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2017-2018 Institutional Degree Completion Plans Page 1 of 388

DEGREE

COMPLETION PLAN

SUMMARIES

2017-2018


OKLAHOMA STATE REGENTS FOR HIGHER EDUCATION

Dr. Ronald H. White

Chairman Durant, Oklahoma

Jay Helm Andrew W. “Andy” Lester Vice Chairman Edmond Tulsa Joseph L. Parker, Jr. John Massey Secretary Durant Tulsa Ann Holloway General Toney Stricklin Assistant Secretary Lawton Ardmore Jeffrey W. Hickman Michael C. Turpen Fairview Oklahoma City

Glen D. Johnson Chancellor

The Oklahoma State Regents for Higher Education, in compliance with Titles VI and VII of the Civil Rights Act of 1964, Executive Order 11236 as amended, Title IX of the Education Amendments of 1972, Americans with Disabilities Act of 1990 and other federal laws, do not discriminate on the basis of race, color, national origin, sex, age, religion, handicap or status as a veteran in any of its policies, practices, or procedures. This includes, but is not limited to, admissions, employment, financial aid and educational services. This publication, duplicated by the State Regents’ central services, is issued by the Oklahoma State Regents for Higher Education as authorized by 70 O.S. 2001, Section 3206. Copies have been prepared and distributed internally. Copies have been deposited with the Publications Clearinghouse of the Oklahoma Department of Libraries.


Meeting of the OKLAHOMA STATE REGENTS FOR HIGHER EDUCATION

September 7, 2017

AGENDA ITEM # :

Degree Completion Plans.

SUBJECT: Disposition of Oklahoma’s institutional degree completion plans. RECOMMENDATION:

It is recommended that the State Regents acknowledge receipt of the following 2017-2018 institutional degree completion plans:

Oklahoma State University System University of Oklahoma Cameron University East Central University Langston University Northeastern State University Northwestern Oklahoma State University Oklahoma Panhandle State University Rogers State University Southeastern Oklahoma State University Southwestern Oklahoma State University University of Central Oklahoma University of Science and Arts of Oklahoma Carl Albert State College Connors State College Eastern Oklahoma State College Murray State College Northeastern Oklahoma A&M College Northern Oklahoma College Oklahoma City Community College Redlands Community College Rose State College Seminole State College Tulsa Community College Western Oklahoma State College


BACKGROUND: In October 2011, the State Regents adopted a college completion agenda that incorporates the Complete College America (CCA) and National Governors Association (NGA) Complete to Compete metrics, recommitted to a revised Brain Gain performance program, and made college completion a top priority with commitments to state and campus goals, action plans, and measures of progress. Considerable steps have been taken to date in Oklahoma’s CCA project. The data team has evaluated Oklahoma’s state-level and campus-specific enrollment and graduation data against key degree completion statistics using the CCA and NGA approved metrics. A standardized report of these baseline datasets for all CCA states served as the basis of Oklahoma’s March 2011 CCA Completion Academy activities and has been utilized during all forums and meetings as the leadership team coordinates with key stakeholder groups in moving the project forward.

While the college completion efforts in Oklahoma expand upon current state and campus programs, there will be new initiatives at local and state levels that will be developed to meet the degree and certificate completion goals. Review of the CCA datasets and best practices within the CCA network of states has revealed several opportunities that Oklahoma can pursue to ensure that more students are prepared for college, that barriers to degree completion are diminished, and that graduates have certificates and degrees that have value and flexibility in establishing careers and/or advancing graduate and professional school opportunities. State and campus activities in support of these goals will include: Adult degree completion initiatives in high-demand academic disciplines at the associate and

bachelor’s degree levels; Reverse transfer initiatives that allow students with significant hours toward a degree to complete

meaningful associate degrees in the short-term with clear paths to bachelor’s degree options; Certificate completion options through further development of cooperative agreements between

higher education and technology centers; Targeted initiatives to increase freshman to sophomore retention and overall graduation rates; More effective and efficient completion of remediation and freshman gateway courses; Development of innovative and workforce-driven academic programs at the certificate, associate, and

bachelor’s degree levels; Development of more intentional partnerships between higher education and K-12 to enable better

preparation of students for collegiate success and smoother transition between 12th grade and the freshman year; and

Better documentation of the degree completion contributions of private and for-profit postsecondary education.

CCA was impressed by Oklahoma’s early work on these completion projects and expressed that by reaching out to Governor Mary Fallin and inviting Oklahoma to partner in establishing a national model for statewide completion plans. CCA national staff and project consultants worked with the Oklahoma State Regents for Higher Education (OSRHE) staff to incorporate Oklahoma’s work into a model plan project that can serve as an example of both process and product to the other CCA states. Oklahoma’s work was spotlighted at the CCA Annual Convening of the 29 alliance states on October 18-19, 2011. CCA has pledged technical assistance to support project activities outlined in Oklahoma’s plan and is working with the Oklahoma CCA Leadership Team to identify other potential funding sources for the work.


POLICY ISSUES: As higher education institutions in Oklahoma experience national trends and challenges, increased enrollment demands, significant calls for higher education to drive economic development, and declining and inelastic public budget allocations – postsecondary leaders are even stronger advocates for the public and individual investments in higher education and realize the enterprise’s unique role in shaping the future of the state. In Oklahoma, the Governor and other elected officials have joined their counterparts around the nation in focusing on jobs. Higher education’s response to this call requires a thorough evaluation of the system’s stewardship of intellectual, economic, social, and cultural needs of the state. Ultimately, what is proposed under the CCA and NGA Complete to Compete action plan is an acceleration of efforts to make significant improvements to two critical segments of the educational pipeline in Oklahoma: 1) restructuring remedial and developmental education, and 2) development of accelerated degree completion options. Undergirding all of these efforts will be a revised Brain Gain accountability framework that utilizes appropriate components of the state and campus-level CCA and NGA metrics and that reflects these new priorities by measuring and rewarding these state priorities. ANALYSIS: College completion initiatives in Oklahoma must involve strategies to reach both the emerging workforce matriculating through the common education pipeline and the current workforce that is dominated by individuals who have some college or postsecondary training but have no earned degree or credential. Oklahoma’s activities as a part of the CCA Alliance and NGA Complete to Compete project will be focused on a public agenda framework that covers two fronts:

1) Academic preparation initiatives that offer a fundamental rethinking of the role of remediation; and

2) Adult degree completion initiatives that aim to streamline degree options and remove time and sequence barriers.

Bolstering the initiatives will be a reform of the state’s successful Brain Gain Performance Funding Program that will provide accountability and metrics for measuring state and campus progress toward these important goals. Initiative #1: Higher education and K-12 are working together to develop and implement strategies that focus on better preparing students in high school for success in college. Enhancement in academic activities in the 11th and 12th grades will be made to reduce the need for remediation. Initiative #2: Oklahoma public higher education institutions are implementing programs in the areas of math, language skills, and reading that will dramatically improve developmental programs and reduce the time it takes to earn a degree.

Initiative #3: Our colleges and universities will implement programs that create clear pathways to degrees and certificates including the cooperative alliance with Career Technology Centers and new CCA-pioneered techniques to provide electronic degree checklists, advising, and academic support.

Initiative #4: The Reach Higher program provides degree completion opportunities to students who have some college credit but have not completed their associate or bachelor’s degree. The program is being expanded to include college certificates.


Initiative #5: In April 2012, the State Regents adopted a revised performance-based funding formula modeled on Oklahoma’s successful Brain Gain Performance Funding Program providing incentives to institutions that increase their degree completion rates in addition to other performance factors. Finally, these CCA datasets and policy audits have served as the basis for developing statewide completion goals for Oklahoma. Higher education is committed to increasing access to quality academic programs, increasing the number of college graduates, and better preparing those graduates to meet the challenges of a rapidly changing global economy. Oklahoma’s colleges and universities currently produce 30,500 degrees and certificates annually. To remain competitive nationally and globally, the system of higher education in Oklahoma is committed to increase the number of degrees and certificates by 1,700 each year to a level of 50,900 by 2023 (chart below). This represents a 67 percent increase over a twelve year period.

Institutions were requested to submit updated institutional degree completion plans by June 30, 2017 (template in Attachment A). The request for the institutional degree completion plan also included the Academic Plan, which is reported in a separate agenda item. With this action, the State Regents acknowledge receipt of the institutional degree completion plans from all public institutions. Summaries of the submissions are available in a supplement. Attachment Supplement available upon request.

30,500

50,900

2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022 2023

Oklahoma Degree and Certificate Goals

67% Increase


Attachment – EXCERPT

Institutional Degree Completion and Academic Plans 2017-2018 Outline

The Institutional Degree Completion and Academic Plans provide a means for the State Regents to view each institution’s priorities and aspirations in the context of the State System. The plan is divided into three parts: A) informing the State Regents about planned degree completion initiatives, B) informing the State Regents of academic program, technology, and efficiency plans for the future, and C) projecting enrollment targets for the next three years. Institutions are encouraged to utilize this form to submit information electronically. Although the length of the completion and academic plans can be expected to vary, it is anticipated a concise plan should be possible within fifteen or fewer pages. The template format is provided. The 2017-2018 Degree Completion and Academic Plan is due June 30, 2017. This due date will allow for compilation and preparation for the State Regents’ annual review. In addition to this document, please provide a copy of the institution’s current strategic plan. Referencing the strategic plan as a supporting document, please respond to the following items regarding degree completion and academic plans for the year 2017-2018. A. The Completion Agenda -- The State Regents have a public agenda with the goals to: 1) enhance

access and improve the quality of public higher education for all Oklahomans, 2) increase the number of college graduates, and 3) better prepare students to meet the challenges of a global economy. In joining the Complete College America (CCA) Alliance of States, Oklahoma pledged to extend its Public Agenda scope and reach, recommit to its performance funding program, and make college completion a top priority with commitments to state and campus goals, solid action plans, removal of policy barriers, and measures of progress. Though the college completion efforts of Oklahoma to expand upon current state and campus programs, there will be new initiatives at local and state levels developed to meet the degree and certificate completion goals. Review of the CCA datasets and best practices within the CCA network of states have revealed several opportunities that Oklahoma can pursue to ensure that more students are prepared for college, that barriers to degree completion are diminished, and that graduates have certificates and degrees that have value and flexibility in establishing careers and/or advancing graduate and professional school opportunities. Examples of state and campus activities in support of these goals include: Adult degree completion initiatives in high-demand academic disciplines at the associate and

bachelor’s degree levels. Reverse transfer initiatives that allow students with significant hours toward a degree to complete

meaningful associate degrees in the short-term with clear paths to bachelor’s degree options. Targeted initiatives to increase freshman to sophomore retention and overall graduation rates. More effective and efficient completion of remediation and freshman gateway courses. Development of innovative and workforce-driven academic programs at the certificate, associate, and

bachelor’s levels.


Development of more intentional partnerships between higher education and K-12 to enable better preparation of students for collegiate success and smoother transition between 12th grade and the freshman year.

Better documentation of degree completion contributions of private and for-profit postsecondary education and the Career Tech system cooperative agreement programs.

Based on your institution’s priorities, statewide initiatives, and commitment to the public agenda and CCA, address each of the four goals of the Complete College Oklahoma plan. (Note: tables may expand to list all strategies and to allow full information) For the purposes of this document, the following terms are defined. High Impact Strategy: In addition to the initiatives listed, please describe strategies that address each of the four CCA Initiatives in Oklahoma. What activities have been or are being developed on your campus or as part of statewide initiatives to accomplish the goals of Complete College America? Implementation: List the activities with timelines that will be used to implement this strategy. What short- and long-term timelines have been established for implementation of the high impact strategies? Responsible Party: List the people, offices or functions responsible for implementing this strategy or each activity. Who/what are the key people or offices responsible for development, implementation, and assessment? Measures of Effectiveness: Describe the metrics used to evaluate the effectiveness of each activity. Results to Date: Describe the current status and results of the activity. 1. 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 by graduation and targets activities in the 11th and 12th grades to reduce remediation demands in the transition from high school to college.

High Impact Strategy - 12th Grade Math

Implementation Responsible Party Measures of Effectiveness

Results to Date

High Impact Strategy - Concurrent Enrollment


Results to Date

High Impact Strategy -


Results to Date




Results to Date

2. Transform Remediation. Every Oklahoma institution will implement transformational models of

remedial placement and support through a statewide phased implementation and refinement process.

High Impact Strategy - Co-Requisite Remediation


Results to Date

High Impact Strategy - Course Placement


Results to Date



Results to Date



Results to Date

3. 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 Strategy - Reverse Transfer


Results to Date


High Impact Strategy - Cooperative Agreements/Contracts


Results to Date

High Impact Strategy - Prior Learning Assessment


Results to Date



Results to Date



Results to Date

4. Adult Completion. Further expand and develop Reach Higher or other completion program(s) as a

degree and certificate completion effort that involves the entire system of postsecondary education.

High Impact Strategy - Reach Higher or other Initiatives


Results to Date

High Impact Strategy


Results to Date



Results to Date




Results to Date

5. Other Institutional Priority Areas for Degree Completion.

High Impact Strategy - 15 to Finish


Results to Date

High Impact Strategy - Degree Audit Program


Results to Date

High Impact Strategy - Advising


Results to Date



Results to Date


Oklahoma State University (OSU) Institutional Degree Completion Plan

2017-2018

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 by graduation and targets activities in the 11th and 12th grades to reduce remediation demands in the transition from high school to college.

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Implementation Responsible Party Measures of Effectiveness Results to Date

OSU is involved in the 12th grade math effort in two ways. First, OSU will track the students who are taking pilot versions of the course that is being developed and compare their performances in this class to their scores on the OSU Math Placement Test and grades in their first OSU math class. This will give information about the effectiveness of the course as preparation for college-level mathematics courses.

The Department of Mathematics, working with Institutional Research, will track students in the pilot 12th grade class. The Department of Mathematics hopes also to work with the state Department of Education and external funding agencies on a proposal for a concurrent-enrollment corequisite class for 12th graders as an alternative to a remedial class.

OSU will look at DFW rates among students in entry-level math classes as well as their success rates in subsequent math and statistics courses. OSU will also evaluate correlations between performance in the high school pilot (and, eventually, in the concurrent corequisite course if it is developed) and the OSU Math Placement Test to ensure consistency in placement.

No results as of June 2017. Data will be collected next academic year.


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High Impact Strategy - 12th Grade Math (continued)


Second, William Jaco and Michael Oehrtman have had discussions with the state Department of Education about developing a 12th grade concurrent enrollment course that follows the corequisite model used in OSU math classes. Just as the transition from remedial courses to the corequisite model has greatly increased student success at colleges and universities, the hope is that avoiding a remedial type of course in 12th grade and replacing it with a concurrent-enrollment corequisite course will lead to more prepared students with college-level math credit.

The Department of Mathematics, working with Institutional Research, will track students in the pilot 12th grade class. The Department of Mathematics hopes also to work with the state Department of Education and external funding agencies on a proposal for a concurrent-enrollment corequisite class for 12th graders as an alternative to a remedial class.

OSU will look at DFW rates among students in entry-level math classes as well as their success rates in subsequent math and statistics courses. OSU will also evaluate correlations between performance in the high school pilot (and, eventually, in the concurrent corequisite course if it is developed) and the OSU Math Placement Test to ensure consistency in placement.

No results as of June 2017. Data will be collected next academic year.


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High Impact Strategy - Concurrent Enrollment


Concurrent programming will expand the methods of course delivery to include on-campus, online, OSU instructors sent to the high school campus, and interactive broadcasts of courses to area school districts. Concurrent students will have an advisor dedicated solely to concurrent students with a streamlined orientation process.

Brett Rowh, Coordinator of Concurrent Student Academic Services, with the help of any departments wanting to offer courses on the high school campus and the Outreach division for the offering department. Brett Rowh, Coordinator of Concurrent Student Academic Services.

Success will be measured by documenting overall student enrollment numbers, credit hours generated, and the number of off campus sites offering courses. Student survey for Advisors, and a developing student survey on the concurrent experience.

Student enrollment has climbed from 69 students in Fall 2014 to 97 students Fall 2016. OSU had previously never offered off campus courses, in Fall 2017 HIST 1103 and PSYC 1113 will be taught at Stillwater High School with POLS 1113 and ENGL 2513 to follow in Spring 2018. More sites and more courses will be the future goal. Student surveys on advising were overwhelmingly positive.


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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OSU continues to expand its corequisite math offerings. In 2016-7, OSU offered five sections of corequisite College Algebra and piloted two corequisite sections of Mathematical Functions and Their Uses (the non-STEM math modeling alternative to College Algebra). OSU will

The Department of Mathematics is responsible. It coordinates corequisite offerings with the Directors of Student Academic Services and with Instruction Council, which is comprised of the Associate Deans of Instruction in each college.

The primary measure of effectiveness is the percentage of students who earn college-level credit in math in one semester. The baseline for comparison is the success rate for students who took remedial mathematics followed by a college-level math class at OSU. In addition, OSU is tracking students’ enrollment and performance in subsequent mathematics and statistics courses after taking corequisite mathematics sections. For the students in the new calculus corequisite sections, OSU will follow their progress in the rest of the Calculus sequence and in their STEM degree program, looking at DFW rates in subsequent math courses and time to degree.

Historically, under 20% of OSU students who take remedial math classes earn college-level credit in math in one year. In OSU’s corequisite program, around 70% of the students have earned college-level math credit in a single semester. This is a stunning increase in success, particularly given how cost-efficient the program is. Additionally, students in the first corequisite College Algebra cohort succeeded at an 84% rate in the subsequent math or statistics courses they took, well above the success rate for the general population. This suggests that the corequisite support in the initial class is paying dividends in later course work even though the sequel classes do not offer the additional corequisite support.


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High Impact Strategy - Co-Requisite Remediation (continued)


maintain or increase these offerings in 2017-8, adjusting based on demand and available instructional personnel. In addition, OSU will pilot corequisite sections of Calculus I, offering spots to students who just miss the placement cut-off or who struggle on early-semester diagnostics and wish to make a lateral change to a corequisite version of the class. This will provide extra support for students who are not identified as needing remedial classes in the usual sense but who could benefit from extra help at the start of a STEM degree program. The Department of Mathematics has a goal of having roughly 14 corequisite sections for courses from the entry level through Calculus I each fall.


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OSU will continue to use ALEKS for math, statistics, and some lower division science placement (CHEM 1314, GEOL 1114, PHYS 1114). This placement test allows OSU to place students in both regular versions of courses and sections with corequisite support. The Department of Mathematics and the College of Arts and Sciences works with Institutional Research to collect and analyze data that allows them to propose adjustments to placement guidelines and to target at-risk students for additional assistance. OSU will also continue to use the ACCUPLACER Sentence Skills and the ACCUPLACER Reading Comprehension exams for English and reading placement, respectively. The remedial/developmental UNIV 0153 course is also being used for combined reading and science remediation as well.

For math placement, the Departments of Mathematics, Statistics, Chemistry, Geology, and Physics are responsible for the academic aspects along with the College of Arts & Sciences. University Assessment and Testing manages OSU’s implementation of the ALEKS system and the logistics. All entities coordinate with the Directors of Student Academic Services, Instruction Council, and New Student Orientation to ensure students receive a uniform message. The Division of Academic Affairs, the Directors of Student Academic Services, Instruction Council, and the college and departments who utilize the placement exams and UNIV 0153 are responsible, along with University Assessment and Testing, which coordinates the delivery of the ACCUPLACER exams. Institutional Research and the relevant academic advising units tracks students who take (and successfully complete) UNIV 0153.

The Department of Mathematics tracks the DFW rates across math courses and in subpopulations for select courses, such as first-generation students. The Department also tracks enrollment in math classes beyond the entry level to monitor how well students are progressing from the initial courses. Similar tracking occurs within the other departments and within the College of Arts & Sciences for their courses requiring the math placement exam. Institutional Research and the relevant academic advising units monitors students who take (and successfully complete) the ACCUPLACER exams and/or UNIV 0153 to satisfy remediation and placement requirements.

The DFW rate in lower-division math courses was 38.4% Fall 2010; it dropped to 27.4% by Fall 2016. Enrollment in differential equations skyrocketed in the five years after implementation of the placement test, suggesting that students are making it through the early STEM-prep classes much better than before. OSU math instructors report consistency with in-class diagnostics they give early in the semester. The corequisite sections have allowed placement of even more students in college-level math classes.. 68 students took the ACCUPLACER exam for English, with a 26.5% achieving a score to remove remediation on either their first or second attempt. 43 students took the ACCUPLACER exam for reading, with 25.6% achieving a score to remove remediation on either their first or second attempt. 46 of 52 students enrolled in and satisfactorily


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. completed UNIV 0153 in Spring 2016, satisfying science and reading remediation for an 88.5% success rate. 27 of 30 students enrolled in and satisfactorily completed UNIV 0153 in Fall 2017, satisfying science and reading remediation for a 90% success rate.


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.

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Aug-Sep 2017 - OSU confirms with the 14 OK community colleges their desire to participate in the 2017-18 OSU Reverse Transfer Initiative. Sep-Oct 2017 – OSU sends to participating community colleges: Names and directory information for their reverse transfer students and individually tailored transcript request forms so the community college can include it in their contacts to reverse transfer students. Oct 2017-May 2018 - Community colleges contact reverse transfer students to: 1. Provide an opportunity for

students to apply for their associate’s degrees;

2. Provide the OSU transcript request form to students so they can request their OSU transcripts are sent to the community college;

3. Award associate’s degrees to those who apply and are qualified;

4. Send community college transcripts verifying the degrees back to OSU. Community college should

University Registrar and Academic Affairs

Participating community colleges are asked to annually report the number of associate’s degrees that were awarded as a result of OSU reverse transfer.

The 2015-16 reverse transfer initiative included 13 of the 14 Oklahoma community colleges, and 170 Associate’s Degrees were awarded as a result of OSU reverse transfer (fall 2015 and spring 2016). The 2016-17 reverse transfer initiative included all of the 14 Oklahoma community colleges. Results will be requested and tabulated in June-July 2017.


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3. Award associate’s degrees to those who apply and are qualified;

4. Send community college transcripts verifying the degrees back to OSU. Community college should secure student’s permission or include a statement in the annual FERPA notification that the college forwards transcripts to the current school if it is for purposes related to the student’s enrollment or transfer. See FERPA §99.31(a)(2).

Jun 2018 - Community colleges communicate results to OSU—which students completed degrees as a result of the reverse transfer and the program is evaluated to determine necessary modifications and future recurrence plans.


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Academic Services initiative for transfer and veteran students.

Amy Cole-Smith- Director, Transfer & Veteran Academic Services, University College

Number of agreements signed each year Number of institutions with which agreements are signed Availability of agreements to prospective students

63 established/signed agreements total with 30 in 2016 and 33 in 2017; 48 with TCC, 15 with NOC Of the 63 agreements the college counts are: 14-COE, 1-CEAT, 3-Honors, 28-CAS, 11COHS, 6-SSB Agreements are posted on TCC and NOC websites


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High Impact Strategy – Certificate Workshop Series


Certificate Workshop Series is a campus wide initiative to promote the understanding of the development, state approval, and use of a certificate program. A certificate has the primary benefit to students of providing an official credential to verify a base of knowledge. The workshops are organized to provide information to deans, associate deans, department heads, and others involved in program development to navigate the formation and approval process for an undergraduate or graduate certificate.

Academic Affairs, the Graduate College, and the Institute of Teaching and Learning Excellence, ITLE.

Effectiveness measures include participation in the workshops, number of certificates approved by OSRHE, and number of certificates granted to students.

The first workshop was held on May 19, 2017. Central and college administrators, along with department heads, were invited to attend. The participation was robust with more than 50 people in attendance. Another workshop is planned for the fall. A variety of undergraduate and graduate certificates are proposed in the new academic programs section of the Academic Plan that follows.


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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High Impact Strategy – Academic Forgiveness


OSRHE Policy 3.11.6—Academic Forgiveness through Academic Reprieves and Academic Renewals To apply for Academic Forgiveness students complete a petition. Petitions are available on the Academic Affairs website. Students who meet the forgiveness criteria, may petition for forgiveness any time during the school year. An Academic Forgiveness Committee meets once per semester to review petitions

Petitions and information are available from Candace Thrasher, Manager of Academic Integrity and Outreach Programs

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. From Summer 2016 through Spring 2017, seven one-semester reprieves, eleven two-semester reprieves, and one renewal were approved.


OTHER LOCAL INSTITUTIONAL PRIORITY AREAS FOR DEGREE COMPLETION

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Block tuition was implemented beginning Fall 2014. While we have seen improvement in graduation rate, the 4-year graduation rate reported in Fall 2018 will be the first full 4-year cohort OSU will have been able to track since the start of the block rate.

The block rate implementation was led by Administration and Finance and is managed within the Office of Institutional Research & Information Management.

Number/percentage of students taking 15 or more hours each semester.

Block tuition was implemented beginning Fall 2014. While we have seen improvement in graduation rate, the 4-year graduation rate reported in Fall 2018 will be the first full 4-year cohort OSU will have been able to track since the start of the block rate.


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Degree Works will serve as a foundation for our university-wide advising and degree audit tool. As of the end of the Spring 2017 semester, four out of six undergraduate colleges are currently using Degree Works in varying degrees, and the other two are planned for online before the end of the calendar year. Although Degree Works audits are still largely under construction, it available to all advisors primarily for the Class Details view of a student’s transcript. As scribing into Degree Works is completed for an individual college, training is offered for advisors so they can begin using Degree Works as an advising tool, in addition to being used for final degree certification. An advisory committee comprised of representatives from all colleges will direct the process. Degree

Office of the Registrar J. Blake Myers, Degree Audit Specialist Tyler Beets, Application Developer Certifications Team College of Education Cedar Moore & Leslie Evans College of Engineering, Architecture, and Technology Lori Templin & Lance Millis College of Arts & Sciences Sandra Mehan & Amy Martindale Spears School of Business Joan Payne & Marissa McIntyre College of Human Sciences Terry Blair & Kristi Seuhs College of Agricultural Sciences and Natural Resources Anna Salas & Deb Vanoverbeke

The number of students that have been cleared for graduation using Degree Works is a primary measure. The completion of the scribing for several years of degree sheets into Degree Works is an initial measure of effectiveness. How many colleges fully adopt Degree Works into their advising practices is another measure of effectiveness. The goal is for all colleges use Degree Works as an advising tool.

Degree Works was used to confer degrees for all undergraduate degree candidates in COE and CEAT in fall 2016 for a total of 340 student clearances. Spring 2017 clearances expected to rise to ~1,600 considering the inclusion of two additional colleges. Degree plans were scribed for all catalog years pursued by any active students. COE has fully adopted Degree Works into their advising practices. CAS is using it for advising in 16-17 and beyond.


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High Impact Strategy - Degree Audit Program (continued)


Works will eventually be available for all students, but it will be available to some as early as Fall 2018 with particular focus on new students.

Honors College Keith Garbutt & Ebonie Hill-Williamson Graduate College Richard Shepard


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Academic Advising by staff advisors and faculty advisors

Student Academic Success Center in each college University College Advising provides advising support to students who are not affiliated with a particular college.

Each college tracks retention and 4-year graduation rates. University College provides additional advising services to special student populations, including transfer, veteran, and concurrent students. The STAR System is used by instructors to notify students and their academic advisors about concerns related to academic performance and absences. Advisors can follow-up with students when academic alerts are filed. Each spring, University Assessment and Testing provides undergraduate students with an opportunity to rate their satisfaction with their assigned academic advisor. Results of the surveys are provided to the respective college administration for review.

Freshman retention across all colleges at OSU: Fall 2016: 78.5% Fall 2015: 79.2% Fall 2014: 81.1% More than 5,000 academic alerts were filed during the past academic year. Students express overwhelming satisfaction with the current advising organization over all the colleges Advisor surveys at the end of the conference express effectiveness and usefulness concerning the topics covered.


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High Impact Strategy - Advising (continued)


Each fall, OSU hosts a one-day conference for academic advisors. Topics covered at the 2016 conference included retention strategies, advising research and strategies, student development, co-advising, transfer advising, and advising special student populations such as veteran, transfer, and first generation students.


University of Oklahoma (OU) Institutional Degree Completion Plan

2017-2018

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

by graduation and targets activities in the 11th and 12th grades to reduce remediation demands in the transition from high school to college.

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SS High Impact Strategy - Shift from Common Core Standards to Oklahoma Academic Standards


Alignment with Governor Fallin’s most recent initiative to strengthen high school curriculum

Dean Gregg Garn Currently underway should be completed by May 2017. 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


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High Impact Strategy - Collaboration with Oklahoma School Districts


Continued collaboration across Oklahoma School Districts to engage in applied research that creates and sustains innovation and transformation. -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. -K20 STEM ready schools – 12 elementary schools receive systemic professional development in STEM education for teachers. -K20C3 project – provides high quality professional development, appropriate resources and exemplar 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.

K-20 Center staff Participation of GEAR UP for SUCCESS 12th graders in project activities for college ready culture. -Evaluation of K20 professional development activities

GEAR UP includes 32 rural districts and 3700 students. OETT works with ~ 188 schools; 5,320 teachers; and 76,893 students K20 STEM is working with 24 elementary schools on an ongoing basis


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High Impact Strategy - Collaboration with Oklahoma School Districts (continued)


-The K20Alt program supports teachers in alternative classrooms to implement best teaching practice and strategies for engaging at-risk students.

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 2017. 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 2016. Implementation beginning Aug 2017. Teacher Ed graduates who wish to participate in the mentoring program are assigned an effective mentor and report satisfaction with the mentoring program.

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.


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High Impact Strategy - Collaboration with Oklahoma School Districts (continued)


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.

Early Childhood Education Institute Supports early childhood programming and policies through research and professional development.

Dr. Diane Horm Providing research based evaluations of early childhood programs including Educare. More students academically and socially ready to begin school.

Working with 7 School districts across the state.

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 Project 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.




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High Impact Strategy - Revised Developmental Math Delivery System


Implemented a completely revised developmental math delivery system, In Fall 2016 added developmental writing and reading courses Partnered initially with Redlands Community College and now beginning in Fall 2017 with Rose State College to provide instruction. Also created financial aid consortium.

Nancy Matthews, Martha Banz, Matt Hamilton, Lisa Portwood

First pilot enrollment was in Fall 2013 and continues each semester. Redlands was initial partner, and Rose State College is partner now, providing instruction for developmental math, writing, and reading courses. 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.

In Fall 2013 the first group of students enrolled in this program – Enrollment Fall 2013 – DMAT 0113 – 287 DMAT 0123 283 Enrollment Fall 2014 – DMAT 0113 – 233 DMAT 0123 – 269 Enrollment Fall 2015 – DMAT 0113 – 267 DMAT 0123 – 273 Enrollment Fall 2016 – DMAT 0113 – 49 DMAT 0123 - 630


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High Impact Strategy - Revised Developmental Math Delivery System (continued)


Success rates of Fall 2013 students in class were 78% for DMAT 0113 and 68% for DMAT 0123, up from 61% and 55% respectively. Moreover, success in a college-level math class after taking this program increased by over 10% Success rates Fall 2014 DMAT 0113 – 75% DMAT 0123 – 70% Success rates Fall 2015 DMAT 0113 – 69% DMAT 0123 – 70% Success rates Fall 2016 DMAT 0113 – 58% DMAT 0123 – 77% Success rates for developmental writing and reading courses exceeded 90%


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High Impact Strategy - Review of Entry Level Math Assessment


Reviewed current assessment tools and their predictive success in placing freshmen into Math courses in which they are successful. Thoroughly research ALEKS as a placement tool. Coordinate between the Math Department and University College to determine implementation and utilization steps. Piloted in spring 2016; implemented fully in Summer 2016. Fully employed Fall 2016, Spring 2017, and Summer 2017

Glen Krutz, Lisa Portwood, Matt Hamilton, Keri Kornelson

After a study of math placement and successful completion of Math courses, the University decided to adopt and implement ALEKS as our new math assessment tool. In addition to providing much more detailed course placement information, ALEKS provides very robust and specific tutorials. It also supports the customization of processes so that variable hours of module time can be required. The Math Department is conducting a full-scale study of ALEKS as a placement tool and as a potential indicator of future curriculum changes to college level math courses. ALEKS was piloted in Spring 2016 and fully implemented in for Fall 2016 after piloting further in summer 2016.

This is a new project


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Partnered with Redlands Community College to create UCOL 1013, Introduction to the College Experience

Nicole Campbell, Lillian Miller, Nancy Matthews, Chris Elliott, Will Jacobs

Full implementation in fall semesters only, starting in 2016. Ongoing analysis of completion and success rates for semesters from Fall 2016 onward.

This is a new project.





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Ongoing discussion with Oklahoma institutions with mission to grant Associate’s degree – currently working with OCCC, Rose State, NOC, WOSC TCC, OSU-OKC. We are now pursuing a relationship with the National Clearinghouse to expand reverse transfer and tracking efficiency.

Matt Hamilton, Laurie Tinsley As transfer students are admitted to OU, we continue to contact all students who are good candidates to qualify for an Associate’s degree Measured by the feeder schools – number of Associates Degrees retroactively awarded

Hundreds of students have been contacted through our established process with NOC, OCCC, and WOSC. It is estimated that more than 350 degrees have been conferred


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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

The development of academic degrees/certificates goes through the standard pipeline – department-college-graduate college-academic program council – Provost-President-OU Regents - OSRHE

Ongoing Final approve of modified degree, new degree, new certificate. Student enrollment Degree/certificate completion

Monitored by both OU and OSRHE


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High Impact Strategy - Modification of Existing Degrees (continued)


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 -development of an accelerated dual degree program BS/MS in petroleum engineering technology in regular and online delivery


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High Impact Strategy - Modification of Existing Degrees (continued)


-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.




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High Impact Strategy – Creation of New Degrees


Creation of new degrees in College of Liberal Studies that address student interest and market need Reinvigoration of existing degrees, with major marketing push as soon as approval is granted Lifespan Care Administration World Cultural Studies Community Recreation Leadership Restorative Justice Corrections Management Volunteer Leadership Military/Government Leadership

Martha Banz Shad Satterthwaite

Enrollment and ultimately degrees granted

LSCA Fall 2015: Majors=24, enrollments=72 WCS Fall 2015: Majors=10, enrollments=28 Program structure under development, nearing completion and submission for approval Program structure under development, nearing completion and submission for approval



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High Impact Strategy -Undergraduate Student Persistence


Continued study of undergraduate student persistence and intensity of engagement The President’s 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

Improvement in retention and graduation rates Increase in average number of credit hours taken each semester Increase to summer enrollment

Ongoing We will assess total number of credit hours taken by undergraduates in 2014-2015 following another complete year of the flat-rate tuition policy.


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High Impact Strategy -Decreasing Time to Graduation


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, Randy Hewes

Decreased time to degree for various groups of graduate students

Ongoing, initial program ought to be in place in two years 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

2017-2018

FOCUS ON READINESS


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Study Math Ready to assess its relevance for placement in mathematics

Assistant Vice President for Academic Affairs, Mathematical Sciences Chair, and Dean of Arts and Sciences

Use of Math Ready as placement option

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Study and possibly implement a High School Bridge program to provide additional concurrent student support and to recruit and train additional high school teachers for delivery of concurrent instruction

Vice President for Academic Affairs

Number of concurrent students enrolled and number of high school teachers delivering instruction


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High Impact Strategy – Transition Committee


Continue work with P-16 Transitions Committee to create smoother transition between 12th grade and the first year of college

Vice President for Academic Affairs and Assistant Vice President for Academic Affairs

Fewer entering students requiring remediation

Committee included eleven representatives from area high schools and eight from Cameron University and met 3 times during spring 2017. Committee also created handout aimed at high school students and incoming freshman that detailed differences between high school and college. The draft is under review for dissemination at this time.

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High Impact Strategy – Freshman-only Courses


Provide freshman-only courses for incoming freshman students

Vice President for Academic Affairs and Assistant Vice President for Academic Affairs

Lower DFW rates in freshman-only courses

Offered eight freshman-only sections in Fall 2016 and five in Spring 2017 (History, English, Mathematics, Communication, and Psychology).


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SS High Impact Strategy – Peer Mentors


Utilize peer support programs Vice President for Academic Affairs and Assistant Vice President for Academic Affairs

Lower DFW rates in freshman-only courses

In Fall 2016, five of the eight freshman-only sections had peer mentors.




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Expand co-requisite model of remediation in English and math

Assistant Vice President for Academic Affairs and Academic Deans

Over 50% of the students requiring remediation will be enrolled in a corequisite course. Students enrolled in a corequisite course will succeed in the paired gateway course at the same or higher rate as students enrolled directly in the gateway course.

Offered 9 sections of co-requisite English and 3 sections of co-requisite math for Fall 2016. Offered 6 sections of co-requisite English, 4 sections of co-requisite math, and 1 section of co-requisite statistics for Spring 2017. Offering 14 sections of co-requisite English, 7 sections of co-requisite mathematics, and 1 section of co-requisite statistics for Fall 2017. In 2016-17, 20% of the students were remediated with co-requisite courses (calculated by taking the number of students who enrolled in at least one co-requisite course and dividing by the total number of individual students enrolled in at least one zero-level course) up from 12% in 2015-16.


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Undertake comprehensive review of remedial course placement. Use multiple measures, including HS GPA, to place students for English, math, and reading Develop SAT cut scores for pre-college math and English Examine feasibility of using Math Ready course for placement in mathematics Revisit math pathways for degree programs

Assistant Vice President for Academic Affairs and Academic Deans

Students placed by HS GPA will succeed at the same or higher rate as students placed by ACT and/or CPT The university will begin using SAT scores for placement without conversions Change in requirements for course placement Increased number of students taking general education mathematics or statistics courses other than College Algebra

Expiration dates for ACT scores have been eliminated. English has eliminated the use of the English essay as a placement tool so that all students now take the computerized CPT. Students with HS GPA of 3.0 or above have been allowed to enroll directly in the gateway course for Fall 2017.

Continue to review and revise placement methods and standards

Chairs, Math and English Comparison of methods and scores to success in target courses

Worked with Math pathways and re-examined placement methods and standards. Added GPA as option for determining placement


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High Impact Strategy – Remediation Bootcamp


Expand capacity of summer placement test bootcamp and institute one-day math refreshers at the start of each semester.

Assistant Vice President for Academic Affairs

Students completing remediation bootcamp will improve placement by at least one level Students completing math refresher will succeed at a higher rate than those not participating

Have offered summer remediation bootcamp Summer 2015, Summer 2016, and Summer 2017. In Spring 2017, we offered a one-day refresher course with 30 students in attendance.




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S High Impact Strategy - Reverse Transfer

Implementation Responsible Party Measures of Effectiveness Results to Date Explore reverse transfer partnerships with other Oklahoma institutions

Registrar Increased number of degrees awarded

Reverse transfer MOA to complete Biology degree in first year of OSU Medical School completed Spring 2017.


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High Impact Strategy – Cooperative Agreements/Contracts


Complete MOA with Great Plains Technology Center in Radiologic Technology


MOA approved by Cameron University and Great Plains Technology Center

Joint Review Committee on Education in Radiologic Technology (JCERT) approval received June 21, 2017.

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Promote various methods of awarding credit for college-level learning including standardized exams and ACE


Number of CLEP, AP, and DSST hours of credit awarded


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Evaluate transfer coursework to determine equivalencies and applicability to degree requirements

Registrar Speed and accuracy of placement decisions improves

The plan that involves evaluating transfer transcripts for initial course placement and degree applicability continues to be successful. Course substitution/waivers are evaluated on the front end of admission/enrollment and this process provides a clear path to graduation. The Transfer Coordinator has processed approximately 450 substitution/waivers this year.

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Organizational Leadership Certificate Program - designed for working adults

Associate Vice President for Academic Affairs

Enrollment of at least 5 people in Fall 2018

Has been on hold due to budget cuts and departmental mergers – paperwork has been completed and is ready for submission to Curriculum Committee in September 2017.




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High Impact Strategy - Reach Higher or other Initiatives --Associate’s Degree in Organizational Leadership


Associate’s Degree in Organizational Leadership

Associate Vice President for Academic Affairs

Identification of at least 12 adult learners who will enroll in the program when approved for offering; graduate at least 10 on or before Spring 2019

Has been on hold due to budget cuts and departmental mergers – paperwork has been completed and is ready for submission to Curriculum Committee in September 2017.

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High Impact Strategy - Move Undeclared Students to AS in Interdisciplinary Studies


Encourage entering students with developmental needs (who are admissible at the AS or Bachelor’s level) to declare a major in Interdisciplinary Studies. Use dual advising with Advising Center and Office of Extended Learning faculty to provide these students with a focused plan of study to move through General Education, with an academic “home” in the Office of Extended Learning, to increase retention and provide faculty mentoring

Assistant Vice President for Academic Affairs

Enroll 10 new majors with this option by Summer 2018. By Summer 2023, improve retention rate for full time students (compared to undeclared majors) by 10%.



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Make 15 credit hours the normative load for full-time students Provide financial support for students in good standing who need to complete additional hours in the summer to reach 30 hours for the year

Assistant Vice President for Academic Affairs and academic advisors Vice President for Enrollment Management and Student Success and Vice President for Academic Affairs

Percentage of full-time students completing 30 hours each academic year will increase

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Promote the use of Degree Works to monitor progress toward degree completion

Registrar Number of students and faculty utilizing Degree Works for monitoring progress on degree completion


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Update four-year degree plans Conduct training with academic advising specialists to allow for expansion of their duties to academic coaching

Assistant Vice President for Academic Affairs and Academic Chairs Assistant Vice President for Academic Affairs

Percentage of full-time baccauleate degree seeking students graduating with a Bachelor’s degree in four years will increase Student persistence will increase

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High Impact Strategy – Use of data


Increase analysis of data via use of predictive analytics software to identify students at risk of attrition

Director of IRAA, Assistant Vice President for Academic Affairs

Identification of high-risk students for earlier intervention

Have utilized Rapid Insight to analyze correlations of demographic and psychosocial characteristics and included data on success for freshmen in freshmen-only courses with and without peer mentors (shared in the Data Summary Book). Retention Counselor used calculated risk levels to prioritize which students should be contacted for pre-enrollment help.


East Central University (ECU) Institutional Degree Completion Plan

2017-2018

FOCUS ON READINESS


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High Impact Strategy - Math and Science


Create a Math and Science Education Institute Plan professional development for fall 2017 in all areas of STEM

Dean of the College of Education and Psychology, Dean of the College of Health and Sciences, and chairs of education, mathematics, and science departments.

Teachers complete the professional development and take the learning back to their classrooms. A true measure of success would be improved ACT scores but without control groups of students, we will not be able to measure who has benefitted from the teacher training.

A $350,000 private gift allowed ECU to develop a three-year budget and plan. The institute has been established, the mission has been developed and a Director was hired in spring, 2017. Professional Development events will begin fall 2017 in the area of math and science pedagogy. SG (Strategic Goal) 2


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High Impact Strategy – High School Technology


Provide a Camp Tech Terra for public school students to focus on STEM projects. Organize the event in fall, 2017 to be held in summer 2018.

Dean of the College of Education and Psychology, Dean of the College of Health and Sciences, and chairs of education, mathematics, and science departments. Director of the Math and Science Ed Institute.

Our goal is to serve 15 area students. Surveys will be given at the end for satisfaction data.

We are in the planning and fundraising phase.

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SS High Impact Strategy –Science


Biology faculty partner with Pontotoc Tech Center to provide research experience with high school students completing environmental biotechnology academy.

Biology department chair and faculty.

Two students each year participate and then matriculate to ECU.

Four students participated in research projects during the spring 2017 semester. As of June 23, 2017 only one of the students is enrolled for fall 2017. SG2 & SG3


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High Impact Strategy – Technology, Science, and Math


Provide pre-service teachers training in best practices in science and math education Maker Space Demonstrations in fall 2016-17. App Smash spring 2017. Utilization of Pitsco Maker Space kits spring 2017.

Dean of the College of Education and Psychology, Dean of the College of Health and Sciences, and chairs of education, mathematics, and science departments.

Pre-service teachers will increase their scores on WayFind for the technology component and the Early Childhood, Elementary, and Special Education programs will score higher on the Math and Science portion of the OSAT.

Wayfind assessment was purchased in spring and the pretesting will begin in August. Oklahoma subject area test scores indicate that all three groups of teachers are passing their certification tests with science subtest scores for elementary 240 and math subtest scores at 248. Early Childhood math and science subtest score was 242. And Special Education math/science subtest score at 257. The scores need to be at 240 or over to pass.




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Create co-requisite courses in college algebra and freshman composition

Provost/VPAA, Deans of CHS and CLASS, Chairs of English and Mathematics Departments, and appropriate faculty.

For those needing remediation, increase the completion rate of the gateway course MATH 1513 and ENG 1113 by 10% from the previous year.

The co-requisite labs have been approved and scheduled for fall 2017 for both college algebra and freshman composition. SG2 SG2

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Align gateway math course with major program.

Provost/VPAA, Dean of CHS, Chair of Mathematics Department, and math faculty.

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.

In fall 2016, 131 students enrolled in intermediate algebra. In spring 2017, 48 students enrolled in intermediate

2017-18 degree completion plan summaries · degree . completion . plan . summaries . 2017-2018 ....

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