2015-2016 Institutional Degree Completion Plans · · 2016-02-13Institutional Degree Completion...
Transcript of 2015-2016 Institutional Degree Completion Plans · · 2016-02-13Institutional Degree Completion...
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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
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TRANSFORM REMEDIATION
Every Oklahoma institution will implement transformational models of remedial placement and support through a statewide phased implementation and refinement process.
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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N Continue using
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.
2015-2016 Oklahoma State University Degree Completion Plan Page 2 of 236
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High-impact strategies How will we do it?
Who will be responsible?
What is the timetable? Measures of success?
Progress from last report?
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.
2015-2016 Oklahoma State University Degree Completion Plan Page 3 of 236
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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.
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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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.
2015-2016 Oklahoma State University Degree Completion Plan Page 4 of 236
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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.
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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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
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OTHER LOCAL INSTITUTIONAL PRIORITY AREAS FOR DEGREE COMPLETION
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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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
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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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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
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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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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.
2015-2016 Oklahoma State University Degree Completion Plan Page 8 of 236
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University of Oklahoma (OU) 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 timetable?
Measures of success?
Progress from last report?
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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
2015-2016 Oklahoma State University Degree Completion Plan Page 9 of 236
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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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-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.
2015-2016 Oklahoma State University Degree Completion Plan Page 10 of 236
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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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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.
2015-2016 Oklahoma State University Degree Completion Plan Page 11 of 236
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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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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.
2015-2016 Oklahoma State University Degree Completion Plan Page 12 of 236
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TRANSFORM REMEDIATION
Every Oklahoma institution will implement transformational models of remedial placement and support through a statewide phased implementation and refinement process.
High-impact strategies
How will we do it?
Who will be responsible?
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%
2015-2016 Oklahoma State University Degree Completion Plan Page 13 of 236
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High-impact strategies
How will we do it?
Who will be responsible?
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.
2015-2016 Oklahoma State University Degree Completion Plan Page 14 of 236
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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. 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
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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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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
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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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-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
2015-2016 Oklahoma State University Degree Completion Plan Page 17 of 236
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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.
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
Fall 2015: Majors = 24
Enrolmts = 90
New degree:
World Cultural Studies
Implementati on underway,
with full rollout by
Spring 2016
Increased enrollment
Fall 2014: Majors = 10 Enrlmts = 28
Fall 2015: Majors = 12 Enrlmts = 33
New degree:
MS in Criminal Justice
Implementati on completed in Fall 2015
Increased enrollment
Fall 2014: Majors = 83
Enrlmts = 149
Fall 2015: Majors = 117 Enrlmts = 208
2015-2016 Oklahoma State University Degree Completion Plan Page 18 of 236
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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 &
IGH
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FO
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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
Increased enrollment
& completion
Targeted travel to high-yield Increased
RE
AC
H H Expanded recruitment for program growth
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
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OTHER LOCAL INSTITUTIONAL PRIORITY AREAS FOR DEGREE COMPLETION
High-impact strategies
How will we do it?
Who will be responsible?
What is timetable?
Measures of success?
Progress from last report?
OT
HE
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OC
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INST
ITU
TIO
NA
L P
RIO
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RE
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FOR
DEG
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OM
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N
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
2015-2016 Oklahoma State University Degree Completion Plan Page 20 of 236
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Cameron University (CU) 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 timetable?
Measures of success?
Progress from last report?
FOC
US
ON
RE
AD
INE
SS
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.
2015-2016 Oklahoma State University Degree Completion Plan Page 21 of 236
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FOC
US
ON
RE
AD
INE
SS
High-impact strategies How will we do it? Who will be responsible?
What is timetable?
Measures of success?
Progress from last report?
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.
2015-2016 Oklahoma State University Degree Completion Plan Page 22 of 236
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TRANSFORM REMEDIATION
Every Oklahoma institution will implement transformational models of remedial placement and support through a statewide phased implementation and refinement process.
High-impact strategies How will we do it?
Who will be responsible?
What is timetable? Measures of success?
Progress from last report?
TR
AN
SFO
RM
RE
ME
DIA
TIO
N
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.
2015-2016 Oklahoma State University Degree Completion Plan Page 23 of 236
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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.
High-impact strategies How will we do it? Who will be responsible?
What is timetable? Measures of success?
Progress from last report?
BU
ILD
BR
IDG
ES
TO
CE
RT
IFIC
AT
ES
AN
D D
EGR
EE
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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
Associate Vice President for
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
Associate Vice President for
Academic Affairs and faculty in Adult &
Continuing Education
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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High-impact strategies How will we do it? Who will be responsible?
What is timetable? Measures of success?
Progress from last report?
BU
ILD
BR
IDG
ES
TO
CE
RT
IFIC
AT
ES
AN
D D
EGR
EE
S
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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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.
High-impact strategies How will we do it?
Who will be responsible?
What is timetable? Measures of success?
Progress from last report?
RE
AC
H H
IGH
ER
FO
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REE
CO
MPL
ETIO
N
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.
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OTHER LOCAL INSTITUTIONAL PRIORITY AREAS FOR DEGREE COMPLETION
High-impact strategies How will we do it? Who will be What is Measures of Progress from last report? responsible? timetable? success?
OT
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INST
ITU
TIO
NA
LPR
IOR
ITY
AR
EA
S FO
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EG
REE
CO
MPL
ETIO
N
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
2015-2016 Oklahoma State University Degree Completion Plan Page 27 of 236
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2015-2016 Oklahoma State University Degree Completion Plan Page 28 of 236
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East Central University (ECU) 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 timetable?
Measures of success?
Progress from last report?
FOC
US
ON
RE
AD
INE
SS
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.
2015-2016 Oklahoma State University Degree Completion Plan Page 29 of 236
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High-impact How will we do it? Who will be What is Measures of Progress from last report? FO
CU
S O
N R
EA
DIN
ESS
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
2015-2016 Oklahoma State University Degree Completion Plan Page 30 of 236
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TRANSFORM REMEDIATION
Every Oklahoma institution will implement transformational models of remedial placement and support through a statewide phased implementation and refinement process.
High-impact strategies
How will we do it? Who will be responsible?
What is timetable?
Measures of success?
Progress from last report?
TR
AN
SFO
RM
RE
ME
DIA
TIO
N
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.
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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.
High-impact strategies
How will we do it? Who will be responsible?
What is timetable?
Measures of success?
Progress from last report?
BU
ILD
BR
IDE
S T
O C
ER
TIF
ICA
TE
S A
ND
DE
GR
EES
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
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REACH HIGHER FOR DEGREE COMPLETION
Further expand and develop Reach Higher as a degree and certificate completion effort that involves the entire system of postsecondary education.
High-impact strategies How will we do it? Who will be responsible?
What is timetable?
Measures of success?
Progress from last report?
RE
AC
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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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OTHER LOCAL INSTITUTIONAL PRIORITY AREAS FOR DEGREE COMPLETION
High-impact strategies
How will we do it? Who will be responsible?
What is timetable? Measures of success?
Progress from last report?
OT
HE
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STIT
UT
ION
AL
PR
IOR
ITY
AR
EA
S
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%.
2015-2016 Oklahoma State University Degree Completion Plan Page 34 of 236
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High-impact strategies
How will we do it? Who will be responsible?
What is timetable? Measures of success?
Progress from last report?
OT
HE
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STIT
UT
ION
AL
PR
IOR
ITY
AR
EA
S
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.
2015-2016 Oklahoma State University Degree Completion Plan Page 35 of 236
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OT
HE
R IN
STIT
UT
ION
AL
PR
IOR
ITY
AR
EA
S High-impact strategies
How will we do it? Who will be responsible?
What is timetable? Measures of success?
Progress from last report?
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.
2015-2016 Oklahoma State University Degree Completion Plan Page 36 of 236
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Langston University (LU) 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 What is Measures of success? Progress from responsible? timetable? last report
FOC
US
ON
RE
AD
INE
SS
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
2015-2016 Oklahoma State University Degree Completion Plan Page 37 of 236
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TRANSFORM REMEDIATION
Every Oklahoma institution will implement transformational models of remedial placement and support through a statewide phased implementation and refinement process.
High-impact strategies How will we Who will be What is Measures of Progress from last report do it? responsible? timetable? success?
TIO
N
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
TR
AN
SFE
R R
EM
ED Retention Rate is 47%
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
2015-2016 Oklahoma State University Degree Completion Plan Page 38 of 236
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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. 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
GE
S T
O Centers and two-year
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
BU
ILD
ING
BR
IDC
ER
TIF
ICA
TES
AN
D D
EGR
E
degree
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
2015-2016 Oklahoma State University Degree Completion Plan Page 39 of 236
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REACH HIGHER FOR DEGREE COMPLETION
Further expand and develop Reach Higher as a degree and certificate completion effort that involves the entire system of postsecondary education.
High-impact strategies How will we do Who will be What is Measures Progress from last report it? responsible? timetable? of success?
RE
AC
H H
IGH
ER
FO
RD
EG
REE
CO
MPL
ETIO
N
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
2015-2016 Oklahoma State University Degree Completion Plan Page 40 of 236
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OTHER LOCAL INSTITUTIONAL PRIORITY AREAS FOR DEGREE COMPLETION
Describe Priority Area: The areas of Priority are Degree Completion, Retention Rate/Successful Completion of the first 24 hours.
High-impact strategies
How will we do it?
Who will be responsible?
What is timetable?
Measures of success?
Progress from last report
OT
HE
R L
OC
AL
INST
ITU
TIO
NA
L P
RO
IOR
ITY
AR
EA
S FO
RD
EG
RE
E C
OM
PLET
ION
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
2015-2016 Oklahoma State University Degree Completion Plan Page 41 of 236
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2015-2016 Oklahoma State University Degree Completion Plan Page 42 of 236
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Northeastern State University (NSU) 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 How will we do it? Who will be What is Measures of success? Progress from last strategies responsible? timetable? report?
FOC
US
ON
RE
AD
INE
SS
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
Continuing Education
Regularly, throughout
the year
Numbers and subsequent ACT scores of participating students
Courses are provided on the Tahlequah and Broken
Arrow campuses.
2015-2016 Oklahoma State University Degree Completion Plan Page 43 of 236
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High-impact How will we do it? Who will be What is Measures of success? Progress from last strategies responsible? timetable? report?
FOC
US
ON
RE
AD
INE
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.
2015-2016 Oklahoma State University Degree Completion Plan Page 44 of 236
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TRANSFORM REMEDIATION
Every Oklahoma institution will implement transformational models of remedial placement and support through a statewide phased implementation and refinement process.
High-impact strategies
How will we do it? Who will be responsible?
What is timetable?
Measures of success?
Progress from last report?
TR
AN
SFO
RM
RE
ME
DIA
TIO
N
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.
2015-2016 Oklahoma State University Degree Completion Plan Page 45 of 236
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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.
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