research

based professional development

for Tulsa area

educational leaders.

This project has worked with over 100 1st and 2nd

year principals in TPS and surrounding districts.

Tulsa Public Schools

Information Projcct

Measuring the psychological health of students and the capacity of schools to deliver high quality learning

experiences for all children.

Drs. Adams and Forsyth

Surveyed annually

Working to build trust

between Tulsa families and

schools.

Provided 21- school reports and data from over

30,000 students.





How will we do it?


What is timetable?

Measures of success? Progress from last report?

Fall 2013 we had the first group of students enrolled in this program

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Implemented a completely

revised developmental math delivery

system

Partnered with Redlands

Community College

instructors, created

financial aid consortium

Nick Hathaway,

Nancy Matthews,

Jim Pappas, Matt

Hamilton, Nicole

Campbell

First pilot enrollment was in Fall 2013, now done every semester .

RCC provides

instruction on the

Norman-campus for

Data is analyzed and compared to former remedial math completion rates. Longitudinal data are being

collected for a more comprehensive picture of the impact of

implementation. (Meanwhile, see the comparison data in comment

above)

Enrollment Fall 2013 DMAT 0113 287 DMAT 0123 283

Enrollment Fall 2014 DMAT 0113 233 DMAT 0123 269

Enrollment Fall 2015 DMAT 0113 - 283 DMAT 0123 - 294

Success rates of fall 2013 students in class were 78% for DMAT 0113 and 68% for

DMAT 0123, up from 61% and 55% respectively. DMAT 0113

and DMAT 0123

Success rates of the fall 2014 students were 71% for DMAT 0113 and 67% for DMAT

0123 students. Moreover, success in a college-level math

class after taking this program increased by over 10%



How will we do it?


What is timetable?

Measures of success? Progress from last report? T

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Review of entry level

Math assessment

Review current assessment

tools and their predictive success in

placing freshmen into

Math courses in which there are

successful

Reviewed the current

assessment

Glen Krutz, Victoria

Sturtevant, Keri

Kornelson, Catherine Hall,

and Nicole Campbell

Fall 2016 full

implementat ion

If we decide to revise or change assessment tools, we will compare

student successful completion of Math courses from 2013-2014 to 2014-

2015. Will move this to spring 2015 because of two major changes made in

the last two summers that will need time to play out and have an impact on

math course performance: in july 2012 we removed the one-year

expiration on ACT math subscores, taking all test scores no matter how distant or dated; in summer 2013 we removed the GPA requirement on the

math placement rubric after determining that it was harming our

better students, and to bring our placement practices in line with the

rest of the state. The decision has been made to change

to the ALEKS (Assessment and Learning in Knowledge Spaces). This

New

tools and proposed a change to

ALEKS-PPL

robust math assessment tool will provide detailed and in-depth reports on the specific topics students need to

learn to progress into college level math. The conversion to ALEKS-PPL

is happening during the Fall 15 semester. ALEKS-PPL contains interactive learning modules that

students can access before retesting to improve their scores and detailed

reports that help students understand the concepts that need attention.




transfer initiatives for certificate and associate degree completion. High-impact strategies How will we do it? Who will be

responsible? What is

timetable? Measures of

success? Progress from

last report?

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Reserve transfer

Ongoing discussion with Oklahoma institutions with mission to grant Associates degree

currently working with Rose State and OCCC, plan to also work with

NOC and WOSC in future

Matt Hamilton,

Laurie Tinsley

In Summer 2015, we provided

data back to these feeder schools and

we contacted all

students who were

good candidates for gaining

an Associates

degree

Really measured by

the feeder schools number of Associates

Degrees retroactively

awarded

Contacted 217 former OCCC

students/current OU students and 92 former Rose

State students/current

OU students who may have earned AA/AS degree.

Modification of existing degrees and development of new degrees that address BOTH student interest and

market need The development of

academic degrees/certificates goes

through the standard pipeline department-

college-graduate college-academic program council Provost-President-OU

Regents - OSRHE

Appropriate academic units

and review committees

Ongoing

Final approve of modified degree, new degree, new certificate.

Student enrollment

Degree/certific ate completion

Monitored by both OU and

OSRHE


High-impact strategies How will we do it? Who will be responsible?

What is timetable?



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COMPLETED

-Secondary Transition Education Specialist, Graduate Certificate, Department of Educational Psychology,

College of Education

-Applications of Educational Research & Evaluation, Graduate Certificate, Department of Educational

Psychology, College of Education

-BFA in Visual Comm., School of Art, College of Fine Arts

-Entrepreneurship, Graduate Certificate, Price College of Business Administration

-MS in Environmental Sustainability, School of Geography & Environmental Sustainability, College

of Atmospheric and Geographic Sciences

IN PROCESS

-development of M.S. in Data Science & Analytics, College of Engineering

-development of a Corrections Management Graduate Certificate, College of Liberal Studies

-development of M.A. in Global Affairs, Department of International & Area Studies, College of

International Studies

-development of a minor in Engineering Water & Sanitation Health Sustainable Development

-development of an accelerated dual degree program in Arts & Sciences BA in Pol Sci/MPA



What is timetable?



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-development of an accelerated dual degree program BS/MS in petroleum engineering

-development of the MS in Natural Gas Engineering in on-line format

-development of a graduate certificate in natural gas technology in regular and online delivery

-modification of the BA and BS in GIS to allow for more efficient program delivery

-change of degree name from bioengineering to biomedical engineering to better reflect degree

content and attract more students.

COMPLETED: Development & approval of Graduate Certificate in Restorative Justice, complementing previous grad certificates in Corrections and in Administrative

Leadership

Pappas; Banz Ongoing Enrollment & Completion

First graduate with Restorative Justice certificate

is on track to finish in 2015-16

NEW CERTS UNDER DEVMT and planning to be submitted in 2015-16:

Graduate: 1) Leadership Coaching Development of 2) Volunteer Leadership certificates through Pappas & 2015-16 3) Drug Policy standard pipeline Banz

Undergrad: 1) social entrepreneurship

2) administrative leadership 3) registered behavioral technician




High-impact strategies How will we do it? Who will be What is Measures Progress from responsible? timetable? of success? last report?

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New Degree: Lifespan Care

Implementati on underway and will be

completed in Fall 2016

increased enrollment

Fall 2014: Majors = 13

Enrolmts = 42


Enrolmts = 90

New degree:

World Cultural Studies

Implementati on underway,

with full rollout by

Spring 2016

Increased enrollment

Fall 2014: Majors = 10 Enrlmts = 28


New degree:

MS in Criminal Justice

Implementati on completed in Fall 2015



Enrlmts = 149



High-impact strategies How will we do it? Who will be What is Measures Progress from responsible? timetable? of success? last report?

Cooperative program with OU College of Increased Law to facilitate bachelors completion (Legal Assistant Education and B.S. in Pappas; Banz Ongoing

enrollment &

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Admin Leadership) completion

MOU/MOAs with a variety of professional law entities to promote program options

(FBI Natl Academic, FBI-Law Enforcement Executive Leadership

Association, U.S. Marshalls Service, Community Anti-Drug Coalitions of

America, etc.)

Pappas; Banz Ongoing


& completion

Targeted travel to high-yield Increased

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in all CLS programs recruitment venues, esp. trade

associations; focused awareness Pappas; Banz Ongoing enrollment

& marketing completion

Focus on retention for returning adult students

Online community-building activities for distance learners (Virtual Student Union, network/mentor enhancement

Pappas; Banz Ongoing Increased completion




How will we do it?


What is timetable?



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Continued study of undergraduate student

persistence and intensity of engagement

The Presidents Graduation &

Retention taskforce continues to review

amount of time undergraduate

students spend on educational

activities (in class and studying, conducting research)

Combines effort across Academic Affairs,

Student Affairs, and Administrative/Executive

Affairs

Ongoing

Improvement in retention and

graduation rates

Increase in average number of credit hours

taken each semester

Increase to summer

enrollment

We will assess total number of credit hours taken by

undergraduates in 2015-2016 following another complete year of

the flat-rate tuition policy.

Decreasing time to degree for graduate

students

The OU-NC Graduate College is creating a tracking

system to monitoring all

graduate students.

Dean of the Graduate College, Lee Williams

Ongoing, initial program ought to be in place in two

years

Decreased time to degree for various

groups of graduate students

Tuition waivers capped by total number of hours required for degree

Ongoing relook at and redesign of Graduate College forms for

relevancy

Pilot evolving program of study program through iAdvise for Advanced Program students

Collaboration with CollegeNET on Progress System

Investigating Degree Navigator and Degree Works as possible software

solutions for graduate degree auditing


Cameron University (CU) Institutional Degree Completion Plan

2015-2016

FOCUS ON READINESS



What is timetable?



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Continue visits to six major feeder high schools to talk with students and teachers

about college readiness

Structured events at Camerons major

feeder schools (Cache, Duncan, Elgin, and

LPS)

Department Chairs and faculty

working with AVP Kingsley

Nature and focus of

meetings with schools to be determined

early in the fall semester,

implemented through 2015-

16

Fewer entering students requiring

remediation

Worked with LPS teachers in math, English, and Science; gave college readiness presentation to

senior class at Duncan High.

Continue work with P-16 Transitions Committee to

P-16 Committee will meet at least once a Assistant Vice Committee will meet at least

Fewer entering

The committee met twice last year, once in fall and once in Spring. Committee members

from LHS, Eisenhower, Elgin, Cache, and Duncan were present, create vertical alignment semester to exchange President for once per students as well as Cameron faculty. between 12th grade and the information and Academic Affairs semester requiring Members from LHS, freshman year of college develop action plan remediation Eisenhower, Elgin, and Cache

were also present for the meetings.


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What is timetable?



Continue development, promotion and

implementation of the Cameron Connection

College Planning Camp to attract students from rural high schools in Southwest Oklahoma and assist them with college planning and

eventual college attendance. In the 2015-2016 AY,

include a parent training piece to the camp.

Selected students live on campus and participate in an informative and

interactive curriculum designed to help

students begin making preparations to attend

college after graduation

Associate Vice President for

Academic Affairs

Began in Summer 2013 and continuing

More students

enrolling in a degree program after high

school

Held June 7-11 with 40 students in attendance. Topics covered

included exploring the life-long benefits of a college education, the costs of a college education,

how to financially plan for college, academic preparation for

college, choosing a major, test preparation and more.






What is timetable? Measures of success?


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Expand co-requisite model of remediation in English and expand co-

requisite model to remedial mathematics

Offering nine sections of co-

requisite developmental

English and a pilot section of co-

requisite developmental

math in Fall 2015

Assistant Vice

President for Academic Affairs;

academic deans and

chairs

Begin in Fall 2015

Higher percentage of students

completing remedial mathematics and English; maintain

success rates in first college level course

Sections have been scheduled and are running; success rate in co-requisite developmental English is 78%, much higher than in the

traditional developmental format.

Undertake comprehensive review of

remedial course placement

Relevant deans, chairs, and

academic VPs meet to develop recommendation

Assistant Vice

President for Academic Affairs;

academic deans and

chairs

Recommendation will be finalized by the end of the academic year

Higher percentage of students completing remediation

sequence; reduced time to first level

college course

New this year

Expand one month placement test

preparation boot camp to students entering in

the Spring semester and expand capacity of the

summer boot camp.

Offer one-month hybrid format test prep boot camp to entering students

with remedial needs through the

universitys academic support

labs.

Vice President for

Academic Affairs

Offer boot camp for Spring 2016 and expand summer

program for summer 2016

Students will improve CPT scores and improve course

placement

Pilot was offered in Summer 2015, with 7 students improving

scores and 4 improving placement.








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Develop Associate of Applied Science in Organizational Leadership with options in Allied Health, Business

Administration, and Sales & Customer Service

Complete curriculum process, develop

necessary coursework, broaden marketing to Career

Tech graduates, work with deans, chairs

and faculty in related areas


Academic Affairs and faculty in Adult &

Continuing Education

Program will begin by Fall 2016

10 students enrolled by Fall

2016 New

Investigate a certificate in Organizational Leadership. Those courses which are the core of the

Organizational Leadership program, plus an additional course from the

School of Business, will be offered as a stand-alone certificate program, subject

to certain prerequisite competencies. Students will be able to enroll for

academic credit in a suite of courses designed to improve career

opportunities and to improve skill sets in current careers.

Request authorization to Offer

Organizational Leadership at the

Associate Level, and implement curriculum


Academic Affairs and faculty in Adult &


Certificate will be in place by Spring

2016

Enrollment of at least 5 people in

Spring 2016

Curriculum developed but

submission delayed pending survey of

interest and development of

marketing materials.

Ensure students who transfer to Cameron receive credit for all

applicable courses completed toward degree

Continue expansion of equivalencies in

Transfer Equivalency Database (TED) from

other institutions using data obtained from OU, CEP, and

VPAA, Registrar Phillips,

Coordinator Husak

Beginning in 2015-16

Increased number of

degrees awarded to

transfer students

New

SOC





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Explore feasibility of offering additional associates degrees that nest within bachelors degree programs to improve offerings for AAS admissible

students

Review viable associate degrees that

would support the local workforce

Academic Deans Begin 2015-16 AY

Fewer students in the AAS-Undecided

category; higher retention rates

for AAS students

New

Explore reverse transfer partnerships with other Oklahoma institutions

Contact school representatives

involved in reverse transfer efforts. Utilize National

Student Clearinghouse

Student Tracker to identify students.

VPAA and Registrar Begin 2015-16 AY

Increase the number of associate degrees awarded

New

Utilize Degree Works to identify current students who are within 24

hours of graduating to provide students with a detailed plan for degree

completion and course information for the next academic term which will

advance each student toward a degree

Use degree works and make contacts by letter and telephone

VPAA and Registrar

AY 2013-2014 and ongoing

Document that efforts result in

awarding at least 10

additional earned degrees

annually

The Registrars Office utilized

Degree Works to identify students close to meeting

degree requirements. Students were

contacted via phone, email or letter to

notify them of their current status.

Increase articulation agreement(s) with WOSC

Review academic programs at Western

Oklahoma State College and compare

to Cameron University

baccalaureate programs

Academic Deans

Examine programs and syllabi then meet to discuss

courses in fall of 2013; complete

articulation agreements in spring

of 2014

Increased number of

WOSC degree recipients

continuing to a baccalaureate

degree at Cameron

University

Review of programs is continuing; WOSC deans have met with

CU deans and articulation

agreements will be submitted to

Presidents for approval in Fall 2016.








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Add Sociology as an option to Organizational Leadership

Work with Sociology department; implement curriculum changes

Associate Vice President for Academic Affairs and faculty in Adult & Continuing Education

Option should be in place Spring 2016

5 students select option by Fall 2016

New

Continue work on the MOOC to provide resources for secondary students in preparing them for college success. The MOOC will have links to current freely available developmental courses, with information about assisting the students to complete that coursework in advance of their first semester in college.

Continue work in progress to develop MOOC

Task force led by Associate VPAA and Assistant VPAA

Completion of project by spring of 2016 and enrollment of first group of students. We will attempt to track a pilot group of students who undertake remedial courses as a result of the MOOC, and measure their completion of placement tests to determine if those experiences result in reduced need for remediation

Course accessed by 20 separate target individuals by Fall 2016

Although several meetings were held; the implementation of the MOOC was postponed to implement the Boot Camp as an alternative.



High-impact strategies How will we do it? Who will be What is Measures of Progress from last report? responsible? timetable? success?

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Pilot freshman-only courses for incoming

students

Limit individual sections of high DFW courses to incoming freshmen and

use specially trained faculty and peer mentors

Assistant Vice President for

Academic Affairs

Sections will be piloted in

Fall 2015

Lower DFW rates in

freshman-only courses

Freshman-only courses were offered in Fall 2015; training for faculty was provided in 2015-16

and the number of freshman-only courses offered will increase.

Tutoring and peer support programs

Expand tutoring and provide peer support for courses with high D, F,

W, AW rates

Assistant Vice President for

Academic Affairs and Academic

Deans

AY 2013-2014, with

continuation

Reduced D, F, W, and AW

rates in targeted courses

Provided peer mentors for selected courses with high D, F,

W, AW rates in Fall 2015.

Increase analysis of data

Purchase predictive analytics software to

assist in the early identification of students at high risk of attrition

Director of IRAA, Assistant Vice President for

Academic Affairs

Fall 2014 and ongoing

Increased ability to

identify high risk students

earlier for intervention

Software was purchased and faculty member was provided

release time to review data collected and identify trends.

Improve transfer process for students attempting to

Hire a transfer specialist and provide training that

will improve the VPAA and Fall 2015

Increase in number and effectiveness New transfer courses to effectiveness of the Registrar of the transfer Cameron process process


East Central University (ECU) Institutional Degree Completion Plan

2015-2016

FOCUS ON READINESS




What is timetable?



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Develop a Math

instruction consortium with public schools in

ECUs service area for

middle school (grades 5 to 8)

students

Work with area superintendents to create a linkage between their teachers

and our Mathematics and our Education Departments to assist

public school teachers with both math instruction skills and content issues.

Dean of the College of

Education & Psychology, Dean of the College of Health and

Sciences, and faculty in math education from the Education

and Mathematics Departments.

The consortium

will be active by the

end of the spring 2013

semester.

Improved student performance on end-of-

instruction exams for these grade levels.

Unable to determine whether EOI exams have improved as ECU

doesnt have access to that data. The Mathematics Dept. received a

mini-grant to work with the Bowlegs Public School District

beginning in the fall of 2015. We will have data in the fall of 2016 to

report for EOI exams. Strategic Goal #1

Elementary mathematics

specialist certification

Elementary Mathematics Specialist became a new certification area in

Oklahoma on February 23, 2012. An ECU education faculty member

worked with staff at the State Regents Office and a team of public school math teachers and other university

faculty to develop the standards. This certification is needed to give

elementary and early childhood teachers the vital tools necessary to meet the rigors of the new Common

Core State Standards and the PARCC

Dean of College of Education and

Psychology, Dean of the School of Graduate

Studies, Dean of the College of

Health and Sciences, math and education

graduate faculty.

Course work will be

offered for the first time

in the fall 2012

semester and thereafter in

non-traditional formats.

Teachers who complete the certification will have knowledge of math content and of how mathematics

concepts and skills develop through the secondary level. The

specialized knowledge is necessary for

teachers to support student learning in

elementary

Enrollment in the program has been very low (an average of 2

students in three years) even though we have offered a variety

of incentives. We are deleting the program because it is not

sustainable. Strategic Goal #2

assessments that are forthcoming mathematics.


High-impact How will we do it? Who will be What is Measures of Progress from last report? FO

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strategies responsible? timetable? success?

Math content and pedagogy

training for public school

teachers

For several years, ECU has had grants from the Oklahoma State Department

of Education to provide math workshops in content and pedagogy during the summer, and follow-up during the school year, for public

school teachers in our service area. The instruction involves an intensive two-week workshop and follow-up during the school year, including

college credit at the graduate level.

Chair of the Mathematics and

Computer Science

Department, Center of

Continuing Education and Community

Service

Annually

Public school teachers complete the summer

workshops and follow-up and implement their

new skills in the classrooms during the school year following

participation in the grant program.

The grant was not refunded for the past two years. We are no longer

conducting these workshops. There is no money available in the

current budget for this activity. Strategic Goal #2






What is timetable?



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Remodel Intermediate

Algebra -MATH 0214

IR will provide data on student success following completion of MATH 0214 over the past 5 years. Math faculty will analyze the data with intent to

either set new secondary cut scores AND/OR consider integration of remedial elements into

ECUs Gen Ed math courses Survey of Math, College Algebra, and Probability & Statistics.

This latter approach might result in addition of a one or two hour remedial lab for certain students who need additional help. This approach would

require OSRHE approval since the current policy only allows completion of Intermediate Math to

remove a deficiency.

Provost/VPAA, Dean of CHS,

Chair of Mathematics

and Computer Science

Department, and math faculty.

Collection and analysis

of data completed

by February 1, 2012 and

proposed changes

prepared for pilot testing in Fall 2013

and fully implemented in Fall 2014.

Reduction of 15% in the number of students

required to take

Intermediate Algebra by the 2014-15

academic year, as

compared to the base year of 2011-12.

Rather than remodel MATH 0124 and give college credit for it, a

second remedial math course was developed, MATH 0203. The course is expected to prepare

students for survey of math, MATH 1113 while MATH 0124 prepares them for college algebra, MATH

1513. Enrollment in the fall of 2015 was low as most students major in

programs needing algebra (business, sciences, nursing). We will review success rates at the end of spring

2016. Strategic Goal #1

Remodel Developmental

Reading -EDUC 0111

IR will provide data on student success following completion of EDUC 0111 for the last five years.

Reading faculty and selected faculty from reading-intensive General Education areas will

analyze the data and propose changes to remediation for these students, such as requiring the coupling of EDUC 0111 with EDUC 1113,

Rdng Imprt I, increasing the credit hours in EDUC 0111 from 1 to two or three, etc.

Provost/VPAA, AVPAA, Deans

of all the colleges,

selected faculty.

Collection and analysis

of data completed

by December 1,

2012 and proposed

changes by February 1,

2013.

Reduction in the AW, W,

and F rates in reading

intensive Gen Ed classes

such as history,

psychology, sociology,

and political science by

10% starting in the 2014-

With budget shortfalls, we did not increase the credit hour of the

course as proposed. The full-time faculty position for reading, which typically covers this course, was

eliminated because of budget cuts. We did not increase the adjunct budgets because of budget cuts.

Strategic Goal #1

15 academic year.







What is timetable?



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Reverse Transfer Project

Historically, ECU has advised students who transferred to us without an associate of arts or sciences degree to consider transferring their

credits back to the two-year college to earn the associate degree. In the future, reverse transfer will become a more active and intrusive effort

to contact those students and help them complete the transfer back of their credits. All

students transferring from SSC, MSC, and EOSC will be contacted directly, and as time

and staffing allows those from other Oklahoma two-year colleges will also be

contacted.

Staff in Admissions and

Records, and staff in the Transfer

Enrollment Center will be responsible for identification of these students

and for contacting them.

The more intrusive

effort will begin

December 1, 2012.

Increase the number of

reverse transfer students earning

associate degrees by

10% in 2012-13 over the

baseline year of 2011-12.

We had 14 complete AA degrees in 2012-2013, 6 in 2013-2014, and 4 in 2014-

2015. Students do not have to report

to us they are transferring credits back to us or that the

associates degree was awarded. Many students have told us they dont want to pay the graduation application fee or the transcript fee, both of which many schools charge.

Strategic Goal #2

Certificate Programs

ECU is currently developing three formal certificate programs at the undergraduate level

in business, and plans are underway to develop at least two at the graduate level.

Deans and Academic Committee

Submit three to RUSO and

OSRHE in fall 2012 and others as they

are developed.

Meet the targets

established in the request documents.

The university has created 10 certificates, all embedded

within degree programs. Thus a student completing a degree

may also pick up a certificate or two. Strategic Goal #2


REACH HIGHER FOR DEGREE COMPLETION



What is timetable?



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Promotion and recruiting strategy for ECUs Reach Higher degree program

BS in Organizational Leadership

IR will identify all students with 77 or more credit hours who are not currently enrolled so

that they can be contacted through director mail and/or by phone. The Reach Higher Director will

speak to area civic clubs and businesses to promote the program. Improved general

advertising will be undertaken.

Reach Higher Director Annually

Increase the number of

students major in Org Leadership from 21 to 35 by the end of FY14.

The programs headcount as 25 in

fall 2013 and 4 students graduated.

The program headcount in fall

2014 was 19 students and 7 graduates.

Increase the number of courses offered directly by

ECU faculty in the common core of Reach

Higher courses

Currently ECU only offers two of the courses in the 27 hour common major. An effort will be

undertaken, again, to find faculty in other disciplines to develop and offer more of the core

courses to make it easier for area students to enroll.

Reach Higher Director

Commitmen ts should be secured and

budget decisions completed by May 1,

2014

Add a minimum of two more core

courses offered by ECU faculty

starting in fall 2013.

Budget shortfalls did not allow new

courses to be added.

Revitalize the Bachelor of General Studies (BGS)

degree program

ECUs other adult completion program the Bachelor of General Studies -- complements the Reach Higher degree program in that students

have historically fit better in either the BS in Org Leadership or the BGS. The directors of both

programs will undertake better efforts to inform students about the others program.

Dean of the College of

Liberal Arts and Social Sciences

Fall 2012 semester

Records of the number of students.

Major count for fall 2013 18 and fall

2014 20. Degrees granted fall 2013 was 14 and fall 2014 was

13.







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NASNTI: Retention

Specialist for Native

American and Low-Income

students

The retention specialist identifies the students. The counselor makes initial

contact by telephone or email with follow-up by postal mail. When

necessary, the student is contacted through his/her faculty advisor and

asked to make contact with the advisor. Located in in the Student Academic Engagement Center, the

Counselor helps these students target areas where they need academic and

social support.

Retention Specialist

Currently in place. The initial meeting is during

the first week of the semester. Follow-ups run throughout the semester.

The number of Native American and low-income students served increases each

year.

478 eligible students served in 2014. Approximately the same number were served in

the spring of 2015. There doesnt seem to be a change

in retention from the previous two years.

Retention Coordinator for campus-

wide retention

Coordinates all retention efforts for first-year students and works with

academic departments on retention of majors.

AVPAA and campus

retention committee

Implemented in August, 2012.

The long-term goal is a one-year retention rate of 70% for full-

time, first-time beginning freshmen, a one-year retention

rate of first-time, full-time transfer students

of 70%, and a graduation rate of

The position was filled in August 2012.

The retention rate has not changed substantially since 2001, ranging between 60%

and 68%. The average is 63%, with fall 2014 being 65.1%, down from 65.9%

from the previous year. The activities first-time, full-time

beginning freshmen of 40% and a

graduation rate of first-time, full-time transfer students of

50%.

6-year graduation rate has also remained relatively steady since 2001. The

range is 31% to 34%. Fall 2013 and fall 2014 have graduation rates of 34%.






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Making Achievement

Possible (MAP-Works)

software and Academic

Alert link

MAP-Works: Students complete an "achievement" survey (risk

assessment) in their freshman seminar and a follow-up survey in the spring. The student receives

feedback from the software and in some situations is told what campus resources are available for his/her specific challenges or concerns.

Advisors and key personnel receive referrals on the students and are able

to document any communication with the student.

Academic Alert: a link in MyECU portal allows anyone a faculty

member to submit an alert on any

AVPAA and Retention

Coordinator

Map-Works: Implemented fall 2012

for freshmen and a select sophomore cohort of Native American and low-income students.

Starting in the Fall 2013 Semester only first-time beginning freshmen will be included in the MAP-

Works surveys. Academic Alert was implemented in Fall

2013. For both programs

referrals and contacts are made as soon as students

The Map-Works goal is to survey all beginning freshmen who enroll in UNIV 1001 each year to identify high risk

students in need of additional services.

The Academic Alert link is to

extend the identification of at risk students to all

other undergraduate students in need of

referral to other

Map-Works: In 2012-13 98% of the first-time freshmen completed the risk assessment survey. In the

Fall of 2014 671 freshmen will participate in the Map-

Works survey. Fall of 2015 there were

significant issues with the software with little support

from the company. We believe approximately 500 students

completed the survey, but the reports in MAP-Works are not

working correctly; thus it is difficult to determine how

many completed the survey.

Academic Alert: In the Fall 2013 Semester 273 students

were identified for referral. Of that number 73% completed

the Spring 2014 semester and 51% are enrolled for Fall

2014. Fall 2014 had significant growth in referrals,

undergraduate student. are identified as being at-risk of leaving the university

services. 561. The one-person office is not able to process all the

referrals in a timely manner and contacts only the highest need. Even though the office visits with many students who need to talk with someone, we are considering eliminating the

retention position as it does not seem to improve fall to fall

retention rates.


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Establish a Student

Engagement graduation

requirement to replace the

current Service

Learning graduation requirement

Currently, ECU students must complete a Service Learning graduation requirement. This

requirement is currently under review with consideration being given to expanding this requirement to a Student Engagement graduation

requirement with options in Service Learning, completion of a formal undergraduate research project,

successful completion of the Honors Program, or a Study Abroad

semester/year.

Provost/VPAA , AVPAA, and

an ad hoc committee of administrators and faculty.

The ad hoc committee will meet during FY13 to

develop recommendations.

Implementation of a new Student Engagement graduation

requirement for incoming students in

Fall 2013.

This project was not pursued in 2013-14, or 2014-15.

Early August 2015, a decision was made to not pursue the

student engagement requirement and to eliminate

the service learning requirement because of budget cuts. Cutting the graduation requirement would eliminate

the director of service position and a 20-hour week student

worker.


Langston University (LU) Institutional Degree Completion Plan

2015-2016

FOCUS ON READINESS


High-impact strategies How will we do it? Who will be What is Measures of success? Progress from responsible? timetable? last report

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ACT Preparation Workshops Assistance-M+S

Offer testing to Juniors/Seniors of selected high schools to test college

readiness

Will provide Workshops and

seminars for students Alonzo Peterson 2015-2016 Student results

Results shows a 6% improvement

over last years scores

Implement a Service Learning Component in

math/science courses, which promote tutoring and

mentoring in surrounding area schools

Math/Science faculty and selected students

will Serve as tutors and

mentors

Math/Science Faculty and Students

2015-2016 School year

Number of students participating in the tutoring/mentoring

process

First year initiative for the 2015-2016

school year

Host annual 5th and 6th grade day

Invite 5th and 6th grade students to the

University for quiz bowl and other

academic competitions

School of Education and Behavioral

Sciences Faculty members and students.

2014-2015 Student participation Seven (700)

hundred 5th and 6th grade students attended the events

Host STEM Day for Middle School Students

Invite students to campus Math/Science Faculty 2015-2016 Student participation

2015-2016




High-impact strategies How will we Who will be What is Measures of Progress from last report do it? responsible? timetable? success?

TIO

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Use computer- assisted instruction to track and manage

students progress

Math professors

Alonzo Peterson 2014-2015

Implementation of the model

The tracking of students progress is an ongoing effort.

A math course has been developed to assist in the reduction of remedial

IA courses

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Implement early Alert System and Retention Plan

Identify at-risk learner by the third week of

school.

Carol Cawyer 2015-2016 School year

Fall to Fall Retention Rates for

at risk students (Goal 5%)

2015-2016

Pilot developmental courses to assist in reducing remediation

Develop and pilot courses

Math/Science and English

Faculty 2015-2016 Results of pilot study 2015-2016




transfer initiatives for certificate and associate degree completion. High-impact strategies How will we do Who will be What is Measures Progress from last report

it? responsible? timetable? of success?

ES Partner w/Career Tech

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colleges to offer certificates and associate

Meeting/Agreement Clyde Montgomery 2014-2015

Signed partnership

Signed Reverse transfer MOU agreement with Oklahoma State University Tech

May 2014

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Develop Reverse Transfer Initiatives with two-year

colleges Meeting/Agreement Clyde Montgomery 2014-2015

Signed partnership

Signed Reverse Transfer MOU with Tulsa Community College

April 2015


REACH HIGHER FOR DEGREE COMPLETION


High-impact strategies How will we do Who will be What is Measures Progress from last report it? responsible? timetable? of success?

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Expand Reach Higher program offerings by adding high-demand

Certificates and Options

Make program modification

Clyde Montgomery 2014-2015

Approved program requests

Areas of concentrations are being vetted through Academic Policies and Faculty

Senate Committees

Expand enrollment Agreements with

Community colleges Meet with

institutions to develop the agreements

Clyde Montgomery/ School Deans

2015-2016 Signed Document

2015-2016



Describe Priority Area: The areas of Priority are Degree Completion, Retention Rate/Successful Completion of the first 24 hours.


How will we do it?


What is timetable?


Progress from last report

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Use University College to monitor college

freshmens academic progress, retention and the 24- hour rule completion

rate

Counselors will monitor students and interact with

students as part of their caseload

Mrs. Linda Williams/Mr. Jason

Johnson 2014-2015 Student results The improved retention rate for first-year students was 49%

Develop eight (8) week remedial mathematics

cohort groups

Enroll math students in cohort groups for

eight (8) weeks Math Faculty 2015-2016 Students success/grades

2015-1016 School year.

Engage students in the tutoring component of

University College

Provide individual and group sessions with support of the

faculty

Misty Wakefield 2015-2016

Student attendance and

Grade point average

2015-2016

Increase tutoring opportunities in remedial

courses

Expand the writing laboratory hours in the evening, online and over the phone

Writing Laboratory Staff 2015-2016

Student attendance and participation 2015-2016


Northeastern State University (NSU) Institutional Degree Completion Plan

2015-2016

FOCUS ON READINESS


High-impact How will we do it? Who will be What is Measures of success? Progress from last strategies responsible? timetable? report?

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Engage in concurrent enrollment

activities with area high schools

The EXCEL program in Broken Arrow

Cooperative agreements with local schools

The Office of Academic

Affairs at NSU and identified individuals at

partnering institutions

Ongoing

Numbers of student enrolled in, graduating and completing degrees from the concurrent

programs

NSU has added a concurrent program in

Coweta and is forming a new agreement with

Locust Grove. Concurrent enrollment is

up over 50%.

Coordinate efforts with high

school counselors

Annual meetings are held to promote the academic offerings at NSU and offer assistance in college-going decision

processes

High School and College

Relations Office

Admissions and

Enrollment Management

Ongoing Numbers of students enrolling that are college-ready Improved retention rates

from area schools.

ACT preparation Courses targeting ACT preparations


Regularly, throughout

the year

Numbers and subsequent ACT scores of participating students

Courses are provided on the Tahlequah and Broken

Arrow campuses.


High-impact How will we do it? Who will be What is Measures of success? Progress from last strategies responsible? timetable? report?

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SS Connect local school officials

and students with

opportunities for input and

development at NSU

The College of Education hosts superintendents regularly for

dissemination of information and to provide input on direct and curriculum.

Over 600 teacher candidates are placed each year in area schools from the College

of Education.

The other colleges provide expertise in judging academic fairs, hosting academic

contests, providing on-campus orientations to their respective disciplines, and various other methods of engagement.

The college deans along

with the superintendent s, principals,

and teachers at the local schools.

Ongoing

Participation by officials and students with sponsored events

Improved student transitions from high school to college by

engagement with university staff prior to enrollment

All events involving area leaders were well

attended and adjustments were made in response to

their concerns.

Retention rates continue to improve.






What is timetable?



TR

AN

SFO

RM

RE

ME

DIA

TIO

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Continued pursuit of

summer bridge programs

Another First in the World grant proposal was submitted to establish early intervention and summer

bridge programs for local high school students

The NSU Persistence

and Completion Academy

Summer 2016 if funding occurs

Number of students successfully

transitioning to college without developmental

needs

The grant was recently submitted

Incorporation of concurrent

labs

Students requiring remediation were placed in labs concurrent with their respective college-level classes,

namely Composition I and College Algebra. These labs should aid the students in passing the college level

courses, thus reducing the need for and time spent in remediation.

The Office of Academic

Affairs, the College of

Science and Health

Professions, and the

College of Liberal Arts

Implemente d as a pilot

this fall.

Number of students successfully

continuing their college career.

Reduced demand for developmental

courses.

Just implemented. Awaiting results.



Develop, implement, or expand a Program Equivalent Project that bridges Career Tech course completion to certificate and Associate in Applied Science (AAS) degree completion in the community colleges. Projects may also include college and university partnerships in reverse-transfer initiatives for certificate and associate degree completion.

High-impact How will we Who will be What is Measures of Progress from last report? strategies do it? responsible? timetable? success?

IDE

S T

O C

ER

TIF

ICA

TE

S A

ND

DE

GR

EES

Reverse transfer agreements

Communications with community college partners

Admissions and Enrollment Management

The Office of the Registrar

The Office of Academic Affairs

Ongoing Number of degrees awarded through

the program

Under the guidance of the State Regents, processes are being reviewed for more

efficient communication between the partners.

Elementary Childhood Education Partnership between NSU, CASC,

and the Cherokee Nation

Offering the degree from

CASCs Sallisaw campus

The NSU College of Education

The Offices of Academic Affairs f

Documents

2015-2016 Institutional Degree Completion Plans · · 2016-02-13Institutional Degree Completion Plan ... to develop and implement a strategy that seeks to identify students not