ACADEMIC PLAN SUMMARIES

2017-2018

2017-2018 Academic Plan Summaries 1

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.

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Meeting of the OKLAHOMA STATE REGENTS FOR HIGHER EDUCATION September 7, 2017

AGENDA ITEM # :

Academic Plans.

SUBJECT: Disposition of institutional academic plans.

RECOMMENDATION:

It is recommended that the State Regents acknowledge receipt of the following 2017-2018 academic 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:

The State Regents approved the Academic Planning/Resource Allocation (APRA) concept in 1991. Institutional academic plans are developed each year and provide the context for decision-

2017-2018 Academic Plan Summaries 3 making within APRA principles. The academic plans are summarized in a supplement and document the system’s academic planning and institutional priorities. New program requests are evaluated within the context of a current and complete institutional academic plan.

In January 2003, institutional administration and State Regents’ staff discussed reshaping the Academic Plan process into a more efficient and productive exercise. The plans were made more concise while still including two parts: Part I. Annual Report; and Part II. Academic Plans for the Coming Year. The Annual Report summarized current academic programs and services in technology and academic efficiencies, and reported Learning Site activities. The Academic Plan for the Coming Year included a copy of the institution’s strategic plan, if available; the institution’s three to five academic priorities for the coming year; and a summary of future plans with respect to technology and academic efficiencies.

In 2012, the Academic Plan report was revised again to include: 1) Priorities/Programs; 2) Technology; 3) Academic Efficiencies, and 4) Learning Site Activity Report. The current plan also includes enrollment projections for Fall 2017, Fall 2018, and Fall 2019.

POLICY ISSUES:

These actions support and further the goals of the APRA initiative.

ANALYSIS:

Institutions are provided an outline for the report (see Attachment A). Plans were due in the State Regents' office on June 30, 2017. The 2017-2018 Academic Plan Outline is provided below.

1) Priorities/Programs 2) Technology Current Status Future Plans 3) Academic Efficiencies Current Status Future Plans 4) Learning Site Activity Report Enrollment Projections

With this action, the State Regents acknowledge the academic plans from all public institutions. Summaries of the submissions are available in a supplement. The request for the academic plan also included the Institutional Degree Completion Plan, which is reported in a separate agenda item.

Attachment

Supplement available upon request.

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Attachment A – 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. Summarize academic programs and services in the following areas:

1. Priorities/Programs. List the institution’s academic priorities for the 2017-2018 year and the planned activities that will be used to achieve these priorities. Please include, if appropriate, how these academic priorities relate to high priority academic programs and any new academic program requests to be submitted in the 2017-2018 year and the corresponding budget priorities/needs to be requested. Attach budget need documentation.

a. Priorities/Programs

2. Technology (uses in the classroom, faculty and curriculum development, student support services, and distance education offerings, etc., especially noting new, different, and innovative uses of technology)

a. Current Status

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b. Future Plans (Noting plans for research/innovation, teaching/learning, and service, and how these plans are developed, including how local needs are determined and plans for addressing are developed)

3. Academic Efficiencies

Academic Efficiencies - faculty sharing, partnership collaboration, course redesign, program downsizing or deletion, etc., that have direct impact on budget, cost savings, efficiencies, the academic enterprise and describe how those decisions were made.

a. Current Status

b. Future Plans (Noting plans for research/innovation, teaching/learning, and service, and how these plans are developed, including how local needs are determined and plans for addressing are developed)

4. Learning Site Activity Report Please respond to the following questions as a learning site:

5. Include the number of courses sent to and received from other institutions, including only electronic courses. Detail the productivity in those courses and programs, as well as the breakdown between upper division and lower division courses.

6. Provide detailed information about how the learning site is ascertaining and meeting employer needs and student demands.

7. Describe in detail planned changes in locations to send or receive courses and programs (i.e. branch campuses or off-campus locations, etc.).

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C. Provide the institution’s 2017, 2018, 2019 projections for fall headcount enrollment and annual FTE by undergraduate and graduate separately.

 Fall 2017: Undergraduate Headcount:______ Fall 2017: Graduate (if applicable) Headcount:______ 2017 Annual FTE:______

 Fall 2018: Undergraduate Headcount:______ Fall 2018: Graduate (if applicable) Headcount:______ 2018 Annual FTE:______

 Fall 2019: Undergraduate Headcount:______ Fall 2019: Graduate (if applicable) Headcount:______ 2019 Annual FTE:______

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OKLAHOMA STATE UNIVERSITY (OSU) 2017-2018 Academic Plan

TECHNOLOGY

Current Status

OSU  An upgrade to existing wireless infrastructure increases speed (bandwidth) to users giving faster response time, accommodates more users per access point due to expanded capacity and speed, and assists with roaming as a student authenticates to one access point and moves across campus.

CAS  “Tech Talks” are offered as a venue for sharing innovative uses of technology in the classroom. These presentations are given by faculty and staff in department-based laboratories and other instructional facilities. The technology fee was used for an expansion of laboratories in general physics courses. A longstanding competition continues and is open to all A&S departments and schools for proposals involving the innovative use of technology. Proposals submitted to this program are evaluated twice each year by a student/faculty committee.

CASNR  The use of Adobe Connect and Zoom is expanding to incorporate distance learners and bringing external guest speakers into the classroom. While Oklahoma County Extension Service clientele are primary targets for DASNR mobile apps, CASNR faculty regularly use mobile apps in their classroom as part of the learning process, including apps that allow the instructor to wirelessly broadcast their lectures to the classroom projector and double as smartboard-like instruments.  Swivl robots and Edthina software are integrated into agricultural teacher education courses. Current versions of design and publication software are used with agricultural communication classes. Doceri White Board App is used in the classroom with short videos made with the Doceri App to enhance student understanding of the subject matter. Additionally, codes are used for students’ cell phones in ANSI 1124 labs to engage student participation and learning.

CEAT  A new, active-learning classroom (EN 450) was installed that employs state-of-the-art technology with 84 seats. This classroom will be used as a CEAT model for future classroom improvements.

COE  Classrooms have fully integrated technology to facilitate instruction including large touchscreen interactive displays, computers, document cameras, DVD capabilities, and integration with BYOD devices.

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 COE Tech Playground facilitates the exploration of emerging technologies and applications for achieving instructional objectives, including large screen interactive classroom simulation capabilities.

COHS  A new north wing of the original Human Sciences building opened in 2016-2017, which incorporates new technology used for instruction. An example is the “Mixed Reality Immersive Design Laboratory” which focuses on virtual reality, augmented reality, and 3D digital prototyping using technology such as a passive 3D visualization system, Mirametrix S2 passive eye tracking system, Oculus Rift devices, a mobile 3D scanning system, an Ultimaker 3d printer and Emotive Neuroimaging Devices. Another area focuses on understanding physical and cognitive capabilities and limitations of different populations under various conditions; equipment will include a Vitus SMART 3-D body scanner, Polyworks (V10) software, 8-camera Motion Capture Systems, surface electromyography equipment, Tekscan pressure sensors, anthropometers, skin and core temperature measurement devices and more.  A large media wall was incorporated in the Great Hall of the new north wing of the Human Sciences building for use in sharing academic program information. Additionally a new teaching computer laboratory was added in the new space to aid in accommodating the large number of courses in which technology is incorporated.

SSB  Virtual machine technology is fully deployed for use by students and faculty. This technology allows 24/7, 365 remote, world-wide access to software and specialized programs that were previously only available to users physically located in our on- campus labs. Fielding this technology has allowed us to provide near-identical technology to both online and on-campus students and faculty. In addition, this technology reduces energy consumption.  Other technology advances within the last year include the following. The online learning office is running new software developed in collaboration with Interworks to streamline the distribution of online exams. The Center for Advanced Global Leadership and Engagement (CAGLE) is utilizing the campus-wide Terra-Dotta online application/admission system. Several departments have new applications for Qualtrics (e.g., Eastin Center for administering internship program and CAGLE for gathering student feedback). Text Free Ultra has been adopted as a platform for asking questions in Eastin events. CAGLE has created videos to promote the importance of study abroad. Additionally, Capital IQ is a new database in Finance that allows students to more easily conduct cutting edge research analysis in a user-friendly environment.

CVHS  The growth of contemporary teaching technology, including increased use of open- format teaching spaces, is a current use of technology.

OSU-CHS  The simulation technology in the TANDY Medical Academic Building provides a unique opportunity to bring cutting edge technology to education. This facility also provides an excellent opportunity for interprofessional training that will be used in our curriculum.  New curricula will be developed for training of preclinical medical students as well as students in their clerkship rotations and residents.

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Future Plans

OSU  Banner mobile for registration is moving forward this fall.

CAS  This coming year students in Air Force ROTC Detachment 670 will be able to gain flight training experience through an advanced flight simulator housed in Thatcher Hall. Students enrolled in introductory anatomy courses offered through the Department of Integrative Biology will be able to learn about dissection processes using a plastinated human body. Within the coming year the Theatre Department will create an Acting and Sound Studio to support “acting for camera” and cross-department courses. The Department of Communication Sciences and Disorders will be upgrading audiology equipment critical to its clinic and its instructional mission.

CASNR  Development of on-line courses from existing courses is being discussed and using blended courses with domestic and international academic partners is being considered. New forms of information dispersal including use of sensors, the cloud, portable computing, and the “Internet of Things” (IOT) is filtering into such diverse fields as irrigation and crop production. Technology objectives include more effective utilization of smartboards, development of orientation curriculum that utilizes iGrad, and mapping of brine (salt water impact on soil resources) adjacent to production areas, and redesigning classrooms for enhanced student use.

CEAT  The construction continues on a new integrated undergraduate laboratory building, Endeavor Lab, to facilitate hands-on teaching in joint spaces used across several units. This facility is slated to open fall 2018 and is visionary in its interdisciplinary focus with new technologies utilized for hands-on learning.  A new classroom in the new Power Plant building will be targeted for CEAT use and will be outfitted with state-of-the art interactive teaching/learning technology.

COE  Classrooms, computer labs, and faculty/staff technology resources have scheduled updates, along with the enhancement of the distance education and video conference facilities. Technology available for student checkout and in the Tech Playground will be expanded.

COHS  The School of Hotel & Restaurant Administration has new technologies in multiple teaching/learning labs, which are being incorporated into laboratory and lecture teaching. The large quantity food prep laboratory incorporates various stations, each focusing on a specific type of food preparation. Technology monitors are positioned above each station within the lab. Instructors and undergraduate teaching assistants will provide needed content and directions to lab students via the monitors and also monitor their progress via cameras installed throughout the food preparation lab. The technology supports teaching, learning and completion of food products in a time sensitive process associated with serving patrons in Taylor’s, an associated teaching/learning restaurant. The School also

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has new technology in a new demonstration classroom. The classroom incorporates cameras positioned throughout the room. The demonstration area in the front of the classroom where an instructor is demonstrating a specific process allows students to clearly view details of the process on large screens across the front of the room.

SSB  Virtual machine technology is being deployed for Spears Business staff this year. This deployment should result in reduced energy, hardware, and support personnel costs. In addition, staff will be able to access their office computing environment remotely. This technology will also result in a more secure computing environment with the user local data and system configuration being backed up each day. The ability to recover a previous system state from backup will greatly reduce or even eliminate the need to rebuild systems from scratch when they have been compromised by a virus or malware.  A building wide interconnected mesh fiber optic digital video system is also being installed. This system has the capacity to tie into a future campus-wide fiber optic network dedicated to digital video use. This technology allows video sharing from one location in the building to other locations in the building and even out to the rest of campus, or to the general public. This ability will be very useful in situations where presentations need to be shared with a large audience or remotely attended. This same technology will allow us to capture classroom teaching sessions and publish/produce them easily with no on-site production personnel. Eventually, this fiber optic network will connect all areas of campus, allowing the campus community to more easily participate in events across campus without having to physically be at the location the event is being held.

CVHS  Plans include transitioning away from traditional lecture hall teaching formats, and into open, flexible, and smaller-group configurations.

OSU-CHS  Exploration of the uses of innovative education software in developing new instructional methods for medical and graduate education. Last year the forensics sciences program took possession of about 300 acres of land in Pawnee County that will be developed into a bomb range and body farm. This addition will create opportunities for research into public safety concerns.

ACADEMIC EFFICIENCIES

Current Status

CAS  The college-wide foreign language requirements were updated on the basis of a recommendation submitted in January 2017 by an ad hoc committee. In an effort to align course offering with other Oklahoma colleges and universities, the Department of Foreign Languages and Literatures will shift from offering 5-hour to 3-hour introductory courses. CAS has also worked closely with representatives of two-year institutions in developing articulation agreements that enable students to select courses that facilitate

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completion of an associate’s degree while also fulfilling requirements for a baccalaureate degree earned at OSU. This will help minimize unnecessary coursework taken by students and reduce time to degree completion.

CASNR  Departments use curriculum mapping, course audits and student learning assessment reports to identify excessive course overlap, curricular deficiencies, and optimal course scheduling to solidify course enrollments and determine where additional courses can be taught with the existing faculty resource base.  Faculty collaborate across departments to team-teach courses that provide a greater resource and knowledge base to students and thereby, better utilize faculty time while addressing curricular needs.

CEAT  With the dramatic increase in enrollment in CEAT over the last few years, resources are at maximum capacity and beyond in almost every area of the college. CEAT has increased class sizes by 30% in multiple disciplines to facilitate the larger enrollments.  For summer 2017, all on-campus courses were cancelled and on-line courses were offered in key areas. This will continue in the immediate future. The number of online courses for CEAT continues to grow. Many courses are offered on-campus and online so that distance students as well as on-campus students can take a course online.

COE  Collaboration with CAS continues to develop programs that allow for recruitment of teacher education majors. One-year add-on programs and dual degrees are in the planning phases to allow more students the opportunity to add certification to assist with Oklahoma’s teacher shortage. All program areas are engaged in class schedule review to increase class sizes and reduce course duplication

COHS  A perennial efficiency is membership in the Great Plains Interactive Distance Education Alliance (Great Plains IDEA), a consortium of 13 Human Sciences colleges at 13 universities. COHS participates in offering totally online master’s degree programs and a graduate certificate program in: Family Financial planning, Gerontology, Dietetics, Retail Merchandising Leadership, and Family and Community Services. Outstanding faculty members at Alliance universities, including OSU, teach the online courses. All program costs are covered by Outreach tuition. No new faculty positions have been required to sustain/grow these programs at OSU since 2001 with 90+ home institution students currently pursuing degrees through OSU.  The Early Childhood Education (ECE) program offers a 4+1 plan of study that allows students to complete both Bachelor of Science and Master of Science degrees in five years.

SSB  Full staffing of advisors in our Business Student Success Center has improved student advising services significantly and made it much easier for students to get to their advisors on a timely basis.

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 Spears Business contracted with Interworks to develop software for exam distribution for their online courses. Use of this technology will enable us to do a more reliable and less costly job of distributing exam information for about 33,000 exams per year.

OSU-CHS  The increase use of computer simulation in our curriculum provides efficient and relevant education for our students. This type of training provides better outcomes for patients. Another efficiency is the use of forensic facilities for multiple purposes. The Crime Scene House and the Explosives Range are leased to law enforcement agencies to conduct their own training. Revenues from these activities flow back to the School of Forensic Sciences to help offset operating expenses.

Future Plans

CAS  Expansion of co-requisite remediation in entry-level math courses will result in greater efficiency.  The development of new degree options to assist students interested in professional programs such as law and medicine will also increase efficiency.

CASNR  Equipping all college and department classrooms with similar instructional technology so that faculty can move from one classroom to another with ease and without having to learn how to use different technology allows for efficiency, not just in faculty training, but in technology repairs and quicker solution of issues.  The use of non-tenure track faculty to address some undergraduate instructional needs and to focus academic advising resources on each department’s lower division students is under consideration.

CEAT  The new qualified admissions criteria for new freshman and transfer students is being installed. These new criteria will apply to fall 2018 incoming students.  Curriculum studies are being undertaken in Mechanical and Aerospace Engineering and Chemical Engineering. Engineering Technology offices, classrooms, and labs will all be relocated from Cordell Hall by the end of summer 2017.

COE  The College has completed a reorganization process that will increase efficiency in course and program design, specifically across Educational Psychology and Educational technology in the domain of cognitive and learning sciences.  Summer session class schedules are being analyzed to generate cost savings.

COHS  Two proposed programs to be offered through the Great Plains Interactive Distance Education Alliance will extend the reach to educate new students who do not otherwise have access to programs delivered from a four-year institution.  The proposed Bachelor of Science in Human Sciences (major in Early Care and Education) will be offered online. Hopefully, the 2+2 agreement with OSU-OKC will be

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established so that students who complete the OSU-OKC Early Care and Child Development two-year program will have the opportunity to complete two upper-division years of online instruction and graduate with a BS degree without moving to Stillwater. Because the proposed Early Care and Education program will be collaboratively delivered through the Great Plains IDEA, tuition from this Outreach effort will facilitate covering expenses of the program.  The proposed MS in Human Sciences (major in Family and Consumer Sciences Education) will provide an Outreach to practicing professionals throughout Oklahoma who are Family and Consumer Sciences teachers and Family and Consumer Sciences County Extension Educators. These professionals need to earn a master’s degree to advance in their professions but are often place bound, that is, not near a university. Others are alternatively certified individuals who are teaching Family and Consumer Sciences in public schools but who do not have an educational background in the field of study they are teaching. Both audiences will find this proposed program to be an effective enhancement of their careers.

SSB  More strategic deployment of practitioner faculty, which should both reduce faculty costs and provide a very valuable practice perspective for students is a planned efficiency.  Increasing class sizes to fully utilize the classroom capacity in the new building will provide future efficiencies.

OSU-CHS  The incorporation of simulation with innovative teaching strategies and interprofessional training will enhance the abilities of our medical graduates.  The addition of doctoral programs in forensic sciences (scheduled to be approved by the Regents in the fall of 2017) and Athletic Training (proposed in the 2017-2018 CHS academic plan) will position both programs to be leaders in their respective fields nationally.

LEARNING SITE ACTIVITY REPORT

Number of Courses

Tele-Education is used by OSU Center for Health Sciences to facilitate the training of medical students and residents for Cardiology, Radiology, Dermatology, Internal Medicine HIV+ Specialty, Psychiatry and Behavioral Health; providing Grand Rounds to medical hospital personnel interested in CME credits; the Oklahoma Osteopathic Association Continuing Medical Education Program Family Practice Update; the Osteopathic Medical Education Consortium of Oklahoma (OMECO) Education, Collaboration, and Application Initiative; includes the Residency Program Education for ENT, ER, Family Medicine, OB/GYN, and Surgery; the OSU- Center for Rural Health Medical Education student rotations for didactic lectures and presentations; and the Oklahoma Healthcare Authority (OHCA) Case Management meetings. OSU Tulsa offered 98 sections of courses electronically.

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How Sites are Meeting Needs

The Learning Site allows videoconferencing services for course access to citizens who cannot attend class on campus, such as delivery of teacher education courses broadcast to multiple sites at technology centers and courses for provisionally certified teachers working towards standard certification. Video conferencing is also available for use by other Oklahoma agencies to conduct statewide meetings, interviews and other business.

Planned Changes

Currently, there are no planned changes.

ACADEMIC PRIORITIES

CAS, College of Arts and Sciences  Retention remains the top priority. Several new initiatives to improve retention include working with department heads to place high caliber instructors in courses taken by first- year students and converting lecturer and adjunct instructional appointments to Teaching Assistant Professor positions to attract high quality faculty working on multi-year contracts.  Curriculum revision is a second priority. CAS departments and schools are presently involved in efforts to update and modernize undergraduate and graduate degree and certificate programs in ways that recognize changing workforce needs and career opportunities. This initiative has included a reexamination of general education courses, departmental course requirements for degrees, and the content and organization associated with individual courses.

CASNR, College of Agricultural Sciences and Natural Resources  Improving undergraduate retention and graduation rates is a main priority. Departments are reexamining academic advising support, promoting undergraduate research opportunities, offering extensive internship programs, and completing comprehensive reviews of degree programs. The college is also providing support for retention and academic success programs, including the adoption of a personal financial literacy curriculum.  Increasing graduate program enrollment and corresponding assistantship support is another priority. While the investment in GTA stipends has increased, support for GRA positions has decreased due to reductions in the OAES budget and retirements/departures of research faculty. Quality graduate students are critical to faculty research success and also to support undergraduate student retention.  The Department of Animal Science is considering a name change to better reflect both undergraduate majors offered in the department (animal science and food science).

CEAT, College of Engineering, Architecture and Technology  Matching resources and academic opportunities with growing enrollment is the main priority. CEAT is in process of installing new qualified admissions criteria for freshman and transfer students. These new criteria will apply to fall 2018 incoming students.

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 Improving freshman retention is parallel to this effort. CEAT has developed a new Freshman Living Learning Community with focused programming in Parker Hall – available fall 2017.  Increase the technology fee this year and consider increases in the future to attain at least on par with peers for technology resources.  Continue to grow the CEAT faculty and update CEAT facilities to meet growing enrollment and to modernize classrooms and labs.

COE, College of Education  Increasing enrollment growth in new degree programs in Nursing, Exercise Science, and the Master of Arts in Teaching is a main priority.  Increasing the rate of degree completion in our undergraduate majors is also a priority.

COHS, College of Human Sciences  An increase in undergraduate enrollment in two academic majors within the Human Sciences College (Design, Housing & Merchandising; Hotel & Restaurant Administration) while maintaining undergraduate enrollment in two other academic majors (Nutritional Sciences; Human Development and Family Science) is a primary priority.  The School of Hotel & Restaurant Administration (HRAD) will have a name change to Hospitality & Tourism Management. They will also propose change to the name of the undergraduate major to Hospitality & Tourism Management including four embedded specializations, allowing each student to choose an emphasis associated with his/her chosen career path. The School is making adjustments to undergraduate program requirements in keeping with changes in the hospitality industry and in sync with the program’s Advisory Board input.

SSB, Spears School of Business  The introduction and roll-out of new and revised courses in the core curriculum, which include interpersonal, leadership, and career-readiness skills, along with expansion of Excel and data analysis skills are the main priorities.  Ensuring that all students have access to and participate in a variety of career-readiness initiatives, including Eastin Center activities, mentoring, internships, and study abroad is an additional priority.

CVHS, Center for Veterinary Health Sciences  Rebuilding faculty in key specialties is a main priority.  Completing a comprehensive curriculum review is an additional priority.

OSU-Tulsa  Development of an Academic Strategic Plan is a main priority.

OSU-CHS, Center for Health Sciences  Opening of the TANDY Medical Academic Building with its medical simulation center is a major milestone which will facilitate the training of medical students and residents with state-of-the art simulation facilities. Through strategic planning, the priorities are being assessed and best use of vacated space at the CHS by the opening of the TANDY Medical Academic Building is under consideration.

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 Internal review of all graduate programs as part of a strategic assessment to determine the direction of each of the respective programs for the next 10 years is an additional priority.

New Academic Programs under consideration or proposal

CAS  Undergraduate certificate in Teaching English to Speakers of Other Languages (TESOL)  Undergraduate certificates in Digital Media Production and Social Media Strategy  Undergraduate certificate in Pre-nursing  Undergraduate certificate in Digital Humanities  Graduate certificate in GIS in Oil and Gas  Graduate certificate in Crisis Communication  Graduate certificate in Higher Education Teaching Content  BS in American Studies  BS in Chemical Biology  BA in Arts Administration

CASNR  BSAG in Agricultural Mechanical Technology  Professional 1-year Master’s program in Biochemistry and Molecular Biology  Online MAG and MS through Masters of International Agriculture  Undergraduate and Graduate certificates in various specialized areas of study, including college teaching in agriculture and natural resources, food safety, agricultural leadership, social sciences research associated with agriculture and natural resources, equine science, ag systems management, grain elevator safety, aeration system design and management, materials handling design, ag energy management, irrigation management, renewable energy management, sustainable ag production, precision agriculture management, bioforensic techniques, and plant protection.

CEAT  PhD in Petroleum Engineering  BS in Fire Protection and Safety Engineering  ME in Mechanical and Aerospace Engineering  Graduate certificate in the School of Architecture (in the approval process)  Graduate certificate program in composite materials  Graduate certificate program in manufacturing  MS in Materials Science and Engineering (new degree track for part-time students)

COE  PhD in Counseling Psychology  Undergraduate certificate program in Career and Technical Education  Graduate certificate in Workforce and Adult Education  Graduate certificate in Civic and Community Leadership  Graduate certificate in Title IX offered through the Higher Education Program  Undergraduate Certificate in Teaching English Language Learners  Graduate Certificate in Teaching English Language Learners

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COHS  BSHS in Early Childhood Education  BSHS (online) in Early Care and Education  Graduate certificate in Advanced Revenue Management  Undergraduate certificate in Personal (or Family) Financial Planning  MS (online) in Family and Consumer Sciences Education  PhD in Human Development and Family Science

SSB  BSBA in Environmental Management (interdisciplinary program in Tulsa)  BSBA in Cybersecurity  MS in Health Analytics (interdisciplinary)  MS in Human Resources Management  Undergraduate certificate in Cybersecurity 1  Undergraduate certificate in Cybersecurity 2  Undergraduate certificate in Energy Business  Undergraduate certificate in Information Systems Development 1  Undergraduate certificate in Information Systems Development 2  Undergraduate certificate in Real Estate  Graduate certificate in Advanced Systems Development  Graduate certificate in Data Science  Graduate certificate in Energy Business  Graduate certificate in Healthcare Informatics and Analytics  Graduate certificate in Real Estate

OSU-CHS  New Learning Site at Cherokee Nation Hospital in Tahlequah, Oklahoma. The MPH and DO degrees are under planned for that location of Osteopathic Medicine  Graduate certificate in Biomedical Sciences  Graduate certificate in Health Care Administration  Graduate certificate in Global Health  PhD in Athletic Training  MS degree Physician Assistant Studies in the School of Allied Health.  PhD in Forensic Science

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ENROLLMENT PROJECTIONS

Fall 2017: Undergraduate Headcount: 21,443 Fall 2017: Graduate Headcount: 3,975 Fall 2017: OSU Center for Veterinary Health Sciences Headcount: 355 Fall 2017: OSU-CHS Graduate Headcount: 1,102 2017 Annual FTE: 22,615 2017 OSU-CHS Annual FTE: 1,181

Fall 2018: Undergraduate Headcount: 21,543 Fall 2018: Graduate Headcount: 3,975 Fall 2018: OSU Center for Veterinary Health Sciences Headcount: 375 Fall 2018: OSU-CHS Graduate Headcount: 1,150 2018 Annual FTE: 22,729 2018 OSU-CHS Annual FTE: 1,255

Fall 2019: Undergraduate Headcount: 21,643 Fall 2019: Graduate Headcount: 3,975 Fall 2019: OSU Center for Veterinary Health Sciences Headcount: 391 Fall 2019: OSU-CHS Graduate Headcount: 1,174 2019 Annual FTE: 22,839 2019 OSU-CHS Annual FTE: 1,280

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UNIVERSITY OF OKLAHOMA (OU) 2017-2018 Academic Plan

TECHNOLOGY

Current Status

1. Teaching and Learning – Great strides have been made in the last year in two critical areas – providing faculty and students with the tools needed to deliver learning in a “one to one” computing model – meaning that our classrooms are capable of supporting robust Internet access for every student in class. Many colleges have designed courses around tablets and mobile devices.

2. Content and Collaboration Tools - IT has established partnerships with leading edge software and service providers to deliver industry leading content and collaboration tools, such as Kaltura (video), Qualtrics (survey and research), Lynda.com (curated instructional resources and skills development), Adobe Creative Cloud (content creation), Office 365 (collaboration), and Instructure’s Canvas (learning management). We have provided faculty with a toolkit to help determine which tool best fits their need.

3. Technology in the Classroom - The University has made a significant commitment to maintaining a state of the art teaching and learning environment. Each year the university sets aside a funding line for classroom renovation. This year we upgraded 19 centrally scheduled classrooms outfitting them with new audio visual equipment. Each of the renovated classrooms, as well as numerous existing classrooms, will receive new control system software that tracks usage metrics and performs other useful functions such as automatically shutting the equipment off after a period of inactivity which will save money on electricity and bulb replacement. Also, this year, The University added LED/laser projectors to their standards-based equipment lineup. These projectors don’t use conventional bulbs, thus further reducing support, electricity, and consumables costs.

4. Active Learning and Transformational Technology – OU is recognized nationally as a leader in active learning space design and management. With more than a dozen technology- enabled active learning spaces on campus, OU faculty have access to cutting-edge facilities to teach in ways that are proven to promote student success. Information Technology, the Center for Teaching Excellence, and the Office of Strategic Initiatives are partnered on this initiative to ensure that faculty receive all the necessary technological, pedagogical, and logistical support.

5. Student Printing - In 2014 OU IT set a strategic goal to transition to a new student printing experience that was more convenient for students, and more cost effective for the University. By phasing in vendor-managed cloud printing kiosks on campus (currently 32 WEPA kiosks), OU IT has been able to offset 40% of student computer lab printing with cloud printing. This “pay, then print” model, in combination with a removal of the student printing credit and strategic communication about printing alternatives, has resulted in a 63%

2017-2018 Academic Plan Summaries 20

reduction in overall student printing volume on the Norman campus from 2012 to 2017 (6.34 million pages to 2.34 million) while increasing student satisfaction with printing. The cloud printing kiosks are a true no-cost solution for the University and with plans in 2018 to move almost entirely to the cloud printing model, OU stands to see annual savings of almost $300k in student computer lab printing operational costs.

6. Faculty Development – OU IT and CTE leveraged the migration to Canvas as an opportunity to create additional excitement and awareness around the academic technology tools available at the University. We offered faculty development opportunities in various formats (one-on- one, online, department trainings, etc.), and spent time discussing the pedagogical impact from leveraging these additional features and functionality. As a part of the LMS conversion to Canvas, the College of Professional & Continuing Studies developed and implemented an online teaching certification process to assure that those providing instruction for the College’s fully online courses are equipped to do so most effectively. As of July 2017, more than 154 instructors have completed the training and certification process.

7. Faculty Engagement – Information Technology, the Center for Teaching Excellence, and OU Libraries partnered to host the 6th annual Academic Technology Expo. The event attracted 233 faculty and staff who took part in workshops ranging from next generation learning to new classroom technologies. The purpose of this event is to educate Faculty about technology options available and how to apply those options to improve instruction. The expo facilitates incredible sharing across disciplines about the application of technology in the classroom.

8. OneU - The One University Store is an important component of the University of Oklahoma's Digital Initiative, which is an ongoing effort to improve the student and community experience through the use of innovative new technologies and digital projects. The goal of OneU is threefold: to recruit the best and brightest students to the University of Oklahoma; to inspire students, faculty, and staff to use technology in innovative ways; and to educate faculty and students on the ways technology can supplement the teaching and learning experience. More specifically, OneU provides a technology showcase for prospective students and faculty in which the University can demonstrate, through the use of a physical space, the value it places on digital teaching and learning. The store brings innovative technologies to campus that can help people create in new and exciting ways. As these technologies expand into the classroom setting, they will help inspire alternative ways of teaching and learning. As a result, OneU is able to advance education and help lower costs for students through the use of digital textbooks, affordable technology solutions, and learning platforms such as iTunesU to make OU Academic content available to life-long learners around the world.

9. One.ou.edu – our new mobile friendly portal went live on June 2, 2017. The One portal provides a clean, easy-to-use experience that offers over 100 resources for students, faculty, staff, and advisors. The early reviews have been very positive and usage has been robust with almost 200,000 pages per day. One provides students with easy access to real time notifications, guided processes, course information, dashboards, bursar and financial aid information and the ability to complete commonly used processes such as enrollment and accepting scholarships. In addition, we have created faculty/staff and advisor pages to provide easy access to their commonly used resources. Faculty can search for OU students, manage courses/enrollment, and edit and export grades.

2017-2018 Academic Plan Summaries 21

10. The OU app – is very popular with students with a 4.5/5.0 rating in the app store and over 10,000 downloads over the past year. Within the OU App, students enroll in classes, view their course content, evaluate their courses, review administrative and financial aid holds, view and accept financial aid offers, view the bus schedule including real-time location of all OU buses, check OU weather forecasts by OU’s own meteorologist Dr. Kevin Kloesel, find free food on campus, check OU email, and find contact information for everyone on campus using the directory feature. The addition of in-app and push notifications as well as enrollment, financial aid, and a custom Canvas module are the major components developed during the last year.

11. The OU Innovate app – allows users to quickly identify parking availability on campus using a color-coded campus map and save favorite parking lots for easy access.

12. The OU Bound app – provides an at-a-glance view of all important deadlines for milestones to complete before coming on campus. From applying for campus housing, taking placement exams, and registering for events like camp crimson are all presented to new OU students.

13. Research Computing – A summary of the incredibly productive year in research computing is below:

a. Supercomputer Refresh: We continue to provide researchers with relevant hardware and technology by periodically refreshing OU’s High Performance Computing (HPC) cluster. The latest supercomputer, Schooner, is about three times faster with twice the processing capacity and memory of its predecessor. b. Research Data Archive: The PetaStore continues to be a cost-effective way for researchers to archive large datasets. At an annual growth rate of approximately 50%, the PetaStore currently has about 1078 TB of archived content. c. OU IT runs a national training program for research computing facilitators that in 3 years has reached over 300 research computing professionals from over 180 institutions in 51 US states and territories and 5 other countries, including 28 minority-serving institutions, 33 non-PhD-granting institutions, 1 community college and 2 secondary schools. d. OU and OSU jointly manage the Extreme Science and Engineering Discovery Environment's Campus Engagement program, a national organization for research computing professionals. e. In 2016, the University was awarded designation as an FAA Center of Excellence focusing on Solutions for Operational Aviation Research (SOAR). Serving in a lead role for this 10-year endeavor, and under the auspices of OU’s College of Professional & Continuing Studies, the Center coordinates the work of researchers from 26 academic partner institutions and 33 industry partners. Awards of $1.4 million are underway, with another $800,000 for projects to be completed by May, 2018 ($2.2 million in first two years). f. Research Impact: i. OU IT has facilitated over $205M of externally funded research at OU, consisting of over 360 funded projects, corresponding to approximately 1/7 of OU Norman’s total external research expenditure since FY 2001, leading to over 2000 scholarly publications. ii. Through the Oklahoma Friction Free Network, we helped Northeastern State U (Minority Serving Institution), Southeastern Oklahoma State U (MSI), Southwestern

2017-2018 Academic Plan Summaries 22

Oklahoma State U and Rogers State U get a National Science Foundation Campus Cyberinfrastructure grant to connect to OFFN, in a project called MORE-OFFN.

14. Digital Infrastructure: In addition to upgrading network hardware in campus buildings, OUIT continues to make significant investments in core network infrastructure and Wi-Fi access, enabling broader, more robust coverage across campus. As students bring more devices to campus and technology access becomes increasingly embedded in the learning process, we anticipate this to be a continuing investment. a. Upgrading network fiber connections and providing students with the fastest and most reliable network speeds. b. OUIT partnering with Housing and Food Services to provide students with high speed wireless solutions in their rooms. Additionally, the new Residential Colleges door locks are utilizing the wireless network to securely allow student access to their rooms. c. IT Communication Closets: OUIT is developing an IT closet roadmap, by evaluating all campus communication closets, to ensure our network (WiFi and Wired) is capable of delivering future technology to our students, faculty and staff.

15. IT Support for Academics: a. OUIT partnered with the library to create an IT Service Center on the main floor of Bizzell Memorial Library. This allows students one location to get technology help while they explore all that the library has to offer. b. IT Analytics: We studied customer incidents to determine the most common requests for increased WIFI speeds and coverage. With this data, for example, we determined Traditions needed our attention and executed a complete wireless upgrade project for them. c. Portfolio Management – OU IT is committed to delivering the next generation information technology systems and services that the digital campus of the future will need to educate the students of tomorrow. As IT continues to expand as a mission critical resource across campus it is imperative that we assign our resources to the highest priority projects. The new technology management system allows us to better allocate our resources, more efficiently manage projects and organize our workload into meaningful portfolios. This new system will also help us with project governance, giving us the insight needed to choose the best projects to further OU’s Academic and Administrative Missions.

16. I-Hub - The 20,000 sq. ft. OU Innovation Hub (I-Hub) was launched in September 2016 to increase innovation and entrepreneurship across OU and the broader community. The extensive facilities and programs are open to everyone (e.g. OU students, OU faculty, small business, K-12, community, etc.) and free to use (e.g. no fees or costs except for the raw materials you need for prototyping). Additionally, the I-Hub does not add any IP constraints. If OU doesn’t already own the IP before it comes into the I-Hub, it won’t own any of it after it leaves. The I-Hub is focused on minimizing barriers and supporting/connecting innovators with the resources they need to bring their ideas to life and impact Oklahoma’s economy. Specific facilities available for use include a Fabrication Lab, Code Lab, Visualization Lab, Co-Working Space, and Legal Clinic (starting in Spring 2018).

Beyond facilities, the I-Hub offers a full suite of active programming to bring the I-Hub to life. The I-Hub "201 Talks" series feature interviews in person and via video with innovators and entrepreneurs from around the U.S. and world. They share stories of their careers and

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demonstrate the full breadth and diversity of what is possible. “405 Startup Stories” features visits to successful startups and businesses around the “405” to hear their stories, in their space. I-Hub “How Do I?” classes are instructional and hands-on events featuring experts giving awesome training sessions for all the little things you might want to know about turning ideas into a real business or project but were never taught. To develop market facing problem solving skills, the I-Hub offers monthly "Create Challenges", giving inventive and motivated individuals the opportunity to utilize the resources of the Innovation Hub to give life to great designs. “Merging Realities” is a program featuring the I-Hub Visualization Lab and offers the chance to explore experiences made possible by virtual reality. Workshops in the Fabrication Lab are also regularly offered to introduce different tools and develop expertise or artistry through instructor-led sessions. The I-Hub also supports numerous K-12 focused efforts including partnerships with non-profit organizations such as Engage Learning and Loveworks as well as hosting several field trips and guests from numerous Oklahoma schools.

The I-Hub is working to increase awareness, conduct training, and provide mentoring for individuals and small businesses interested in the federal applied R&D funding opportunities for small businesses. For example, the federal SBIR/STTR programs offers more than $2.2B in non-dilutive and IP preserving funding for small businesses. I-Hub Executive Director Tom Wavering is a recognized national expert in winning, managing, and transitioning SBIR/STTR programs and he is working with OCAST and others to increase SBIR/STTR success across Oklahoma.

Future Plans

1. Private and Public Cloud Offerings – We continue to use both public cloud services as well as our private cloud (Shared Services) in order to optimize costs. Examples include moving from Desire2Learn (D2L) to the Canvas cloud solution, Microsoft Exchange Email to Office 365 cloud hosted email, and our Concur travel management system.

2. Research - The University is creating a series of online undergraduate research modules, known as OU-STAR (OU Undergraduates Starting the Trajectory Toward Authentic Research) that provides a deep and broad foundation for scholarly inquiry across all disciplines, and that can be incorporated in all courses from the freshman year through graduate school. Experiments will begin soon with a new online platform, Exaptive, to facilitate the creation of collaborative teams within and across disciplines.

3. Teaching and Learning – Now that we’ve completed our LMS migration from Desire2Learn to Canvas, we will focus on increasing overall utilization of the system. Canvas provides the flexibility to create a robust course experience, while still being seamless and easy-to-use for the students. In order to positively impact the student learning experience, we will share research and student feedback to encourage usage of additional Canvas tools (such as the gradebook) and incorporation of external integrations.

4. Faculty Engagement – ATE 2018 will include an additional full day of hands-on programming at the OU Innovation Hub. These sessions allow participants to experience emerging 3D modeling, printing and other tactile technologies and how they can relate to classroom teaching. In addition, ATE 2018 will include an IRR/IRB track that that will focus on emerging research technologies.

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5. Faculty Development – We will continue to evolve our faculty development opportunities, delivering on-demand training resources and customized training plans for specific colleges and departments. Collaboration between OU IT and the Faculty Development office will be a core component to ensuring we meet both the technical and pedagogical training needs of our faculty.

6. Content and Collaboration Tools – We are investing in positions dedicated to more in-depth R&D and identification of use cases for existing campus solutions. We will continue to evaluate content and collaboration tool offerings to ensure the University has access to solutions that fit our unique needs. We anticipate a growing demand for synchronous collaboration tools and a robust cloud-based student response system. Additionally, we are looking to partner more closely with Lynda.com to identify and promote the unique content offerings that would be useful to our campus.

7. Analytics – OU is continuing its effort to provide improved data integration that serves as a foundation for robust analytics capabilities. Implementation of a data delivery platform has significantly improved the speed at which data can be organized and delivered to requesting faculty and staff for reporting, analytics and systems integrations. Also, a group was created to help expedite requests for access to data sources within the OU domain. The Data Governance Coordinating Committee was created in conjunction with IRR and other key functional areas and is under the direction of executive leadership. These additions have improved our ability to use advanced data analytics to inform decision making. We also continue to improve our ability to produce and consume predictive analytics that help inform admissions, retention, graduation, and classroom management.

8. Next Generation Scholarship System – The University is actively implementing a new Scholarship Management System that will provide students with a powerful matching platform that takes student profile attributes and matches them with scholarship opportunities. Our goal is to make the scholarship process as efficient as possible and ensure that we are effectively distributing scholarship funds as expeditiously as possible to the students that qualify.

9. Research - The University is creating a series of online undergraduate research modules, known as OU-STAR (OU Undergraduates Starting the Trajectory Toward Authentic Research) that provides a deep and broad foundation for scholarly inquiry across all disciplines, and that can be incorporated in all courses from the freshman year through graduate school. Experiments will begin soon with a new online platform, Exaptive, to facilitate the creation of collaborative teams within and across disciplines.

10. Teaching and Learning – This year the Center for Teaching Excellence piloted an electronic portfolio system, Creative Portfolio, which used open source online domains to enable faculty to engage with students in a digital space and for students to have a digital space to create online. The pilot is an extension of the One University Digital Initiative that is creating a digital culture. The virtual learning space at create.ou.edu is a way for students to demonstrate their creativity and abilities to the world.

11. Paperless Campus – The University has made great strides at reducing paper processes over the last several years. This work will continue in the coming year with implementation of a

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campus wide document management system that will enable the digitization and distribution of paper documents via an electronic workflow system.

12. Next Generation Scholarship System – The University is actively implementing a new Scholarship Management System that will provide students with a powerful matching platform that takes student profile attributes and matches them with scholarship opportunities. Our goal is to make the scholarship process as efficient as possible and ensure that we are effectively distributing scholarship funds as expeditiously as possible to the students that qualify.

13. Portfolio Management – OU has made a commitment to gain greater insight into the management of its Information Technology resources. The portfolio management office meets with the various IT teams to assess project workload and status. This workload is then actively tracked at a site that can be viewed by the entire organization. Each month, a different group within IT presents to senior management on issues impacting their area including projects, manpower, and funding needs. We are hoping to grow this into a larger score carding effort that will allow us even greater insight into our capacity and capabilities.

14. Analytics – OU is continuing its effort to provide improved data integration that serves as a foundation for robust analytics capabilities. We have improved our ability to use advanced data analytics to inform decision making. This includes continued investment (e.g., training and licenses) in an enterprise reporting tool (COGNOS) for student data and growing the student operational data store in an effort to improve access. We also continue to improve our ability to produce and consume predictive analytics that help inform admissions, retention, graduation, and classroom management. Finally, we continue to talk with a broad range of IT vendors in an effort to explore the ever changing landscape of data analytics tools and services.

15. Mobility – With an increasingly mobile workforce/student body, OU is committed to making its campus resources available on mobile devices. OU has two major mobility projects underway currently. The first is an initiative called “OUBound” that will provide newly admitted students with a streamlined onboarding experience. This application will provide a simplified user interface that guides incoming students through the process from admission to the first day of classes. The second mobile initiative will provide current students with on demand access to the applications they use on a daily basis. This new mobile application will allow us to reduce costs by sun-setting our legacy applications while also enabling us to quickly add new capabilities as opportunities arise. In the instructional arena, the move to Canvas allowed the place-bound, working adult students served through OU’s College of Professional & Continuing Studies to access their online courses in a fully mobile environment.

16. Innovation Laboratory – There is a large nationwide movement to provide community access to next generation “maker” technology such as 3D Printing. OU, led by the new Dean of Libraries and Chief Information Officer, will be examining best practices for providing OU with a new space to advance OU’s standing in this growing national trend.

17. User Experience Committee – Several IT staff members have partnered with faculty and students to focus on improving OU’s mobile and web user experiences. This committee will examine how we can use OU’s web design capabilities and vast data archives to offer

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personalized services and improved visualizations that contribute to student and faculty success.

ACADEMIC EFFICIENCIES

Current Status

1. The Director of Academic Assessment has been hired and is now heading the newly created Office of Academic Assessment (OAA). The Director has hired a full-time Assessment Coordinator, a full-time Managerial Associate, and a part-time Graduate Research Assistant to assist in developing and implementing institutional initiatives aimed at promoting a culture of assessment and continuous improvement across all academic programs at the University of Oklahoma.

2. The Executive Director for the Center for Teaching Excellence was hired over a year ago and the Executive Director hired 2 course content experts to assist faculty in transforming their curriculum and pedagogy to utilize more instructional technology and produce better learning outcomes.

3. The College of Arts & Sciences continues to refine their management of course sections to ensure close to maximum enrollment in each section offered, and to more strategically schedule appropriate courses during the summer session to allow students to make continued program in fulfilling their degree requirements

4. The President and the Provost continue to work with the Deans of all undergraduate degree granting colleges to ensure that the regular faculty teach, on average, 4 courses each academic year as well as continue to make their contributions to the research and service mission of the University of Oklahoma.

Future Plans

1. Prior to opening searches for vacant faculty lines, there will be care discussion with both the Provost and the Vice President for Research to ensure that the in-load teaching assignments of the proposed new hires 1) meets the needs of our current students and 2) also complements and enhances the exiting research strengths of our faculty to seek interdisciplinary grants and contracts. 2. There will be continuous engagement across all Vice Presidential areas in implementing digital solutions to everything from tenure review processes, to search committee processes, to various instructional pedagogies that could enhance student learning outcomes, to digital strategies to reduce costs of textbooks for our students.

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LEARNING SITE ACTIVITY REPORT

Number of Courses

Not applicable.

How Sites are Meeting Needs

Not applicable.

Planned Changes

Not applicable.

ACADEMIC PRIORITIES

1. We will continue our aggressive recruitment of large freshmen classes and improve the processing of graduate student applications for admission 2. We will continue improving the undergraduate retention and graduation rates by 1) utilizing the holistic admissions and the Common Application to be able to provide early invention/mentoring/tutoring for students whose profiles suggest they will profit from such aggressive intervention, 2) increasing the coordination of undergraduate academic advising across campus, and 3) enhancing course offerings during the summer session. Additionally, we will work to get undergraduate students actively working towards a timely and there more efficient timeline for their degree completion. In 2013, we convened the Para-retention committee which evaluates each at-risk admit for placement into various student support services (e.g., Sooner Success graduation coaching program; a Gateway to College Learning course; the UC Cares program) 3. We will continue to manage undergraduate course offerings to adequately meet student needs for courses by requiring course sections to be fully enrolled and by adding sections as needed to meet student demand by utilizing qualified instructors, lecturers, and other adjunct instructors. 4. We continue to collect mid-semester grades at the end of the eighth week of the Fall and Spring semesters in order to help students and advisors understand how the students are performing academically. Grades are required of instructors to submit for students in all 1000 level courses, but grading is available in the system for all courses. The following week, University College and other academic advisement/coaching units are provided with a list of students and their mid-semester grades. Appropriate contact and interventions follow. Mid-semester grades are available to all students in OZONE.

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ENROLLMENT PROJECTIONS

Fall 2016: Undergraduate Headcount: 21,628 Fall 2016: Graduate Headcount: 5,696 2016 Annual FTE: 24,402

Fall 2017: Undergraduate Headcount: 22,000 Fall 2017: Graduate Headcount: 5,800 2017 Annual FTE: 24,709

Fall 2018: Undergraduate Headcount: 22,500 Fall 2018: Graduate Headcount: 5,900 2018 Annual FTE: 25,300

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CAMERON UNIVERSITY (CU) 2017-2018 Academic Plan

TECHNOLOGY

Current Status

Student Services:

 We implemented student self-enrollment after advising.  The use of Blackboard Collaborate was expanded significantly over this prior academic year. Currently several classes are delivering face to face in the classroom, and synchronously delivering via Zoom to remote sites and individual students. Interactive television systems are deteriorating, and as they reach end of life, systems are being replaced with internet based video conferencing, currently Zoom. The increased dependence on Collaborate for full time classroom web conferencing was not satisfactory last year, and Distance Learning staff has engaged in comprehensive research to determine viable alternatives.  Nearly all of our courses make the syllabus and gradebook available to students in Blackboard.  We use Campus Labs to administer our course evaluations online.

Classroom Uses of Technology:

 Current smart classrooms all have internet and video display capabilities. Network throughput approaches 1 gigabyte speeds in all classrooms for high definition playback of online video and fast access to online content. The more innovative smart classrooms have 65 and 80 inch interactive touch screen capability for greater interaction with content and students. Distance education classrooms have high end video and audio capabilities. All smart classrooms offer at a minimum full video and audio playback with the highest definitions possible with full connectivity to any networkable resource necessary.  Distance education is moving to a web-based delivery system from the more static ITV protocols. High speed wireless capability is available for the majority of classrooms across campus with future plans for increased connectivity and access speeds.  Touch screen display units have been installed in new classrooms in several units on campus.

Other:

 We use Tableau and Tableau Reader to share information to department chairs and deans and for faculty using Major Field Achievement Tests.  We use Rapid Insight to do predictive analytics.

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 We use Qualtrics Professional Survey software for various purposes.  We have reduced administrative dependence on paper copies using scanning systems.

Future Plans

Cameron University technology changes and plans for the year include:

 Maintain and upgrade current equipment in smart classrooms to easy-to-use, high quality versions appealing to faculty.  As a result of very successful pilot tests, a new video conferencing system has been adopted effective the beginning of AY 2017-18. The new system, Zoom, will replace Collaborate.  Distance Learning will expand the use of Zoom to more classrooms, and add opportunities for more students at a distance to participate synchronously in traditional face-to-face courses. Zoom will be available in every classroom with a computer, and camera and microphone capabilities will be added.  Upgrade and enhance wireless access.  The Cameron University Library will make Kindle Fire tablets available for student use in the library to download and read ebooks.  The Cameron University Library is planning to implement a cutting-edge media lab that will allow students to complete assignments, resumes, innovative portfolios, and other scholarly and graduate school pursuits during the extended hours the Library is open.  Begin using desktop Elmo machines and Livescribe pens for faculty to create video support documents in offices (rather than finding available classroom space) for use in both online and face-to-face classes that involve calculations (e.g., accounting, statistics, and finance).  Provide faculty with mobile tablet computers to use in classrooms for teaching. With Bluetooth technology additional rooms on campus that have smart screens can now be used for teaching. This involves both classroom teaching, virtual classes, and small group meetings.  Use Swivl cameras for taping of teaching experiences in teacher education and to model technology in the schools.  Increase the use of VR/AR technology to improve student learning through immersive simulations.  Implement the waitlist option for student enrollment.  Work with new vendor to build a new mobile app that will give Cameron students easier and quicker access to personalized course and account summary updates.  Select new Emergency Communication System (ECS) provider to allow for more immediate messaging and communication to students, faculty and staff.

ACADEMIC EFFICIENCIES

Current Status

Efficiencies:

 Continue existing partnership with Great Plains Technology Center in Respiratory Care and Rogers State University in Education.

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 Reduced paper use by increasing use of Qualtrics to gather program-level data and alumni data.  Deleted the BA in Mathematics Education in May 2017.  Deleted the BS in Technology in June 2017 due to lack of students and lack of career options.

How plans are developed and needs are determined:

 External constituencies are actively consulted for university strategic planning and for regional collaborative opportunities.  Academic program advisory committees meet regularly to review curriculum, internships, and career opportunities.  The University President serves on the board of local area economic development foundations and has a seat on the Lawton-Fort Sill Chamber of Commerce.  The Vice President for University Advancement and the Director of the Center for Emerging Technology and Entrepreneurial Studies are actively engaged with the southwest Oklahoma business and military community.  The CU-Duncan Director serves on the board of the regional hospital and Chamber of Commerce in Stephens County.  The Dean of Graduate and Professional Studies serves on FitKids Coalition, United Way’s Success by 6, and the Soldier/Family Council.  The Vice President for Academic Affairs serves on the board of the Oklahoma Department of Mental Health and Substance Abuse Services.

Future Plans

 Explore sharing options with WOSC and Redlands in Agriculture.  Implement a transfer student program from area community colleges into the Presidential Leaders and University Scholars program.  Pursue the use of Quality Matters as the university standard for online development and delivery and connect this standard to compensation.  Create a job shadow pool for juniors and seniors to engage with Cameron alumni in various employment settings.  Construct science laboratories at CU-Duncan.  Utilize a no-cost textbook in College Algebra that will be available via Blackboard.

How plans are developed:

 Internal plans are developed through the Program Quality Improvement process, the Program Review process and by regular review of department and program productivity of graduates, student credit hours, and meeting regional employment needs.  External input is received through the strategic planning process, the campus master planning process, academic advisory boards, and through CU faculty and staff participation on government, industry, and educational boards.

2017-2018 Academic Plan Summaries 32

LEARNING SITE ACTIVITY REPORT

Number of Courses

Lower Division Upper Division Graduate Total # of courses SCH # of courses SCH # of courses SCH # of courses SCH ITV Total 96 4,932 120 3,995 16 462 232 9,389 Online Total 148 12,182 106 6,881 43 1,950 297 21,013 Hybrid Total 6 372 18 915 47 1,185 71 2,472 Total 250 17,486 244 11,791 106 3,597 600 32,874

Note: Hybrid courses do not include the Hybrid MBA courses, which are included in the Graduate Online courses.

How Sites are Meeting Needs

In determining whether to send courses to other institutions, the first review is conducted through the Office of Distance Learning at Cameron University. Upon receipt of a request for an ITV course, we determine whether the delivery is cost effective, and whether the facility provides sufficient support to meet the needs of students. Employer needs are also determined at Cameron University for every degree program by reviewing data provided through the Oklahoma Employment Security Commission Occupation Outlook documents, as well as other data. Once a degree is offered, courses within the degree are eligible for delivery to any ITV receive sites, or to any other sites within Oklahoma that request synchronous delivery, subject to a review of the ability to provide appropriate support.

Student demands for coursework are determined through advertising, online course schedules, and information available at other institutions that have ITV equipment. Fully online courses are available to students residing in states who are members of SARA. Support is provided through online assistance in enrollment, Library services, tutoring, and third party proctoring services.

The Duncan campus is ascertaining and meeting employer needs in additional ways. An annual job fair open to all area employers serves as a point of connection between students and employers. CU Career Services assists Duncan students with placement in job shadowing, internships, and employment. A Duncan Campus Advisory Board makes recommendations regarding high demand areas. CU-Duncan is also represented on local boards comprised of representatives from the area’s largest employers.

As a result of reduction in force by several Duncan area employers, Cameron University-Duncan hosted information sessions and provided temporary meeting space for Work Ready Oklahoma. Work Ready Oklahoma is a federal grant-funded program which provides free educational opportunities to help select unemployed and underemployed individuals be competitively positioned for good jobs. Five Cameron University students (one in Duncan) are currently being funded by the Work Ready Oklahoma program.

Cameron University - Duncan staff also participated in multiple information sessions hosted by Workforce Oklahoma to recruit students who qualified for TAA (Trade Adjustment Assistance)

2017-2018 Academic Plan Summaries 33

and TRA (Trade Readjustment Allowances). Fifty-seven Cameron University students are currently being funded by these programs. Fifty-one of them attend the CU-Duncan campus.

Planned Changes

No changes are anticipated.

ACADEMIC PRIORITIES

CU plans the following activities in support of institutional priorities:

New degree, certificate, or program options:

 Investigate the need and demand for possible certificate programs: o Radiologic Technology (embedded within the AAS in Radiologic Technology) o Graphic Design o Professional or Technical Writing o Spanish o Language Competency o Personal Training o Strength Training o Medical Transcription o Medical Records o Medical Billing o Veterinarian Technician o Marketing o Public Relations o Small Business Administration o Bookkeeping

 Investigate the need and demand for possible Associate (AAS, AS, AA) programs: o Organizational Leadership o Psychology o Human Resources o Sociology o Sports and Exercise Science o History o Bookkeeping o Social Sciences o Agriculture o Biology o Environmental Science o General Science o Art o Strategic Communication o Convergence Journalism o Fine Arts

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o Liberal Arts o Music o Professional Writing o Spanish o Radiologic Technology

 Investigate the need and demand for possible Bachelor’s programs: o Bachelor of Science in Human Resources o Bachelor of Science in Health Informatics or Health Administration o Bachelor of Science in Physical Therapy Assistant (PTA)

 Explore Physical Therapy Assistant program possibilities and how we might partner with technology centers & hospitals.

Programmatic changes:

 For the Communication program, change the name to Strategic Communication and add options in Communication Studies and Public Relations.

Priorities:  Continue work on the “Top 30 Courses Project” to improve student learning, increase retention and graduation rates, and lower costs to students.  Increase funding for undergraduate research.  Continue to promote the Cameron Psychology Clinic.  Increase options for faculty development.

ENROLLMENT PROJECTIONS

Fall 2017: Undergraduate Headcount: 4,355 Fall 2017: Graduate Headcount: 394 2017 Annual FTE: 3,687

Fall 2018: Undergraduate Headcount: 4,355 Fall 2018: Graduate Headcount: 394 2018 Annual FTE: 3,687

Fall 2019: Undergraduate Headcount: 4,355 Fall 2019: Graduate Headcount: 394 2019 Annual FTE: 3,687

2017-2018 Academic Plan Summaries 35

EAST CENTRAL UNIVERSITY (ECU) 2017-2018 Academic Plan

TECHNOLOGY

Current Status

Update of 2016-2017 Future Plan 1. Implement Jenzabar Retention, a predictive analytic tool and an early alert system The module was installed in the late fall 2016. Training for the early alert system was delivered in the early spring. During the rest of the spring semester, the early alert system was setup and will be in use for the Fall semester. The predictive model has been developed by Jenzabar and will be installed July 30 for use in the Fall. 2. Implement Jenzabar eLearning During the spring semester, Jenzabar eLearning was installed. An evaluation committee was created to evaluate eLearning and compare it to Blackboard, the university’s existing LMS. Training was conducted in the summer. The faculty who trained on eLearning determined that the eLearning system is not robust enough to replace Blackboard. 3. Implement Jenzabar budget, a platform for annual budgeting Due to resource (budget and available personnel) limitations, the university decided to table the implementation of Jenzabar budget.

Future Plans

1. Investigate alternate hosting solutions for Blackboard 2. Implement Office 365 for faculty and staff (implemented for students in AY1617) 3. Investigate the installation of a 24/7 computer lab for students

ACADEMIC EFFICIENCIES

Current Status

The Resource Allocation Committee was created for AY1617. The committee consisted of eight faculty (2 from each college/school) selected by the Faculty Senate and two staff from Academic Affairs appointed by the Provost. This committee looked at all aspects of the Academic Affairs budget. When Dr. Pierson, former provost, was appointed president on March 1, the committee membership was expanded to include representation from all divisions of campus including Student Development, Administration and Finance, and Athletics and charged with making recommendations for the entire university budget. One of the recommendations of the committee was to discontinue ECU operations at the University Center of Southern Oklahoma in Ardmore. The faculty, staff and students at Ardmore have been notified and a two-year teach out plan has been developed.

2017-2018 Academic Plan Summaries 36

Future Plans

(Noting plans for research/innovation, teaching/learning, and service, and how these plans are developed, including how local needs are determined and plans for addressing are developed) Future plans for the Resource Allocation Committee is to develop a plan for staff representation (likely thorough appointment via the Staff Council) and to find improvements/efficiencies in course scheduling, fee structure, faculty and staff compensation, program evaluation, revenue generation, and student worker budgets.

LEARNING SITE ACTIVITY REPORT

Number of Courses

The following data covers summer 2016, fall 2016, and spring 2017. Courses Sent: ECU exported credit courses to the University Center of Southern Oklahoma and Eastern Oklahoma State College – McAlester Branch Campus.

ITV  Courses 27  Lower level credit hours 102  Upper level credit hours 183  Graduate credit hours 285  Total credit hours 570

Online  Courses 465  Lower level credit hours 7373  Upper level credit hours 5307  Graduate credit hours 7733  Total credit hours 20413

How Sites are Meeting Needs

See C.

Planned Changes

Based on declining enrollments, the university made the difficult decision to withdraw programs from the University Center of Southern Oklahoma in Ardmore. The faculty, staff and students have been notified and the students have been provided a two-year teach out plan. President Pierson is working with President McDaniel at Murray State College to provide for the nursing needs in Ardmore.

2017-2018 Academic Plan Summaries 37

Due to the decrease in ECU enrollment in ITV and face-to-face off-site courses at Eastern Oklahoma State College in McAlester, the university will continue to closely monitor offerings at that site.

ACADEMIC PRIORITIES

1. Streamline enrollment processes A) Streamline the TBA course enrollment process B) Centralize Advance Standing Exams C) Streamline notifications for academic holds D) Investigate workflow software to assist in these processes

2. Develop stronger mentoring relationships between faculty and students A) Identify faculty with effective rapport techniques B) Develop workshops so that these faculty can teach their faculty colleagues C) Create ‘first club meeting’ coordinated by college with freshman seminar classes to provide student clubs and faculty opportunity to meet and recruit new members D) Continue to investigate ways that faculty and students can meet informally on campus over coffee/lunch

3. Market to continuing students to improve retention rates A) Create department/school social media plan template to include content, update timelines, and continuity plans

4. Create awareness of the validity and importance of degree selection and completion A) Host sophomore luncheon to look at majors/careers available in our service area, the state of Oklahoma, and beyond

5. Improve advising A) Investigate the feasibility of assigning advisors to specific colleges to support faculty advising B) Continue to provide training to new and continuing faculty advisors C) Investigate implementing a recognition program for highly effective advisors

6. Tie the creation of new programs to service area needs A) Meet with the Ada Jobs Foundations to determine what needs the community has for degreed employees B) Meet with the Chickasaw Nation to determine what needs the Tribe has for degreed employees C) Meet with service area communities to determine what needs they have for degreed employees

2017-2018 Academic Plan Summaries 38

ENROLLMENT PROJECTIONS

Fall 2017: Undergraduate Headcount: 3,444 Fall 2017: Graduate Headcount: 725 2017 Annual FTE: 3,391

Fall 2018: Undergraduate Headcount: 3,444 Fall 2018: Graduate Headcount: 725 2018 Annual FTE: 3,391

Fall 2019: Undergraduate Headcount: 3,444 Fall 2019: Graduate Headcount: 725 2019 Annual FTE: 3,991

2017-2018 Academic Plan Summaries 39

LANGSTON UNIVERSITY (LU) 2017-2018 Academic Plan

TECHNOLOGY

Current Status

Current Status: Langston University annually reviews and evaluates its technology use in the classrooms and recommends strategies for improvement to enhance teaching and learning. The current annual recommendations are noted below:

 Most of the University’s faculty members have been trained on the new Banner system to help students and advisors plan and monitor academic progress, as well as to help maintain detailed and accurate student records.

 The Chair of the Education and Professional Programs Department secured funding through Title III to create a model classroom. The classroom contains a new SMART board and three electronic tablets to be used for classroom Instructions for the Elementary Education program.

 The Department of Agriculture updated its Geographic Information Systems laboratory, adding sixteen new computers for classroom instruction

 This academic school year, Adobe Connect and Interactive Television were used to provide instruction from the Langston campus to Tulsa and Oklahoma City campuses to reduce the cost of instruction

Pedagogical Changes: The Department of Education and Professional Programs uses several innovative practices to increase student achievement. One of the strategies used to impact student learning includes using the "Flipped Classroom" approach. Since there is no one way to implement the flipped classroom model, one method for the department is to require students to complete readings ahead of the scheduled class time. During the class, the readings are "brought to life" during the lecture and question and answer sessions. For the rest of the week, students and instructors engage in online or out of class activities related to the learning targets for the week. By adding additional course content that the students may engage with using videos or other hands-on activities, we have found better responses for homework and assessment questions

 The School of Physical Therapy faculty uses IPads for teaching. Using the IPad technology, faculty designed classroom assignments and laboratory activities for the students. Students also learn about the basic science applications, clinical decision- making applications, and clinical intervention apps designed specifically for physical therapists’ clinical practice. Physical Therapy also uses state-of-the-art technology to record the midterm and final practical examination of each student enrolled in a lab course

2017-2018 Academic Plan Summaries 40

Data-Based Decision Making: As a way to improve our data collection efforts, the School of Education created various assessment tools using the Google Forms platform. Google Forms allow us to collect various types of information about students and our operations that can be analyzed by faculty and administration to make changes. For example, across all programs in the school, we gather data about our student performance at the midterm point of the semester. Department chairs meet to analyze this data to determine the number of students who have grades below "C" and in what courses these grades are occurring. We can also see the number of failing grades across each instructor, which will allow the appropriate chair to visit with that instructor and offer any assistance needed. Another example is we collect information about our contact with students in individual programs to determine the types of calls received by the department and how efficiently we solve problems for students. Other data gathered includes, but is not limited to, information on co-curricular activities, student progress through the program, and internal data related to field experience placements

 A new state-of-the-art greenhouse was approved for funding by the United States Department of Agriculture – National Institute of Food and Agriculture (NIFA) 1890 Facilities Program funds. Once constructed, this greenhouse facility will enhance undergraduate teaching and research

 Langston University was approved by the Department of Justice to offer courses at the Connors Correctional Center as part of the Department of Justice Second Chance Initiative for incarcerated persons

Future Plans

 The School of Nursing and Health Profession is redesigning the nursing curriculum and preparing the RN-BSN track to be offered online to meet the associate degree nursing community’s needs

 The University will continue to place priority on increasing the number of online courses and programs and increasing the faculty certified to teach online courses to make education accessible to more traditional and nontraditional students who are employed and cannot take classes in the traditional format. Students are requesting online courses and programs, especially general education courses

 The University should prepare to replace all teaching laboratory computers over a three- year period, beginning in the fall on 2017 and completing the project by the 2021 spring semester, to ensure that the equipment remains in good working order

 Langston University Technology Integration Center will introduce the following application for the 2017-2018 school years: Open Educational Resources (OER). Langston will train faculty to use and integrate OER in their courses and curriculum; students and faculty will have access to a wide array of free resources for teaching and

2017-2018 Academic Plan Summaries 41

learning. Open Textbook will be one resource that will reduce the cost of books for students

 Increase the number of faculty members certified to teach online by completing four courses: Quality Matters Rubric, Quality Matters: Improving Your Online Course, D2L Review Course, and the Fundamentals of Online Pedagogy

 Increase students’ technology/multimedia training on software and hardware by providing relevant workshops and seminars which address multimedia equipment or software

 The computer software in the TV and Voice and Diction labs needs to be upgraded within the next year. The equipment does not need to be cutting edge as it changes constantly. However, it does need to maintain a certain level of currency in order to ensure that students are being trained with experiences that will be comparable to what they will experience in media-related industries

 The School of Nursing (SONHP) is developing certificates in nursing informatics and minority healthcare. These programs will allow the SONHP to offer these certifications for nurses and other healthcare providers. These certificates prepares graduates with the knowledge and skills to play an integral role in health information systems by utilizing the necessary skills for a safe and efficient management of informatics tools

ACADEMIC EFFICIENCIES

Current Status

Because of the present state of the economy, higher education administrators must continually seek ways of cutting instructional program costs by sharing resources and personnel among schools and departments and eliminating low productivity programs as described in the Oklahoma State Regents Policy Manual. As such:

 The School of Education and Behavioral Sciences and the School of Arts and Sciences share professors in biological science

 The School of Nursing and Health Professions shares teaching responsibilities in an Introduction to Nutrition Course with the School of Agriculture

 The School of Agriculture and Applied Sciences shares teaching responsibilities with the Department of Biology

 The School of Agriculture and Applied Sciences shares teaching responsibilities with the Department of Social Sciences and Humanities

 A Memorandum of Understanding with the Henan University of Science and Technology (Luoyang, China) has been developed that will allow Chinese Exchange Students to matriculate in Langston’s agriculture programs

2017-2018 Academic Plan Summaries 42

 Langston University Biology Department has partnerships with Harvard University, Yale University, Stanford University, Johnson Space Center, and NASA to enhance students’ learning experiences and improve research at the undergraduate level

 Department chairs continue to monitor enrollment to determine the rotation of course offerings. This may result in courses being offered only once or twice a year, depending on student demand. This process requires regular and careful student advising

 The Department of Technology will form a partnership with Oklahoma State University to develop a two-plus-two in drafting and electronics to assist Langston students in earning an engineering degree

 The Departments of Mathematics and Technology share faculty for engineering and math-related technology courses

 Elementary and Special Education programs are being restructured to become one program. By integrating the elementary education program with special education courses, we will offer a unique opportunity that is not available in any of the areas currently served by Langston or other public universities

 The School of Business is restructuring its accounting program to include courses in forensic accounting

 The School of Nursing is preparing courses for online delivery for its RN-BSN program as a cost-saving measure and to enhance the school’s enrollment

 The Schools of Business, Education, Arts and Sciences, Agriculture and Applied Sciences, and Physical Therapy faculty members are also engaged in online instruction training

 The Public Health program is seeking accreditation through the Council on Education in Public Health and has submitted an application to enter the self-study process. The program is offered as a traditional delivery system at Langston, Tulsa, and Oklahoma City campuses

 The School of Arts and Sciences suspended its Bachelor of Arts in Music Education program for further review and evaluation

 The mathematics and science departments collaborate with NASA, Indiana University, Oklahoma State University, Kansas State University, the Lawrence Berkeley National Laboratory, and the Oklahoma Department of Transportation on student and faculty research projects

2017-2018 Academic Plan Summaries 43

 The nursing faculty has developed a plan for offering year-round enrollment for a selected cohort of students. Believing that students suffer too many cognitive losses over the summer break, required courses will be offered during the summer sessions, which will allow students to engage in continuous learning to improve retention and graduation rate

Future Plans

 Chairpersons are exploring ways to streamline course rotations. Additionally, technology (e.g. Adobe Connect and ITV) will be utilized to offer scheduled courses on a rotation basis, which will significantly decrease the duplication of courses offered among Langston’s three campuses

 Low-productivity programs will continue to be monitored for enrollment, graduation rates, and program relevancy

 Place greater emphasis on advisement to increase graduation and retention rate

 The School of Arts and Sciences will continue its efforts in the recruitment and retention of highly qualified teachers and researchers, which not only enhances academic scholarship but also benefits students by increasing their exposure to new scholars and new ideas

 At the beginning of the fall 2016 semester, the campus Center for Technology Integration (CTI) introduced Grammarly software as an option to assist students and faculty with writing improvement. Students and faculty received a free account that allowed for direct uploads into the program. During the spring semester of 2017, the Education Department piloted the use of Grammarly as part of the course work. Beginning in the Fall 2017 semester, each course syllabus in the department will require activation and use of a Grammarly account as a course requirement. We believe that the utilization of this tool, integrated into all aspects of student writing assignments, will help the student become a better writer

2017-2018 Academic Plan Summaries 44

LEARNING SITE ACTIVITY REPORT

Number of Courses

ITV/Adobe Connect Classes Fall 2016; Spring 2017; Summer 2017

Fall 2016

Course Day Start End Class Instructor Enroll Location Number Time Time

9:00 9:50 MWF PUH 3303 Essentials of Epidemiology Mundende, D. AM AM 19 L-O 10:00 10:50 MWF PUH 2413 Health and Environment Mundende, D. AM AM 30 L-O Foundation of Public Health 11:00 11:50 MWF PUH 4313 Law & Ethics Mundende, D. AM AM 14 L-O Biomechanics & Human 1:00 3:50 MW PT 5914 Motion Analysis Traylor, D. AM AM 13 A-L Introduction to Graduate 4:30 7:10 M ED 5883 Studies McGowan, O. AM PM 14 T-L-O 7:20 10:00 M UE 5883 Seminar Capstone Herron, M. PM PM -0- O-L-T 9:00 11:50 TR PT 5944 Physical Therapy Procedures I Traylor, D AM AM 13 R-L 9:30 10:45 TR PUH 3423 Program Planning & Evaluation Marick, M. AM AM 6 L-O 11:00 12:15 TR PUH 3453 Community Nutrition Holmes, A. AM PM 12 L-O 11:00 12:15 TR 36 PUH 3313 Human Sexual Behavior Marick M. AM PM L-O 12:30 1:45 TR PUH 3003 Nutrition in Life Span Holmes, A. PM PM 18 L-O 12:30 1:45 TR PUH 3333 Community Health Marick, M. PM PM 50 L-O Principal Health Education & 2:00 3:15 TR PUH 3343 Health Promotion Holmes, A. PM PM 14 L-O 4:30 7:10 T UE 5283 Practicum Herron, M. PM PM 1 L-O Strategy Entrpreneurial Hunter- 5:30 8:10 T ENT 5193 Organization Rainey PM PM 5 T-L-O Hunter- 8:20 10:00 TR MG 4703 Business Policy and Strategy Rainey PM PM 4 T-L-O 4:30 7:10 W ED 5263 Educational Technology Soltani, A. PM PM 25 L-O-R Entrepreneurship & New Hunter- 5:30 8:10 W ENT 5143 Venture Creation Rainey PM PM 3 T-L-O Teach the Culturally 4:30 7:10 R ED 5113 Different Student McGowan, O. AM PM 4 T-L-O Franchising, Licensing & 5:30 8:10 R ENT 5183 Distribution Taylor, C. PM PM 5 T-L-O Philosophy and Principles of 7:20 10:00 R UE 5203 Urban Education Herron, M. PM PM -0- O-L-T 9:00 11:50 Riddick, R. F PT 6003 Evidence Based Medicine . AM AM 14 R-L

2017-2018 Academic Plan Summaries 45

Spring 2017

Course Day Start End Number Class Instructor Enrolled Location Time Time

10:00 10:50 M PUH 2433 Health Literacy Marick, M. AM AM 22 Public Health Practice/Field 10:00 10:50 MWF PUH 4413 Work Mundende, D. AM AM 8 L-O 11:00 11:50 MWF PUH 3413 Introduction to Bio-Statistics Mundende, D. AM AM 12 L-T Complementary & Alternative 12:00 1:00 MWF PUH 4403 Medicine Mundende, D. PM PM 19 L-T Public Health Leadership 1:00 2:00 MWF PUH 4312 Seminar Mundende, D. PM PM 10 L-T 1:00 4:00 M PT 5984 Physical Therapy Procedures II Traylor, E PM PM 13 R-L 7:20 10:10 M ED 5883 Comprehensive Written Exams Littles, D. PM PM 1 O-R Philosophy and Principles of 4:30 7:10 M UE 5203 Urban Education Littles, D. PM PM 12 T-O-L Organization & Administrative 9:30 10:45 TR PUH 3233 Health Services Oliver-Mack AM AM 22 L-T-O 11:00 12:15 TR PUH 3373 Health Disparities & Inequality Oliver-Mack AM PM 22 L-T-O 12:30 1:45 TR PUH 4323 Community Health Assessment Holmes, A. PM PM 5 L-T 2:00 3:15 TR PUH 4454 Medical Nutrition Therapy Holmes, A. PM PM 6 L-T Cultural Competence in Health 2:00 3:15 TR PUH 4423 Care Oliver-Mack PM PM 6 L-O Nutrition Counseling & 3:30 4:45 TR PUH 4012 Education Holmes, A. PM PM -0- L-O Maintaining Classroom 4:30 7:10 T UE 5213 Discipline McGowan, O. PM PM 6 T-O-L 5:00 8:00 T 11 T-O BA 3633 Business Law Austin, A. PM PM Special Topics: Health 5:00 8:10 T HA 4441 Administration Robinson, L. PM PM 10 O-T-L Bus Plan Development & New Hunter- 5:30 8:10 T ENT 5153 Venture Financing Rainey PM PM 8 T-O-L 7:20 10:00 T PY 4133 Social Psychology Bennett, D PM PM 13 O-T-L 7:20 10:00 T ED 5032 Test and Measurements McGowan PM PM 1 T-O-L 4:30 7:10 W PY 3323 Psychological Statistics Stanbrough, C PM PM 15 T-O-L 4:30 7:10 W ED 5043 Educational Sociology Brevetti, M PM PM 17 O-T-L Hunter- 5:30 8:10 W ENT 5253 Corporate Venturing Rainey PM PM 8 T-O-L 5:30 8:10 W IS 3563 Introduction to MIS Golbaba, M. PM PM 12 T-L Sarjeh 7:20 10:00 W IC 4213 International Trade Payma PM PM 9 T-O-L Legal Aspects of New Venture Hunter- 8:20 10:00 MW ENT 5163 Creation Rainey PM PM 3 T-O-L Seminar in Oklahoma Business 5:30 6:10 R ENT 5101 & Economy Taylor, C PM PM 7 T-O-L 6:30 7:10 R ENT 5301 Practicum: Risk Management Taylor, C PM PM 7 T-O-L

2017-2018 Academic Plan Summaries 46

Special Topics: Quality 7:30 8:10 R ENT 5401 Management Taylor, C PM PM 7 T-O-L 1:00 4:00 PT 6183 Prosthetics and Orthotics Traylor, E. F 14 R-L PM PM

Summer 2017

Course Day Start End Class Instructor Enroll Location Number Time Time

9:00 1:00 M-R NR 3445 Childbearing Family Nursing Skeen, L. AM PM -0- L-T 9:00 1:00 M-R NR 2313 Pathophysiology Collins, P. AM PM 7 T-L 9:00 1:00 M-R NR 3435 Psychosocial Nursing Hughes, R. AM PM 12 L-T Marketing Entrepreneurial 4:30 7:10 MW ENT 5173 Venture Alexander, N PM PM 7 T-R

L = Langston Campus

O = Oklahoma City Campus

T = Tulsa Campus

R=Remote Location

How Sites are Meeting Needs

The university’s learning sites are designed to meet the needs of employers and the demands of our publics by offering quality instruction to the communities of Tulsa, Oklahoma City, Langston, and surrounding areas. An array of courses are offered during the day and in the evening in criminal justice, corrections, education, psychology, healthcare administration, nursing, business, urban education, and rehabilitation counseling, as well as selected seminars and workshops. The university will continue to meet the educational needs of its communities, businesses, and industries. The learning sites make education accessible to various communities. The ability to transmit or receive instruction from other institutions enhances the University's ability to meet students’ demands at an affordable cost. Langston is transmitting courses among its three campuses to cut instructional cost. These initiatives will remain high priority.

Planned Changes

Efforts will be made to coordinate similar low-enrollment classes on all campuses and offer the course through IATV to assist students in meeting graduation requirements and to cut instructional cost. Each campus will serve as a send-or-receive site.

2017-2018 Academic Plan Summaries 47

ACADEMIC PRIORITIES

 Increase academic success for incoming freshmen. The following strategies are being implemented and expanded to improve the success of incoming freshmen: (a) co- requisite courses for students in need of additional support, (b) Living-Learning Communities for students who need additional academic support, (c) math and writing labs, (d) modified expectations for attendance, (e) mid-term appointments with faculty to discuss academic progress.

 Retention of sophomores. Through the Higher Learning Commission, Langston is participating in a five-year program geared toward persistence and completion. The plan will be implemented in fall of 2018, but initial work and pilot events will be held throughout the 2017-2018 school year. Strategies include: (a) expanding academic support for returning students, (b) building an Emerging Leader Program, (c) offering special career service and social events for sophomores, (d) reaching out during summer for a touch point for returning students.

 Increased Graduation Rates. Many students are close to program completion but do not finish as soon as expected. A focus on increased graduation rates will include: (a) re- emphasis of flat-rate tuition and 15 to Finish, (b) educating students to monitor degree plans so they do not miss a course they must in which they must enroll in order to graduate in a timely manner, (c) stronger emphasis on financial literacy and loan management through the office of financial aid, (d) staff development for faculty on working with under-resourced students from freshman year through program completion.

 Replaced 18 computers in the Gazette Laboratory to enhance classroom instruction in the layout and design classes. While writing is the more fundamental skill, layout and design skills are central to the Communication Department’s function.

 Establish a cooperative 2-plus-2 agreement between Langston University’s Department of Technology and Oklahoma State University’s School of Engineering. This agreement will help fill the need for underrepresented minority engineering majors in our nation. Students will take initial coursework at Langston University before taking major degree work at OSU. This agreement may be enacted through program modifications.

 The School of Business will submit a request to offer new programs in Cybersecurity. There is phenomenal job growth in the cyber security area.

 The School of Arts and Sciences will continue recruitment and retention of highly qualified teachers and researchers. The hiring of these new teaching/research professors not only enhance academic scholarship but also benefits students by increasing their exposure to new ideas and new scholars.

2017-2018 Academic Plan Summaries 48

ENROLLMENT PROJECTIONS

Fall 2017: Undergraduate Headcount: 2,175 Fall 2017: Graduate Headcount: 420 2017 Annual FTE: 2,284

Fall 2018: Undergraduate Headcount: 2,298 Fall 2018: Graduate Headcount: 438 2018 Annual FTE: 2,410

Fall 2019: Undergraduate Headcount: 2,415 Fall 2019: Graduate Headcount: 460 2019 Annual FTE: 2,530

2017-2018 Academic Plan Summaries 49

NORTHEASTERN STATE UNIVERSITY (NSU) 2017-2018 Academic Plan

TECHNOLOGY

Current Status

 The university moved from Collaborate as its web-conferencing and classroom tool to Zoom which is more stable and less expensive, resulting in cost savings.

 Chalk and Wire, an assessment management system, is being phased in institution-wide and will support assessment efforts as well as student portfolios. Currently, the College of Business and Technology and the College of Education use the assessment tool and reports to support their accreditation efforts.

 The new online tutoring program, Tutor.com, was well-received by students and usage doubled this past year. Reviews of student experiences with the service indicate high satisfaction levels.

 The College of Education’s Robotics Academy of Critical Engagement (RACE) continues to highlight the quality of NSU’s teacher preparation program; students and faculty presented at the national meeting of American Association of Colleges of Teacher Education (AACTE) in Tampa, Florida. NSU’s robotics program continues to engage teacher candidates and students alike in new ways to teach critical thinking.

 The College of Optometry updated four exam lanes with new clinical and instructional equipment.

 Plans progress to full implementation of Civitas Illume, a data analytics software that will provide predictive information about student success factors to assist in early intervention.

Future Plans

 ITV rooms are being refurbished to more efficient web conferencing rooms, expanding access for remote students and ease of course delivery and meetings among campuses.

 The College of Business is in discussions with a local donor to create a support a comprehensive technology center. The center would include specialized equipment and software (stock market ticker information, business news subscriptions such as Bloomberg) to support all disciplines within the college.

 A review cycle for online courses and programs will be implemented using faculty peers and Quality Matters criteria.

2017-2018 Academic Plan Summaries 50

 The Center for Teaching and Learning has purchased virtual reality equipment and educational software for faculty to explore classroom use.

ACADEMIC EFFICIENCIES

Current Status

 Several colleges have collaborated to develop multi-disciplinary partnerships including o BS in Cyber Security is a partnership among the Colleges of Business & Technology , Science & Health Professions, and Liberal Arts; o MBA with emphasis in American Indian Enterprise is a partnership among the College of Business & Technology, College of Education, College of Liberal Arts

 Collaborative work with external experts provides expertise and cost savings. For example, through a joint effort with the Cherokee Nation, particularly through efforts by Dr. Candessa Tehee and Dr. Brad Montgomery-Anderson, NSU and the University of Oklahoma are working on a Cherokee grammar workbook.

 Program deletions include the elimination of the Entrepreneurship major and the International Business major. Students will have the opportunity to focus in these content areas through options added to other existing programs.

 Cross-listing of courses, particularly in the College of Liberal Arts, allows programs to share course sections and faculty expertise across various majors.

Future Plans

 Data from the Quality Initiative project and Civitas Illume analytics will identify essential services and yield potential savings by focusing limited resources.

 Departments are more strategic and intentional with course scheduling and rotations.

 Additional multi-disciplinary degree partnerships are in the planning stages: o BBA in Digital Marketing is in the planning stages and will be a partnership between CBT and College of Liberal Arts o BBA/BS in Data Analytics is in the planning stages and will be a partnership between CBT and the College of Science & Health Professions

 Faculty and college-level administrators will work to enhance community connections through efforts involving partner institutions and organizations such as the Tulsa Research Partners, Broken Arrow Chamber of Commerce, Cherokee Nation, United Keetoowah Band. Efforts to increase student internships and other experiential learning opportunities will be a focus.

2017-2018 Academic Plan Summaries 51

LEARNING SITE ACTIVITY REPORT

Number of Courses

FALL 2016 – No electronic courses were sent to or received from other institutions. Off-campus students to enroll in online courses without the need to travel to a central location.

SPRING 2017 – No electronic courses were sent to or received from other institutions. Off- campus students to enroll in online courses without the need to travel to a central location.

How Sites are Meeting Needs

NSU’s colleges and programs have advisory councils and committees that provide feedback to faculty as employer needs. Program and course modifications are often the result of constituent feedback, and during 2016-17, NSU proposed seven new degree programs, three accelerated pathways, six online delivery requests, 33 program modifications, and 124 new courses. NSU partners with area community colleges in creative ways to identify programs and academic paths needed by students. For example, in Broken Arrow, the NSU campus is the host site for TCC’s delivery of concurrent courses to Broken Arrow High School juniors and seniors. NSU is in discussions with Carl Albert Community College about articulation agreements and programming to support the southeastern part of the state. Such collaborative efforts support strategic use of resources to address student demands.

NSU personnel are closely involved in the Broken Arrow, Muskogee, Tahlequah, and Tulsa Chambers of Commerce, the Northeast Oklahoma Regional Association (NORA), and Tulsa initiatives including One Voice, the Higher Education Forum, and other economic development organizations. Through its College of Extended Learning, NSU can provide professional development opportunities tailored to area employers.

Planned Changes

NSU is developing its program and location portfolio strategically. The philosophy for program location is evolving to better meet area needs. For example, programs in health professions are more likely to be located in Muskogee, and Broken Arrow has an increasing STEM focus. Proposals to move programming to an online environment are also planned carefully, taking into consideration the program’s characteristics, target population, and accreditation needs. More and more, programs that have a strong technology footprint (such as Cyber Security) and those that serve working adult populations (Organizational Leadership, master’s education programs, etc.) find that students prefer the online environment.

ACADEMIC PRIORITIES

NSU’s academic priorities are grounded in its endeavors to make data-informed decisions and to provide constituents in its communities with rigorous and relevant programs that serve students and employers. These efforts align particularly with Strategic Goal 1 “Advance a culture of academic excellence and student success and 6. Ensure institutional effectiveness through continuous improvement.” The entirety of NSU’s Strategic Plan 2015-2025 can be found here:

2017-2018 Academic Plan Summaries 52 https://www.nsuok.edu/upg/StrategicPlan2015-2023.aspx

During 2017-18, NSU will begin work on its Quality Initiative, Sustaining Student Success (S3) as part of its HLC accreditation on the Open Pathway. NSU hopes to facilitate students’ identification, articulation, and attainment of career and educational goals by focusing on their definitions of success, using data analytics to improve predictive models and distribute student services, and more fully aligning academic, student support and student engagement. The Quality Initiative aligns with NSU’s Strategic Plan, the Degrees of Excellence assessment efforts and Destination 2023 (https://www.nsuok.edu/d23/D23Home.aspx ).

Building on the work completed in 2016-17, NSU will seek ways to more fully implement meta- major pathways. In addition to the math pathways, faculty and staff will explore other course models that help students connect personal and career goals to the curriculum. The university orientation course was redesigned during 2016-17 and will be fully implemented with faculty responsible for college and major-specific content and instruction. A Common Read experience using the book, Callings: The Purpose and Passion of Work will support that endeavor.

The College of Business and Technology will continue work to address its Accreditation Council for Business Schools and Programs (ACBSP) deferral in anticipation of a site visit in fall 2018. The college has also identified the importance of Accreditation Board for Engineering and Technology (ABET) accreditation for the Environmental Health & Safety Management degree. Local employers hold the program in high regard and seek to hire graduates, but the lack of ABET accreditation precludes students from applying for certain national scholarships and makes them ineligible for hire by some nationwide firms. Resources to reach ABET accreditation include large laboratory space, warehouse space, industrial equipment, lab technician, additional faculty and total $7.9 million. The college will seek external support for this endeavor.

The College of Education’s priorities for the 2017-18 year include program updates as a result of assessment data. For example, new options in the early childhood program, new courses to address dyslexia, expanded 2+2 articulation agreements, and new delivery modes for programs are a result of constituent input and assessment results. Other priorities include continued immersive and experiential learning for teacher candidates that include urban, rural, and international experiences such as the Teaching and Urban Reform Network (TURN) project in Tulsa, the Linking Educators Academically Rural Network (LEARN) and exploration of Nicaragua as a potential international internship site. Discussions for the 2017-18 AY include potential directed research/service learning projects (for credit) during the summer (working with schools/teachers). The college is able to serve students and constituents through external funding efforts which support scholarships, specialized equipment, and field experiences. Examples include Native American Mentoring Grant, GEAR-UP grants, Oklahoma Teacher Connection Grants, and funding for special projects such as e-books for the Cappi Wadley Reading Clinic’s e-library and the Riverhawk Academy for Future Teachers (RAFT) which provides outreach initiatives to attract middle and high school students to the teaching profession. These efforts will continue during the coming year.

The College of Liberal Arts plans to implement curriculum changes and delivery formats with a focus on quality and efficiency for student matriculations. Criminal Justice programs (including Cyber Security) continue to grow, and new programs in Creative Writing and a Geographic Information Services certificate will be implemented. The college is working to develop an English as a Second Language major which will support the increasingly diverse northeastern

2017-2018 Academic Plan Summaries 53

Oklahoma population. During 2017-18, the Social Work department will finalize plans for the recently approved Master of Social Work program which is scheduled to begin on the Tahlequah campus in Fall 2018. In the area of student recruitment for all programs, special events such as Media Day, Theatre Festival, and multiple music festivals bring students to campus. Faculty often go to K-12 schools with demonstrations and workshops.

In the Gregg Wadley College of Science and Health Professions, curriculum work will include work to reinstate and revise the Nursing Education, M.S.N. program to provide options to appeal to nurses working in various environments such as data analytics, leadership roles, as well as nurse educators. The nursing program will work with Academic Partnerships, a recruitment and support program to increase enrollment. Curriculum discussions regarding data analytics and statistics, potential options for applied physics, and STEM instruction will continue. Other curriculum updates to address accreditation standards in various program areas such as nutrition and speech language pathology. The Physician Assistant Studies program has delayed its start until summer 2019.

The Oklahoma College of Optometry at NSU continues to serve the state and nation through the preparation of high quality optometrists who have experience in a broad scope of practice. A priority for the College will be to fully fund equipment and the latest technology to provide students with optimal learning environments. More importantly, the college experiences challenges in recruiting exceptional faculty due to budget cuts and salary compression. Ultimately, the college hopes to construct a new facility and is pursuing funding while the Embrace the Vision campaign has provided enough funds to begin initial planning and architectural design.

To better support Native American students, the Center for Tribal Studies received $1.7 million funding for a Title III Part F (NASNTI) grant program. The Native American Support Center will focus on direct student services including personal coaching, peer mentoring, career coaching, and graduate school preparation to increase persistence and completion rates of American Indian students.

ENROLLMENT PROJECTIONS

Fall 2017: Undergraduate Headcount: 6,707 Fall 2017: Graduate Headcount: 1,154 2017 Annual FTE: 6,346

Fall 2018: Undergraduate Headcount: 6,893 Fall 2018: Graduate Headcount: 1,216 2018 Annual FTE: 6,495

Fall 2019: Undergraduate Headcount: 6,893 Fall 2019: Graduate Headcount: 1,216 2019 Annual FTE: 6,495

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2017-2018 Academic Plan Summaries 55

NORTHWESTERN OKLAHOMA STATE UNIVERSITY (NWOSU) 2017-2018 Academic Plan

TECHNOLOGY

Current Status

Northwestern plans on replacing 6 ITV studio’s (2 on the Alva Campus, 2 in Woodward and 2 in Enid) to enhance the experience of our distance learning experience.

Northwestern has upgraded its POISE system and will move forward in helping in two areas for the 2018 academic year. One area of impact will be in financial aid where this upgrade will help our automatic packaging procedures. Also, our registrar will be impacted when we will pilot some degree areas and automated degree audit. Northwestern hopes both these measure help students with timing on these two important issues.

Northwestern hopes its transition with its assessment system to ALCA will benefit both the student and our faculty. One important feature is this is a cost savings for the student in terms of a $40-50 savings per year. Also with our faculty, this new system will allow each department or division the ability to customize its own needs within the department or division.

Future Plans

Northwestern hopes to have a new Robotics Lab for design and creation by the start of the 2017- 18 academic year.

Northwestern will launch a new website sometime during the 2018 academic year. A company, Liquidfish, has been retained which will help provide the web design and marketing ideas. This will help our current and future students navigate our web more efficiently.

Northwestern is currently working on providing space and equipment that will be for a faculty professional development room on campus.

ACADEMIC EFFICIENCIES

Current Status

Northwestern continues to make effective decisions on human and fiscal resources. With the current budget situation, Northwestern has eliminated 3 positions from the faculty, and staff side to combat the 6% reduction in budget. Efforts will continue to develop partnerships with external entities and raising more dollars from outside sources.

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In regards to design and curricular requirements, Northwestern has reviewed, modified, suspended, and added degrees and options to a number of academic programs during the FY 18 year. These programs include:

New Program: Master of Education in Adult Education and Management and Master of Science in Psychology

Program Modification: Master of Arts in American Studies BA, BM, BM Ed – Music and Music Instrumental All Bachelors – General Education BS – Psychology BS & BS Ed – Mathematics BS – Criminal Justice

Future Plans

Northwestern will partner with Enid Public Schools by allowing Enid to build 3-4 classrooms for early childhood at the Enid campus. This will allow Northwestern students to have better opportunities for observations and teaching experience.

2017-2018 Academic Plan Summaries 57

LEARNING SITE ACTIVITY REPORT

Number of Courses

Learning Site Activity Report Fall 2017

Pay Disc Year Total Class Hours Students Semester University

NWOSU - Alva

SWOSU Summer 2017 None 0 0.00

SWOSU Spring 2017 None 0 0.00

Financial Acct SWOSU Fall 2016 5633 Decision Making 1 0.00 Advanced Fall 2016 5263 Financial Mgmt. 1

NWOSU - Enid SWOSU Summer 2017 None 0 0.00

SWOSU Spring 2017 None 0 0.00

Financial Acct SWOSU Fall 2016 5633 Decision Making 1 0.00

NWOSU - WW SWOSU Summer 2017 None 0 0.00

Advanced SWOSU Spring 2017 5763 Business Stats 1 2.5 7.25 580.00 Marketing 5623 Strategy 1 2.5 7.25 Financial Acct SWOSU Fall 2016 5633 Decision Making 2 2.5 7.25 870.00 Advanced Fall 2016 5263 Financial Mgmt. 1 2.5 7.25 Fall 2016 5923 Business Strategy 1 2.5 7.25

Total $1,450.00

2017-2018 Academic Plan Summaries 58

How Sites are Meeting Needs

Northwestern collaborates with the communities of Woodward and Ponca City to provide additional nursing faculty in those communities in order to meet the demands of providing BSN credentialed nurses in this region of the state.

Northwestern is ascertaining and meeting employer needs and student demand by multiple methods. The Business Division utilizes its capstone course to provide internships and Small Business Institute (SBI) teams to area businesses. The internships provide excellent opportunities for students to learn leadership and management skills. The SBI teams assist businesses in research and developing strategies for growth and development. In addition, the Business Division meets annually with its advisory board. The board consists of area business people or successful business alums. The board provides valuable feedback to the faculty regarding the general workforce and the educational skills that they would like to see addressed in Northwestern’s business classes.

Northwestern’s Nursing Division utilizes an advisory board consisting of area doctors, nurses, and hospital administrators. The board meets annually on the Alva campus to discuss avenues to attract and maintain quality nurses in the western region of the state. In addition, the Ketterman Simulation Lab is facilitated by its own advisory board. This board, made up of educational and professional personnel, explores additional training opportunities for entities which utilize the lab.

The University’s Education Division works closely with area schools to determine the needs of the public schools. Northwestern is proud of the quality of its teachers who pass through the University’s Teacher Education program. Although the Oklahoma State Teacher Residency Program is currently under a moratorium, Northwestern remains committed to assist any school in the region with the professional development of its first-year teachers. The University is very aware that the current alternative certification program in Oklahoma is allowing for the placement of non-qualified teachers into the public school classroom. Northwestern values the education of our young people attending public schools and is committed to trying to assist whenever possible in the training of teachers.

Northwestern administrators stay in touch with the community pulse in Alva, Enid and Woodward by serving on various community boards or participating in community organizations. Also, while Northwestern completes program reviews, employer needs and student demand surveys are always included in this process.

Planned Changes

Northwestern continues to upgrade ITV equipment. This would be only changes.

ACADEMIC PRIORITIES

New Assessment System: Northwestern, with input from faculty, will begin the second phase of a new assessment system (ALCA). Northwestern will move all assessment programs to ALCA.

2017-2018 Academic Plan Summaries 59

Strategic Planning: As Northwestern unveiled its new strategic plan in 2016-17. The plan will has outlined a 5 year plan to meet the challenges facing the university and higher education. Northwestern will develop an action plan and assignments to understand what goals are being met yearly.

New Doctor of Nursing (DNP) Degree: With the approval of the new DNP program in place, Northwestern will set a goal of enrolling a minimum of 15 students in the Fall of 17. Marketing efforts will be vital in building this program and a plan must be formed. Higher Learning Commission (HLC): After successful accreditation visits for a change of function visit and an additional location visit during 2016, Northwestern will now focus on the Assurance Review in the summer of 2018.

Student Support Service (SSS) Grant: The grant which started in summer of 2016 will assist low-income students, first generation students and disabled students in matters related to financial aid and academic support. Northwestern will seek to increase numbers to meet eventual goal of the program.

Co-Requisite Courses: Northwestern has gone full scale on co-requisite courses and now offer classes with labs both in math and English for credit.

ENROLLMENT PROJECTIONS

Fall 2017: Undergraduate Headcount: 2,017 Fall 2017: Graduate Headcount: 203 2017 Annual FTE: 1,790

Fall 2018: Undergraduate Headcount: 2,020 Fall 2018: Graduate Headcount: 200 2018 Annual FTE: 1,790

Fall 2019: Undergraduate Headcount: 2,020 Fall 2019: Graduate Headcount: 200 2019 Annual FTE: 1,790

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2017-2018 Academic Plan Summaries 61

OKLAHOMA PANHANDLE STATE UNIVERSITY (OPSU) 2017-2018 Academic Plan

TECHNOLOGY

Current Status

 Chemistry has purchased a new spectrophotometer for the chemistry lab, and faculty are working on a grant to purchase a new IR spectrometer for the chemistry labs.  The School of Business and Technology continue to develop partnerships with area businesses to increase the internships available to students. Several Memos of Understanding have been signed. Over the last year, students have interned with Tri- County Electric in Hooker, OK, PTCI in Guymon, OK, and Guymon Public Schools in Guymon, OK, Deseret Cattle Feeders, LLC, Satanta, KS, XIT Rural Telephone Cooperative, Denise Lunt, CPA, Guymon, OK, Hay Rice and Associates, CPA, Liberal, KS, Anchor D Bank, Guymon, OK, Chamber of Commerce, Guymon, OK, Baptist Health Federal Credit Union, Stuttgart, AR, Brown and Associates, Guymon, OK, etc.  The Industrial Technology Department is in the process of obtaining new equipment to modernize curriculum based on advisory committee recommendations.  Two 3-D printers, a 3-D scanner, and a Smart Table have been installed for use by students in education courses.  A classroom set of Chrome Books—using Google Classroom—have been purchased for use by students in education classes.  Faculty recently switched from teaching online classes on eCollege to the new D2L (Aggie Scholars) platform. OPSU faculty continue to develop working knowledge of D2L tools including virtual classroom and video assignment to enhance student learning and engagement.  Faculty will be required to utilize D2L tools for all courses. In fall 2017, all faculty will use D2L for gradebook and posting of syllabus for all classes taught.  Development of an on online Biology so students can choose to complete their General Education requirements completely online.  The School of Agriculture continues developing more online courses in order to increase access for students.  The School of Education and Health and Physical Education continue to develop and offer classes online to increase distance learning options.  Faculty have access to utilize the D2L platform in their courses.  Banner System for students, faculty and staff implemented. OPSU has continued Banner training and increased utilization of Banner features  New online payment system available for students.  Two classrooms in Carter Hall, the School of Business and Technology building, upgraded to use Apple TVs and iPads.  Computer Information Systems (CIS) received donations of 3 enterprise servers which will be used for hands on classroom network and configuration activities

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 Utilize Office 365 for students and faculty. Utilize MSDN for free Microsoft software for CIS students.  Accounting software, Tax software, CengageNOW, and Checkpoint are being used for accounting classes.  Business cases, research tools, modeling software are being used in business administration classes.

Future Plans

 Researching if a demand exists to offer Calculus I online.  Investigating data analytic software for data collection, organization and utilization.  School of Agriculture pursuing grant funding to strengthen the infrastructure of the Meats Lab, School Farm and Classrooms with improved equipment and technology.  A new shooting facility is in the design phase to meet the needs of the Wildlife options in Animals Science and Business Administration and to increase enrollment and retention of OPSU students.  Strengthen technology infrastructure campus wide to improve campus community, safety, and access.  Begin plans to develop a writing center accessible to all students, regardless of major. This will be developed by newly reorganized Student Academic Support Services.  Upgrade all Carter Hall classrooms with Apple TVs and iPads.  SOBT upgraded storage area for network servers.  Upgrade two SOBT computer labs (INDT and one additional) with new equipment.  Collaborate with other A&M schools for sharing of software licenses and services.

ACADEMIC EFFICIENCIES

Current Status

 Schools of Agriculture and Math, Science and Nursing are working with local agencies and Oklahoma DEQ to establish MOUs for internships in the areas of Biology, Chemistry, and Agriculture.  Students and faculty will share in the Masterwork concert in the spring, choirs from Dodge City Community College, Seward County Community College, and Garden City Community College will once again be asked to participate in the performance of Handel’s Messiah in the spring 2018 semester. Musicians from Amarillo, Texas; Oklahoma City, and Wichita, Kansas, will play orchestral accompaniment for the event.  Baughman Foundation Grant monies will be secured by the OPSU Music Department to mount the spring 2018 Masterwork concert.

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 Baughman Foundation Grant monies will be secured also to produce a fall theatrical production in Spanish and in English. Two separate casts will be used for this presentation.  School of Agriculture has the OSU Beef extension specialist and the Seaboard Foods Animal Nutritionist as instructors for nutrition courses in the Animal Science program.  OPSU faculty have developed accelerated courses in developmental math and English to facilitate more efficient academic progression of students not ready for co-requisite model courses.  Schools of Liberal Arts, and Math, Science and Nursing and Student Academic Support Center are collaboratively developing and piloting Co-requisite courses for students in need of remediation.  The School of Liberal Arts has begun implementing the co-requisite model for Freshman Composition I and will develop for the fall 2018, English prefixed courses for those students who still need remediation upon matriculating at OPSU  Program Reviews to reinstate HPE and English submitted to SPAs in February 2017.  Area lawyers teach Business Law classes required by all BBA degrees.  Department of Accounting is working to put the entire degree program online to increase enrollment in the program. All but 2 classes of required curriculum are currently online as of May 18, 2017. Two of the required classes were added to the online program in fall 2016, and one required accounting course and one elective accounting course were added to the online program in spring 2017. Anticipate a request to offer Accounting degree online will be submitted in Fall, 2017  Developed degree option to request addition of AS and BBA with a Hospitality option to meet area employment needs. Option has been approved by A&M Regents and will be sent to OSRHE Fall, 2017  From Science Fiction to Reality, a humanities course, developed by a CIS faculty to increase enrollment and retention rates.  Developed CIS department 2+2 agreements with Seward County Community College and Amarillo College.

Future Plans

 Proposals will be made to the curriculum committee to redefine the AS and AA General Studies degrees with emphases in the following areas: Science, Health Care, Mathematics, Psychology, Elementary Education, Health and Physical Education, Art, Music, Communications, and Social Studies which will facilitate seamless matriculation to the corresponding baccalaureate degrees.  Disciplines within the School of Liberal Arts will by the spring 2018 have articulation agreements established with nearby Kansas and Texas junior colleges for a seamless and attractive way for transfer students to pursue their bachelor degrees in Liberal Arts fields such as history, music, psychology, English, and sociology.  Assessment plans will be developed for the redefined AS and AA degrees  Developing proposals to request addition of AAS degrees and BTEC degrees for Computer Information Systems to meet area employment needs.  Developed an Wildlife Management option for the AS degree in Animal Science to facilitate increased enrollment, completion rates, and meet state and area employment needs.

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 Develope with the School of Business a MBA degree with an emphasis in AgriBusiness to help meet area employment needs. Apply to HLC, A&M Regents and OSRHE for approval to offer MD degree.  Degree options in Wildlife Management approved by OPSU Curriculum Committee and OSU A&M Board of Regents will be sent to OSRHE for approval.  Management to facilitate increased enrollment, completion rates, and meet state and area employment needs.  School of Business and Technology continues to develop plans to optimize community college transfers into a 2+2 degree.  The School of Liberal Arts plans to relaunch an English teacher education degree in fall 2017. Social Studies plans to follow suit within the next academic year.  Discussions ongoing at this time with Sciences to reinstate teaching option.  Faculty continue to develop new humanities courses to increase enrollment and retention rates. Future courses in the history of agriculture, the culture and history of Argentina, and musical theatre appreciation are in the works..  The Department of Music will improve efforts in recruiting to increase enrollment numbers.  Establish at least one Endowed Chair faculty position in each school.  Continue the exploration of the Teacher Aid to Teacher program.  Continue to investigate the degree option of Early Childhood Education, which would require an increase of faculty in elementary education.  Investigate the possibility of offering Athletic Trainer BS degree  Investigate the possibility of offering M. Ed. degree in Education  Department of Accounting will add the last two required accounting classes and one elective accounting class by December 2018. The online program offering is already approved through HLC, but state regent’s approval needs to be obtained for the complete online degree.  The School of Business and Technology and the School of Agriculture will document the need for and plan the development of a cross-discipline MBA degree in Agribusiness.  The School of Education will document the need for and plan the development of a Masters in Education degree.

LEARNING SITE ACTIVITY REPORT

Number of Courses

 OSU-OKC AAS in Nursing program that has been brought to the OPSU campus via distance learning has been discontinued at the request of OSU-OKC.  ITV agreement remains in place with Kiamichi Technology Center to bring theory portion of the Paramedic curriculum to OPSU.  Concurrent courses provide to area high schools via ITV are now moving to a completely online format.  Currently looking at the feasibility of offering EMT via an online format.

How Sites are Meeting Needs

 OPSU has members active in local Chamber of Commerce organizations, and the Panhandle Regional Economic Development Coalition Inc.

2017-2018 Academic Plan Summaries 65

 Several departments have developed MOU’s with area businesses to provide interns.  Community, medical, firefighting, and criminal justice needs are continually assessed and courses offered via day, evening, and weekend programs.  The BSN program meets with stakeholders (i.e. employers, alumni) every two years to solicit input regarding effectiveness of learning and preparation of graduates.  The BSN program surveys graduates annually regarding program satisfaction, job placement, and achievement of learning outcomes in accordance with American Association of Colleges of Nursing/Educational Benchmarking Inc. and ACENE.  Concurrent students complete faculty evaluations for their courses and high school counselors are surveyed regarding effectiveness of concurrent enrollments.  Industrial Arts has an industry advisement board that meets yearly to make recommendations.  Adult Education coordinator communicates with area businesses/communities to develop training opportunities.  Evening and online classes will be offered to help existing emergency / alternative certified teachers become fully certified  To meet the regional and state need for additional accounting graduates, the Department of Accounting is adding online classes to allow nontraditional students to complete the accounting degree online while they continue to work.  Accounting students have a path through advisor’s recommendations to earn 150 hours and to achieve additional certifications needed to meet expectations of industry.

Planned Changes

 Determine the feasibility of offering additional Education and HPE classes online.  The Department of Accounting continues to develop online accounting classes with plans to offer the accounting degree online  Research the need to offer Calculus I online.  Studies will be conducted to ascertain need for graduate programs in our region.  Increase on-line course offerings to utilize D2L (Aggie Scholars) capabilities and meet student needs.

ACADEMIC PRIORITIES

OPSU Strategic Goal #1: Student Learning Experiences HLC Criterion One. Mission  Review OPSU’s mission, values, vision, and priorities in conjunction with the strategic planning process. HLC Criterion Two. Integrity: Ethical and Responsible Conduct  Review accessibility on campus and plan for increasing accessibility for all faculty and students.  Strengthen diversity programs and service learning opportunities offered on campus  Diversity will be embraced through campus activities such as the University production of that will be produced in both English and Spanish this fall after successful bi-lingual production last year.  Continue to engage students outside of the classroom in co-curricular activities.

2017-2018 Academic Plan Summaries 66

HLC Criterion Three. Teaching and Learning: Quality, Resources, and Support  Industry leaders will be brought in to perform demonstrations for technical programs as well as liberal arts programs.  Continuously improve the quality of programs across campus utilizing assessment data and program reviews.  Strengthen the General Education curriculum through general education assessment committee, assessment of all general education courses, and discussion across campus on general education.  Utilization of community and industry leaders to conduct formal job interviews with students for “real world” experience that they may encounter in the future workplaces.  Bring in local teachers and administrators to speak with education majors  Bring in local law enforcement officers to discuss school-related drug use, gang involvement, bullying, etc. with education majors  Creation of Education minor for students seeking teaching certification in teaching areas not offered at OPSU as well as alternative certification teachers in regional schools. HLC Criterion Four. Teaching and Learning: Evaluation and Improvement  Continue to review and update University Assessment Plan  Continue to meet Complete College America goals and objectives.  Increase graduation rate utilizing high-touch academic and financial aid advisement  Participation in HLC Academy for Persistence and Completion

HLC Criterion Five. Resources, Planning, and Institutional Effectiveness  Review, develop, implement and assess OPSU’s strategic plan for short-term, intermediate-term, and long-term periods

OPSU Strategic Goal #2: Strengthen Enrollment Management HLC Criterion Four. Teaching and Learning: Evaluation and Improvement  Expand international student population, nursing students, and women’s sports through targeted recruiting efforts.  Increase fall-to-fall retention by increasing responsibilities of all stakeholders  Continue to utilize new Learning Management System, D2L tools to increase effectiveness of on-line courses.

HLC Criterion Five. Resources, Planning, and Institutional Effectiveness  Continue and expand the number of on-line classes available for students  Increase recruitment efforts to increase the number of OPSU students seeking a degree  Increase the contact between faculty and potential students in conjunction with the Enrollment Management Taskforce.  Utilize scholarships more effectively to maximize number of students assisted.

OPSU Strategic Goal #3: Graduation Production HLC Criterion One. Mission  Continue to develop and review the articulation agreements with community/junior colleges in order to increase recruitment of transfer students leading to increases in degrees completed.  Engage student academic access through online courses and degree completion programs.

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 Increasing the awarding of AA or AS degrees for students when requirements for those degrees have been met.  Increasing fall to fall retention.

OPSU Strategic Goal #4: Resource Development HLC Criterion Five. Resources, Planning, and Institutional Effectiveness  Investigate “cross discipline” degree programs that will utilize existing faculty and resources to offer additional programs and provide cost savings.  Enhance marketing of OPSU in our service area and explore expanding marketing efforts.  Continue efforts to acquire grant monies to develop programs, strengthen infrastructure, and support university services.  Continue efforts to increase scholarship funding for students.

OPSU Strategic Goal #5: Enhance Institutional Accountability HLC Criterion Four. Teaching and Learning: Evaluation and Improvement  Maintain and expand accreditation at institutional and programmatic levels.  Maintain university-wide assessment plan and utilize data for program improvement and enhancement.  Continue participation in HLC Persistence and Completion Academy.

OPSU Strategic Goal #6: Promote Community & Economic Development HLC Criterion Two. Integrity: Ethical and Responsible Conduct  Internships have been created for students to gain industry experience and mentorship  Advisory Committees for technical programs formed to advise of the real world needs to be integrated into the classroom.  Develop students as leaders through campus leadership positions such as Student Senate, Student Government Association, OPSU Ambassadors and University Clubs.

ENROLLMENT PROJECTIONS

Fall 2017: Undergraduate Headcount: 1,225 2017 Annual FTE: 1,071

Fall 2018: Undergraduate Headcount: 1,285 2018 Annual FTE: 1,092

Fall 2019: Undergraduate Headcount: 1,310 2019 Annual FTE: 1,112

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2017-2018 Academic Plan Summaries 69

ROGERS STATE UNIVERSITY (RSU) 2017-2018 Academic Plan

TECHNOLOGY

Current Status

 In summer 2016, RSU migrated to new Enterprise Resource Planning (ERP) software, Jenzabar EX, replacing its business and academic records system. RSU is the first in the state to successfully implement a conversion to this software.  Effective fall 2016, RSU migrated to a new Learning Management System (LMS), Jenzabar eLearning, replacing its former obsolete LMS for online learning. All faculty teaching online or blended courses are trained in navigation processes.  Online student orientation course developed for LMS navigation and online professional development course developed for new faculty teaching online or blended courses  Developed mandatory protocol and processes for lead instructors/course designers of online courses facilitated by and in alignment with Quality Matters  Certified first five online courses using Quality Matters principles  Security improvements made via security cameras in Herrington Hall and Health Sciences and other campus buildings

Future Plans

 Complete remodel of the Markham Enrollment Center to include expansion and refurbishment of public-facing enrollment admissions areas, as well as offices for staff who regularly meet with students and their families. (Encumbered in 2017-2018 budget)  Plan and develop new first year experience for entering freshmen and transfer students, collaborating across disciplines in conjunction with the John Gardner Institute or Higher Learning Commission. Local needs will be determined through participation of students with Academic Affairs, Enrollment Management, and Student Affairs  Create online open source textbook development opportunities for general education courses, in conjunction with the School of Arts & Sciences and the Center for Teaching and Learning  Certify 20 online master courses using Quality Matters official review during 2017- 2018. Reach 100% certification within five years.  Build a Web Accessibility Program to verify and validate that all online/blended courses meet accessibility standards.  Upgrade academic facilities and equipment as funding allows  Develop and implement an online portal designed to prepare the underemployed and unemployed for advancement in today’s workforce through training and economic development certification programs

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ACADEMIC EFFICIENCIES

Current Status

 Availability of more than 30% of all RSU courses through online and blended course delivery  Development of online and blended Master Courses for LMS environment  Tutor.com availability for 24/7 online tutoring in nine subject areas  ProctorU availability for online course proctored testing  Camtasia added to resources at Claremore campus Multipoint Conference Room  New 24/7 e-Campus Help Desk  Development of policy allowing adjunct faculty access to RSU email and MyRSU on a yearly expiry cycle  Implementation of a print management program reducing the number printers and copiers on campus and consolidating work group functionality  Automation of university forms, including many academic and business services forms  Relocation of university switchboard operations to the administration building with the President’s Office having oversight to ensure callers’ needs are met  Contract with the University of Oklahoma utilizing its Institutional Review Board  Continuation of furloughs (one day per month) for all full-time RSU faculty and staff

Future Plans

 Establish internships and research partnerships for undergraduate students in all academic programs as developed by faculty and department heads with area businesses and in collaboration with Student Affairs, including Career Services (needs determined through student focus groups)  Expand co-curricular student opportunities with area agencies, working with academic affairs and student affairs (determined through student surveys and focus groups)  Use video conferencing software to create collaborative opportunities using GoToMeeting for Study Circles among faculty, staff, and students  Use Lunch and Learn training events for professional development opportunities, creating collegiality and collaboration among faculty and staff  Work with MoreClaremore and the City of Claremore to provide students with more available volunteer opportunities  Continue automating university forms, including online student activity forms, residential life forms, Computer Account Request form, and computerized university maintenance management system.  Utilize Career Services management platform (Symplicity) to streamline advising appointments and centralize resources  Implement a program to scan and save archive records for access availability and storage

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LEARNING SITE ACTIVITY REPORT

Number of Courses

Not applicable.

How Sites are Meeting Needs

Not applicable.

Planned Changes

Not applicable.

ACADEMIC PRIORITIES

Inspire Student Learning and Development (Strategic Plan Goal #1)

 Implement a co-requisite model for developmental studies (Goal 1.1.1.1 and 1.1.1.6) o Pair developmental courses with college-level coursework with supplemental learning opportunities to increase student success  Offer unique student experiences (Goal 1.1.1.2 and 1.1.1.3) o Military History Day o Fine Arts Summer Studies-At-Large program o Fine Arts student and faculty gallery exhibitions o Internships with businesses and agencies including Phillips 66, Will Rogers Museum, Davis Gun Museum, University of Tulsa Special Collections, RSU TV and radio, energy and environmental companies o Multicultural student activities and events, including the Inclusion Project o Bartlesville Student Center addition  Offer improved student experiences (Goal 1.1.1.2) o New comprehensive first-year student experience program  Implement new Career Services digital platform to enhance and streamline services. (Goal 1.1.1.5 and 4.1.2.1)  Create web-based hub for internship opportunities for students. (Goal 1.1.2.1 and 1.2.2.1)  Provide video-based (e.g., Skype) personal counseling services to students at Bartlesville and Pryor campuses. (Goal 1.1.1.5 and 4.1.2.1)  Obtain equipment (braille labeler, FM classroom system) for students with physical disabilities. Purchase software to help decrease dependence on student note takers. (Goal 1.1.1.5 and 4.1.2.1)  Expand community partnerships in Mayes, Washington, and Tulsa Counties to increase opportunities for volunteerism across all campuses and to build more connections in Tulsa. (Goal 1.1.2.1 and 4.2.4.1)

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Advance Institutional Excellence, Innovation & Tradition (Strategic Plan Goal #2)

 Offer new degrees and certificates (Goal 2.1.4.1, 4.2.2.1, and 4.2.2.2) o Cyber Security certificate1 o EMS Paramedic certificate1 o National Security Studies minor (in development) o Actuarial Science degree (in development) o Environmental Regulation (in development) o Implement articulation agreement with Bismarck State College and Grand River Dam Authority in Power Plant and Process Plant Technology o Continuing education opportunities . Through RSU Works online portal and face-to-face classes. RSUWorks is a collaborative project between RSU Public TV and Las Vegas Public Television to offer non-credit classes and training programs. Audience will be regional business and industry, as well as lifelong learners.  Disability Services will implement longer office hours during the first three weeks of each new semester to ensure effective and efficient completion of accommodation requests. (Goal 2.1.1.4)  Student Activities intends to create a competitive tradition during Hillcamp (new student orientation) that will build year upon year. (Goal 2.1.4.1)  Strengthen focus on effective customer service throughout the university. (Goal 2.1.1.4 and 4.1.2.1)

Engage Relevant Stakeholders (Strategic Plan Goal #3)

 Create community pathways (Goal 3.1.2.1 – 3.1.2.6 and 3.1.3.1) o Math and Science faculty deliver STEM workshops in area schools o EMS students participate and collaborate with Claremore Indian Hospital for Car Seat Safety Fair o EMS students provide CPT and First Aid training classes to community groups o Host Google camp at Pryor campus o Alumni reunion events  Residential Life will re-connect with alumni who served as Resident Assistants (RA) with plans to develop an RA reunion to coincide with future Homecoming festivities. (Goal 3.1.2.5 and 3.1.2.6)  Continue strengthening university branding initiatives, as well as increase market presence in our targeted geographic locations. (Goal 3.1.1.1 – 3.1.1.3)  Continue to expand private giving and support to help off-set declining state allocations. (Goal 3.1.4.1 and 3.1.4.2)  Expand and develop comprehensive community engagement initiatives designed to increase the amount of student volunteerism in the Rogers County area. (Goal 3.1.2.3)

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Enhance Enrollment Growth and Development (Strategic Plan Goal #4)

 Enrollment Stabilization & Growth Plan – Launch of Drive for 5000: Increase student headcount by 250 persons each year through combination of increased admission and retention gains. (Goal 4.1.2.1)  Admissions Focus: (Goal 4.2.1.1 – 4.2.1.4) o Accelerate lead generation through use of search service. o Increase promotional efforts including social, commercial and print media in regional recruitment areas. o Accelerate HS visits in Tier 1 OK, AR, MO, KS schools. o Establish faculty, current student and alumni recruitment team to supplement professional staff team. o Expand international recruitment efforts in SE Asia and survey additional markets in Central America and Eastern Europe. o Expand recruitment efforts for adult learners including transfer students from feeder community colleges and adult returning students to Reach Higher. o Expand outreach efforts to veteran, Hispanic and native communities. o Leverage Raise Me scholarship opportunities in collaboration with OU o Re-structure financial aid awards and increase leveraging strategies to targeted student populations include high-EFC families.  Retention Focus: (Goal 4.2.3.1 – 4.2.3.3) o Launch analytics functionality of Jenzabar Retention module for FTFT 2017 cohort o Increase utilization of Jenzabar Retention Early Alert system in collaboration with financial aid attendance tracking and mid-term grading efforts o Develop initial phase of First Year Experience program; Mandatory New Student Orientation participation and required College Orientation course to start in fall 2018. o Identify and resolve obstacles to student success; explore 100% professional advising strategy, institute exit interview/survey for exiting students (withdrawal and transfer), develop communications plan and online support service programming. o Launch ’15 to Finish’ enrollment campaign to improve persistence and graduation rates o Increase training for faculty and students on Jenzabar degree auditing tools to enable greater student responsibility for progress toward degree o Examine and change RSU policies and procedures that are not student success centered. o Re-engineer our college readiness support structure, including advising, course offerings, academic support services, tracking and intervention strategies.

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 Partnership Initiatives: (Goal 4.2.4.1 and 1.1.2.1) o Partnership with Tulsa Community College on international student admissions & transfer student pipeline. Current discussion includes ESL/IEP resource/program collaboration; joint-admission and residential housing sharing. o Promotional Partnership with City of Claremore on highway billboards and signage on major arteries surrounding city. o Claremore Chamber of Commerce partnership to adopt ‘Hillcat Friday’ across the city; initiative would include selling RSU gear, promoting the wearing of RSU gear and business discounts for RSU ID holders, etc. for current students and special offerings for prospective students and families who take campus tours and visit local businesses.

ENROLLMENT PROJECTIONS

Fall 2017: Undergraduate Headcount: 3,975 Fall 2017: Graduate Headcount: 26 2017 Annual FTE: 2,935

Fall 2018: Undergraduate Headcount: 4,225 Fall 2018: Graduate Headcount: 25 2018 Annual FTE: 3,135

Fall 2019: Undergraduate Headcount: 4,475 Fall 2019: Graduate Headcount: 25 2019 Annual FTE: 3,335

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SOUTHEASTERN OKLAHOMA STATE UNIVERSITY (SEOSU) 2017-2018 Academic Plan

TECHNOLOGY

Current Status

The Center for Instructional Development and Technology (CIDT) is the primary source for online support. Faculty, staff, and students are able to get technical assistance, training, and other support such as course development assistance. CIDT employs a full time instructional designer who is also the director, a full time instructional technologist, and six student workers. CIDT staff serves students and instructors in online classes by responding to help tickets, answering live chat questions, taking phone calls, and meeting in person. CIDT maintains hours of 7:00 AM to 12:30 AM on weekdays and 9:30am-12:30am on weekends.

CIDT has developed and facilitates resource courses including a “BlackBoard Overview,” to prepare students to navigate BlackBoard and use its various features, and “Basics of Language Training” (BOLT), which provides self-paced modules in grammar and format. A separate Online Orientation has also been developed for graduate students. The Orientation contains training on basic technology skills, Blackboard navigation, the library, study skills, and program specific information.

CIDT has been moved out of Information Technology (IT) and into Academics and plays a larger role in course development as well as discussions of academic freedom and intellectual property. Responsibilities continue to include maintenance of Blackboard, technical support, creation of course shells, creating and inserting course banners, loading students into classes, training faculty on technology and teaching strategies, and instructional design. Responsibilities have increased to include creation of a greater volume of video and infographic content, managing the graduate online orientation, inserting surveys and collecting data in graduate courses, providing a schedule and reminders of goals for course creation, emailing graduate newsletters from the orientation, planning the MBA networking reception, and regular consultation with instructional designers at Academic Partnerships.

The BlackBoard Learning Management System (LMS) was first implemented at SEOSU in Spring 2002 and approximately 1,150 were enrolled in the 74 courses using BlackBoard. By 2015-2016, virtually every course offered by SEOSU uses BlackBoard (>1,000 sections). In addition to accessing course materials, BlackBoard is used by faculty and students for various other activities including library orientation, BOLT courses, voting for the Student Government Association, and communicating with organizations such as Faculty Senate, Student Support Services, and hiring committees.

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CIDT Services include the following:  Manage BlackBoard o Maintenance / Updates / Patches / Troubleshooting o Create Course Shells o Insert templates and banners o Enroll Instructors o Enroll Students  Technical Support o Training . In person, written, visual, and video instructions . Provided in person via walk-ins, appointment, phone, or conference call . Sent via email, website, and course instructor guides, and provided to instructors to use in course content o Troubleshooting . Appointments . Walk-ins . Email . Technical Support Request Form . My Live Chat . Phone (including Google Voice for afterhours support)  Instructional Design o Course mapping o Consulting o Creating video content o Creating infographics o Review of syllabi o Informal course review o Entering settings such as due dates o Formatting tools such as rubrics  ADA Compliance o Closed captioning or transcripts for videos o Readable Documents o Assistance with Bb settings to allow increased time  Online Resources o CIDT Website o Technology Central Course o BOLT Course o Blackboard Overview Course o Graduate Online Student Orientation o Periodic emails  Trainings o Crash Course – Instructors new to Bb, or those desiring to improve their proficiency may schedule a personalized crash course in which they can sit with the instructional designer for hands on demonstrations of BlackBoard features. o Collaborative Sessions – Faculty may schedule time to sit with the instructional designer to work together on course development. o Faculty Workshops – Targeted training on specific tools are offered at scheduled times for any faculty or staff.

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o Drop-In Training - faculty and staff may drop in and get on demand training for a variety of subjects from various Southeastern faculty and staff and occasionally outside vendors.

CIDT has provided intensified assistance to the MBA as they have made changes to their program and partnered with Academic Partnerships. Services provided from CIDT to the MBA include the following:  Development of Common Program Elements list  Development of an MBA Orientation course  Creation of a custom course template  Creation of a new schedule for course creation involving course review.  Creation and administration of surveys to gather data from MBA courses.  Planning of an MBA Networking Reception - an opportunity for online students to come to campus and meet other students, faculty, and staff.

CIDT Staff include the following positions:  Director/Instructional Designer o Consults with Faculty and Administration o Conducts Training o Builds Course Templates o Manages the Online Orientation o Assists Faculty in Creating Course Content o Manages Student Workers o Chairs the Distance Education Council  Instructional Technologist o Maintains Blackboard o Installs patches and updates o Resolves technical errors o Builds course shells o Copies courses o Merges courses o Enrolls users o Works with third parties o Manages building blocks and LTI links o Serves on the Learning Technologies Committee  6 Student Workers o Manage My Live Chat o Answer help request forms o Enter Blackboard settings o Format rubrics o Create visual instructions o Create infographics o Record and edit instructor videos o Write closed captioning for videos o Insert videos in courses o Create course banners o Add banners to courses o Restore archived courses o Copy courses o Enroll instructors in courses

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Online Student Support

To better serve our students, SEOSU has partnered with “Smarthinking” to provide on-demand student support via the internet. This 24/7 service is available to all students whenever they need assistance; it is especially useful to our online and non-traditional students whose schedules preclude them from using our face-to-face tutoring on campus. Last year, students engaged in 251 live sessions, 85 interactions with the writing lab, and submitted 46 questions. To Smarthinking. These 382 sessions totaled more than 238 of hours of service.

Title III Grant (Project GRAD)

SEOSU was awarded a USDOE Strengthening Institution's Program grant in FY 2014 and funds have been used to enhance and upgrade both academic and institutional environment. Listed below is a partial listing of Project GRAD (Generating Retention through Advisement and Digital Technology) activities:  Installation of wiring and Wi-Fi  Upgraded technology in the Henry G. Bennett Memorial Library  Implementation of a document imaging system  Integration of Respondus, Big Blue Button, Lynda.com, and other technology/software to assist registration, student tracking, and academic test integrity  Provided a new disk array for virtual infrastructure, media, and IETV systems, and Purchased upgrades to administrative systems including Degree Audit and Live Forms Add-on for Docubase.

Future Plans

The newly developed vision states for both Academic Affairs and Student Affairs will be used to guide future actions in both areas. Individual units in both areas are developing action plans to operationalize the key initiatives established and accomplish the identified goals (both vision statements are included as attachments).

Southeastern will continue and expand its use of technology to sustain and grow course and program offerings at off-campus locations as well as to improve on-campus programming in Durant. In December 2013, HLC granted Southeastern the ability to offer up to 100% of its programs by distance education after reviewing our Distance Delivery Confirmation Form: Confirmation of Institutional Eligibility for Distance Delivery Approval. However, it is not the intent or goal of Southeastern to offer 100% of our academic programing by distance education; this classification was an artifact of the change in definition for distance education by the Department of Education and the HLC. Southeastern will strategically use distance education to provide greater educational opportunities that better serve students in our service area and deliver distinctive programs to students outside our service area. SEOSU was notified by the National Council for State Authorization Reciprocity Agreements that it was accepted as an institutional participant in the SARA (State Authorization Reciprocity Agreement) initiative. Distance education provides the ability to serve students at multiple sites simultaneously so that sufficient numbers can be achieved to be more cost-effective. Further, anchor and adjunct faculty at off- campus locations can deliver courses to the main campus to strengthen programmatic offerings. This has the potential to provide a greater array of courses without substantially increasing the overall cost.

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ACADEMIC EFFICIENCIES

Current Status

Southeastern has explicitly committed in the scope and function of its mission statement to “Share human, academic, and technological resources with schools, industries, and public agencies through economic development, partnerships, and outreach activities.” Southeastern has been successful in maintaining our historic partnerships as well as fostering and creating new collaborative efforts with both old and new partners; such activities often result in academic efficiencies. Listed below are several notable examples.

Off-Campus Activities

In addition to its main campus, SEOSU delivers academic programs to eight other locations in Oklahoma and two in Texas. SEOSU has anchor faculty at the University Center of Southern Oklahoma in Ardmore, SEOSU-McCurtain County Campus in Idabel, SEOSU at EOSC McAlester Campus, and additional locations in the Oklahoma City metropolitan area (Rose State College, Tinker Air Force Base, and Oklahoma City Community College). Anchor faculty not only deliver courses at their respective off-campus sites, they also deliver courses to the main campus via the internet or IETV. The Aviation Sciences Institute couples the use of anchor faculty and adjuncts to deliver both undergraduate and graduate aviation programs at Tinker Air Force Base, Oklahoma City Community College, and Rose State College. Collectively, students enrolled exclusively in online courses and at off-campus locations accounted for about one third of the total student credit hour production last year.

Distance education via IETV and/or the internet provides efficiencies for both synchronous and asynchronous delivery of courses and programs to sites and/or individuals that might not otherwise be served. Faculty have invested much effort to transition from face-to-face to these other modes of delivery; additionally, several IETV courses have been converted to internet courses. Table 1 lists the numbers of unique faculty, courses, and total sections of courses offered in year. Southeastern will continue to use the model of anchor faculty, on-site adjunct instructors, and distance education to meet the needs of students at off-campus locations.

Table 1. Numbers of faculty/instructors and courses/sections offered by Southeastern in 2016-2017 via IETV and internet.

Delivery Mode Faculty/Instructors Courses Sections IETV 22 45 148 Internet 146 311 668

The cohort model has been used to deliver the various options of the M.Ed. degree at off-campus sites; these efforts include use of anchor faculty, on-site adjunct instructors, and distance education. It is important to note that all MEd programs have been converted to online programs as part of the initiative with AP.

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2+2 Articulation Agreements

Another efficiency that greatly benefits students has been the development and maintenance of up-to-date 2+2 program articulation agreements with two-year colleges. Currently, SEOSU has customized articulation guides for students at 13 schools in Oklahoma and 4 in Texas (Table 2).

Table 2. Two-year colleges with 2+2 agreements with Southeastern by state.

Oklahoma Texas Carl Albert State College Collin County Community College Eastern Oklahoma State College Grayson County College Murray State College North Central Texas College Northeastern Oklahoma A&M College Paris Junior College Oklahoma City Community College Oklahoma State University—Okmulgee Oklahoma State University—OKC Rose State College Seminole State College Tulsa Community College Connors State College Redlands Community College Northern Oklahoma College

A good example of 2+2 articulation agreements is those developed for the B.S. in Early Intervention and Child Development; the program is delivered online. This program was initially offered at the University Center of Southern Oklahoma in Ardmore. Subsequently, new 2+2 agreements have been developed for Carl Albert State College, Rose State College, Eastern Oklahoma State College, Murray State College, Connors State College, Northeastern Oklahoma A&M College, Northern Oklahoma College, and Seminole State College in Oklahoma, and Grayson College, North Central Texas College in Texas.

Degree Completion

SEOSU participates in the Reach Higher initiative that allows working adults an opportunity to earn a B.S. in Organizational Leadership (BSOL). SEOSU also offers a Bachelor of Science in Liberal and Applied Studies (BSLAS; formerly the BGS) that may be used as a degree completion program. During the last five years, the BSLAS has consistently ranked in the top three programs for number of graduates. Each year, SEOSU attempts to contact former students that stopped out to inform them about the both of these degree programs. A similar campaign was made to contact graduate students that stopped out before completing their master’s degree.

Other Efficiencies  The SEOSU/ECU Nursing project showcases the collaborative effort of two universities to better serve students in the region. Students are able to receive a Bachelor of Science in Nursing on SEOSU’s campus because of this unique partnership.  SEOSU and Murray State College entered into a unique agreement and one Vice President for Business Affairs serves both institutions.

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SEOSU continues to use a 4-day work-week during summers. This initiative provides cost savings to the University, faculty, staff, and students without sacrificing academic quality.

Future Plans

SEOSU is examining ways to offer existing and new academic programming at additional locations and/or using online delivery to increase accessibility without sacrificing quality or rigor. With approximately one third of the credit hours being generated last year by students enrolled at additional locations or exclusively online, this type of programming appears to be growing in demand. Please note that courses and programs are carefully reviewed to ensure that academic quality is not negatively impacted by either the mode of delivery or the delivery location. Such considerations will ultimately lead to increases in number, diversity, and availability (greater flexibility in scheduling) of programs to students throughout our service area.

LEARNING SITE ACTIVITY REPORT

Number of Courses

Faculty have invested much time and energy in the conversion of f-2-f to distance education courses in the last few years (see Table 1). A limited number of new courses are also being developed with a distance education mode of delivery. SEOSU sent 39 undergraduate courses (140 sections) to off-campus locations via IETV from Summer 2016 to Spring 2017 (Table 3). Unique section numbers were assigned to each off-campus location to monitor enrollment trends. About 770 students (duplicated headcount) were enrolled in these courses.

Table 3. Number of undergraduate courses and student enrollment for IETV courses delivered by SEOSU to other institutions and off-campus locations in 2016-2017.

Number of Courses (sections) Headcount* Course Lower Upper Lower Upper Prefix Division Division Total Division Division Total CHTW 4(14) 1(1) 5(15) 69 1 70 CJ 1(2) 4(9) 5(11) 25 60 85 EDUC 2(15) 2(18) 76 76 ELED 2(12) 2(12) 55 55 MNGT 2(5) 2(5) 40 40 PSY 9(49) 9(49) 261 261 SOC 1(2) 7(17) 8(19) 13 112 125 SPED 1(4) 5(10) 6(9) 33 25 58 TOTAL 9(37) 30(103) 39(140) 216 554 770 *Headcount = total number of students enrolled; individuals may be counted more than once.

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Additionally, Southeastern sent 6 graduate courses (8 sections) to off-campus locations via IETV from Summer 2016 to Spring 2017 (Table 4). Unique section numbers were assigned to each off- campus location to monitor enrollment trends for graduate courses; 31 students (duplicated headcount) were enrolled in these courses.

Table 4. Number of graduate level IETV courses and student enrollment for courses delivered by SEOSU to other institutions and off-campus locations in 2016-2017.

Course Number of Courses (sections) Headcount* Prefix EDAD 6(8) 56 Total 6(8) 56 *Headcount = total number of students enrolled; individuals may be counted more than once.

Overall, the downward trend in use of IETV to deliver programming to off-campus sites has stabilized at about 40 courses; 5 years ago, 81 unique courses were delivered. There has been a concomitant increase in online courses used to serve off-campus locations; however, the rate of increase has appeared to slow down. SEOSU offered 226 internet courses (561 sections) to undergraduates last academic year (Table 5); number courses is slightly higher than the last two years (172 and 200 courses, respectively). The number of sections has decreased from last year because unique section numbers are no longer assigned to each off-campus location to monitor enrollment trends except for the University Center of Southern Oklahoma. The duplicated headcount for internet courses was 9,670 students.

Table 5. Number of undergraduate courses and student enrollment for web-based courses delivered by Southeastern to other institutions and off-campus locations in 2016-2017.

Number of Courses (sections) Headcount* Course Lower Upper Lower Upper Prefix Division Division Total Division Division Total ACCT 2(4) 8(11) 10(15) 101 109 210 ART 3(4) 2(3) 5(6) 47 41 88 BIM 1(3) 1(5) 2(8) 53 126 179 BIOL 3(15) 3(15) 352 352 BLAW 1(6) 1(6) 106 106 BUS 2(7) 2(8) 4(15) 311 187 498 CIS 4(10) 12(20) 16(30) 209 236 445 CJ 1(2) 10(15) 11(17) 52 248 300 COMM 4(12) 7(11) 11(23) 163 148 311 CS 1(1) 2(3) 3(4) 7 18 25 CONS 1(1) 1(1) 18 18 ECON 2(9) 2(9) 263 263 EDUC 1(4) 3(29) 4(33) 40 289 329

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EICD 1(2) 7(15) 8(17) 28 254 282 ELED 2(2) 2(2) 28 28 ENG 3(10) 7(26) 10(36) 155 323 478 FIN 1(2) 8(14) 9(16) 21 133 154 FREN 1(1) 1(1) 7 7 GEOG 1(3) 2(3) 3(6) 93 29 122 HIST 1(1) 1(1) 12 12 HPER 1(6) 19(54) 20(60) 176 898 1074 HUM 2(7) 2(7) 146 146 LEAD 1(5) 1(5) 54 54 MATH 4(10) 2(7) 6(17) 146 86 232 MKT 12(25) 12(25) 440 440 MNGT 16(40) 16(40) 950 950 MUS 3(6) 1(3) 4(9) 210 21 231 NS 3(3) 4(4) 7(7) 52 60 112 ORGL 5(11) 5(11) 55 55 PHIL 1(2) 1(2) 43 43 POSC 1(3) 1(3) 104 104 PSCI 3(6) 3(6) 130 130 PSY 2(5) 16(41) 18(46) 122 619 741 SFTY 2(5) 2(9) 4(14) 91 151 242 SOC 1(5) 9(11) 10(16) 189 304 493 SPAN 2(5) 2(5) 76 76 SPED 1(9) 1(9) 95 95 STAT 1(1) 1(1) 13 13 THTR 4(12) 1(4) 5(16) 191 41 232 TOTAL 63(175) 163(386) 226(561) 3672 5972 9670 *Headcount = total number of students enrolled; individuals may be counted more than once.

Southeastern offered 85 internet courses (107 sections) at the graduate level last academic year (Table 6). The number of sections has decreased from last year because unique section numbers are no longer assigned to each off-campus location to monitor enrollment trends, except for the University Center of Southern Oklahoma. The duplicated headcount for internet courses was 2,123 students.

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Table 6. Number of graduate level web-based courses and student enrollment for courses delivered by Southeastern to other institutions and off-campus locations 2016-2017.

Course Number of Courses (sections) Headcount* Prefix ACCT 1(1) 88 AVIA 10(10) 138 BIM 1(1) 19 BUS 2(2) 141 COUN 3(3) 64 ECON 1(1) 30 EDAD 6(8) 47 ENG 1(1) 7 EDUC 5(5) 40 ENTR 1(1) 16 FIN 2(2) 142 HIS 1(1) 4 HPER 13(15) 196 LEAD 1(2) 2 MATH 1(1) 1 MKT 3(3) 166 MNGT 4(4) 257 MUS 6(6) 49 NAL 12(28) 471 SFTY 11(12) 245 TOTAL 85(107) 2123 *Headcount = total number of students enrolled; individuals may be counted more than once.

In years prior to 2015-2016, SEOSU received nursing courses via IETV from East Central University as part of the collaborative effort to provide students an opportunity to achieve a B.S. in Nursing on SEOSU's campus. However, these courses are now being provided face-to-face on SEOSU’s campus. SEOSU also received courses from off-campus locations that were delivered by our anchor faculty or adjunct instructors at these sites. Since these courses were delivered by Southeastern faculty, they were included in Tables 3, 4, 5 and 6.

How Sites are Meeting Needs

Southeastern utilizes a variety of methods to identify and meet the needs of employers and students. These techniques include but are not limited to the following:  Use of Academic Partners to market SEOSU’s online MBA program  Collaboration with community college partners  Market studies

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 Competitor Assessment for Southeastern completed by McGuire and Associates  Discipline-specific advisory councils  Interactions with high school and community college counselors  Discussions with local governmental officials and area State legislators  Interactions with the Native American tribes including but not limited to Choctaw, Chickasaw, Cheyenne-Arapaho, and Osage  Examination of current enrollment trends and patterns  Review of publications regarding job market trends (high vs. low demand degree)  Contact by federal government regarding potential contract work (e.g., cohort development for aviation programs in Oklahoma City area)  Job fairs hosted on campus

Planned Changes

SEOSU Outreach Model expects that expenditures for program delivery are offset by on-site revenues. SEOSU uses a combination of fulltime anchor faculty at the off-campus locations, distance education modes of delivery from the main campus, and the hiring of on-site adjunct faculty to deliver these programs in a cost-effective manner. SEOSU is authorized to deliver degree programs at eight off-campus locations in Oklahoma and two locations in Texas. SEOSU was accepted into the notification program to establish additional locations in the United States by HLC in July 2013. Once an additional location is approved by RUSO and OSRHE, SEOSU is able to notify HLC of the change during the Institutional Update each year instead of the formal application process.

Southeastern does not have any plans to develop new additional locations at this time. Our current plans are to sustain and grow programming at 8 locations in Oklahoma and 2 locations in Texas.

ACADEMIC PRIORITIES

Regional Accreditation

The Higher Learning Commission (HLC) conducted a comprehensive evaluation visit for continued accreditation at Southeastern in February 2014. In July 2014, Southeastern received formal notification that its accreditation was continued until 2023-2024. SEOSU selected the Open Pathway for the next Reaffirmation of Accreditation Visit. During Fall Semester 2016, HLC completed a Multi-Location Visit to Southeastern; specifically, the peer reviewer visited the University Center of Southern Oklahoma, Ardmore, Oklahoma and the main campus of Grayson College, Denison, Texas. The peer reviewer also visited SEOSU’s main campus in Durant, Oklahoma and met with administrators and faculty involved in program delivery at identified locations. Following the review, Southeastern was notified by HLC that “the patterns of operations at the locations appears to be adequate and no further review or monitoring is necessary.” Currently, SEOSU is preparing the Year-4 Open Pathway Assurance Argument that must be submitted to HLC by May 14, 2018; this is a year four report required of all institutions in the Open Pathway.

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Specialized Accreditation

Southeastern is committed to academic excellence and several disciplines hold specialty accreditation. Listed below are current activities regarding specialty accreditation:  Association to Advance Collegiate Schools of Business (AACSB)—The John Massey School of Business (JMSB) had a continuous improvement review in October 2013 and a Continuous Improvement Review 2 in November 2014. The year of record for the next accreditation review is 2017-2018 and the site visit will occur during Fall Semester 2018.  National Association of Schools of Music (NASM)—A team completed a visit for continued accreditation in March 2013. The NASM Commission on Accreditation then continued SEOSU’s accreditation in good standing for 10 years. The next visit will be in 2023-2024.  Aviation Accreditation Board International (AABI)—In July 2012, AABI continued accreditation of all four locations (Durant Campus, Tinker Air Force Base, Oklahoma City Community College, and Rose State College) that provide undergraduate aviation programs for five years. AABI completed a reaffirmation visit to Southeastern on March 5-8, 2017. The team visited all four locations used for program delivery. SEOSU received the draft report on April 12, 2017 and submitted our response, including action plans, to the address recommendations and challenges identified in the report. AABI will consider all materials and notify SEOSU of its accreditation status in Summer, 2017.  Council for the Accreditation of Counseling and Related Educational Programs (CACREP)—In July 2012, SEOSU was notified that the MA in Clinical Mental Health Counseling was accredited by CACREP for eight years. The next visit will be in 2020.  National Council for Accreditation of Teacher Education (NCATE)—Teacher Education programs at SEOSU were accredited by NCATE in October 2010. The Council for the Accreditation of Educator Preparation (CAEP) and the Office of Educational Quality and Accountability of Oklahoma completed a site visit to review Southeastern’s undergraduate education programs (no graduate programs in education were reviewed) on April 8-11, 2017. Southeastern received the draft report from the CAEP Board of Examiners and corrected errors of fact. Comments made by team members during the exit interview were positive and SEOSU will be notified of its accreditation status in December 2017.

NEW PROGRAM DEVELOPMENT

Master of Early Intervention and Child Development

SEOSU was approved by both RUSO and OSRHE to offer a Master of Early Intervention and Child Development (MEICD). The purpose of this degree is to address state and regionally identified needs for highly qualified personnel in early intervention and child development. Graduates will develop the professional knowledge and skills to provide effective interventions and care to infants, toddlers, and young children as well as to lead and manage early childhood programs. The interventions and childcare practices will be derived from scientifically-based research and experience to be successful in serving young children. Oklahoma’s many early childhood centers need highly qualified personnel to provide the young children in their care with quality early learning experiences and early intervention. They also need qualified leaders who are skilled in early intervention, leadership, and management. Finally, the community colleges are in need of instructors to teach the child development courses.

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Bachelor of Science in Health and Human Performance

SEOSU was approved by RUSO and OSRHE to offer a Bachelor of Science in Health and Human Performance (BSHHP) in Fall 2016. There has been a growing public interest in health, fitness, strength and conditioning, and wellness in the last few decades. This has resulted in an increase in the number of fitness, rehabilitation, and sports conditioning facilities throughout the country thereby creating an ever-growing demand for exercise physiologists, cardiac rehabilitation specialists, and strength and conditioning coaches. The BSHHP is designed to help address this demand.

INITIATIVE WITH ACADEMIC PARTNERSHIPS

During Fall Semester 2015, SEOSU examined the possibility of collaborating with Academic Partnerships (AP) to develop digital marketing strategies and identify best practices in online learning for the Master of Business Administration (MBA). During Spring 2016, faculty, staff, and administrators worked with AP to prepare for a Summer 2016 initial offering of the MBA. Enrollment has increased significantly in the MBA (FA14 = 61 majors; FA16 = 174 majors; SP16 = 57 majors; SP17 = 240 majors). Given the success of this initial effort, SEOSU is collaborating with AP to market and support the following programs: Master of Education (MEd) in Curriculum and Instruction; MEd in Educational Leadership; MEd in School Counseling; MEd in Special Education; Master of Science (MS) in Native American Leadership; and MS in Sports Administration.

SUSTAIN RECENTLY DEVELOPED ACADEMIC PROGRAMS AND INITIATIVES

Choctaw University was a collaborative effort by the Office of the Academic Affairs and Native American Institute at SEOSU and the Choctaw Nation of Oklahoma. Students enrolled in the Executive Leadership Training Program of the Choctaw Nation have the option to enroll in targeted courses for university credit.

The Bachelor of General Studies (BGS) was modified into the Bachelor of Science in Liberal and Applied Studies (BSLAS) to support Choctaw U and better meet the needs of our students. The BSLAS allows students to design a course of study that suits their individual educational goals. It empowers students to have more control over the college academic experience, and, because of the broad-based curriculum, allows them to exercise creativity and innovation as they plan for their own careers. In Fall 2016, BSLAS had 79 majors.

The Bachelor of Science in Organizational Leadership (BSOL) is not completed by as many students as the BSLAS. In Fall 2016, there only were 6 majors enrolled in the program. However, this degree program provides adult learners with another degree option that is highly accessible.

The Bachelor of Science in Early Intervention and Child Development (BSEICD) was designed to address the state and regionally-identified needs for highly qualified personnel in early intervention programs. This new degree prepares candidates to become more effective child care providers; the knowledge and skills obtained by program graduates are aligned with the expectations of the National Association of for the Education of Young Children. This new program is off to a successful start; number of majors has increased from 8 in Fall 2013 to 66 in Fall 2016.

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The M.S. in Native American Leadership (MSNAL) is offered 100% on line and interest in the program has exceeded our expectations. In Fall 2015, the MSNAL had 81 majors; the number of majors dropped to 69 in Fall 2016.

ENROLLMENT PROJECTIONS

Fall 2017: Undergraduate Headcount: 3,150 Fall 2017: Graduate Headcount: 600 2017 Annual FTE: 3,060

Fall 2018: Undergraduate Headcount: 3,165 Fall 2018: Graduate Headcount: 630 2018 Annual FTE: 3,075

Fall 2019: Undergraduate Headcount: 3,180 Fall 2019: Graduate Headcount: 660 2019 Annual FTE: 3,090

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SOUTHWESTERN OKLAHOMA STATE UNIVERSITY (SWOSU) 2017-2018 Academic Plan

TECHNOLOGY

Current Status

Department of Business and Computer Science: installation of Mondopads in two classrooms, upgrades and additional hardware to Blue Thunder Alley, a new computer lab/classroom for research and software testing.

School of Nursing and Allied Health: NEEHR for electronic charting, ATI for entrance testing

Department of Music: offering Introductory to Music and graduate Research course in an online format, and Music Methods for Elementary Teachers in blended format.

Department of Kinesiology: metabolic cart, heart rate monitors, treadmills, cycle ergometers, Lunar Prodigy Prime Bone Densitometer machine, Tri-Fit machine, and IPADS and cameras with apps used in labs.

Academic Affairs (university-wide): We continue to use ITV technology in some distance classes but have begun to phase it out in favor of ZOOM, which is more cost-effective and convenient for students. We continue to use MyFoundationsLab for developmental preparation. Many faculty use technology extensively in the classroom and use our Learning Management System (Canvas) robustly.

Distance education formats including online, webinar, blended, and self-paced formats are 26% of our credit hour production.

Future Plans

Department of Business and Computer Science: implementing ZOOM technology to increase enrollment and improve course experience.

School of Nursing and Allied Health: Chalk and Wire e-portfolio, beginning fall 2017

Department of Chemistry and Physics: increase collaborative projects through redesigned labs using high scale instrumentation and infrastructure. The need for full allotment of Academic Enhancement Fees will be paramount for success.

Department of Biological Sciences: received a grant to purchase 5 new physiology set ups for teaching human and animal physiology through active learning, new equipment will be purchased fall 2017.

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Department of Parks and Recreations Management: add advanced technology to Crowder Lake University Park classroom including LCD projector, computer, and internet.

Department of Psychology: transitioning to online portfolio process to advance portfolio development, the portfolio will provide faculty access to student data for assessment of performance, program evaluation, increase testing for research purposes, and accreditation purposes.

Department of Language and Literature: add computers and podiums in classrooms to increase oral/visual presentations, implement ESL newsletter to ground student learning in practical application.

College of Pharmacy: obtaining and adapting e-portfolios and co-curricular transcripts

Academic Affairs (university-wide): We are investing in additional online tutoring (available 24/7 to working students). We now have the ability to conduct Student Success coaching sessions through ZOOM, which will increase support for online and distance education webinar students.

The transformation of existing programs to distance education formats will increase distance education student enrollment and credit hour production.

ACADEMIC EFFICIENCIES

Current Status

Department of Business and Computer Science: new online 8 week delivery of MBA degree, and redesigning courses using Three Pillars course transformation method.

Department of Music: integrated music therapy, music performance, and music education research courses into a single course, result leads to higher enrollment and greater student engagement, faculty collaboration for a musical theatre production with theatre and music departments.

Department of Biological Sciences: received the outstanding chapter for the Tri-Beta National Biological Honors Society at the regional competition, the Biology Tri-Beta chapter has received outstanding chapter six out of seven years.

Department of Parks and Recreation Management: increased partnerships with Oklahoma Department of Wildlife Conservation, Oklahoma State Parks, the U.S. Forest Service, the National Park Service, the U.S. Fish and Wildlife Service, and the Bureau of Indian Affairs. Partners provide free guest lectures and quality adjunct faculty. Service learning projects are being incorporated through agency partnerships.

Department of Psychology: existing sections of our courses have been formatted to web- based/online courses to increase the options for students and maximize efficiency. Summer courses have been formatted to a four week web-based/online format based on student need.

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Department of Kinesiology: incorporation of Exercise Science internships, public school student teaching sites, and off-site Sports Management internships provide students with real-life application of curriculum.

College of Pharmacy: individual and team taught courses, and partnership with School of Business for Doctor of Pharmacy/MBA dual degree.

College of Arts and Sciences: due to low enrollment, Spanish major has been discontinued. One faculty member in the program was non-continued. Faculty at the Sayre location have been integrated into the academic departments on the Weatherford campus. Academic merge will increase course alignment, communication, enrollment analysis, and effective scheduling. Three faculty positions are yet to be filled due to FY18 budget cuts.

Academic Affairs (university-wide): We have a Contractual Agreement with Caddo Kiowa Technology Center to offer OTA and PTA programs. Cost sharing with our academic partner allows us to provide these programs to SWOSU students and residents in the region. We are exploring an additional partnership to assist with cost sharing for the Med Lab Tech and Radiology Tech programs.

We have added a clerical position in the Nursing program to allow us to process applications and enrollments in the online RN-BSN and MSN programs more quickly. Although this was an initial cost, growth in the program will make up for the cost many times over.

Future Plans

Department of Education: training for Chalk and Wire will begin fall 2017 with plans for full launch in fall 2018.

Department of Language and Literature: increase faculty participation in course redesign included Three Pillars course transformation, adding Five C’s, and redesign courses to blended format to address student needs, increase online offerings for upper level writing courses.

Department of Art, Communications, and Theatre: faculty will be team teaching in the Honors Program, and IT staff will provide courses in graphic design.

College of Arts and Sciences: design minor program in Women’s Studies in Art, Communications, and Theatre, and develop new courses in American Indian Studies.

Academic Affairs (university-wide): We are negotiating partnerships with hospitals in the OKC metro area to promote our online RN- BSN and MSN programs.

We will continue to explore articulation agreements with Community Colleges in Oklahoma and Kansas for programs at SWOSU.

We continue to explore areas of inefficiency in our operation and areas in which to invest for future growth.

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LEARNING SITE ACTIVITY REPORT

Number of Courses

Department of Allied Health: Physical Therapy Assistant program contractual agreement with Caddo Kiowa Technology Center starting fall 2017.

Department of Psychology: we are transitioning to a ZOOM technology format. The new format increases student access and decreases cost for the institution.

How Sites are Meeting Needs

Department of Allied Health: Physical Therapy Assistant program 100% placement upon graduation.

Department of Music: Music Education and Music Therapy students achieve necessary credentialing through the state certification of teacher process or the American Music Therapy Association.

Department of Psychology: utilization of Advisory Board for undergraduate and graduate programs and utilization of consultation, practicums, workshops, and informal interactions to advance program quality and student preparation for respective professions.

Planned Changes

Department of Allied Health: Physical Therapy Assistant program will be expanded to include a location on the Weatherford campus in fall 2017.

Department of Psychology: reviewing distance course locations to meet regional needs for Licensed Professional Counselors and School Counselors.

ACADEMIC PRIORITIES

Everett Dobson School of Business and Technology: recruitment activities, continuous improvement of curriculum, high quality experiences in and outside the classroom, and student activities.

School of Nursing and Allied Health: request one additional fulltime faculty for MS-HIIM required for desired accreditation, hire a Department of Nursing Chair, and hire a Department of Allied Health Chair.

Department of Music: Master of Music in Music Therapy degree was approved by the National Association of Schools of Music, course rotations will be provided in summer study and year around study, and recruitment of string players.

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Department of Chemistry and Physics: increase student completion during first-time enrollment in General Education Chemistry and Physic courses, incorporate Three Pillars course transformation method in GE Chemistry and Physic courses, including Astronomy and Concepts of Physical Science, increase Bachelor degree completion in Physical Science, add Senior seminar series expanded to a two-semester offering incorporating translational skills (career development), increase collaboration with experts in the Chemistry field, and invite experts to senior seminars to advance student exposure to the application of Chemistry in industry settings.

Department of Biological Sciences: continued enrollment growth, estimating enrollment growth by 20 students each year. Presently, courses are running at 90% capacity.

Wildlife Fire Management Program (PRM): increase federal fire certifications through National Wildfire Coordinating Group, add new certification courses, expand practical field experience, increase program tools, and expand U.S. Forest Service relationship as a sponsoring agency. We have plans to pursue accreditation through the National Park Service Federal Law Enforcement Training Center (FLETC).

Department of Education: increase data collection and analysis of student retention, completion, and performance. Begin training with Chalk and Wire e-portfolio 2018-19, begin utilizing the e- portfolio platform fall 2017.

Department of Psychology: proposes to expand graduate program in School Psychology to obtain national accreditation from the National Association of School Psychology (NASP), accreditation will ensure that all graduates of the program will be given the Nationally Certified School Psychologist status upon graduation. Benefits associated with pursuit of a degree designation at the Specialist level for students who complete the Licensed Professional Counselor track is being explored.

Department of Language and Literature: design and implement two new minors in Professional Writing and World Languages, create student Study Spaces to increase student success, provide monthly meetings and annual workshops in the fall to advance teaching and advising strategies and secure an equitable grading practice, provide student enrichment workshops on online classes and research, increase student research in Research Fair, Sigma Tau Delta’s National Convention, and other related research forums, and incorporate collaborative modules to degree courses.

Department of Art, Communication, and Theatre: add Women’s Studies minor, the minor will be an interdisciplinary program.

Department of Kinesiology: increase retention through first week of class attendance, contact advisees during first two weeks of class, email advisees who not enrolled in courses, market program with letters, brochures, career fairs, health fair, and majors fair, market minors program across campus, increase partnerships with public schools and private sectors, increase community volunteerism, and increase adjuncts to lighten fulltime faculty load.

College of Pharmacy: refine and implement Continuing Professional Development and Inter- professional Education for Doctor of Pharmacy students.

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Academic Affairs (university-wide):

Retention – we are continuously implementing student support strategies to increase retention of students.

Efficiency – we are integrating the planning and scheduling of Sayre course sections into departments on the Weatherford campus to maximize efficiency.

Improvement of Teaching and Learning – we continue to implement our HLC QIP, geared towards increasing active learning components in GE and major classes.

Growth in online programs – we will modify our Master of Education in Educational Administration to accomplish principal and superintendent certifications. We have adopted 8- week classes in our online MBA. We are marketing an MBA/MSN combined degree track. All of these changes are expected to increase enrollment in online programs.

Budget Needs:

School of Nursing and Allied Health: hiring of new Nursing chair – budget item approved, hiring of new Allied Health chair – budget item approved, and Masters in Health Informatics & Information Management fulltime faculty to head the program – budget item not approved.

Department of Chemistry and Physics: increase allocation of Academic Enhancement Fees to maintain high level research/innovation in the classroom.

Department of Kinesiology: adjunct faculty: $30,000

ENROLLMENT PROJECTIONS

Fall 2017: Undergraduate Headcount: 4,510 Fall 2017: Graduate Headcount: 810 2017 Annual FTE: 4,597

Fall 2018: Undergraduate Headcount: 4,645 Fall 2018: Graduate Headcount: 834 2018 Annual FTE: 4,735

Fall 2019: Undergraduate Headcount: 4,928 Fall 2019: Graduate Headcount: 885 2019 Annual FTE: 5,024

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UNIVERSITY OF CENTRAL OKLAHOMA (UCO) 2017-2018 Academic Plan

TECHNOLOGY

Current Status

UCO’s Office of Information Technology (OIT) maintains a summary webpage of current Learning Technologies at UCO (http://www.uco.edu/technology/trc/learningtech/index.asp) that are available to faculty, staff, and students. Some of these are detailed below along with descriptions of other current technology usage in the categories listed. Innovative uses of technology and other initiatives are highlighted on the Digital Central website (http://digitalcentral.uco.edu). In addition, the Office of Information Technology, the Center for Excellence in Transformative Teaching and Learning, and the Center for eLearning and Connected Environments came together to provide a landing page targeted for faculty resources only. http://faculty-resources.uco.edu/ and (http://www.uco.edu/technology/faculty/index.asp)

Software Improvements:  UCO continues to improve upon the use and services provided through our learning platform, Brightspace by D2L. D2L’s new continuous deliver model provides monthly scheduled updates making it easy to implement new tools and features.  OIT continues to partner with D2L on the development of STLR and related projects. The STLR system is now in production. It demonstrates both academic and co-curricular activities against transformative learning objectives. Recently, OIT has implemented a comprehensive interface to monitor and provide reporting data regarding STLR effectiveness to internal and external stakeholders.  A custom data hub solution has been developed for integrating with Civitas Illume. Civitas Illume is a predictive analytics engine primarily focused on improving student retention rate. OIT software development teams engineered and developed a tool to automate the providing of SIS and LMS data to the application on a nightly basis.  A custom application has been developed that allows students to generate a formatted student transformative learning record (STLR) in print or electronic format. This formatted document is a tool students can share with employees, graduate schools, and others as evidence of growth and learning beyond aptitude in their major. Future developments will combine this format the academic transcript form a comprehensive student record.  UCO Mobile is gaining adoption numbers in its third year. Enhancements continue to be added for students to have easy access to services through UCO’s Mobile App. It can be downloaded from the Apple Store and Google Play. This app provides enhanced functionality for campus maps, events, news, and directory information. It also provides functionality such as real-time integration with Banner, UCO’s Enterprise Resource Planning (ERP) system, for access to courses, grades, holds, etc., along with single-sign on access to the D2L learning management system. New features include STLR, enrollment, connections to a newly responsive student portal and the UCO website  The card swipe feature is being used for event attendance. OIT developed an interface to allow event attendance to automatically record in a student’s STLR. All UCO students, faculty, staff, and alumni received a new ID card with a choice of the Central ID Visa®

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Check Card with checking services through MidFirst Bank or the Bronze Card. Both selections serve as an official university ID. This system is currently being used for event tracking and becomes a part of the student’s STLR record for selected events. Building access is available in some areas using this system.  The Learning Center for Faculty/Staff professional development has been upgraded to the newest version. It offers a streamlined interface and easier access to on-line courses and face-to-face trainings. All mandatory training requirements are offered on-line and face- to-face with sign-up and monitoring in this system.  College Scheduler was added to help students plan their academic road map.  Portal. UCO recently upgraded its portal, UCONNECT, to provide single-sign on, role- based access to services utilized by students, faculty, and staff. New features of the upgrade include a fresh design driven by user input and feedback, a responsive user interface allowing UCONNECT to render on any mobile device, and delivery of additional university services not previously available in the portal. Enhancements of existing services include a redesigned Faculty Dashboard which now delivers a personalized course list for any term, direct access to CRNs, grading information, class rosters, and email links to directly contact students. Students, faculty, and staff will benefit from single-sign on access to academic (LMS, library online, enrollment), finance, campus services, campus involvement, profile, and employee application services.  iPad purchase with Housing/Student Affairs/OIT. Together with Housing and Dining and Enrollment Central, the Office of Information Technology purchased 75 iPads for use in a variety of different projects and tasks at UCO. While the TRC maintains and manages these devices year-round, Housing and Dining is leveraging the iPads for monitoring the check-in and check-out process for students living on campus at the start and end of each semester. During the summer months Enrollment Central utilizes these same devices during Freshmen Orientations. Over the course of the Academic Year, these iPads are available for instructors to check-out for in-classroom use. In the future, the TRC plans to promote the use of these devices to provide engaging learning opportunities for students in all areas of study by assisting faculty in the development of activities and projects focused on the active involvement of their students in a face-to-face classroom setting.  CRM. UCO recently purchased an enterprise constituent relationship management (CRM) software. This solution is designed to manage student communication and relationships throughout the student lifecycle and will be available for use by campus departments and divisions July 2017.

Classroom Uses:  Classrooms can be centrally managed through a multimedia system. Two standards are available at UCO – Crestron and Extron. The majority of classrooms at UCO have video projectors and computers or computer ports that are compatible with a laptop. Wireless access is pervasive, being available campus wide. Some classrooms are equipped with additional technology such as SmartBoards, video conferencing technology, Classroom Capture, electronic clickers, and document cameras. Departmental or group training is available for common classroom technology tools. Many programs have special technology needs that are driven by the necessity of ensuring that students who graduate from those programs possess the appropriate technical training and skill sets appropriate to successfully perform their jobs. Classroom-level technology needs are managed through each college’s instructional fee funds or, in some cases, are obtained through

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external funding (such as public and private grants). In some cases, when items are particularly expensive, instructional fee funds are built up over several years.  UCO maintains licenses for several software tools that support classroom technology, both distance and on campus. Many of these are available to faculty, staff, and students for personal use either free or at a reduced price.  In support of technology enhanced/required/recommended programs, the Office of Information Technology established UCO Central Tech Store. The UCO Central Tech Store offers faculty, staff and student discounts on hardware, software and accessories. It is also an Apple Authorized Campus Store and an Apple Authorized Service Provider. During the 2016 summer, the CTS will be expanded to offer more products and training.  The Center for Transformative Learning (CTL) has 11 classrooms, faculty/staff office space, a recital hall, outdoor classrooms and several small informal spaces that allow students to interact and work together between classes. Key features of the CTL are the lack of a “front” in any room and a seating structure conducive to group work and peer interaction. This is supported by highly interactive technology that supports active learning and is provided by the Office of Information Technology. All technology in CTL was upgraded in December 2016.  Technology was updated in Forensic Science Institute (FSI) classrooms and additional classrooms throughout campus.

Distance Education:

 The operational components of UCO’s distance education (elearning) programs are facilitated through the Center for eLearning and Connected Environments (CeCE). Although CeCE facilitates the approval of the presentation and quality of distance courses, curricular integrity remains the responsibility of the department, college, and Academic Affairs through the curricular review process required of all UCO courses. The Assistant Vice President/CeCE reports to the Provost and Vice President of Academic Affairs. To ensure that UCO distance education courses maintain the highest levels of quality, Academic Policy 3.8 on “Online Course Quality” was developed in fall 2008 and updated in 2014. This policy requires that all online and hybrid courses are reviewed using UCO quality elearning design principles and that strategies are in place for providing faculty and course development support. It also requires that faculty who teach online courses be trained through a six-week workshop called the “eLearning Facilitation Workshop”) prior to being approved to teach online. Faculty interested in enrolling in this workshop must be nominated by their department chair and college dean. Additional academic policies clarify other aspects of online courses. CeCE also offers the “eLearning Course Design Program” which is a personalized consulting solution that guides participants through the process of designing online and hybrid courses to meet the UCO quality elearning design principles. CeCE maintains a current list of approved quality courses and certified instructors on their website.  In order to manage state authorization issues that were brought to light in recent US Department of Education actions, UCO hired a State Authorization Coordinator who reports to the Assistant Vice President/CeCE. The State Authorization Coordinator is UCO’s contact point for authorization related to distance courses and internships and other credit bearing activities where UCO operates in other states. The State Authorization Coordinator will also be responsible for ensuring that UCO is in compliance with federal statutes when or if those resurface.

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 The University of Central Oklahoma is making strategic investments in blended learning capabilities that allow students flexibility to access educational opportunities while providing high-impact learning experiences. These efforts are focused on meeting the educational needs of individuals, organizations, and communities in the Oklahoma City metropolitan area by using both physical and virtual learning spaces. Operationally this means enhancing academic capabilities for blended learning offerings, developing additional student success capabilities to provide personalized support for students, and identifying and growing partnerships with other organizations and institutions to bridge gaps and barriers to student success using blended learning methods. The investments in blended learning are guided by the development and approval of a university-wide blended learning action strategy that states: “Blended Learning at the University of Central Oklahoma opens access to education through using a continuum of physical and virtual learning spaces and opportunities that meets students’ learning needs. As a university community, we are committed to empowering blended learning experiences that are learning-centered, high-quality, flexible, adaptable, and affordable.”  The Center for eLearning and Connected Environments continues to develop and enhance programs focused on helping faculty design and teach online, hybrid, and interactive video courses effectively. These programs and services include: o Getting Started with eLearning - Introductory overview of elearning at the University of Central Oklahoma. o eLearning Facilitation Certification Course - Introduction to facilitation skills for elearning courses. Successful completion constitutes certification to teach online and hybrid courses at the University of Central Oklahoma. o eLearning Course Development Program - Comprehensive program for designing and developing elearning courses at the University of Central Oklahoma. Successful completion constitutes course authorized for delivery using elearning quality course design principles. o eLearning Developers Community of Practice - aimed at advancing interest, skills, and connections in elearning development and innovation practices. o Micro-Workshops - Specialized workshops delivered on elearning-related topics. o eLearning Toolbox - Electronic performance support system that serves as the single hub for resources associated with teaching and developing elearning courses. o Personalized Consulting - Personalized consulting services for designing, developing, and evaluating elearning courses and programs. o Media Production and Authoring - Specialized graphics design, authoring, video production, web programming services for elearning development. o eLearning Development Studio - Specialized facility for supporting the production of elearning content. o Faculty Lab for Independent Productions (FLIP) Studio - Video production suite for enabling the production of high-quality video content. o Research - Custom educational research and insights services.

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Faculty and Curriculum Development.  The Technology Resource Center (TRC), a department of the Office of Information Technology, provides the training, including workshops, to faculty, staff, and students on the use of UCO standard software products (various Adobe, Apple, and Microsoft products; Banner; Desire2Learn), as well as the use of key technologies such as SmartBoards and Student Response Systems (aka clickers). Presentation methods include online courses and webinars, in-class sessions, customized courses and one-on-one training opportunities.  The Technology Resource Center offers technology orientation sessions for the Center for Transformative Learning and for New Faculty Technology Orientation, a one- and-a- half-day event that supplements the Center for Excellence in Transformative Teaching and Learning’s (CETTL) week long Teaching & Learning Institute. This orientation is designed to provide faculty an overview of instructional technologies, effective methods for incorporating these into the curriculum, and technology support services available. Other workshops such as the Digital Academy, engage faculty in activities that provide initial preparation and ongoing assistance with innovative technologies, skills development and instructional implementation strategies. See http://www.uco.edu/technology/digitalcentral/academy/index.asp  The Technology Resource Center also offers technology training and skills assessment for the Center for eLearning and Connected Environments (CeCE). These programs prepare faculty with technology skills so that they are prepared to participate in the pedagogically-focused eLearning Facilitation Workshop and eLearning Course Design Workshop. Other special-topic sessions are collaboratively developed and delivered throughout the academic year.  In collaboration with the Center for Excellence in Transformative Teaching and Learning (CETTL) and the Student Transformative Learning Record (STLR), the Technology Resource Center has played a key role in the development and implementation of the pre- requisite training for faculty and staff on STLR project/assignment/event development and assessment. The TRC specifically delivers technology training associated with the use of Desire2Learn for the tracking of student transformative learning achievements and has made significant strides for improving the processes followed by all STLR participants.  The integration of technology to enhance curriculum is managed by individual colleges and departments. Funding is provided by instructional fees and is allocated through university annual planning processes. The OIT Technology Resource Center provides customized instructional technology skills and integration training via collaborative efforts with departments and colleges. In addition, the TRC provides consultations for both departments and individual instructors on the appropriate use and selection of academic technologies to meet their individual needs.  In spring 2016, the University of Central Oklahoma established the Institute for Learning Environment Design (ILED). The Institute for Learning Environment Design (ILED) is formed through an innovative collaboration between the University of Central Oklahoma and NextThought, LLC. This collaboration brings together progressive leaders around the shared goal of designing spaces and places that help people learn. ILED offers a progressive portfolio of portfolio of learning programs, design tools, and consulting services. These offerings are marketed to UCO faculty and staff as well as educators and leaders in the State of Oklahoma and beyond. The Institute uses an innovative method called Learning Environment Modeling throughout its offerings and curriculum. Learning Environment Modeling (LEM) is a visual process for designing learning environments

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such as courses, workshops, or training programs. This method uses a common design language called the Learning Environment Modeling Language (LEML) to record, share, diagnose, improve, and present how a learning environment is designed. LEML consists of five building blocks, four containers, and three actions to represent the design of any learning environment. These language elements are assembled together in a model that represents how a learning environment is designed. LEM helps achieve and realize instructional and curriculum design goals by providing an easy-to-learn tool that helps individuals and teams develop a deeper understanding of learning environments, make strategic design decisions, and communicate ideas and plans clearly and accurately with others during the curriculum planning process.

Service  UCO has completed the upgrade of the entire university network technology infrastructure using an $8,000,000 bond supplemented by $2,000,000 from E&G for a total of $10,000,000. The project replaced all network equipment, upgraded both wired and wireless networks, placed single-mode fiber in the ground and redundancy to each building, upgraded the telephone system, and provided the ability to take advantage of 10GB speeds.  UCO has completed additional projects identified to support learning. Once such project; was to add the use of Microsoft One Drive which is now approved for confidential level information according to UCO’s updated Security Classification Policy.  A new streaming service and a new closed-captioning service were implemented in the past year. The closed captioning provides us the ability to more easily translate voice to caption. Solar-powered HD cameras were installed in key locations to live stream the traditional graduate walk by the iconic Old North to the spring 2017 commencement ceremony.

Student Support Service The Center for eLearning and Connected Environments (CeCE) is establishing the Learner Experience Team. This team is charged with providing direct and proactive student success support to students in blended learning environments.

Future Plans

 University Communications in partnership with the Office of Information Technology has launched a new website design. The dynamic – and mobile ready – design is the result of more than a year of work with engagement throughout campus and many levels of market research and testing with target audiences, including prospective students, parents and community members.  The newly established Institute for Learning Environment Design (ILED) launched the Certified Learning Environment Architect (CLEA) program in fall 2016. This program is designed to provide educators and leaders with the skills needed to design innovative learning environment of tomorrow. The Institute for Learning Environment Design (ILED) is formed through an innovative collaboration between the University of Central Oklahoma and NextThought, LLC. This collaboration brings together progressive leaders around the shared goal of designing spaces and places that help people learn. ILED offers a progressive portfolio of portfolio of learning programs, design tools, and consulting services. These offerings are marketed to UCO faculty and staff as well as educators and leaders in the State of Oklahoma and beyond. The Institute uses an innovative method

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called Learning Environment Modeling throughout its offerings and curriculum. Learning Environment Modeling (LEM) is a visual process for designing learning environments such as courses, workshops, or training programs. This method uses a common design language called the Learning Environment Modeling Language (LEML) to record, share, diagnose, improve, and present how a learning environment is designed. LEML consists of five building blocks, four containers, and three actions to represent the design of any learning environment. These language elements are assembled together in a model that represents how a learning environment is designed. LEM helps achieve and realize instructional and curriculum design goals by providing an easy-to-learn tool that helps individuals and teams develop a deeper understanding of learning environments, make strategic design decisions, and communicate ideas and plans clearly and accurately with others during the curriculum planning process. In addition, ILED is working to develop a community of educators from across the state that supports knowledge sharing and collaboration that enhances the learning experiences and value students receive in their educational opportunities.  UCO will continue to support growth in distance education offerings by increasing additional support staff and space to assist faculty in bringing high quality courses and programs online in a timely fashion. The Center for eLearning and Connected Environments (CeCE) projected needs, as outlined in their annual planning requests, include additional web developers, instructional designers, instructional technicians, and similar personnel. In fall 2015, CeCE established a new facility that is located several blocks from the main campus. A dedicated video production facility is located west of the main campus. This facility provides production capacity and services for faculty to support blended learning activities. In addition, demand continues to grow for greater accessibility to videoconferencing facilities. There is a continuing critical need for additional support staff in the Office of Information Technology and Technology Resource Center for this exceptionally technology-dependent program. Needs in this area are additional learning technology application and system administrators, help desk, instructional technology trainers/consultants, multimedia services, security personnel, business analysts, and networking.  With financial and talent support from the Center for eLearning and Connected Environments, the University of Central Oklahoma implemented a program Fall 2016 called the EDU-Innovator program. The EDU-Innovator program is designed to enhance blended learning capabilities at the University of Central Oklahoma through strategic investments in academic capabilities and educational innovations that meet the needs of the Oklahoma City metropolitan area. This program created eight non-tenure track temporary instructor positions at the University of Central Oklahoma. These faculty work on advancing blended learning programs and opportunities through combining teaching and innovation responsibilities. These faculty have teaching responsibilities and responsibilities to advance program and university initiatives.

ACADEMIC EFFICIENCIES

Current Status

Faculty Sharing  UCO currently has no faculty shared directly with another institution.  At UCO, Assistant Deans are shared half time between a college and a home department.

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 UCO’s Forensic Science Institute currently shares faculty with departments in three academic colleges (College of Mathematics and Science, College of Education and Professional Studies, and the College of Liberal Arts).  Faculty members with external and internal grants receive reassignment from instructional duties to support research and student engagement.  UCO’s Military Science faculty, who primarily support the ROTC program, have their salaries paid by the military.

Partnership Collaboration

 UCO collaborates with Oklahoma City Community College and the Oklahoma City Public Schools in a project to improve student success, retention, and graduation in all three organizations. This partnership emerged out of the College Board as what was originally called The Affinity Network in 2012-13. The College Board ended the project, but this partnership has continued since 2014 as the CORE (Central Oklahoma Regional Education) Partnership. . Accomplishments for the 2016-17 year include the Statway Mathematics project which is a new curriculum aimed to prepare high school seniors prepare for College Algebra and ongoing refinements to existing articulation efforts in teacher preparation between OCCC and UCO. Past accomplishments include a data sharing agreement and ongoing efforts to improve articulation of students between the three organizations specifically in the areas of English and Mathematics.  The following public agencies have supplied or are supplying external funding: the National Science Foundation, U.S. Department of Education, National Institutes of Health, National Endowment for the Arts, National Endowment for the Humanities, U.S. Department of Health and Human Services, U.S. Department of Interior, U.S. Department of Veteran Affairs, U.S. Department of Defense, U.S. Department of Labor, U.S. Department of State, Oklahoma Center for the Advancement of Science and Technology (OCAST), Oklahoma Idea Network of Biomedical Research Excellence (OK-INBRE), Oklahoma Arts Council, Oklahoma Commission of Teacher Preparation, Oklahoma Department of Career & Technology, Oklahoma Department of Human Services, Oklahoma Department of Mental Health and Substance Abuse Services, Oklahoma Department of Wildlife Conservation, Oklahoma Experimental Program for Stimulating Competitive Research (EPSCoR), Oklahoma Highway Safety Office, Oklahoma Humanities Council, Oklahoma Small Business Administration, Oklahoma State Department of Education (OSDE), Oklahoma State Department of Rehabilitation, Oklahoma State Regents for Higher Education (OSRHE), and Oklahoma Partnership for Schools, American Mathematical Association, and the Area wide Aging Agency .  Coordinated by the Jackson College for Graduate Studies, UCO partners with Swansea University (Wales, UK) to make the Swansea Ph.D. in arts, humanities, and human and health sciences available to Oklahomans by providing co-supervision for research and writing. British degrees require excellent theses, but no coursework, so students complete their doctorates in three-four years while remaining at home. The Swansea@UCO Ph.D. program began in fall 2011 and now has 17 students and four graduates, who have earned their Swansea Ph.D’s.  The following private organizations have supplied or are supplying external funding, or are working on collaborative projects with UCO faculty, staff, or students: Inasmuch Foundation, the Kirkpatrick Foundation, the Charles and Lynn Schusterman Family Foundation, United Way of Central Oklahoma, Edmond YMCA, Upward Transitions, Metropolitan Better Living Center, Employment and Residential Centers, WalkFIt,

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Epworth Villa Lifecare Community, Metropolitan Library System, Noble Foundation, MidFirst Bank, AT&T, Center for Conscience in Action, Immunophotonics, and the New York Times. The Photographic Society of America (PSA) is financing student workers in summer 2016 (MCOM Photographic Arts).  The College of Business partners with the Oklahoma Council on Economic Education, a nonprofit organization promoting economic and financial literacy in Oklahoma’s schools. The Council’s staff are UCO employees and the university provides office space for the Council’s operations.  The College of Business has 147 local business leaders serving on various advisory boards supporting the college, its departments, and academic programs. These advisory boards are responsible for providing industry input on curriculum matters and assisting students with locating employment opportunities.  The UCO College of Education and Professional Studies partners with Oklahoma City Public Schools (OKCPS), The Foundation for OKCPS, Oklahoma City Community College and Oklahoma State University-Oklahoma City on the Bilingual Paraprofessional Teacher Pipeline project. This projects assists native Spanish speakers who are employed full-time in OKCPS as paraprofessionals in completing an educator preparation program culminating in qualifying for an Oklahoma teaching certificate. Some students come directly to UCO while others first complete AA requirements at one of the two community college partner institutions.  The UCO College of Education and Professional Studies is partnering with the Oklahoma City County Health Department (OCCHD), the City of Oklahoma City, and Oklahoma City Public Schools (OKCPS) on the Southern Oaks Learning and Wellness Campus. This project involves the construction of a $6M community health center on Southern Oaks Park in southwest OKC and improving, parking and area roads, and creating a variety of green spaces including play areas and fields that will promote health and wellness in that part of the city which currently has some of the least positive health indicators and outcomes in the greater OKC Metropolitan area. Faculty and students from the public/community health, outdoor and community recreation, and dietetics and nutrition programs will partner with professionals from OCCHD and OKCPS, along with officials from OKC Parks Department to offer services and complete service learning and practicum experiences at the site. Parmalee Elementary School, which is also on this site, will become a clinical site for the Urban Teacher Preparation Academy.  The UCO College of Education and Professional Studies is engaged with Oklahoma City Public Schools on the Career Academy initiative. The dean of the college serves on the district advisory board for this program and several faculty members serve on the board of the Teacher Preparation Academy at Northwest Classen High School and the Fine Arts Academy at Capitol Hill High School.  The UCO College of Education and Professional Studies has numerous MOUs with area health agencies to ensure quality internship and clinical experiences for students in kinesiology, exercise and fitness management, athletic training, nutrition and dietetics, child and family development, and other similar programs.  The UCO College of Education and Professional Studies partners with Mercy Health Systems and the Archdiocese of OKC to operate the Good Shepherd Catholic School at Mercy, a unique school serving the needs of children on the autism spectrum and other similar developmental disabilities. UCO faculty guide the clinical and educational program of this school which is operated as part of the Archdiocese of OKC. UCO special education and psychology students serve clinical experiences at the school. The school is now a demonstration site and the director and clinical director, a UCO faculty

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member, conduct professional development in applied behavior analysis for other area educators in public schools in the Metropolitan OKC area.  The College of Education and Professional Studies coordinates the efforts of UCO students and faculty with local non-profit organizations to develop and implement service-learning projects. Examples include the Homeless Alliance Day Shelter, Girl Scouts Western Oklahoma, Teen empower!, American Lung Association – OK, INTEGRIS non-profit hospital, Boys Ranch, Area-wide Aging Agency, American Heart Association – Jump Rope for Heart)  UCO faculty members are making core curriculum courses available to students at the Academy of Contemporary Music (ACM) in the OKC Metro.  The Institute for Learning Environment Design (ILED) is formed through an innovative collaboration between the University of Central Oklahoma and NextThought, LLC. This collaboration brings together progressive leaders around the shared goal of designing spaces and places that help people learn. ILED offers a progressive portfolio of portfolio of learning programs, design tools, and consulting services.  UCO faculty currently teach university core curriculum courses in selected high schools allowing current secondary students in those schools to make a more gradual transition from secondary to higher education.  UCO students serve as interns at numerous businesses, institutions, and agencies connected with their disciplines.  The Nursing, Funeral Service, Nutrition, and Athletic Training programs partner with area hospitals, clinics, and funeral homes for student clinical experiences. Other programs, such as the Public/Community Health program, have developed numerous partnership agreements for students participating in internship and capstone experiences.  In 2010, the College of Fine Arts and Design formed a partnership with Edmond Summerstock Theatre to provide artistic direction, scene design, sound design and costume design, along with faculty, staff and students to develop the scenes and costumes. UCO will also run the box office.  The UCO Forensic Science Institute (FSI) signed three MOUs for student research collaboration with: 1) the Oklahoma State Bureau of Investigation (OSBI); 2) Multispectral Laboratories, Oklahoma State University, in Ponca City; and 3) a multi- partner agreement with OSBI, the Oklahoma City Police Department and the Edmond Police Department.  UCO students completing education degrees receive their student teaching experiences in area primary and secondary schools in partnership with area school districts.  UCO partners or has partnered with several institutions on grants and research including OU, OSU, the OU Health Sciences Center, Oklahoma Medical Research Foundation (OMRF), Langston University, East Central University, Northeastern State University, Cameron University, Southeastern, SWOSU, the University of Tulsa, the University of Science and Arts of Oklahoma, Rose State College, OSU-IT, Redlands Community College, Comanche Nation, OCCC, and the Multispectral Laboratory. Numerous area businesses and institutions serve on advisory boards for programs, departments, colleges, or areas of the university. Likewise, UCO faculty and staff members serve on numerous advisory boards of public and private organizations and industries throughout the OKC Metro and elsewhere. Numerous area businesses and institutions serve on advisory boards for programs, departments, colleges, or areas of the university. Likewise, UCO faculty and staff members serve on numerous advisory boards of public and private organizations and industries throughout the OKC Metro and elsewhere.

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 UCO College of Mathematics & Science partners with OK-INBRE (Oklahoma IDeA Network of Biomedical Research Excellence) for grants, equipment and research, and administrative support.  UCO students and faculty work collaboratively with local non-profit organizations to develop and implement service-learning projects. Two examples include students pursuing a dual degree in Forensic Science and Psychology may serve as practicum volunteers assisting survivors of violence at the YWCA Rape Crisis Center as well as assisting child abuse victims at the Care Center, Oklahoma City.  UCO partners with the Regional Food Bank of Oklahoma to support the Central Pantry, which makes groceries and hygiene items available to students who might otherwise be unable to afford them.  UCO College of Education and Professional Studies founded the Urban Teacher Preparation Academy (UTPA) in partnership with Oklahoma City Public Schools. The UTPA is now a consortium including the University of Oklahoma and Oklahoma State University. The consortium works to recruit, train and support P-12 teachers in the Oklahoma City Public Schools.  UCO College of Education and Professional Studies has numerous MOUs with surrounding school sites to ensure quality clinical experience and student teaching placements. Currently, we have P-12 school partnership agreements with all major Oklahoma City metropolitan school districts.  In 2012, the College of Education and Professional Studies assisted with a partnership between UCO and the Oklahoma City-County Health Department (OCCHD) to provide health services and community programs to the campus and Edmond community. This includes operating an OCCHD satellite office at the UCO Wellness Center.  In 2012, UCO partnered with the Oklahoma City-County Health Department (OCCHD) to provide health services and community programs to the campus and Edmond community. This includes operating an OCCHD satellite office at the UCO Wellness Center.  The College of Education and Professional Studies is partnering with Public Strategies/It’s My Community, Inc. a local non-profit organization, to address workforce needs in Oklahoma City by providing a pathway for more locally underemployed citizens to qualify for teaching certificates and serve as high school teachers. This initiative is part of the “Ready to Work Oklahoma” program that is being funded by a $10M grant provided by the U. S. Department of Labor. The college will deliver the Master of Education program in secondary education to a group of individuals who desire to become high school teachers in Oklahoma City. This initiative is one way the college is working with other groups to address the teacher shortage and, in so doing, serving our Metropolitan mission by serving needs in Oklahoma City. In FY 2014-15, UCO received $13,377 during its first year of implementation. A new program designed for aspiring school leaders is set to begin in fall 2017.  The College of Education and Professional Studies and Oklahoma City Public School (OKCPS) are in the process of creating a plan that will assist bilingual paraprofessionals in OKCPS in becoming certified teachers by guiding them through the UCO teacher education program. It is anticipated that a small pilot group of 5-10 of these educators will begin courses in spring 2016. This initiative is another example of how the college is working with others to address the teacher shortage and serving our Metropolitan mission by serving needs in Oklahoma City.

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 The College of Education and Professional Studies has many partnerships including those related to delivering master of education degrees in Educational Leadership, School Counseling, Reading, and Library Media Specialist to Metropolitan OKC school districts.  UCO faculty teaching the London Dublin Study Tour collaborate with faculty from Westminster University and Imperial College, University College London, and with faculty from Trinity College, Dublin, on an annual basis to provide a broader perspective of the economic status, culture and history of interconnected UK and Ireland metropolitan regions.  The College of Liberal Arts is affiliated with the Asian Studies Development Program at the East West Center. The members comprise a broad spectrum of scholars that are nationally and internationally recognized.  The College of Liberal Arts has a Confucius Classroom that is connected to the Confucius Institute at the University of Oklahoma. The Confucius Institute contributes to the World of China Faculty Workshop.  The School of Criminal Justice is currently working with the Association of State Criminal Investigative Agencies (ASCIA) researching cross jurisdictional issues. Past projects include the Oklahoma County Juvenile Court in a docket efficiency research project, and the Oklahoma City Police Department on a gang violence mapping project. This year, two more projects have been outlined. The first is working with ASCIA to research human trafficking in Oklahoma and the second, is with the Oklahoma Sheriff’s Association regarding officer involved shootings.  UCO History and Humanities students studying the History of Rome are team taught by faculty from UCO, Kirkwood Community College, Ames, Iowa, and University of Texas, El Paso.  The Department of History and Geography offers courses at the National Cowboy and Western Heritage Museum and the Oklahoma Historical Society.  Faculty members in the Department of History and Geography serve as board members of public and private organizations including the Oklahoma Historical Society, Oklahoma Museums Association, Mountain-Plains Museums Association, Edward Everett Dale Society, Oklahoma Scholar-Leadership Enrichment Program, Asian Studies Development Program at the East West Center, and the National Conference on Undergraduate Research.  Faculty members in the Department of History and Geography deliver public talks in partnership with the Oklahoma Historical Society, Oklahoma Humanities Council, Edmond Public Library, and the Great Decisions Program.  UCO has partnered with the Edmond Chamber of Commerce in providing space for a building on its campus.  UCO is partnering with the Greater Oklahoma City Hispanic Chamber of Commerce and offers classes in a training room at their facility.  UCO is a US Olympic Committee Community Partner and has been a Paralympic Training Site since in 2005. UCO currently hosts the US Men’s and Women’s Sitting Volleyball teams and assists with other Paralympic athletes and sports programs.  UCO manages the Educators Leadership Academy (ELA) which provides specialized training for higher education chairs, administrative support professionals, principals, professors, alumni, and others. Attendance includes individuals from Oklahoma and other nearby states.  UCO has active Memoranda of Understanding and/or Memoranda of Intent with more than 100 institutions (see page 46-47). The agreements involve many disciplines and

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involve differing levels of commitment between institutions. Some create possibilities for student exchanges, some for faculty exchanges, and some allow for both. Specific details and copies of the agreements are available through UCO’s Office of Academic Affairs.  The UCO Forensic Science Institute (FSI) signed three MOUs for student research collaboration with: 1) the Oklahoma State Bureau of Investigation (OSBI); 2) Multispectral Laboratories, Oklahoma State University, in Ponca City; and 3) a multi- partner agreement with OSBI, the Oklahoma City Police Department and the Edmond Police Department. In addition, students routinely complete their capstone experience as interns with the Office of the Chief Medical Examiner, the AT&T Digital Forensics Laboratory, ARL Laboratory, DNA Solutions, YWCA Rape Crisis Center, Midwest City Police Department, Norman Police Department, and Psychological and Forensic Services.  The UCO College of Mathematics & Science Pre-med program has an Early Assurance Agreement with OSU, in which students meeting certain academic requirements are granted admission to the College of Osteopathic Medicine.  The College of Mathematics & Science Selman Living Laboratory partners with several educational institutions in Oklahoma and a few out-of-state institutions to do research on the SLL property. A list of the institutions is as follow: the University of Oklahoma, Emporia State University, University of Science and Arts of Oklahoma, Cameron University, Montana State University, Texas Tech University, West Texas A&M University, Langston University, Oklahoma City University, Northwestern Oklahoma State University, University of Minnesota, Southwestern Oklahoma State University, Washington University, Oklahoma State University and Tuft’s University. The SLL also works with several agencies and organizations to promote education including, Oklahoma Conservation Commission, Project Wild, Oklahoma Department of Wildlife Conservation, U.S. Fish & Wildlife Service, USGS National Wildlife Health Center, Alabaster Caverns State Park, Oklahoma Department of Tourism, Starcreek Astronomical Society, Boy Scouts of America and Girl Scouts of the United States of America.  The College of Mathematics & Science has participated in the Fulbright Program - US Visiting Scholar Program for Iraq since 2014. The Institute of International Education (IIE) funds the Fulbright Program.  UCO’s Department of Biology Clinical Laboratory Science/Medical Technology Program has 4 clinical affiliates for 1 year Clinical Lab Science Internships (St. Francis, Comanche County, Mercy/Ada and Mercy Ardmore).  The UCO Department of Biology collaborates with the Oklahoma Department of Wildlife Conservation on resources and access to public lands for research purposes in the metropolitan area and with Oklahoma Forestry Services on resources and efforts in the utilization of prescribed fire along the OKC urban interface.  The UCO Department of Biology is partnering with the City of Edmond and Edmond Urban Forestry to preserve remnant Cross Timbers forests within the city limits of Edmond.  The UCO Department of Biology maintains additional collaborations with the US Fish and Wildlife Service, National Oceanic and Atmospheric Administration, Oklahoma Department of Wildlife Conservation, U .S. Department of Agriculture, The Science Museum of Oklahoma, OKC Zoo, Oklahoma Water Resources Board, Blue Thumb- Oklahoma Conservation Commission, Starcreek Astronomical Society, Smithsonian Tropical Research Institute (Panama), U.S. Forest Service, NM Department of Game and Fish, AZ Department of Game and Fish, Bar Boot, Midbar, and El Coronado Ranches,

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Texas Parks and Wildlife Department, Texas mid-coast NWR complex, and the OK STEM Center Advisory Board. In addition, Biology faculty members have conducted biodiversity and environmental studies with 1) The Nature Conservancy, 2) Cayman Islands Department of Environment, and 3) several tribal nations in Oklahoma.  The Department of Mathematics and Statistics has collaborated on a project with the Centers for Disease Control (CDC) and Allergy Labs, Inc. This collaboration resulted in student internships at Exaptive, Inc. and Allergy Labs, Inc.  Project SCHOLAR students in the Department of Mathematics and Statistics have collaborated or will collaborate on projects with the Oklahoma Department of Veterans Affairs, the Oklahoma City Metro Literacy Coalition, the Metropolitan Library System, Neighborhood Services Organization, Sonic Drive-in, the Oklahoma Highway Safety Office, Valeritas Inc., and Newman University.  The Department of Mathematics and Statistics received a grant from the National Association of Math Circles to fund a Math Circle at an Oklahoma City public high school.  The Department of Nursing has an agreement with Integris Health Systems to provide clinical placement for a cohort of 20 students per semester. The agreement includes preferential placement for a number of clinical areas as well as consideration for summer externships and preempted capstone experiences.  The Department of Nursing Career Ladder Program is designed for registered nurses (RNs) who have graduated from an ACEN accredited associate degree program.

UCO holds articulation agreements with the following community college partners:

Inst Deg Transfer Program Deg UCO Program/Major CSC AA Child Development BS Family Life Education-Child Development EOSC AA Child Development BS Family Life Education-Child Development NOC AA Art BAEd Art Education NOC AA Art BFA Art-Studio Art NOC AS Biological Sciences BS Biology NOC AS Business Administration BBA/BS All BBA majors and the BS in Accounting NOC AS Business Administration- BBA Business Administration-Management Management Information Information Systems Systems Option NOC AA Child Development BS Family Life Education-Child Development

NOC AA Criminal Justice BA Criminal Justice-Corrections Administration NOC AA Criminal Justice BA Criminal Justice-General Administration NOC AA Criminal Justice BA Criminal Justice-Police Administration NOC AA English BA English NOC AA English-Creative Writing BA English-Creative Writing Option NOC AA English BAED English Education

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NOC AA Social Science BA Geography NOC AA Social Science BA History NOC AA Social Science BA History-Museum Studies NOC AA Arts and Sciences BS Industrial Safety NOC AA Music-Music Theatre BFA Theatre Arts-Performance NOC AA Social Science-Behavioral BA Sociology Science NOC AA Social Science-Behavioral BA Sociology-Human Services Science NOC AA Social Science-Behavioral BA Sociology-Substance Abuse Science OCCC AA Art-Visual Art BAED Art Education OCCC AA Art-Visual Art BA Art-Studio Art OCCC AS Science with Biology BS Biology Concentration OCCC AA Child Development BS Family Life Education-Child Development OCCC AAS Child Development BS Family Life Education-Child Development OCCC AS Computer Science - Computer BS Computer Science Science OCCC AS Computer Science - Computer BS Computer Science - Applied Science OCCC AS Computer Science - Computer BS Computer Science - Information Science Science OCCC AS Computer Science – BS Software Engineering Computer Science OCCC AA Diversified Studies BA Criminal Justice-General OCCC AS Diversified Studies BA Criminal Justice-General OCCC AS Pre-Ed BSEd Early Childhood Education OCCC AS Pre-Ed BSEd Elementary Education OCCC AS Pre-Ed BSED Special Ed-Mild Moderate Disabilities OCCC AS Pre-Ed BSED Special Ed-Severe-Profound/Multiple Disabilities OCCC AS Engineering BS Biomedical Engineering-Instrumentation OCCC AS Engineering BS Biomedical Engineering-Pre-Medicine OCCC AS Engineering BS Engineering Physics- Electrical Systems OCCC AS Engineering BS Engineering Physics- Mechanical Systems OCCC AS Engineering BS Engineering Physics - Physics OCCC AS Business (University BBA All BBA Degrees and BS in Accounting Parallel) OCCC AA History BA Geography OCCC AA History BAED History Education OCCC AA History BA History OCCC AA History BA History-Museum Studies OCCC AA Literature-Humanities BA English

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OCCC AA Humanities BA English/Creative Writing OCCC AA Humanities BAED Education- English Education OCCC AA Humanities BA Humanities OCCC AAS Technical and Occupational BS Nursing (for RN’s) OCCC AA Humanities BA Philosophy OCCC AA Sociology BA Sociology OCCC AA Speech & Theatre Arts- BFA Theatre Arts-Design & Technology Theatre OCCC AA Speech & Theatre Arts- BFA Theatre Arts-Performance Theatre OSU- AS Business BS Accounting IT OSU- AS Business BBA Business Administration-Legal Studies IT OSU- AS Business BBA Economics IT OSU- AS Business BBA Finance-Insurance and Risk Management IT OSU- AS Business BBA Finance IT OSU- AS Business BBA Information and Operations Management- IT MIS OSU- AS Business BBA Information & Operations Management- IT OSCM OSU- AS Business BBA Management-Human Resource IT Management OSU- AS Business BBA Management IT OSU- AS Business BBA Marketing IT OSU- AS Business BBA Marketing-Professional Selling IT OSU- AS Pre-Education BSED Early Childhood Education IT OSU- AS Pre-Education BSED Elementary Education IT OSU- AS Pre-Education BSED Special Education/Mild Moderate IT OSU- AS Pre-Education BSED Special Education/Severe- IT Profound/Multiple Disabilities OSU- AAS Early Care-Administration BS Family Life Education-Child Development OKC OSU- AAS Early Care-Master Teacher BS Family Life Education-Child Development OKC

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OSU- AAS Dietetic Technology BS Nutrition OKC OSU- AAS Police Science-Crime Scene BA Criminal Justice-Police OKC Investigation OSU- AAS Police Science BA Criminal Justice-Police OKC OSU- AS Police Science BA Criminal Justice-Police OKC OSU- AS Public Service BA Political Science OKC OSU- AS Public Service BA Political Science-Public Administration OKC OSU- AS Alcohol and Substance Abuse BA Sociology-Substance Abuse Studies OKC Counseling OSU- AS Enterprise Development BSED Early Childhood OKC OSU- AS Enterprise Development BSED Elementary Education OKC OSU- AS Enterprise Development BSED Special Education-Mild-Moderate OKC Disabilities OSU- AS Enterprise Development BSED Special Education/Severe- OKC Profound/Multiple Disabilities OSU- AS Enterprise Development-Gen BA Geography OKC Studies OSU- AS Enterprise Development-Gen BAED History Education OKC Studies OSU- AS Enterprise Development-Gen BA History OKC Studies OSU- AS Enterprise Development-Gen BA History-Museum Studies OKC Studies RCC AA Family Studies and Child BS Family Life Education-Child Development Development RCC AA Applied Liberal Arts English BA Applied Liberal Arts Option RCC AA Applied Liberal Arts History BA Applied Liberal Arts Option RSC AS Biological Science BS Biology RSC AS Business (Option 1) BBA Business Administration- Marketing RSC AS Business (Option 1) BBA Business Administration- Management RSC AS Business (Option 1) BBA Business Administration-Finance-Insurance and Risk Management RSC AS Business (Option 1) BBA Business Administration-Management- Human Resources RSC AS Business (Option 1) BBA Business Administration-Business Administration-Legal Studies

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RSC AS Business(Option 1) BBA Business Administration- Information and Operations Management - Management Information Systems RSC AS Business (Option 1) BBA Business Administration-Information and Operations Management-Operations and Supply Chain Management RSC AS Business (Option 1) BBA Business Administration- Business Administration - International Business RSC AS Business (Option 1) BS Accounting RSC AS Business (Option 1) BBA Business Administration-Economics RSC AS Business (Option 1) BBA Business Administration- Finance RSC AA Criminal Justice-Criminal BA Criminal Justice-General Justice Option RSC AA Criminal Justice-Police BA Criminal Justice-Police Science Option RSC AA English BA English-Creative Writing RSC AA English BAED English Education RSC AA English BA English RSC AA Family Services and Child BS Family Life Education-Child Development Development- Family Services RSC AA Family Services and Child BS Family Life Education-Marriage and Family Development- Family Services RSC AA Family Services and Child BS Family Life Education-Child Development Development-CD RSC AS Arts Degree BS General Studies RSC AS Environmental Technology BS Industrial Safety RSC AA Fine Arts-Art Emphasis BAED Art Education RSC AA Fine Arts-Art Emphasis BFA Art-Studio Art RSC AA History-Native American BA History Studies RSC AA History-Native American BA History-Museum Studies Studies RSC AA History-General BAED History Education RSC AA History General BA History-Museum Studies RSC AA History-General BA History RSC AA History: Women’s Studies BA History RSC AA History: Women’s Studies BA History RSC AAS Nursing Science (for RN’s) BS Nursing RSC AA Pre-Education BSEd Early Childhood Education RSC AA Pre-Education BSEd Elementary Education RSC AA Pre-Education BSEd Special Education --Mild/Moderate Disabilities

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RSC AA Pre-Education BSEd Special Education --Severe/Profound Multiple Disabilities RSC AAS Respiratory Therapist Science BS General Studies RSC AS Health and Sports Sciences- BS Kinesiology - Exercise/Fitness Management Exercise Fitness Management RSC AS Health and Sports Sciences- BS Kinesiology - Exercise/Fitness Management Personal Trainer RSC AS Health and Sports Sciences- BSEd Physical Education-Health Health, Physical Education and Recreation RSC AA Liberal Studies, Art Option BFA Studio Art RSC AA Liberal Studies-General BS General Studies Studies Option RSC AA Liberal Studies-Philosophy BA Philosophy Emphasis RSC AA Fine Arts-Theatre Emphasis BFA Theatre Arts-Design & Technology RSC AA Fine Arts-Theatre Emphasis BFAED Theatre/Communication Education RSC AA Fine Arts-Theatre Emphasis BFA Theatre Arts Performance RSC AA Fine Arts-Music Option BMEd Music Education-Instrumental RSC AA Fine Arts-Music Option BMEd Music Education-Vocal RSC AA Fine Arts-Music Option BM Music Percussion Performance RSC AA Fine Arts-Music Option BM Music Piano Performance RSC AA Fine Arts-Music Option BM Music String Performance RSC AA Fine Arts-Music Option BM Music Vocal Performance RSC AA Fine Arts-Music Option BM Music Wind Performance RSC AA Fine Arts-Music Theatre BM Music-Musical Theatre Emphasis RSC AS Mathematics-Computer BS Computer Science-Applied Science Emphasis RSC AS Mathematics-Computer BS Computer Science Science Emphasis RSC AS Mathematics-Computer BS Computer Science-Information Science Science Emphasis RSC AS Mathematics-Computer BS Software Engineering Science Emphasis RSC AA Modern Languages-French BAEd Modern Language Education-French Option RSC AA Modern Languages-French BA Modern Language-French Option RSC AA Modern Languages-German BAEd Modern Language Education-German RSC AA Modern Languages-German BA Modern Language-German RSC AA Modern Languages-Spanish BAEd Modern Language Education-Spanish RSC AA Modern Languages-Spanish BA Modern Language-Spanish RSC AA Social Science-General BA Geography

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Option SSC AA Child Development BS Family Life Education-Child Development SSC AS Computer Science BS Computer Science SSC AS Computer Science BS Computer Science-Applied SSC AS Computer Science BS Software Engineering WOSU AAS Child Development BS Family Life Education-Child Development WOSU AS Early Childhood BS Family Life Education-Child Development

UCO has active Memoranda of Understanding and/or Memoranda of Intent with the following international institutions. The agreements involve many disciplines and involve differing levels of commitment between institutions. Some create possibilities for student exchanges, some for faculty exchanges, and some allow for both. Specific details and copies of the agreements are available through UCO’s Office of Academic Affairs.

Alpen-Adria-Universitat Klagenfurt, Sentral College Penang - Malaysia Klagenfurt, Austria Seshadripuram Acad for Global Excellence, Arcada UAS - Helsinki, Finland Bangalore, India Aristotle University of Thessaloniki- Seshadripuram First Grade College - Thessaloniki, Greece Bangalore, India Art School of Lanzhou City-Lanzhou, China Sha’anxi Normal University – China Baoji University of Arts and Sciences - China Sichuan Film & TV University – China Bern UAS - Bern, Switzerland Sichuan Normal University, Chengdu, China Bilkent University – Ankara, Turkey Sichuan Consrvtry Music, Chengdu, Sichuan Çanakkale Onsekiz Mart University - Province, China Çanakkale, Turkey Silla University - Busan, Korea China Criminal Police University - Shenyang, Sogang University, Seoul, Korea China Soochow University - Taiwan China West Normal Universtiy – Nanchong, Sookmyung Women's University - Seoul, Sichuan, China South Korea South South China Normal Ching Yun University - Jungli City, Taiwan University - Guangzhou, China Chonnam University-Korea Southwest Forestry University - Kumming Chung Cheong U, Cheongj, Korea City, China City Univ College Kuala, Lumpar, Science & SRM University – Kattankulathur, Nadu, Tech, Malaysia India Esterházy Károly Foiskola - Eger, Hungary Staffordshire University - UK Gachon University – Seongnam, Korea Sungkyunkwan University - Seoul, Korea Gansu Agriculture Univ-Lanzhou, China Swansea University - Wales, UK Gansu Province Dept. Of Education – Gansu, Tallinn University - Tallinn, Estonia China Taiyun Univ of Technology – China Gansu Univ of Chinese Medicine-Lanzhou, Tianshui Normal Univ-Tianshui, China China UAS Eastern Switzerland, HTW Chur - Chur, Georg-August-Universitat Gottingen, Switzerland Gottingen, Germany Uludag University - Bursa, Turkey Groups Sup de Co & CGC/UCO - La Univ Anáhuac, México - Huixquilucan, Rochelle, France Estado de México Guizhou Medical University - China Universidad La Salle, A.C., Mexico City, Hanyang University - Seoul, South Korea Mexico

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Hogeschool Van Amsterdam Univ - Universidad Pop Autonoma Del Estado, Netherlands Puebla, Mexico Hong Kong Community College - China Universiti Sains Malaysia, Penang, Malaysia Hoseo University - Cungham, South Korea University Brunei Darussalam-Brunei Inholland UAS - Haarlem, Netherlands University of Adam Mickiewicz - Poznan, Instituto Tecnológico Latinoamericano - Poland Pachuca, Mexico University of Almeria - Almeria, Spain Inti International – Kuala Lumpar, Malaysia University of Erfurt - Erfurt, Germany Inti University Holdings, SND,BHD - University of Zadar – Zadar, Croatia Malaysia University of Jaen - Jaen, Spain Jain Group, Bangalore, India University of Konstanz, Konstanz, Germany Jinan University-Guangzhou, China University of Latvia - Riga, Latvia Korean Maritime & Ocean University - Korea University of Ljubljana - Ljubljana, Slovenia Konkuk University - Seoul, Korea University of Łodz - Łodz, Poland Lanzhou City Univ-Lanzhou, China University of Montenegro - Podgorica, Lanzhou Inst of Technology-Lanzhou, China Montenegro Lanzhou Jiaotong Univ-Lanzhou, China University of Ostrava - Ostrava, Czech Lanzhou Univ Finance & Economics- Republic Lanzhou, China University of Picardie Jules Verne - Amiens, Lucerne UASA, School of Business - France Lucerne, Switzerland University of Savoie - Chambery, France MacKenzie Presyterian University, Sao Paulo, University of Suwan – Suwan, Korea Brazil University of the Aegean - Mytilene, Island Manchester Metro Univ-Manchester, UK of Lesvos, Greece Methodist College – Kuala Lumpar, Malaysia University of Trieste - Trieste, Italy Mevlana Exchange Programme - Turkey Vestfold University College - Tønsberg, Minzu University of China, Beijing, China Norway Moscow State Tchaikovsky Conservatory, Vietnam National University - Ho Chi Minh Moscow, Russia City, Vietnam National Taichung Institute of Tech (NTIT) - Xi'an International Studies Univ - Xi'an, Taichung, Taiwan Shaanxi, China Northwest Normal Univ – Lanzhou, China Xi’an Polytechnic Univ-Xi’an, Shaanxi, Northwest University - Xi'an, Shaanxi, China China Northwestern Switzerland UAS - Olten, Xinghai Conservatory of Music, Guangzhou, Switzerland China OU Confucius Institute, OU & Beijing, China Xihua University – Changau, Sichuan Pontificia Universidade Catalica do Parana, Province, China Parana, Barazil Zhejiang Normal University - Jinhua, Pukyong National University - Busan, South Zhejiang Provice, China Korea Pusan Nat Univ & Korean HS Partners - Pusan, Korea Pusan Univ - Pusan, Korea (aka, Busan) Rikkyo University-Tokyo, Japan

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Curriculum The Academic Affairs Curriculum Council is charged with reviewing and making recommendations for all undergraduate proposed new courses, courses associated with new programs/majors, and all course changes or program changes. A Graduate Council (GC) manages the curriculum and course changes for graduate curriculum. The AACC and the GC are integral parts of the governance system at UCO. The meetings, and the work of the AACC and GC, are subject to the regulations of the University, the Regional University System of Oklahoma, and the Oklahoma State Regents for Higher Education. Both the AACC and GC are recommending bodies and are made up of full-time faculty from each disciplinary colleges, administrators, and staff. A summary of the AACC and GC actions for the past year is shown in the table below. Those changes related to courses are shown in the first three rows of the table.

2016-2017 2016-2017 Undergraduate Graduate New Courses 48 49 Course Deletions 42 5 Course Changes 122 61 Program Curriculum Changes 40 15 Program Requirement Changes 0 4 Admission to Teacher Education 0 0 Degree Designation Change 0 0 New Program 1 2 Program Name Change 0 4 Program Deletions 0 0 Major Additions 1 3 Major Deletions 0 1 Major Name Change 0 1 Minor Additions 2 NA Minor Name Change 0 NA Minor Curriculum Changes 12 NA Transfer Major to different college 0 0 Certificate Addition 1 3 Certificate Curriculum Change 0 0 Enrollment Restriction Change 0 0 University Core Inclusions 0 NA Removal from University Core 0 NA Not Approved for Core 32 NA Proposals withdrawn by Department 5 1 Sequence of Courses 0 0 Not Recommended by AACC or GC 26 0 Not Approved by OSRHE 0 0 Total Proposals Reviewed 332 149

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Program Downsizing or Deletion

Option (Major) Downsizing or Deletion: CLA: History-Museum Studies

Future Plans

 The Office of High-Impact Practices is working on three new initiatives in 2017-2018 to promote undergraduate research activities. In 2016-2017 the office joined the Center for Student Publishing to create 1890: A Journal for Undergraduate Research, which will officially launch in Fall 2017. The office will launch a new Undergraduate Research Abroad Grant Program in 2017-18. And the office is involved in planning the 2018 National Conference on Undergraduate Research, which will be held on UCO's campus in April 2018.  The Office of Research and Sponsored Programs (ORSP) and the Center for Excellence in Transformative Teaching and Learning (CETTL) will continue to sponsor the “Scholarship of Teaching and Learning (SoTL) Scholars Grants.” These grants provide up to $5,000 support for UCO faculty to develop and implement novel educational innovations and/or to adapt proven, learning-focused instructional strategies to improve classroom teaching and learning for courses taught at UCO. All proposals are peer- reviewed by anonymous, external reviewers with expertise in SoTL research; funding for projects is merit based. CETTL has implemented the 21st Century Pedagogy Institute (21CPI), with SoTL activities now part of 21CPI’s progressive advancement in teaching effectiveness across four levels of evidence-based practice developed via workshops (with required in-classroom implementation of new instructional strategies), book discussion groups, “Socrates and Stein Café” events, department-based intensive trainings on selected topics for classroom implementation, and other activities. New faculty training stretches across the entire first year of their appointments via mandatory 21CPI activity. The first Champagne and Chocolate Award Celebration for 21CPI achievements was held spring 2017, with President and Provost in attendance to present awards and to communicate the importance of ongoing faculty improvement in teaching.

LEARNING SITE ACTIVITY REPORT

Number of Courses

Historically, UCO sent and received courses from other institutions. In 2016, a decision was made to transition away from working with other institutions to focusing solely on serving the needs of UCO students. As such, there are no current or planned courses sent to and/or received from other institutions.

How Sites are Meeting Needs

Does not apply.

2017-2018 Academic Plan Summaries 118

Planned Changes

In addition to meeting our students’ needs via Interactive Video Education, current plans include exploring the development of synchronous online courses, which would allow UCO students to attend live classes in an online environment. This may include students participating from our off-campus locations such as our locations in the downtown Oklahoma City area.

ACADEMIC PRIORITIES

Academic Affairs Plans for AY 2017-2018 presented to the University Planning Council in spring 2017. In addition, UCO is aggressively providing more learning spaces and enhancements to the physical environment. The Strategic Goal(s) tied to these activities is listed parentheses after each item. While there may be considerable overlap, the intent was to assess the primary impacts on each goals. Please see Appendix A for the four pillars and 12 strategic goals. Appendix B includes the Vision 2020. The current strategic goals have emerged out of a campus wide strategic planning initiative in 2012 and 2013.

1) Tenure-track faculty- goal is to hire 80 TT faculty over the next 10 years. Eight positions will cost approximately $642,528. (SGs 1, 2) 2) Continue to fund temporary full-time faculty from 2016-17. The return on investment for this cohort of lectures in 2016-17 was more than four times the cost. (SGs 1, 2) 3) Faculty compensation remains an issue in hiring and retaining faculty in certain fields. Invest in faculty salaries. (budget to be determined) (SG 8) 4) Continue to invest in UCO Downtown. This includes One Santa Fe (approx. $500,000) for a remodel to provide space for faculty and staff who work downtown. (SG 11) 5) Request for an increase in operating budgets. 6) Tuition Waivers- Increase waivers to recruit and retain talented students. (SG 7) 7) Capital projects- (see facilities) Several projects are underway including the addition to Mitchell Hall, the new STEM building, and the addition to the Liberal Arts building. (SGs 3, 8, 10)

Facilities- This includes Academic and non-academic facilities.

 Softball Complex. Construction began June 2016 and was completed February 2017. The facility includes a new Team locker room, Coaches Office, Team Lounge and also new public toilet facilities to support the new 150 seat bleachers and Press box facility, new visitor and home team dugouts and new visitor and home team bullpen/batting cages in addition to a new artificial turf playing surface. (SG 10)  Murdaugh Hall. This 80,000 square foot building was constructed in 1935-36 as the first Women’s Residence Hall for the university. This is a major reconstruction of the building interiors and support systems that allows them to be brought up to current life and safety codes and will enhance the livability of the facility for students for years to come. Construction began May 2016 for completion and occupancy August 2017. (SG 10)  Mitchell Hall Backstage Facility. This 20,000 square foot addition to our Mitchell Hall performance venue will serve multiple purposes for use including costume storage, theater rehearsal and dance studios, greenroom and dressing rooms, plus allow for classes

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to be taught for the various backstage professions in costume, design, performance makeup, costume fabrication and maintenance. Construction began December 2015 for completion June 2017. (SG 3, 8, 10)  STEM Teaching and Research Center. This 55,000 square foot new building will contain multiple undergraduate research program spaces as well as house the College of Math and Science super computer, classrooms and an 80 seat secure storm shelter/auditorium. This facility will allow UCO students to be able to use current state of the art labs and scientific equipment in fields such as Forensic Science, Nursing, Biomedical Engineering, Computer Science, Biology, & Mathematics. Construction began February 2017 for completion fall 2018. (SGs 3, 5, 8, 10)  South Central Plant. This project includes three elements, one to construct a new 6,500 square foot stand- alone building to house the new plant equipment. The second is to design and install the new chiller plant and controls systems and the third is to install the necessary underground piping loop to support the new chiller plant. The goal is to off load certain existing buildings from the north chiller plant and re-connect them to the south plant. This will allow greater redundancy and capacity in both plants and allow newly planned buildings such as the Dining Center and others to be connected to the north plant gaining operational cost efficiencies and energy savings. Construction began July 2016 for completion October 2017. (SG 10).  College of Liberal Arts Addition. This 52,000 square foot addition to the current Liberal Arts Building will contain multiple transformative style classrooms, a large 200+ seat auditorium w/ storm shelter function, faculty offices, and a new community student area. Construction is to begin winter 2017-2018 for completion fall 2019. (SGs 3, 5, 8, 10)  Campus Transportation and Parking. Construction of three new parking lots will begin June 2017 for completion fall 2017 to provide additional parking on the underserved west side of campus. (SG 10)

 New Dining Center. This 60,000 square foot building will contain 30,000 square feet of new student dining facilities for campus and that will seat approximately 560. The additional 30,000 square feet will include support spaces for Auxiliary Enterprises and other needed administrative support space and a multi-use open office area for use as temporary departmental swing space during renovations of other facilities. Construction is to begin February 2018 for completion fall 2019. (SGs 10)  Athletic Complex:  Sports Performance Center. Construction of the 41,000 square foot facility is to begin June 2017 for completion fall 2018 and will contain much needed support spaces for the Athletic programs at UCO to include weight and training areas, football locker room, a tutorial center, hydrotherapy and sports training area, coaches’ offices, and administrative spaces for the Athletic department. (SG 10)  North Hamilton Annex. Construction of the 26,000 square foot facility is to begin in summer 2018 with completion fall 2019. This facility will add new wrestling facilities as well as a much needed practice gymnasium for the Athletic

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teams, and locker rooms, and will also assist with Title IX compliance. (SGs 10, 12) Academic Affairs operational priorities: Note: This list reflects items identified at the Provost Cabinet Retreat in November 2016 as well as the University Planning Council (UPC) during the spring 2017 semester.

 Mandatory Cost Items (added to the mandatory cost request)  Accreditation cost increase ($19,900).  Allocate funds to support the remodeling of the Santa Fe property in downtown Oklahoma City to support the metropolitan initiative and for the relocation of the UCO radio station: $500,000  Additional full-time faculty positions to bring UCO closer to its regional and metropolitan peer average.  Temporary Lecture positions (AY 17-18 only): $375,000 to fund 10 lectureships  Fourteen additional temporary lecturer positions were funded by college course fees. We anticipate that many of these temporary lecturers will be funded in AY 2017-2018.  Six Blended Learning Lectureships were funded by the Center for eLearning and Connected Environments (CeCe). We anticipate that this will continue into AY 2017- 2018.  5 Edu-Innovator temporary Instructor positions for FY17 were funded by the Center for eLearning and Connected Environments (CeCe). Part of this this program will continue. Negotiations and hiring are currently underway.  To help bring the College of Business faculty to market levels differential tuition for all Business courses was increased by 6%.  TL Scholars. The Transformative Learning Scholars Program is a faculty development initiative designed to promote student engagement in high impact practices while simultaneously developing opportunities to increase external funding. The pilot project began in fall 2014 with each college invited to recommend two to three faculty members. Scholars were provided funds for reassignment, travel, and undergraduate research assistant wages in exchange for developing and submitting a student-centered grant proposal to an external funding agency annually. There are currently 11 Scholars in the program, encompassing all of the academic colleges.  In fall 2014, UCO instituted an Office of High Impact Practices (OHIP) to promote participation in, and improve financial support and coordination for, high-impact practices such as undergraduate research and global studies. The office oversees the Research, Creative, and Scholarly Activity (RCSA) Grant Program, which awarded 150 grants to student working with faculty mentors in 2016-17. The number of grants rose to 154 awards for 2017-18. The office also administers the Student Presentation Travel Grants, which awards funding for student travel to present at academic conferences. The office made 30 travel awards in 2016-17. In addition to the grant programs, the office coordinates participation in regional and national student conferences including Oklahoma Research Day, attended by 594 UCO faculty and students in 2017, and the National Conference on Undergraduate Research (NCUR), attended by 115 UCO students and faculty in 2017. Although the office’s focus is undergraduate research, the intent is grow and develop programs so that it eventually supports student activities in a range of Transformative Learning areas. Towards this goal the office has been working on collaborative projects with the Centre for Global Competency, Experiential Learning, and the Living- Learning program. (SGs 2, 3, 4, 5)

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 RCSA grants/Student travel. Several colleges have established funds to assist students in presenting research and creative achievement at professional conferences. In addition, the Office of High-Impact Practices has a Student Presentation Travel Grant program that awards up grants up to $500 to pay for airfare for students accepted to present their research at a scholarly conference. Students are required to submit a grant application. Each student is sponsored by a faculty mentor. (SGs 1, 2, 5, 7, 8)  STLR. The Student Transformative Learning Record (STLR) was launched in 2014 to track student progress, assess beyond-disciplinary learning outcomes, and collect artifacts of student engagement with Transformative Learning practices. STLR continues to benefit students: Fall 2015 to Fall 2016 first-time, full-time student retention and academic achievement correlate strongly to STLR engagement, with the near elimination of the achievement and retention gaps between targeted student populations (1st- generation, low-income, underrepresented) and non-targeted populations. UCO has continued its STLR scale-up, with more than 360 faculty (f-t and adjunct) trained in STLR by summer 2016. STLR student projects continue to be funded and popular, with impressive benefits to students occurring from their STLR project work with faculty and staff outside of the classroom: one example is the Hispanic Success Initiative (HSI), which has produced fall-to-fall retention among HSI students at 90% compared to the national average of around 50%. (Inclusion of Dr. Melissa Peet’s Integrative Knowledge Portfolio Process as part of STLR activity for HSI, the Black Male Initiative, and GEARUP, has created a strong synergy that continues to amplify STLR results.) Notable during the past year has been continued expansion of STLR at other institutions adopting/adapting it to their needs: Western Carolina University, for example, adapted STLR to its co-curriculum as the focus of its SACS Quality Enhancement Plan. STLR in various forms now exists at multiple institutions in the U.S., Canada, and at one institution in New Zealand. As UCO moves forward on its 5-year Title III grant- supported implementation of STLR, the institution is on track for 100% deployment by September 2019. Aiding in the acceleration is yet another invitation (because of STLR) to a grant-funded project, the Quality Assurance Commons’ Essential Employability Qualities (EEQ) initiative being funded by the Lumina Foundation. This latest invitation means STLR has attracted support from the Department of Education, the Gates/Educause Breakthrough Models Incubator, the Lumina Comprehensive Student Record project, and the Lumina EEQ initiative. (SGs 1, 2, 4, 5)

ENROLLMENT PROJECTIONS

Fall 2017: Undergraduate Headcount: 14,196 Fall 2017: Graduate Headcount: 1,537 2017 Annual FTE: 12,291

Fall 2018: Undergraduate Headcount: 14,338 Fall 2018: Graduate Headcount: 1,553 2018 Annual FTE: 12,414

Fall 2019: Undergraduate Headcount: 14,481 Fall 2019: Graduate Headcount: 1,568 2019 Annual FTE: 12,538

2017-2018 Academic Plan Summaries 122

2017-2018 Academic Plan Summaries 123

UNIVERSITY OF SCIENCE AND ARTS OF OKLAHOMA (USAO) 2017-2018 Academic Plan

TECHNOLOGY

Current Status

USAO is in the beginning stages of implementing a Title III grant that aims to increase student achievement through the use of research based best practices of using educational technology. During summer 2017 three classrooms are being updated to run lecture capture and faculty technology mini grant fund has been established. Professional development for faculty was conducted in spring 2017 to support best practices in the use of educational technology and a Director of Instructional Technology was hired in late March to assist in the adoption of educational technology on campus.

Future Plans

During summer 2017 three classrooms are being updated to run lecture capture and faculty technology mini grant fund has been established. We are upgrading our Student Information System (SIS) during this upcoming year and are have included additional modules in the implementation. Modules that will be implemented are the e-learning module which would replace the Moodle learning management system (LMS) and enable an integrated system with a log on for the LMS and SIS. Another module that is going to be implemented in 2017 is an e- portfolio system that all students and faculty will have access to and will be the cornerstone of our general education assessment efforts.

ACADEMIC EFFICIENCIES

Current Status

The primary vehicle for cost savings has been and continues to be not filling academic positions that have been vacated by retirements or resignations. All divisions at USAO are operating on skeletal personnel and a continually declining operational budget as a result of the recent budget cuts. USAO eliminated 1 hour of academic credit for Orientation of first-time freshman resulting in net savings of money. The math and science tutoring lab was moved into the library and made available to the community and advertised at the local high school. The major component driving these decisions has been lack of resources.

2017-2018 Academic Plan Summaries 124

Future Plans

Due to the award of a title III grant we have expanded the student success center to include mentors and specialized tutors for our IDS core. We have centralized our tutoring and Academic support services that are being managed by a grant funded position to be integrated into the general budget gradually. Another Title III award is supporting enhanced educational technology on campus and providing for faculty professional development in the best practices use of educational technology.

LEARNING SITE ACTIVITY REPORT

Number of Courses

SUMMER 2016

SOUTHWESTERN OKLAHOMA STATE UNIVERSITY

# Students Course Number Course Name 4 COUN 5893 ETH/LEGAL/PROF STANDARDS 5 COUN 5503 DEVELOP SCHOOL GUID PROG

Number of Students: 9 Number of Classes: 2

For a grand total from Fall 2000-SUMMER 2016 480 Classes 1385 Students

How Sites are Meeting Needs

As a primarily receiving site, USAO relies on the market research of the sending institutions.

Planned Changes

None

2017-2018 Academic Plan Summaries 125

ACADEMIC PRIORITIES

USAO’s highest academic priority is to continue to refine and hone the unique general education program that has won unsolicited and independent national recognition and therefore honor to Oklahoma’s system of public higher education. It is a team-taught interdisciplinary program that cuts across all of the sciences and arts with a focus on developing the essential skills of writing, critical thinking and scientific reasoning. A major concern is the ability to retain a highly qualified nationally-recruited faculty who are committed to delivering this program. On average, USAO faculty members are currently some of the lowest paid in Oklahoma. USAO may be living on borrowed time. To bring faculty salaries merely up to the Oklahoma average for four- year institutions would require additional annual funding.

ENROLLMENT PROJECTIONS

Fall 2017: Undergraduate Headcount: 850 2017 Annual FTE: 790

Fall 2018: Undergraduate Headcount: 900 2018 Annual FTE: 837

Fall 2019: Undergraduate Headcount: 925 2019 Annual FTE: 860

2017-2018 Academic Plan Summaries 126

2017-2018 Academic Plan Summaries 127

CARL ALBERT STATE COLLEGE (CASC) 2017-2018 Academic Plan

TECHNOLOGY

Current Status

A. Blackboard Learn B. WEAVE C. UpSwing D. Sparkboard/ ITV E. Applications F. Databases G. Portal (Vikeconnect) H. Open wi-fi I. Virtual electronic library 1. Streamed videos 2. eBooks 3. Podcasts 4. Remote access J. Production Studio: professionally produced lectures for the virtual campus and traditional classroom.

Many faculty supplement their coursework with Blackboard, thus providing access even after class has been dismissed. SMARTBoards are utilized in approximately half of the classrooms at the institution. Some faculty use a mobile app for interfacing with their courses. Publisher developed web supplemental materials are utilized by a number of faculty if it has value in the coursework. The libraries at CASC provide a strong online database which is available from any computer anywhere when utilizing the student’s CASC ID. Books and other hard copy materials are available for both brick and mortar campuses. CASC is looking to add Apple TV/ Tablet Rooms (2 PTA and general classrooms). CASC plans to add Google Hangout technology to assist in the delivery of synchronous instruction with area high schools and Poteau and Sallisaw campuses. Also, using H.323 distance learning technologies such as Tandberg’s systems and Polycom systems.

In the event of an emergency or other situation when students, staff and faculty need to be contacted, CASC utilizes an emergency text message, cell phone and email system.

Future Plans

CASC will continue to develop the Virtual Campus. The coordinator has the assigned duties of assisting the virtual campus committee in overseeing procedures for the conduct of online learning, development, and approving online courses. The Curriculum Committee serves as a review committee for new courses and/or programs, including changes in course delivery format.

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The coordinator and the committee for the virtual campus will continue to make recommendations for design, testing, and transfer of knowledge in online courses. CASC will continue to implement the Quality Matter’s procedures within all online courses.

CASC has a strategic plan which will direct all future plans. The strategic plan was developed as an evolving, fluid plan that will be central to the growth and advance of Carl Albert State College and student success. It is clearly tied to both the mission of the college and the budget process of CASC.

CASC continues to plan partnerships with four-year universities in the form of articulation agreements/ MOUs and partnerships that will provide four-year degree completion opportunities on the CASC campuses. Exploring partnerships with technology centers, particularly KTC and ICTC are also a priority.

Streamlining academic processes and assessment procedures is a top priority of current administration.

ACADEMIC EFFICIENCIES

Current Status

CASC has restructured the Associate of Applied Science in Nursing to degree in regards to total credit hours and time to completion.

CASC continues offering the last two years of two educations degrees (Elementary Education and Special Education) from NSU on the Sallisaw campus and via Blackboard Collaborate and online.

CASC maintains and signed MOUs with the following institutions: East Central University CASC General Transfer and Reverse Transfer Agreement CASC Pre-Sports Medicine to ECU Athletic Training Northeastern State University CASC to NSU – General Transfer Information A.A. in Pre-Elementary Education to BSEd in Elementary Education (Full and Part-time Degree Plans) A.A. in Pre-Elementary Education to BSEd in Special Education- Mild to Moderate Disorders (Full and Part-time Degree Plans) NSU Reverse Transfer Oklahoma State University CASC-OSU Undergraduate Transfer Credit Guide

Oklahoma State University Institute of Technology CASC A.A. in Computer Information Systems to OSUIT A.A.S.-B.T. in Information Technologies CASC to OSUIT A.A.S.-B.T. in Civil Engineering Technology CASC to OSUIT A.A.S.-B.T. in Instrumentation Engineering Technology

2017-2018 Academic Plan Summaries 129

Southeastern Oklahoma State University CASC to SE – General Transfer Information AA in Child Development to BS in Early Intervention and Child Development University of Central Oklahoma Arkansas Tech University CASU to ATU Course Transfer Matrix CASC – ATU RN to BSN Transfer Agreement Columbia College CASC to Columbia College Columbia Southern University Occupational Health & Safety Northcentral University University of Arkansas at Fort Smith CASC AA in Pre-Law/Criminal Justice to UAFS BS in Criminal Justice CASC to UAFS Bachelor Science in Organizational Leadership CASC to UAFS AAS to Bachelor of Applied Science CASC to UAFS in Business Administration CASC to UAFS AA in CIS to BS in Information Technology CASC to UAFS Undergraduate Transfer Credit Guide CASC to UAFS Reverse Transfer Agreement

CASC actively participates in the Oklahoma State Regents for Higher Education Course Equivalency Project, meaning that the courses you take at CASC will transfer to other schools within the state.

CASC strives to provide professional development opportunities by way of endowed professorships. The opportunity provides training and advancement of instructors.

Future Plans

Future plans consist of streamlining advising, enrollment practices, assessment design, and requirements. CASC also will continue to investigate new programs, improve on current degree offerings (restructuring of Associate of Arts degrees) both for on-campus students and those entering through the Virtual Campus.

Continued attention to reverse transfer agreements is also a priority, a website has been completed and added to the CASC website to provide students with more information and an opt- in form. A dedicated institutional effectiveness position has been created to report annually via the website Institutional Effectiveness information and trends.

LEARNING SITE ACTIVITY REPORT

Number of Courses

Traditionally, CASC offers ENGL 1113 and MATH 1513 to area high school in the fall semester, and ENGL 1213 and HIST 1483 during the spring semester. Currently, 7 (an increase from the previous year) sites take advantage of the opportunity: Arkoma, Muldrow, Roland, Howe,

2017-2018 Academic Plan Summaries 130

Smithville, Spiro, and Stilwell. Currently, CASC is pursuing grant opportunities to expand the technology and number of sites served by concurrent ITV courses.

How Sites are Meeting Needs

A. CASC has continued a four-year partnership and expects delivery of a dual certification degree in Elementary Education/ Special Education with NSU on the Sallisaw campus. This commitment has been rededicated by both institutions. B. The Virtual Campus, in coordination with the VPAA maintain compliance with State Authorization and has continue to increase CASC’s offerings nationally and is a member of SARA. C. SmartEvals online course evaluations have been implemented to expand the ability to assess student perspectives concerning courses more effectively. D. Health Advisory Board is in place to provide workforce needs in the health fields. E. Involvement with Chamber of Commerce activities provides opportunities for community needs.

Planned Changes

CASC is planning to utilize Spark Board technology and/or other technologies to deliver synchronous education to concurrent partners and between the Poteau and Sallisaw campuses.

ACADEMIC PRIORITIES

The academic priorities for CASC include continuing the general education redesign for Associate of Arts degrees and streamlining academic processes, such as scheduling, hiring, course development, course limits, etc.

CASC strives to continue a comprehensive assessment process and online faculty evaluation process using WEAVE and SmartEvals data to make strategic improvements.

CASC continues to utilize a common syllabi, and is developing common measures, in order to develop the ability to assess courses based on format and mode of delivery.

CASC maintains an Online Course Expectations Manual for the development, design, and approval of courses for online delivery.

CASC engages in peer reviews to aid the transitions of all courses into the Quality Matters design template that was approved by the Virtual Campus Committee. The template is based on three basic principles: Knowing, Doing, and Reflecting. The principles are in place to facilitate progress through the course with the goal of improving retention and completion. CASC is implementing required QM training for the 2016-17 year.

2017-2018 Academic Plan Summaries 131

ENROLLMENT PROJECTIONS

Fall 2017: Undergraduate Headcount: 2,090 2017 Annual FTE: 1,560

Fall 2018: Undergraduate Headcount: 2,100 2018 Annual FTE: 1,567

Fall 2019: Undergraduate Headcount: 2,125 2019 Annual FTE: 1,585

2017-2018 Academic Plan Summaries 132

2017-2018 Academic Plan Summaries 133

CONNORS STATE COLLEGE (CSC) 2017-2018 Academic Plan

TECHNOLOGY

Current Status

Ten (10) total ITV rooms consisting of Tandberg videoconferencing equipment for use in bridging courses taught at both Warner and Muskogee as well as to local area high schools.

2016-2017

Online Sections Online Enrollment Summer 2016 35 Summer 2016 654 Fall 2016 85 Fall 2016 2029 Spring 2017 85 Spring 2017 2051 Total 205 Total 4734

2016-2017

ITV Sections ITV Enrollment Summer 2016 4 Summer 2016 24 Fall 2016 19 Fall 2016 319 Spring 2017 35 Spring 2017 455 Total 58 Total 798

2016-2017

Blended Sections Blended Enrollment Summer 2016 0 Summer 2016 0 Fall 2016 36 Fall 2016 920 Spring 2017 37 Spring 2017 853 Total 73 Total 1773

Grand Total 336 Grand Total 7305

 Table 1 displays the 2016-2017 data for online, ITV, and Blended courses offered at Connors State College. A total of 336 sections were offered with 7305 students (duplicate headcount) enrolled.  The number of online course sections increased by 34, blended course sections increased by 39, and the number of ITV course sections decreased by 37.

The total duplicated headcount increased by 2060 from 2016-2017.

2017-2018 Academic Plan Summaries 134 Future Plans

The recently awarded Title III Grant to strengthen and enhance our services to Native American Students has created the structure to allow us to further enhance and build online course and programmatic offerings. We plan to expand and strengthen online offerings through improved online course design and content, technological resources and professional development for instructors. Beginning in 2016-2017, a series of professional development workshops have been identified and supported through the Title III Office to support our long term goals for online education. In addition to the work conducted through Title III, key programs have been identified through the online strategic planning group of the Distance Education Committee to be evaluated 2016-2017 and improved for submission to OSRHE for approval for online delivery.

ACADEMIC EFFICIENCIES

Current Status

 Connors State College continues to collaborate with two area correctional facilities, Dr. Eddie Warrior Correctional Center and Jess Dunn Correctional Center, in offering courses and programs. Both sites are approved degree sites by the Higher Learning Commission.  Connors State College continues to participate in a Carl Perkins consortium with Indian Capital Technology Center, Eastern Oklahoma State College and Northeastern Oklahoma A & M College. This grant funds provide a portion of the salary for an advisor at Connors State College.  A Contractual Agreement between Connors State College and Indian Capital Technology Center was approved by OSRHE, with implementation beginning in the fall of 2015 to offer an AAS in OTA. The agreement offers time and cost savings for students and CSC, where receive general educational requirements on the CSC campus, and the technical component for training conducted by ICTC under the oversight and control of CSC faculty and director for OTA. Contractual agreements offer substantial efficiencies over offering the complete degree program and facilities solely through CSC.  Connors also participates in the consortium pricing arrangements offered by the Oklahoma Council of Academic Library Directors (OCALD) for additional cost savings Connors continues to participate in the statewide database agreement for reducing library costs and expanding resources costs for databases would be approximately five times more expensive without this agreement. Without the consortium, Connors would not be able to provide all of the databases for the students and faculty.

Future Plans

 Since approximately 80 percent of CSC students are required to enroll in at least one developmental course, student retention and success in developmental courses will continue to be a major area of focus in the coming year. Our objectives include: Objective 1 – Continue to review developmental program, making curricular and instructional modifications as dictated by the data. Objective 2 – Seek OSRHE and HLC approval to offer online degrees.

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 Seek and gain approval from OSRHE, HLC, and CAPTE to offer an AAS in PTA through a contractual arrangement with Indian Capital Technology Center.  Connors State College will continue collaboration with two (2) area correctional centers, Dr. Eddie Warrior Correctional Center and Jess Dunn Correctional Center, in offering courses and programs.  Connors State College will continue to participate in consortiums and agreements with libraries and library systems to reduce costs for resources and to expand resources. For example, Connors continues to participate in the Oklahoma State University A & M library system agreement to reduce costs and to expand resources available for students and faculty members.  Faculty and staff members will attend OSRHE workshops, such as the Contractual Arrangement Workshop and the Academic Policy Workshop via the web, sponsored by the Oklahoma State Regents for Higher Education, another lower cost opportunity with travel in state.

LEARNING SITE ACTIVITY REPORT

Number of Courses

For the year 2016-2017 (Fall ’15 and Spring ’16), we only offered five ITV courses to two other institution (Wagoner H.S. and Stigler H.S.) as follows:

Fall ’16 – MATH1513 – Wagoner H.S. – 18/19 = 95% success rate

Spring ’17 – HIST1483 – Wagoner H.S. – 12/12 – 100% success rate MATH1513 – Wagoner H.S. – 1/1 = 100% success rate HUMN2223 – Stigler H.S. – 13/13 = 100% success rate HIST1483 – Stigler H.S. – 3/3 – 100% success rate

 For Connors State College, the above shows number of class sections offered during 2016-2017 and the duplicated enrollment in the class sections. All classes are freshmen and sophomore level. The courses are generally offered between the Warner and Muskogee-Three Rivers Port site. Each semester (other than the summer term) there are five (05) to seven (07) ITV courses sent to area high schools for concurrent enrollment.

 There are ten (10) primary ITV rooms and are used to connect courses between campus as well as off-campus sites such as high schools and other institutions with which we coordinate to offer classes. Our ITV program has three (03) conference rooms available. Two (02) are located in the Library on the Warner Campus. Of these two (2), one (01) is for student use. This conference unit is usually located for visiting students from other institutions but can be utilized by some of our courses with smaller enrollments. Students taking courses from institutions such as Southwestern Oklahoma State University have utilized this room in the past. This other unit located in the Library is actually located in the Presidential wing in the President’s conference room. This is primarily used as a conferencing device with other state institutions and entities but can be used, in an emergency, as a classroom device. The last unit on the Warner Campus is located in the office of the Director of IT Systems. This unit can be used as a conferencing device with

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other state institutions and entities as well. Also, if needed, this device can be requisitioned for use as a classroom device in an emergency.  Since the Learning Site funding is no longer a separate appropriation from the Oklahoma State Regents for Higher Education, Connors State College developed budget to support the program. Our budget constraints for FY 2018 created a need to reassess our expenses. The “Distance Education” budget for FY 2018 is $5,000. We removed the Distance Education Specialist due to these constraints. The duties of the Distance Education Specialist are being absorbed by the remaining personnel in the IT department. This program is important to our institution and when higher levels of appropriations are restored, we will restore this program to the previous level.

How Sites are Meeting Needs

 The ITV classes at Connors State College are typically general education classes so the classes serve a large base of students. Another advantage is that we broadcast to area high schools so students do not have to drive to our campus sites in Warner and Muskogee, saving them time and money. Another benefit for students is that some small classes, such as calculus, could not be offered at both Warner and Muskogee because they would have too small an enrollment. By offering them through ITV, we can accommodate both campuses.

Planned Changes

 The number of ITV sections during the day typically utilizes all available ITV classrooms, so no expansion is planned for day offerings. The number of evening ITV classes that have been offered appears to meet the demand at the Warner Campus; classes at Muskogee are typically larger in enrollment.  We have no plans to change any of the current receive sites: Muskogee Branch Campus-Three Rivers Port site Area high schools

ACADEMIC PRIORITIES

Goal 1 Increase retention and success in developmental courses to national averages. This will be a major focus for 2017-2018.

2017-2018 Objectives

Objective 1 – Continue to review redesigned corequisite developmental program, making curricular and instructional modifications as dictated by the data:  Student retention rates  Student success rates (70 percent success in meeting class objectives)  Student evaluations of course/instructor  Instructor feedback

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Objective 2 – Continue to staff College Success Centers (CSC) on each campus location. CSC will offer free tutoring, career advisement, academic skill development workshops, etc.

Objective 3 – Continue to develop an effective freshman orientation program that is required of all first-time college students and those transfer students who are admitted on academic probation.

Goal 2 Increase our Persistence and Completion percentages for 2017-2018.

Objective 1 – Refine our data collection and reporting process to better understand the issues for non-persistence and completion in order to create projects designed to increase our rates.

Objective 2 – Engage faculty and staff in institutional efforts to increase our persistence and completion rates.

Goal 3 Increase the number and quality of online courses.

Objective 1 – Develop a comprehensive Distance Education policy that will guide how courses are: developed, reviewed for appropriate content and rigor, evaluated, and counted in faculty load as well as addressing faculty compensation.

Objective 2 – Initiate a quality review of existing online courses utilizing the Quality Matters Rubric and review process

Objective 3 – Increase the number of general education courses by two per year. To be taught online.

Objective 4 – Evaluate retention and success of students in online courses and compare to traditional face-to-face and ITV courses.

Goal 4 Annually review existing Assessment of Student Learning and Assessment Plan.

Objective 1 – Review and revise (if needed) all program level objectives and measurements for objectives.

Objective 2 – Review and revise (if needed) the Assessment Plan.

Objective 3 – Further standardize the methods for collection and analysis of data from assessment of student learning in the General Education area.

Goal 5 Submit one allied health Contractual Arrangement Program request to OSRHE for approval.

State and national data indicate an increasing demand for health care professionals in the coming years. Connors State College will contract with Indian Capital Technology Center to offer an

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Associate in Applied Sciences, Physical Therapist Assistant degree. Our research indicates strong student and employer demand for this program.

ENROLLMENT PROJECTIONS

Fall 2017: Undergraduate Headcount: 2,346 2017 Annual FTE: 1,725 (154-162 semesters), 3,136 unique students

Fall 2018: Undergraduate Headcount: 2,404 2018 Annual FTE: 1,785 (164-172 semesters), 3,100 unique students

Fall 2019: Undergraduate Headcount: 2,460 2019 Annual FTE: 1,790 (174-182 semesters), 3,200 unique students

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EASTERN OKLAHOMA STATE COLLEGE (EOSC) 2017-2018 Academic Plan

TECHNOLOGY

Current Status

Strategic Plan, Goal #3: Enhance and efficiently use the College’s human, financial, facility and technological resources. Target: Develop a plan to address emerging technologies and instructional technology needs. Target: Fully implement use of Business Objects to improve the efficiency and functionality of institutional research and data driven decisions.

 Contracted with Ellucian (Datatel) to provide additional training and consulting to improve use of administrative software. Training remains ongoing by various departments, including registrar, financial aid, academic advisement, business office, human resources, institutional advancement, and resident life. Training on Ellucian’s Reporting and Operational Analytics software began in September 2013 and is ongoing.  An autoclave was purchased for use in the microbiology courses/laboratory.  IT department purchased backup software, network attached storage, wireless networking, network switches, network switches, fiber installation. Desktop PCs, server, firewall, audio codes phone equipment, and Ethernet drops.  Through a grant from the Native American Serving Non-tribal Institutions (NASNT0 program, Eastern 8 Promethean Boards, 7 laptops for faculty use, 2 webcams, 6 Samsung Galaxy tablets, 5 Kindle Fires, color printers, scanners, external hard drives, and various software programs. In addition, the grant purchased a 3-year license for EvaluationKit, Quality Matters license, and a 3-year LibGuides license.  Eastern received a grant from the USDA Rural Development Distance Learning and Telemedicine (DLT) program to purchase Interactive Television Equipment. Five full classroom studios will be installed at the McAlester campus and 2 portable ITV stations will be purchased for the Wilburton campus. In addition, 5 receiving sites will have new ITV equipment installed (Idabel and Antlers teaching sites, Talihina High School, Quinton High School, and Hartshorne High School).

Future Plans

 Develop a rotation for replacement of laptop computers for faculty teaching online courses.  Continue to upgrade all equipment: ITV, desktop computers, hardware, etc.

ACADEMIC EFFICIENCIES

Current Status

Strategic Plan, Goal #1: Provide high quality educational programs and services to increase educational opportunities for individuals.

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Strategic Plan, Goal #2: Increase the percentage of students who progress toward and achieve their academic and career goals.

 Eastern’s continues to use ITV among its teaching sites to increase efficiencies. Several general education courses are transmitted between the teaching sites (Wilburton, McAlester, Idabel, Antlers, as well as area high schools). Forestry sections, which are often low enrollment, are transmitted to Idabel and McAlester. Nursing courses are team taught, also by ITV, between Wilburton and Idabel on the freshman level and between Wilburton, Idabel, and McAlester on the sophomore level. Eastern launched five fully online degree programs taught by current faculty.  Fall 2016 online SCH increased by 12.89% from fall 2015 and 27.67% from fall 2012.  Where doing so would not impact student learning, Eastern has increased class sizes to decrease adjunct and overload teaching costs.  For fall 2017, Eastern will be implementing co-requisite to scale course in Mathematics and English.  Eastern suspended the AOT program for the 2016-2017 academic year. Plans are currently underway to suspend 2 additional programs for the 2017-2018 academic year.  Two full time faculty positions have been eliminated from our branch locations. Eastern plans to fill those with adjunct instructors.

Decisions to suspend programs or eliminate full time faculty are made based on data (the low enrollment report from the OSRHE, class size data, number of students in specific courses, the number of courses cancelled due to low enrollment, etc.)

Decisions to increase the use of ITV and reduce faculty at multiple sites is a direct reflection of budget cuts to the institution.

Future Plans

Eastern plans to continue use of ITV and increase online course offerings. Expansion of co- requisite course offerings are planned for the 2018-2019 academic year.

LEARNING SITE ACTIVITY REPORT

Number of Courses

Courses: A wide range of upper-division and graduate courses are offered by East Central University and Southeastern Oklahoma State University at Eastern’s McAlester campus. In addition, East Central University also offers a few specialized lower-division courses in fields that Eastern does not offer such as human resources and social work.

Programs: Degrees offered at the McAlester campus through Eastern Oklahoma State College.

Criminal Justice (AS) General Studies (AA) Psychology/Sociology (AA)

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Business Administration (AS) Child Development (AA, AAS, Certificate)

Degrees offered by Southeastern Oklahoma State University that Eastern students can matriculate into and earn at the McAlester campus with appropriate program planning from institutional advisor.

Elementary Education (BS) Special Education (BS) Early Childhood Education (BS) Business Administration-Management (BS) Psychology (BA) Sociology (BA) Criminal Justice (BA) Computer Information Systems (BS) Liberal and Applied Studies (BS) Early Intervention and Child Development (BS) Master of Business Administration

Degrees offered by East Central University that Eastern students can matriculate into and earn at the McAlester campus with appropriate program planning from institutional advisor.

Human Services Counseling (BA) Nursing RN to BSN (BS) General Studies (BA) Organizational Leadership (BS) Human Resources Administration (MS) Master of Education

How Sites are Meeting Needs

Advisory committees meet regularly to provide input on all Applied Science degrees. Their input is used to make modifications to course content to meet employer need.

The Dean of the McAlester campus is active in the community and serves on the McAlester Chamber of Commerce.

Eastern works with Kiamichi Technology Center to insure student and employer needs are met.

Planned Changes

No planned changes at this time.

ACADEMIC PRIORITIES

Priority 1- Student Learning Assessment Strategic Plan, Goal #2: SUCCESS: Increase the percentage of students who progress toward and achieve their academic and career goals. Key performance indicator: Learning Outcome Assessment. Target: Implement a learning outcomes assessment process and develop a rotation of course assessments that meet learning goals.

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1) General Education Learning Goals- Eastern is in its final year of the HLC’s Academy for the Assessment of Student Learning. The project is a revision of the assessment of general education learning goals. Assessment tools have been developed for all five learning goals. The critical thinking assessment is in the process of being finalized. The Cultural & Global awareness assessment is being piloted and will be finalized in fall 2017.

2) Program Assessments- Eastern is in the process of revising the program review process. A rotation schedule from the OSRHE is used, but more work needs to be done on the actual assessments. Faculty and administration will work during fall 2017 to revise the process so it is more useful and the data being generated is used more effectively.

Priority 2. Distance learning Strategic Plan, Goal #1: Provide high quality educational programs and services to increase educational opportunities for individuals. Key Performance Indicator: Number of new programs/certificates; students enrolled

Eastern will explore the development of new allied health programs, and certificate programs for business and industry. Currently Eastern is in the second year of a new Ranch Management degree that has an emphasis in Stocker cattle. The process has also began to accredit a Respiratory Therapy degree program.

Strategic Plan, Goal #1: Provide high quality educational programs and services to increase educational opportunities for individuals. Key Performance Indicator: Number of new online degree programs.

Eastern has received approval for five fully online degree programs: Business Administration (AS), Psychology/Sociology (AA), Criminal Justice (AS), Computer Information Systems (AS), and General Studies (AA) that launched in fall 2015.

Eastern will continue to train faculty in best practices for distance learning and in the use of Quality Matters rubric for course evaluation.

Eastern will continue to develop student services for online students

ENROLLMENT PROJECTIONS

Fall 2017: Undergraduate Headcount: 1,785 2017 Annual FTE: 2,600

Fall 2018: Undergraduate Headcount: 1,820 2018 Annual FTE: 2,652

Fall 2019: Undergraduate Headcount: 1,856 2019 Annual FTE: 2,705

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MURRAY STATE COLLEGE (MSC) 2017-2018 Academic Plan

TECHNOLOGY

Current Status

1. MSC has received a technology grant to put Polycom systems into 12 area high schools as well as upgrade the existing three ITV rooms and implement an additional ITV room in the renovated Health Services Building. We are now piloting courses to one of the area schools.

2. The Nursing, Health Science, and Child Care facility continues to undergo expansion and renovation during the next academic year creating additional spaces for multimedia classrooms. They are now moved into the new building and the renovations will happen in next weeks.

Future Plans

1. With a growing number of online students, MSC is growing online services in all areas of the college to help students who are 100% online.

2. Classroom renovation in the Gunsmithing Technology building will be complete by December and purchasing of new equipment.

3. Development of Online Orientations for Concurrent Students and Online Students taking online courses.

4. Sending faculty member through QM certifications to become an onsite facilitator of QM Rubric and Improve Your Online Course.

ACADEMIC EFFICIENCIES

Current Status

1. Oklahoma Quality Matters Consortium has developed professional development online courses for members of Quality Matters in Oklahoma at a cost of $25 an instructor instead of the $250 offered through Quality Matters.

2. MSC has joined ProctorU for online testing services, and we receive a discount because of the Oklahoma group of colleges and universities that use ProctorU.

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3. A Faculty Resource page is available on the MSC website for all instructors to use to improve the quality of instruction.

4. Division and Program Chairs are collaborating in course scheduling to help plan semester schedules efficiently.

5. MSC collaborates with Southeastern Oklahoma State University and East Central University to develop 2+2 degree programs to help our students transfer easily.

Future Plans

1. Using grant funded ZogoTech, Academic Affairs, Division, and Program Chairs will be able to use institutional research to look at data to improve the course schedule in planning each semester.

2. The NASNTI grant will fund a new Student Success Center to help in retention efforts in both Ardmore and Tishomingo.

3. The programs currently in the Health Science Division will work together more when the physical location of these programs are housed in the same building. Planning for student and faculty interactions to support all Health Science programs and sharing resources will occur.

4. Improve the Child Development program through implementing curricular changes and beginning the process for national accreditation. The Child Development program is implementing curricular changes that include reviewing course sequence, as well as upon approval adding an introductory course and a capstone course in order to better align with Standards from National Association for the Education of Young Children.

5. The Mathematics and Language Arts Divisions are working toward using Co-requisites with Comp I and College Algebra classes. Expanding the Co-requisites into more math courses is also in development.

6. Working with our local institutions, the Mathematics Division is working toward and developing new pathways.

7. The college received a grant through Oklahoma State University to start a new degree in Agriculture Leadership where MSC students can finish a bachelor’s degree in a consortium with OSU.

8. The Computer Science and Computer Information Systems programs held an annual Advisory Committee Meeting to hear what local industry leaders suggest for program updates and changes. A redesigning of the program is in process.

9. Hiring in conjunction with SOSU an online designer to help promote effective online courses.

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LEARNING SITE ACTIVITY REPORT

Number of Courses

MSC provided 135 ITV sections last year with 1049 students enrolled in lower division courses between The Tishomingo and Ardmore Campuses. MSC provided 448 sections of Internet course sections last year with 5233 students enrolled from the majority from the 10 county Regional Service Area of MSC in lower division courses.

How Sites are Meeting Needs

1. The MSC Economic Development Liaison helps keep MSC informed of community and industry needs. Partnerships, employer feedback, advisory committees/teams, and other strategies help keep degree and certificate programs on target to meet student and workforce needs. Some specific examples include:

2. ITV classes are meeting student demands by having more access to full-time faculty.

3. Expansion of businesses in this area and their resulting needs has instigated the development of four new Business program options: Hospitality Management, Accounting Clerk, Retail Management, and Entrepreneurship. By offering classes via distance delivery, both incumbent works and prospective workers can take advantage of these opportunities. The newest business partner in Tishomingo is Blake Shelton’s Ol’Red. This partner will provide training, internships, and employment for our students not only in Tishomingo but all over the US.

4. The Career Mobility program is a prime example of utilizing distance delivery to meet the needs of both the students and the health care industry.

5. We are also looking into offering a Health Information Technology AAS. We have been approached by several local health care employers that see a need for this program.

Planned Changes

1. 1. Additional courses will be offered at off-campus locations and/or the MSC Ardmore campus as demand dictates. Many courses will be offered through interactive television between the Tishomingo and Ardmore campuses as ITV rooms and faculty availability allows.

2. 2. Expansion possibilities include: area high schools, career technology centers, other higher education institutions (ECU, SOSU, etc.).

2. 3. MSC received a grant to help allocate 12 ITV systems to 12 area high schools. Piloting courses in an area high school is in development now.

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ACADEMIC PRIORITIES

1. Continue improve quality and integrity of online courses through training all instructors in the Quality Matters Rubric, implementing institutional “Welcome” Checks on every online course each semester, and conducting institutional online course reviews while providing extra professional development to instructors when needed. Also, hire an online designer to help manage the above duties.

2. Focus efforts on initiating Co-Requisite courses in Mathematics and English

3. Design and implement new pathways in Mathematics.

4. Utilizing new data analysis system, ZogoTech, to track student outcomes to help make data driven decisions.

5. A Student Success Center will open in fall of 2017 to support new Co-Requisite courses as well as provide tutoring and learning skill opportunities for all students.

6. Evaluate General Education Goals, Critical Thinking and Global Awareness, by designing a plan of action in the 2016/2017 school year and implementing during the 2018/2019 school year.

7. Evaluate low-enrollment programs to determine viability and demand. Delete programs with low enrollment or that are outdated and no longer needed.

8. Building new degrees in Health Information Technology, Agricultural Leadership, and Safety while also building pathways with area high schools for concurrent students.

ENROLLMENT PROJECTIONS

Fall 2017: Undergraduate Headcount: 2,442 2017 Annual FTE: 1,585

Fall 2018: Undergraduate Headcount: 2,486 2018 Annual FTE: 1,590

Fall 2019: Undergraduate Headcount: 2,530 2019 Annual FTE: 1,595

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NORTHEASTERN OKLAHOMA A&M COLLEGE (NEOAMC) 2017-2018 Academic Plan

TECHNOLOGY

Current Status

NEO College provides students and faculty with access to a variety of technologies in the classroom, on-campus, and by distance. All full-time faculty are issued a laptop computer for classroom, office, and off-campus use. Adjunct faculty may use computers in any of the open access laboratories or in the classroom laboratories, when available. The College also provides a limited number of laptops for adjunct check-out.

The College provides designated labs for classroom instruction in business technology, computer science, reading, composition, allied health, and natural sciences. These labs are available for general purpose use outside of scheduled class times. NEO provides open access computer labs in the library, the Informational Technology Center, and the American Indian Center for Excellence. A combination of Dell and Apple computers are available. The NEO Grove Center has a computer classroom and additional computers in an open access area for student and faculty use.

All classrooms are equipped with projectors. The nursing classrooms and some of the natural science classrooms are equipped with smart technology. Three portable systems are available for faculty to capture their classroom presentations with digital annotation, for use in the online environment as a class supplement or online course delivery. Thirty new projectors are being installed summer of 2017 through grant funds.

NEO has five classrooms equipped with 2-way interactive video-conferencing (ITV) units capable of broadcasting courses to any remote site, as well as receiving from distant sites. Three of these classrooms are on the main campus in Miami and two units are at the Grove site. One onsite ITV classroom was added as a new system in 2016. The other two systems were updated in 2014. All ITV equipment at the NEO-Grove Center was replaced in 2016, using grant funding.

NEO College uses the course management system, D2L. The system was upgraded to the cloud based system in June, 2016. The system will be updated to the Daylight version in the Summer of 2017. Faculty can use the system for online courses, supplemental instruction, or maintenance of student grades and attendance. The College also provides additional software integrated with D2L. Faculty has access to TurnItIn for evaluating student work for potential plagiarism. In 2017, faculty also received access to the YouSeeU interactive software for synchronous instruction with students at a distance and video capture for faculty and students.

ProctorU is available for distance students to take proctored exams. Tutor.com is offered as an online tutoring service for students to have access to tutoring 24/7 in select subjects. The tutoring service is paid for through grant funding. Students pay for the proctoring services directly to ProctorU. Tutor.com is funded by a grant.

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The Nursing Program uses three high-fidelity mannequins to incorporate real-life scenarios into the on-campus skills laboratory experiences. The adult mannequin was purchased through a donation from the area hospital foundation. The birthing mannequin with baby was purchased through a Department of Labor grant. The junior pediatric mannequin was funded by the Carl Perkins Grant. The Nursing Program has been a campus leader in adopting e-book technology as well.

The Process Technology program purchased a simulator for hands-on experience with a Department of Labor grant. Additional equipment to augment the simulator was purchased in the spring of 2014 through a grant awarded to the Shawnee Tribe of Oklahoma.

The Medical Laboratory Technician Program has incorporated microscopes with cameras into the skills lab activities. This technology allows the instructor and student to view the slides simultaneously, improving the learning process. It also allows students at a distance to see what the instructor is viewing under the microscope during real-time learning experiences.

Faculty have access to iPad carts and Surface Pro carts for use in the classroom. These carts are funded through grants.

Fall of 2017, NEO faculty are going to pilot the use of student response systems in select classes. These systems are funded through a grant. If the project meets the needs of faculty and students, the use of the response system will be expanded to additional classes.

The library maintains full-text electronic databases and electronic search tools for research and article retrieval. The library staff implemented a text-a-librarian option and an e-book pilot project. The library digital services were upgraded in FY16 as part of a state-wide project.

NEO College is completing a conversion to the Banner information system, which replaces the former DOS system. In the fall of 2016, NEO College converted to Banner for student information. The students can access information about their enrollment, bursar account, financial aid status, grades, etc., through the Self Service in Banner. Students are also provided a college e-mail account. Students access the Self Service, e-mail, and D2L using a single login credential. The College uses social networking, email, the College website, and the D2L messaging board to post notices.

Future Plans

In the summer of 2017, NEO College is installing a new fiber infrastructure across the campus and to the college farm. There are areas of the campus where the system is daisy-chained from one building to the next, making connectivity very limited or not available at times. The infrastructure is needed to meet the growing demands on campus: in the classroom, in the administrative building, and student residence halls, and for the future needs of the college. The project is funded through Department of Education grants and master lease.

The College will continue to replace and upgrade technology in the classrooms and computer labs as the current equipment no longer functions properly or meets the needs. The plans are to replace faculty laptop computers every 4 years. The next replacement will be in approximately 3

2017-2018 Academic Plan Summaries 149 years. Laboratory computers are also replaced approximately every 4 years. The computer labs were updated in the summer of 2015.

Other classroom equipment is replaced on an as-needed basis. The College maintains funds in the annual budget to replace outdated and/or broken equipment/computers/projectors etc. on an on-going basis.

ACADEMIC EFFICIENCIES

Current Status

NEO offers select general education courses through interactive video (ITV) to the NEO-Grove Center and area high schools. Without this technology, these courses would not be available due to low enrollment at the distant sites and the cost of instruction.

The Academic Unit currently has a teach out plan for (1) the American Indian Studies (AMIS) program, and (2) the Administrative Office Support option and the Medical Office option in the Business Administrative Technology (BAT) program. The College will submit a request to delete the AMIS program and the BAT options later this academic year. The deletion of the program and options results in the deletion of two full-time faculty positions.

The decision to delete the AMIS program was based on low productivity (average less than one graduate/year in 5 years; average of 1-2 majors per year). The College President also sought input from area tribal leaders who agreed that the program did not prepare graduates for jobs in the region. The decision to delete the options in BAT was based on continued low productivity, low paying jobs in the field, and low employment rate for students completing the degree options.

Additionally, the Speech and Theatre program and the Mass Communication program are in a state of low enrollment. Currently, there are no full-time faculty teaching in either of these programs. The last full-time speech/theatre faculty member retired this year. The Mass Communication courses have been taught by adjunct faculty only for the past four (4) years. Teach out plans are in place for both programs, with plans to suspend or delete the programs for the 2017-2018 academic year.

For the 2016-17 academic year, the Academic Unit did not replace three full-time faculty positions, vacated by retirements. Courses in two disciplines (music and speech) are being taught by part-time and adjunct faculty. The number of course sections in psychology was reduced by increasing the capacity in existing sections and deleting low enrollment sections.

Fall of 2017, an additional chemistry faculty member retired. The position was eliminated. The funds were reassigned to a new faculty position in Process Technology. Since the inception of the program, all courses were taught by adjunct faculty and the department chair advised students and recruited for the program. The number of students enrolled in the program necessitates a full-time faculty member to continue growing the program, placing students in internships, and building relationships with industry partners.

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Evaluation of course load and section capacity revealed that students’ needs could be met by deleting one full-time physical science position, without overloading existing full-time faculty or hiring adjunct faculty. As a result, one full-time physical science position was eliminated beginning fall 2016. Also, one full-time agriculture position was eliminated. Adjunct faculty are teaching the agriculture courses. The FY2017 budget was adjusted to provide the additional funding needed for adjunct faculty.

Additionally, the academic departments combined or eliminated low enrollment sections. Each course decision was evaluated individually to ensure that students have adequate access to courses needed to complete their degree programs. The reduction in sections primarily affects elective courses.

Future Plans

The Academic Unit will continue to review the lower producing academic programs annually. Consideration will include, but not be limited to, how the program meets the needs of students and employers, how the program meets the mission of the college, and how the program meets the goals for programming. Consideration will also be given for revising the program, building enrollment, or deletion of the program in order to financially support other programs and/or support services.

The Academic Departments continue to review current curricula to determine if they meet the workforce needs and/or if they meet the transfer needs of NEO students. Advisory councils and industry standards are used in the review process for job readiness programs. The review of transfer programs focuses on creating plans of study that provide students with the necessary courses, but reduces electives, creating a guided path to completion.

LEARNING SITE ACTIVITY REPORT

Number of Courses

Sent: Total 9 courses A total of eight courses were sent to four (4) high schools in the service area. A total of 78 students took the ITV course at area high schools. All courses were lower division.

Received: Total 6 courses A total of six upper division courses were received from Missouri State University, with enrollment ranging from 1 student to 10 students per course.

How Sites are Meeting Needs

Employer needs are ascertained through annual meetings of program specific advisory councils, input from the Grand Lake Manufacturing Council, input from workforce personnel, and discussion with area employers. NEO sends courses to area high schools for concurrent enrollment. The need for these courses is determined through conversations with the principals and counselors at high schools in the service area.

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Planned Changes

A frequent request from current students, graduates, and community members is to provide access to upper division courses and bachelor’s programs. NEO administration will continue to seek opportunities to partner with senior institutions to offer access to bachelor’s programs through the ITV at NEO College.

NEO is a sub-awardee for a grant managed by the Oklahoma State University Agriculture Department. Students may pursue the last two years of a bachelor’s degree in the Agriculture Leadership from OSU, while remaining on the NEO campus. The courses are offered via internet. Designated NEO agriculture faculty advise the students and transport the students to the OSU campus 1-2 times per semester for learning activities.

ACADEMIC PRIORITIES

1) Increase retention/graduation rates a) Revise the course placement assessment plan to offer alternatives for placement in college- level courses b) Pilot alternative teaching strategies in developmental courses based on best practice models – focus on co-requisite models and supplemental instruction models c) Analyze outcomes from the “Camp Row” pre-semester orientation program d) Develop and implement a comprehensive assessment program for developmental courses e) Implement new academic alert system, Banner Faculty Feedback f) Offer alternatives to College Algebra for students based on academic field of study (Math Pathways) g) Create an academic success center focused on improving student retention and completion h) Implement Banner Degree Works program to assist students in determining courses needed to complete a degree or certificate j) Re-design the freshman year experience strategies

2) Offer at least 7 existing academic programs (Social Sciences, Psychology/Sociology, Business Administration, Business Administration Technology, Early Childhood Education, Criminal Justice, General Studies) in online/hybrid format and offer general education core in online/hybrid format a) Continue the process of ensuring online/hybrid courses meet academic standards and Quality Matter criteria a.1) Continue to provide professional development for instructors who design and teach online courses a.2) Continue the review of all online courses and hybrid courses using Quality Matters criteria a.3) Develop an orientation training for faculty teaching online courses a.4) Develop an orientation students taking online courses a.5) Enhance support services for students taking online courses a.6) Continuously improve the assessment program for online course delivery

2017-2018 Academic Plan Summaries 152 b) Seek governing board approval for online programs c) Seek OSRHE approval for online programs d) Seek Higher Learning Commission accreditation to offer distance education programs, including additional programs in which the general education core (greater than 50%) is available through distance education

3) Improve the academic assessment program a) Develop Assessment Program for General Education (HLC Assessment Academy in progress) b) Align course and program student learning outcomes for each academic program (in progress) c) Review and revise current academic assessment plans for effectiveness e) Provide professional development for faculty on course and program assessment f) Provide resources for faculty to enhance their assessment activities g) Improve the reporting process for assessment activities

With the development of quality online courses and student services for students taking classes from a distance, NEO College plans to request approval of online programs (named in Priority #2). These programs are currently approved for traditional delivery at NEO College. The request will be to offer these programs in an online format in accordance with the standards and policies of the Oklahoma State Regents for Higher Education and the Higher Learning Commission.

BUDGET NEEDS:

Priority #1 – Improve Retention/Graduation Rates Funding is needed for an Academic Success Center; NEO College is pursuing grant funding for a success center. Funding for new developmental education strategies is to be determined. NEO is planning for the implementation of a co-requisite model. In the development of the co-requisite model, administration identified the need for more faculty qualified to teach college-level composition and math. The Funding needed to fully scale the Co-requisite Model is estimated to be $ 120,000 for two full-time faculty positions. The funding is not currently available, but administration will continue to seek ways to meet this funding need.

Priority #2 – Development of Online Programs Approval to offer existing academic programs online will result in the need for additional adjunct faculty. Adjunct faculty will be hired, as needed, to prevent the overload of existing faculty. In some cases, the number of traditional face-to-face courses will be reduced as online sections are added. The current capacity in some of the existing online courses will allow for additional enrollment in these sections. However, there will be a need for additional sections to accommodate anticipated growth in online courses, with the approval/accreditation to offer the programs online. The projected need for funding is $75,000 per year. This funding is made available through the reduction of full-time faculty positions (discussed in Current Academic Efficiencies).

Funding for professional development, development of the online orientation trainings for faculty and students, and Quality Matter reviews is provided through federal grant funds. Additional professional development is supported by the NEO College Foundation.

Priority #3 – Improved Assessment Programs

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Funding to support assessment efforts is built into the current Academic Budget. Funds are earmarked for the HLC Assessment Academy (Year 4) and a part-time assessment coordinator. This funding has been in the budget since FY14 and continues to be supported as a priority.

ENROLLMENT PROJECTIONS

Fall 2017: Undergraduate Headcount: 2,190 2017 Annual FTE: 1,825

Fall 2018: Undergraduate Headcount: 2,150 2018 Annual FTE: 1,800

Fall 2019: Undergraduate Headcount: 2,150 2019 Annual FTE: 1,800

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NORTHERN OKLAHOMA COLLEGE (NOC) 2017-2018 Academic Plan

TECHNOLOGY

Current Status

Training was completed in October 2016 for Adobe eSign and the process for completing faculty and adjunct overload contracts was converted fully to eSign by Spring 2017.

In the 2016-2017 academic year, a NASNTI grant provided funding for seven of NOC’s online courses to be submitted to Quality Matters for certification. Instructors are completing updates as needed for that review through Summer 2017.

NOC has also continued to work with Oklahoma ABLE Tech to update the website for greater ADA accessibility as well as continuing to increase WiFi upgrades for instructional and residential facilities.

Numerous in-service professional development sessions were offered to assist faculty with best practices for Blackboard and Interactive Television (ITV) courses and Advising with the NOC Early Alert System, as well as a session on Closed Captioning.

Approximately 98% of NOC classrooms are equipped with computers and/or Smart Boards, and 100% of classes offered are supplemented by a Blackboard page on which instructors can post supplemental materials or teach entirely online classes.

29% of NOC students access courses via interactive television (ITV) and 30% access courses online, based on Summer 2016-Spring 2017 enrollment data.

Future Plans

Through NASNTI grant funding, a Distance Learning Specialist was hired who can assist with adding or improving online modules that will assist students who are taking online courses. In Spring 2017, the Online Committee reviewed several options for an online readiness survey that will be implemented in Fall 2017. Seven additional courses will go through the QM certification process as part of the grant as well.

Northern plans to shift to a new SIS system in 2018-2019, and research will continue on upgrade potentials with consideration of what modules can be added that address student success, such as career counseling, degree mapping, and enhanced financial aid counseling. NASNTI grant funding is scheduled for 2019-2022 to implement these features after the SIS has been updated.

Adobe eSign will continue to be used for faculty contracts and will be used for financial aid, textbook approvals, and other areas as implementation time allows.

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ACADEMIC EFFICIENCIES

Current Status

NOC and OSU continue to work together in the construction of a classroom building on the OSU campus that serves NOC students as they complete undergraduate credits to become eligible for admission to OSU. The new building is scheduled to be complete and open for classes in Fall 2018. This new building design will increase capacity by 25% and provide a single, accessible location for NOC students currently taking classes at Cowboy Mall and the New Classroom Building on the OSU campus, as well as nursing students at the Fountain Square facility.

Advisory Board meetings were hosted in 2016-2017 for Agriculture, Business, Criminal Justice, HPER-Athletic Training, Mass Communications, Nursing, and Process Technology, bringing in industry partners to identify course and program improvements needed. As examples of their input, through the Process Technology Advisory Board, recommendations were made to begin the accreditation process for the program.

Through industry partnerships, 21 students were also offered internship opportunities at Newkirk Herald, JP Energy, Dr. Kurt Campbell (DVM), Camp NOCLIP, Hominy Police Department, Sherwood Forest Camp, Quality Waters, The House FM, Chisholm Trail Broadcasting, NOC High School and College Relations, Garfield County Sheriff’s Office, Envirotech, Gose and Associates, Ponca City Police Department, Holmes and Yates Law Office, and International Energy Inc. Students had opportunities for service learning/job shadowing opportunities with VYPE Magazine and OSU Women’s Athletics.

Further examples of community, business, and higher education partnerships in 2016-2017 included the following:  A NASNTI grant awarded in Fall 2016 will allow NOC to provide equipment at 6 tribal access sites for students to take ITV and online coursework.  The Mackie Planetarium continues to host numerous groups from the community. Over 20,000 visitors have gone through the NOC Astronomy Center since its opening.  NOC served as host to numerous contests for area high school students to participate and compete in, including Agriculture Interscholastics, a Livestock Judging Contest, Quiz Bowl, and Academic Interscholastic Contest.  Voter Registrations drives were held at all three locations on Constitution Day in September. NOC registered 193 new voters and was runner-up in the OK Campus Compact Voter Registration Contest for the mid-sized college category.  NOC English faculty Tammy Davis continued work with Lincoln Academy, leading her composition students in a service learning project working with high school students on an anthology of writings based on the “This I Believe” model.  Nursing students on all three campuses participated in numerous community service projects in 2016-2017, including assisting hundreds of community members through Vital Sign Clinics, conducting handwashing clinics and hearing screenings at local elementary schools and daycares, and participating in disaster training in conjunction with local service agencies.  NOC worked with the Oklahoma Arts Council to establish funding for the annual Chikaskia Literary Arts Festival, bringing in writers from across the state.

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 NOC English faculty worked with other Oklahoma faculty to host the National Association of Developmental Education (NADE) Conference in Oklahoma City, March 1-4, 2017. NOC Language Arts Division Chair Dr. Cathy Moore served as co-chair for the national conference.  Enid Language Arts faculty member Dr. DeLisa Ging coordinates a Chautauqua workshop each summer that provides area teachers a professional development opportunity.  Three meetings (April 12 in Tonkawa, April 18 in Stillwater, and April 26 in Enid) were hosted for area high school counselors in response to a SEM objective to more regularly communicate updates. Counselors were given updates on placement testing guidelines, state and national initiatives such as corequisite remediation and 15-to-Finish, and NOC resources available online. 15 area high school counselors attend the meetings.

Future Plans

To further build on academic partnerships and in support of its 2013-2018 institutional strategic plan, NOC will also continue to expand internships, job shadowing, and program advisory boards in 2017-2018.

Through a current grant application, NOC is also working with St. Mary’s, Integris, and the Enid Regional Development Authority to review the possibility of a Residency Program hosted on the NOC Enid campus.

LEARNING SITE ACTIVITY REPORT

Number of Courses

NOC offers only lower division courses.

Interactive television (ITV) has been used to share faculty resources among Northern’s locations in Enid, Stillwater, and Tonkawa, but in addition, these courses are sent to numerous high schools and career technology centers to facilitate opportunities in concurrent enrollment and cooperative agreements. In the 2016-2017 academic year, general education offerings were sent to the following:  10 high schools (Chisolm, Covington-Douglas, Crescent, Enid, Fairview, Morrison, Okeene, Perry, Pond Creek-Hunter, and Ripley)  University Center in Ponca City

Lower-division courses sent to high schools and the University Learning Center in Ponca City from Summer 2016-Spring 2017:

184 sections were offered with a total of 970 students enrolled

In addition to ITV and online offerings, on-site courses have been offered at the University Center in Ponca City, including Concepts of Algebra, Intermediate Algebra, Oral Communications, and Computer Concepts so that students have face-to-face instruction for additional assistance in these areas.

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How Sites are Meeting Needs

To address ways in which the learning site is meeting employer and student needs, Northern uses labor market data gathered through program reviews, student surveys, and advisory board input.

In an annual spring survey, a student satisfaction survey is given. One of the questions asks students to rank their satisfaction with the item, “Courses required to complete my degree are available when I need to take them.” The average response in the Spring 2017 survey was a 3.99 of a 5-point scale (an increase from 3.79 in 2016) with the most common responses being requests for Engineering courses, science courses that fit around the RN program classes, and other program classes offered every semester rather than once a year. The Division Chair for Agriculture, Science, and Engineering is currently working with faculty to offer pre-Engineering courses via ITV and other science courses in alternative formats as qualified faculty are available. Alternating program classes are, unfortunately, often necessary due to limited enrollment and/or faculty availability.

As noted above, advisory boards expanded from five to seven programs in 2016-2017 and there are plans to expand in 2017-2018 to add advisory boards in other academic areas, including Behavioral Science. Advisory boards meet 1-2 times per year and gather input from industry and education partners on employer and transfer needs. This feedback is combined with labor market projections in the five-year program review cycle for every degree program.

Planned Changes

NOC is continuing to work with OSU in the creation of a new classroom building for NOC Stillwater students. The building’s anticipated completion date is July 2018 with classes being offered at the site beginning Fall 2018.

No further changes are currently planned but Northern will continue to offer limited coursework to area high schools via ITV as well as broadcasting courses between NOC locations, including the University Center in Ponca City.

ACADEMIC PRIORITIES

Four new degree options approved by OSRHE in 2016-2017 will be marketed in 2017-2018—all four fall under the Associate of Science in Agriculture: Ag Business, Ag Communications, Plant and Soil Sciences, and Pre-Vet. These options did not add new courses but directed students to the courses most appropriate for their degree focus after transfer.

In the 2016-2017 academic year, Northern also completed a Strategic Enrollment Management Plan (SEM) with the following 3 goals: 1. Improve recruitment and admission processes. 2. Further align degree programs with regional and state workforce needs. 3. Refine retention/completion strategies.

As part of goal 2 in the SEM plan, program feasibility studies will be conducted along the same timeline of divisional program review schedules. Overall areas of interest that emerged in the plan were additional program options in Allied Health, Agriculture, Engineering, Cybersecurity,

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Criminal Justice, Graphic Design, Native American studies, Network Engineering, and certificate programs in Casino Accounting and OSHA requirements. For 2017-2018, a special focus will be on exploring the feasibility of a new degree in Cybersecurity, in CLEET training, and in finalizing a contractual agreement in Respiratory Care.

ENROLLMENT PROJECTIONS

Fall 2017: Undergraduate Headcount: 4,543 2017 Annual FTE: 2,660

Fall 2018: Undergraduate Headcount: 4,543 2018 Annual FTE: 2,660

Fall 2019: Undergraduate Headcount: 4,543 2019 Annual FTE: 2,660

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OKLAHOMA CITY COMMUNITY COLLEGE (OCCC) 2017-2018 Academic Plan

TECHNOLOGY

Current Status

The new classroom design developed through a committee of faculty and staff to support classroom flexibility in teaching and learning continues to support student success and educational teaching growth. These classrooms are widely desired by students and faculty, and we continue our work to increase the number of classrooms on our campus as funding is available. The classroom design utilizes thin client computers affixed to classroom walls for each student in the class as well as four HD flat panel TVs placed strategically in the room to shorten the distance from instructor to student as well as displaying student work from one of the thin clients to one of the monitors to facilitate group work. Turnitin anti-plagiarism software is available to all faculty and students along with our LMS supports for all course sections. The continued implementation of these tools has shown to be favorable with faculty and students and provides increased communications and teaching opportunities.

OCCC has been investigating high-yield strategies that could impact the success of our students in online learning. One of the findings from our research was that required faculty training for all teaching online has an impact on student success. As a result of this work, mandatory online faculty training was developed and presented by our Center for Learning and Teaching team (CLT). This training was presented in two different formats. The first was for all faculty that are responsible for creating master courses which would be taught by other faculty, full-time or adjunct, that teach the course. This training was in a face-to-face six-week structure. The second training was for online instructors (not content developer) in which they were immersed in an online environment as a student exploring the literature and strategies that can support online students. As of August 1, 2017, OCCC has trained 259 full-time and adjunct faculty in the best practices for teaching online.

OCCC began a Virtual Learning Center (VLC) in January 2017. The VLC provides an extra layer of support for our students as they work to acquire new strategies and skills for learning and studying. The VLC conducts large group sessions in addition to individual strategy sessions as students work with a VLC team member to develop a personalized success plan.

The VLC team has prepared resources on a variety of topics including personal organization, reading a textbook, time management, how to use course objectives to help to know what and how to study for a test, taking notes, and all things technology. The VLC team created a survey that is located on the OCCC homepage that guides students’ thinking about the next steps after enrollment. It helps students self-identify areas in which they may need support and provides information to them based on their answers to guide them to campus resources. The survey has been viewed 304 times in the first 30 days.

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OCCC division Priorities:

Arts, English, and Humanities: AEHD continues development of hybrid instruction and curriculum supporting the hybrid model; multiple instructors teach hybrid sections of English Composition, Humanities, and Philosophy courses using Transformative Learning theory with technology in the form of hybrid-online curriculum development. Growth across disciplines continues.

Writing intensive courses such as English Composition I, Mythology, English Composition II integrate technological tools, such as Turn-It-In for writing revision and skill development, iPads/tablets, computers, interactive Smart-Boards, or interactive ‘Genius’ boards, and the Flipped classroom model. Transformative Learning and curriculum redesign theory and best practices support these practices for increased student success.

Health Professions: EMS and Nursing: The SimMom and SimNewB are utilized frequently by the nursing and EMS programs when simulating normal as well as high-risk antepartum, prepartum, intrapartum and postpartum/post- delivery patient situations. The lack of available clinical opportunities for maternal/fetal exposure has resulted in the increased use of simulations for student learning. Additionally, the opportunity for students to participate in high-risk maternal-newborn situations in the hospital or ambulance settings is virtually non-existent. Use of the SimMom and SimNewB mannequins has allowed our students to gain valuable skills and competencies in a full range of obstetrical and neonatal emergencies. Maternal-newborn simulations are scheduled every semester within the nursing and EMS programs. Student evaluation data, as well as performance in the clinical setting, continue to support the value of simulation and the benefit of utilizing highly sophisticated mannequins that can closely mimic the real world environment.

In the EMS program the camera and accessories are being utilized by faculty and students in three simulated environments. These environments are comprised of two simulation rooms and an ambulance, which allows students to practice patient transport simulations. The pediatric room is set up so that students can practice delivering care to simulated patients, newborn through adolescence. The adult room is set up to provide simulated experiences for a large variety of medical conditions. Each of these rooms simulates realistic patient situations and allows the student to practice real life response and interventions without faculty assistance. This system allows for recording of the simulation which is used by instructors and students to debrief as to their performance. The debriefing process enhances the learning process through identification and discussion of strengths and weaknesses.

Nursing: The nursing program has been learning to navigate all of the technologies provided within the 21st century classroom which has only recently been completed. The ability to have students work in groups of 4-6 with their own large monitor and ability to connect simultaneously to one screen/document enhances to collaborative projects of our large nursing classes. In addition, faculty can take over the screen of individual groups and project on the “genius board” for the entire class to see and for faculty edits to occur. Another technology that has been a work in progress is the implementation of online testing for all nursing cohorts utilizing ExamSoft online software. This year faculty have been training on the use of the product and migrating existing test banks into this cloud based product. Plans are for online testing to go live this summer and to

2017-2018 Academic Plan Summaries 163 be used program-wide starting in the fall of 2017. Nursing has also adopted Sim Chart technology which is used to mirror the current industry’s electronic health record (EHR) where students plan, develop, implement, and evaluate the patient plan of care electronically. Sim Chart is also used in the simulation lab where students review the patient’s electronic heath record and initiate care including documentation. BADNAP has successfully piloted Sim Chart with the past two cohorts. Career Ladder Pathway implemented Sim Chart for spring 2017 and the Traditional pathway is implementing beginning with the first nursing course in fall 2017.

OTA: The 3D printer is introduced to Occupational Therapy Assistant (OTA) students as an emerging skill in industry. The 3D printer is utilized in rehabilitation practice to make adaptive devices, which promote a higher level of function for clients who have sensory motor and range of motion challenges related to a condition or disease process.

OTA students learn how to design adaptive equipment and assistive technology to help them become more independent with everyday tasks such as dressing, feeding, using learning materials, completing work tasks, playing with toys, participating in hobbies or leisure activities, or accessing their environment. The 3D Printer offers the capability of customizing and producing these adaptive devices at a much more affordable cost than those available through retail, and can be designed to meet the very specific needs of each individual client. The students work in small groups to design or modify an existing design for an adaptive device to be utilized by a patient with a specific need. The 3D Printer can also be used to produce splints and customized prosthetics. This is an area the OTA program plans to explore more in the upcoming year. Becoming proficient in 3D printer design and customization will be a valuable skill for future employment as an OTA.

PTA: In the Physical Therapist Assistant (PTA) program, the use of a newly purchased electric table allows students to practice therapy on industry standard tables seen in contemporary outpatient clinics. This table allows the PTA to perform manual skills and demonstrate functional exercises while maintaining their own proper body mechanics.

Power play is a device used in contemporary outpatient physical therapy practice that combines compression with cryotherapy to help improve edema/swelling from traumatic injuries. The device used in the PTA program has options for elbow, knee, ankle and shoulder wraps. Five power play units allow students to work in small groups so all can participate. This device is used in the PTA modality course the therapeutic exercise course.

Additionally, the PTA program uses iPads for self-reflection of performance in the areas of communication and body mechanics during their skills evaluations. The addition of a “genius board” to the PTA classroom has created additional options for group and student to faculty collaboration during theory presentations.

Science Engineering and Mathematics: SEMA operates four lab/study/tutorial centers which house well over 200 student use computers as well as other technology. The physical science center and biological science center provide students asynchronous access to laboratory resources and materials for study purposes or to fulfill class laboratory requirements. The mathematics lab offers students tutorial services as well as access to various online and computer based learning environments. Our engineering lab houses

2017-2018 Academic Plan Summaries 164 plasma cutting and welding devices, analytic instruments for testing concrete, various machining tools and 3-D printers. This mix of technology insures that our students have opportunities for significant hands on design, building and testing projects. SEM currently offers eighteen courses online with enrollment exceeding 1500 students.

Social Sciences: The Division of Social Sciences will continue to develop curriculum patterns based on agreements with four year institutions while continuing to develop additional 2 + 2 agreements with four year institutions, implement course revisions, continue to revise other significant courses based on Title III strategies, and work to develop an additional pre-education option for history majors as well create a Social and Human Services certificate.

Future Plans

The Virtual Learning Center (VLC) continues to expand its services to students. In Fall 2017, the VLC will offer panel discussions of faculty sharing tips they have seen in successful students from previous semester. The VLC has expanded its offering to include sessions related to using course objectives to identify what and how to study for exams. The list of resources and sessions will continue to expand as requests are made.

OCCC Division Priorities

Arts, English and Humanities: Collaboration and partnership efforts with area regional universities to finalize existing plans and develop further two plus two articulation agreements to assist students with easier transfers. Current conversations include an agreement with USAO between their BA in Art and BA in Teacher Certification in Art and OCCC’s AA in Visual Arts program. Negotiations have also begun between UCO’s College of Fine Arts and Design for articulation agreements between the Bachelor of Arts degree and Associate in Arts from OCCC in Art, Music, Theatre, Music Theatre, Graphic Design/Digital Media Design and Film. Pre-education and Secondary education, Technical Writing, and multiple Liberal Studies and Diversified Studies articulation agreements are also under consideration.

Partnership efforts with the OU-K20 Center for OKCPS graduating seniors to have the opportunity to complete a 4 week hybrid Success in College and Life (SCL) course to increase preparedness as these senior high school students transition to college opportunities. The summer course pilot is being evaluated as a bridge for students to move from the high school to college environment. The future success of this cohort of students will be monitored and data collected to continue further development of this pilot project.

A majority of the English reading and writing courses are located in the three available 21st Century classrooms to meet needs of CPE II curriculum redesign and English Composition I and Composition II curriculum redesign in conjunction with researched technological approaches of Transformative learning to increase student success and persistence. The goal continues for all English Composition I, English Composition II, and College Preparation English II sections to have the latest technology combined with cooperative learning for all classrooms these courses are scheduled in for classes.

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Alternative placement and the co-requisite English model continue to be forefront in English. Access to course supports and course materials is an integral component for the co-requisite English courses, including continued training opportunities to meet the needs of a diverse student population and to provide supports for student success. Working with the International Student Office is one component of support development.

The Communications Lab continues to explore means to increase capabilities and expand offerings of writing and reading services to students from all Divisions, both on campus and online. The demand for the Communications Lab’s tutoring service has led to a total of 10,000 plus students tutored year-to-date. This number nearly doubles the prior year’s student numbers. The Com Lab continues to explore options to increase the number of tutors and tools available to meet the academic needs of students. The Communications Lab plans to continue to explore options to meet these growing demands.

Science Engineering and Mathematics: Mathematics faculty and staff are heavily involved in two OSRHE initiatives that affect the structure and delivery of our remedial and gateway material. The co-requisite remediation model seeks to place a higher percentage of students directly into gateway courses (with remediation occurring during the same semester as the gateway course). More broadly this initiative seeks to maximize the number of students who finish their general education mathematics course within the year of enrollment. We are actively redesigning our existing remedial courses, designing co remediation, and rethinking course sequencing. The second OSRHE initiative is the so-called “pathways” model. This model seeks to create “major clusters” that will have the same mathematics general education requirement. A student declaring a major in any particular cluster will be advised into an appropriate “math pathway”. These clusters and pathways will be statewide. The desired goal is to accomplish two things: reducing delay in taking appropriate math coursework, and increasing ease of transfer from institution to institution.

Health Professions: Nursing and SLPA are exploring the feasibility of partnerships with four-year institutions for possible concurrent enrollment and/or reverse transfer options. Thorough feasibility studies will be needed to be conducted prior to seeking approvals. Student interest and job availability will be carefully researched. These two programs are also exploring the possibility of implementing audiometric screenings utilizing software technologies and iPads. The audio screening program being explored is Shoebox. Nursing and SLPA would pair and provide audiometric screenings in school settings in the metro area.

Nursing is also researching the possibilities of developing an online hybrid Nursing Transitions NUR 1415 course for the Career Ladder Pathway (CLP). There has been increasing student interest in this format.

Additionally, nursing is exploring other program options as well as alternative methods of delivery for their traditional nursing program. Research and feasibility studies will be conducted prior to development of a plan for implementation. Careful review of student clinical opportunities and required technology will be important factors to consider.

Respiratory Care is exploring the use of ExamSoft online cloud based computerized testing for all students during the FY18 academic year. Plans to increase simulation experiences through the purchase of a new ventilation simulation mannequin are in the near future. This mannequin has

2017-2018 Academic Plan Summaries 166 many features that simulates true patient breathing patterns, normal and compromised, as well as the capability to measure lung capacity and apply assisted ventilation modalities.

Anesthesia Technology Anesthesia Technology is our newest program set for launch in June of 2018. Work has been underway all year in the area of curriculum development, laboratory design, and clinical affiliations planning. This program will have all theory delivered online and will include a very sophisticated and technologically equipped campus simulation lab.

Sterile Processing is an area currently being explored for possible expansion of the Health Professions Division. Information concerning local, state and national market demand, salary ranges, educational and accreditation requirements, and curriculum development will be investigated during the upcoming year. Other areas of investigation include classroom and laboratory space, equipment and supply needs, and availability of faculty and clinical training opportunities.

Cardiovascular Technology – Invasive is an up and coming field within the healthcare environment. Information concerning local, state and national market demand, salary ranges, educational and accreditation requirements, and curriculum development will be investigated during the upcoming year. Additionally, avenues for funding will be explored to provide the needed space and equipment required for student learning.

ACADEMIC EFFICIENCIES

Current Status

While OCCC has always had a strong focus on student success, during the past 3 years, Academic Affairs has had an increased focus on student success and instruction. We have had a concentrated, focused, and continual conversation related to teaching and learning and the impact of our instructional decisions on student learning.

All of these collaborations and relationships laid a nice foundation for the US Department of Education’s awarding of a Title III grant to Oklahoma City Community College. This grant provided 1.5 million dollars each year for five years with a focus on strengthening academic programs and student services. The Title III grant provided us with an official structure to have collegial conversations focused on our practice related to our student advising and degree plans. These conversations continued into curricular redesigns of our gateway courses. As a result of the grant in FY 14-15, our English 1113 course was revised as well as our freshman success class, Success in College in Life. Our work continued with revisions to Comp II (English 1213), Microeconomics, Psychology, and Biology 1113/1114; and in 2016-2017 revisions to Introductory Sociology, Accounting I, and History 1483 (to the Civil War).

Our adjunct faculty are encouraged to submit their ideas and assignments they would like included in the newly revised course via emails or discussions with participating faculty members. The result has been richer courses that include multiple teaching perspectives, based on the research, and hopefully will successfully reach more of our students.

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Our work in the Title III grant has resulted in our increased awareness of the need for supports for our students. While we have many supports, it became apparent that one of the supports our students needed was related to academic-related study skills. The Virtual Learning Center (VLC) was developed to help students acquire these skills as they learn the course content. The VLC provides on-demand support via web resources as well as group presentations and one-on-one personal strategy sessions. The VLC provides supports to students in the areas of organization, time management, studying for tests, taking notes, mastering the technology, and communicating with professors.

Future Plans

All academic divisions are in various stages of discussion and finalization of 2 + 2 articulation agreements with multiple 4-year colleges and universities to further develop streamlined pathways for transfer. All academic divisions are working towards further development of degree curriculums and transfer details to be included on the OCCC webpage offering increased transparency to students for degree completion and transfer.

Not only are the academic divisions dedicated to increasing 2 + 2 articulation agreements, the divisions and their faculty are focused on development of pathways toward direct employment opportunities and meeting workforce needs. Internship, shadowing, and mentoring opportunities are being explored for additional student opportunities and growth.

OCCC plans to continue our course redesign work with our large enrollment courses. During the 2016-17 academic year, we plan to redesign Accounting 2113, Sociology 1113, and History 1483 as well as a humanities course. Mythology HUM-2143 is completing redesign and will be implemented Fall 2017. Data collection reflects positive success growth, and we will continue to collect data on both prior course redesigns and newly implemented redesigns to ensure changes made are having the intended results on student learning and satisfaction.

OCCC will continue strategic efforts to maximize structured opportunities for success-focused teaching and learning conversations. We continue to collect data from multiple sources that will guide our plans for faculty development decisions.

LEARNING SITE ACTIVITY REPORT

Number of Courses

Southeastern Oklahoma State University

Fall 2016 AVIA 3173.K1 – Aviation Safety BLAW 3123.K1 – Legal Environment of Business

Spring 2017 AVIA 5423.K1 – Appl. In Crew Resource SFTY 4183.IK1 – Haz. Materials and Waste AVIA 4674.K1 – Crew Resource Mgmt.

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AVIA 5613.K1 – Ethics of Decision Making SFTY 4003.K1 – Sys. App. To Haz Control AVIA 2113.K1 – Aviation Management

Summer 2017 SFTY 1313.K1 – Intro to Occ. Sfty. And Health SFTY 2003.K1 – Intro to Fire Science

How Sites are Meeting Needs

OCCC currently does not send or receive electronic courses; however, the college hosts on the campus classes from Southeastern Oklahoma State University, the University of Central Oklahoma and the University of Oklahoma.

Planned Changes

OCCC will begin to offer for credit classes at the Capitol Hill Center in Fall 2017. The options will be expanded for Spring 2018 to meet the needs of the service area.

ACADEMIC PRIORITIES

Division of Arts, English, and Humanities:  Finalize 2+2 Articulation agreements in process with UCO, OCU, and OU.  Continue development of partnerships with 4 year transfer schools for Pre-Education and Secondary Education pathways including collaboration of entry level education courses taught on OCCC campus by 4 year partnership Universities;  Continue development of Philosophy and Religious Studies program growth and improved pathways, partnerships, and 2+2 agreements;  Continue development of Diversified Studies program growth and improvement toward improved pathways for students to tailor their program of study for specific 4 year degree paths.  Explore degree and transfer options for Music students toward both transfer and career needs in the fields of Music Therapy and Music Education.  Update OCCC website with degree sheets and University transfer specifics for all programs to increased transparencies toward degree completion and Education degree pursuits.  Addition of instructor supports and training for increasing course supports and teaching strategies for International, at-risk, low-income, and reading/writing challenged students.  Increase hybrid course offerings.  Continue emphasis on co-requisite English model and alternative student placement.

Division of Science, Engineering and Mathematics:  Develop and begin implementation of co-requisite remediation offerings and revised remedial pathways leading to gateway mathematics courses.  Refine and revise gateway mathematics courses to reflect statewide math pathways initiative.

2017-2018 Academic Plan Summaries 169

Division of Social Sciences:  Reduce barriers to degree completion by offering curriculum patterns on OCCC website for various degrees housed within the division.  Pursue offering Pre-Secondary education degree – History as an option to History degree.  Continue discussion of creating Social and Human Services certificate.  Complete signatories on multiple 2 + 2 agreements with Cameron University, UCO, OCU and USAO.

Division of Health Professions:  A new initiative for FY18 is the development of the Anesthesia Technology program. Approvals have been obtained through all levels and work is underway to create the curriculum and supporting documents and to adequately equip the learning spaces. Emphasis will be on development of an online delivery format for theory, securing of adjunct faculty, and obtaining clinical affiliations. Marketing and recruitment will begin in June, 2017 with the first cohort selected for a June 2018 start.  Discussions are underway to implement a bi-annual entry into the Baccalaureate to Associate Degree Nurse Pathway (BADNAP). Currently we accept 63 students annually but would like to transition to accepting 45 students twice a year. This is a very popular fast track nursing program with a healthy applicant pool.

Programs under consideration include:

Associate of Applied Science in Sterile Processing Associate of Applied Science in Cardiovascular Technology – Invasive Associate of Applied Science in Sterile Processing Associate of Applied Science in Engineering Technology – Various options and partnerships that include: Electronics Option Health Equipment Technology Option Commercial Food Equipment Service Technology Option Certificate in Engineering Technology Civil Engineering Technology Option Aerospace Technology Option

Certificates of Mastery under consideration within the current programs of study include:

Certificate of Mastery in Social and Human Services Certificate of Mastery in Customer Service Certificate of Mastery in Engineering Technology Certificate of Mastery in Nutritional Sciences Certificate of Mastery in Paramedic Critical Care Certificate of Mastery in Leadership in the Workplace Certificate of Mastery in English Proficiency Certificate of Mastery in Accounting Assistant Certificate of Mastery in Social and Human Services Certificate of Mastery in Sterile Processing

2017-2018 Academic Plan Summaries 170

ENROLLMENT PROJECTIONS

Fall 2017: Undergraduate Headcount: 12,186 2017 Annual FTE: 7,794

Fall 2018: Undergraduate Headcount: 12,186 2018 Annual FTE: 7,794

Fall 2019: Undergraduate Headcount: 12,308 2019 Annual FTE: 7,872

2017-2018 Academic Plan Summaries 171

OKLAHOMA STATE UNIVERSITY-OKLAHOMA CITY (OSU-OKC) 2017-2018 Academic Plan

TECHNOLOGY

Current Status

Classroom: We continue to have a standard technology package consisting of: some type of push-button control system (Crestron, Extron, input switch), an overhead projector, a desktop computer, a document camera, and a DVD/DVR player. Other classrooms have expanded technological capabilities to include classroom capture, the ability to connect to other sites via interactive television, and the ability to integrate audience response systems. We continue to utilize the classroom capture technology cited in prior years’ reports, but will be changing vendors to YuJa.

Faculty and Curriculum Development: We continue to provide faculty development activities in online courses. This began as a Title III grant and has continued. We have since developed a Lite version of the training and continue to provide both Lite and Full certification faculty development opportunities.

Student Support Services: We have reached the end of the first full academic year using the new student information system, Banner. Campus staff are acclimating to the changes and students have taken to the new system with minimal difficulty. Students who are new to OSU-OKC have not experienced our old system, so they have experienced even fewer issues.

Future Plans

In Sept. 2016, our Title III grant ended. As noted in last year’s plan, there was a plan to institutionalize the work of the grant into our new Cowboy Quality e-Learning Center. This plan has been followed as intended, and the work of the grant – to improve the quality of our online courses – has continued. Looking forward, a team of faculty, staff, administration, and CQeL has been reviewing the rubric used for evaluation of our online courses. In this review, the team has identified several areas of improvement. The new rubric will include some new priorities identified by the Quality Matters organization as recently identified concerns for online education. It will include the tenets of the Web Content Accessibility Guidelines v.2.0. This will help to ensure that our full-track courses meet Accessibility standards. Lastly, the finalized rubric will be used to revamp our Lite track criteria. With this update, all of our online courses will end up meeting minimal standards in not only quality online instruction, but also in terms of Accessibility. The team sees this as a huge step forward in our online offerings.

YuJa is a new classroom capture solution that has been brought online to replace the Tegrity classroom capture solution. YuJa has a more intuitive feel for students and provides for a cleaner interface for faculty. We have secured several recording devices to be used in our large, high- traffic classrooms for classroom capture. This will enable initiation of classroom capture with the

2017-2018 Academic Plan Summaries 172 click of a button or allow us to automate the entire capture process through the device’s interface. It is hoped that this new platform will exceed faculty and student expectations. Additionally, this product comes in at approximately half of the cost of the former platform.

Up-and-coming technologies on campus that will be sought through our Carl Perkins Post- Secondary grant processes include a new Advanced Life Support simulation mannequin for our Paramedicine program. This will enable students to not only perform CPR, but will also allow them to initiate intravenous lines, administer simulated medications, and perform real-life defibrillations during cardiac arrest scenarios. Additionally, the Veterinary Technology program is requesting technology that will enhance the students’ ability to assist with dental procedures. They are also seeking an ultrasound machine to teach students about that diagnostic tool, as well as use it to help students better understand animal anatomy and physiology.

Our health related programs will implement online testing this Fall. Not only will this emulate the testing environment of many of the certification bodies, it will also streamline the exam creation, administration, grading, and analysis processes. It is hoped that through this new testing medium that students will become more accustomed to computerized testing making their licensure testing experiences less stressful and more successful.

ACADEMIC EFFICIENCIES

Current Status

We continue to use data to make decisions related to course sizes, number of sections to be offered, and number of sections historically closed. In addition, we continue to utilize a minimum class size policy: if a course is offered that has enrollment below the policy minimum, the faculty teaches at a prorated compensation/load rate. Additionally, we continue to have faculty and departments increase class size to accommodate more students in fewer sections, thus decreasing adjunct faculty needs. This has resulted in over $500k in savings over the last 18 months.

Future Plans

Recently, the Office of Academic Affairs concluded a review of the cost-per-credit-hour for each of our academic programs, our Liberal Arts general education courses, and our STEM general education courses. This was done in an effort to determine the return on investment for our degree programs, to determine the ongoing financial viability of our degree programs, and to share with Academic Division Heads in order for them to understand the fiscal impact of their particular degree programs. As a result, the VPAA has met one-on-one with each of the Academic Division Heads, sharing the cost of their programs. Each Academic Division Head was directed to continue to identify efficiencies in course scheduling, adjunct faculty use, and reducing low enrollment course sections.

With the recent years’ budget cuts, the current year’s budget cuts, and the uncertainty of the future, this data will be integral in determining the future of low enrollment, low graduate, or overtly expensive degree programs. Should there be mid-year budget cuts or other similar

2017-2018 Academic Plan Summaries 173 financially related challenges, we will have the data available to start making decisions necessary to continue to provide high quality degree programs and services to our students.

LEARNING SITE ACTIVITY REPORT

Number of Courses

For 16-17, there were three courses that were delivered via the internet, with on-site laboratory and clinical experiences to the OPSU campus: NURS 2218, NURS 2258, and NURS 2342. NURS 2218: 7 students. 4 successful (57%) and 3 unsuccessful (43%) NURS 2258: 4 students. 4 successful (100%) and 0 unsuccessful (--%) NURS 2342: 4 students. 4 successful (100%) and 0 unsuccessful (--%)

How Sites are Meeting Needs

Historically, full-time faculty employed at the OPSU campus would interact with local hospitals and healthcare entities to determine employer demands. Given the lack of full-time faculty on site, an OKC faculty was designated to be the OPSU liaison and made frequent trips there to interact with the students and healthcare agencies to assure that our students were having their needs met and that we were still meeting the needs of the community.

Ongoing evaluation of clinical facilities is completed to assure that the clinical sites continue to meet the students’ needs and the program learning outcomes.

Planned Changes

As reported in the last academic plan, the nursing department has notified their accrediting body of suspension of the OPSU program. This suspension was due to the lack of qualified applicants and the ongoing difficulties in obtaining, and retaining, qualified faculty. OPSU is our only remaining off-campus location.

Per ACEN rules, the nursing department has one year to determine the future of the OPSU program. The future direction of the program, or the closure of the program, must be determined by May 2018.

ACADEMIC PRIORITIES

Improve student persistence and completion/graduation rates. In an ongoing effort to help improve student success and to help decrease the amount of part-time faculty necessary, OSU-OKC will increase the numbers of students taught by full-time faculty members. While our fiscal model is such that we cannot replace our entire part-time faculty with full-time, decreasing the amount of part-time faculty needed has appreciated a cost savings of over $500k over the last 18 months. At the same time, having courses taught by our full-time faculty, who are often more experienced and more available to students, is a strategy to improve student success. Full-time faculty can also help divisional advisors track students’ progress

2017-2018 Academic Plan Summaries 174 through degree programs and help students with an advisement plan to complete their chosen degree program in the shortest amount of time possible.

OSU-OKC continues its work in the HLC Academy for Student Persistence and Completion. Our team has just returned from the mid-project round table. Moving forward, the Academy group will implement the following:  Enhance and expand early alerts: This includes expanding the number of departments/faculty using the early alert system, exploring the use of text messaging through our software platform to alert students, and providing development opportunities on best practices on how to follow up with students who have been alerted.  Encourage faculty use of best practices: The Academy team has identified mid-term grades, timely feedback, and use of the gradebook and content management within our learning management system as some tangible best practices to focus on for the coming academic year. The team will work with the Faculty Senate to develop recommended procedures related to requiring and posting mid-term grades, on how to institutionalize the process of making grades/feedback available within 2 weeks of an assignment due date, and on getting faculty to post student grades, learning materials, and other course support documents on BrightSpace by D2L  Develop a faculty/staff recognition program: Using inexpensive stickers or pins, Academy members, department heads, and others will be able to recognize when a faculty or staff member does something that supports student success. This will be something that can be given to the individual immediately as a token of recognition for their work towards improving student success.

OSU-OKC will continue to graduate students from degree programs identified as a part of the Reach Higher program. In 16-17, OSU-OKC graduated 175 students with a designated Reach Higher degree. We will continue to use scholarships and tuition waivers to help those near completion who have identified or unexpected financial need.

ENROLLMENT PROJECTIONS

Fall 2017: Undergraduate Headcount: 6,151 2017 Annual FTE: 3,576

Fall 2018: Undergraduate Headcount: 6,274 2018 Annual FTE: 3,647

Fall 2019: Undergraduate Headcount: 6,399 2019 Annual FTE: 3,719

2017-2018 Academic Plan Summaries 175

OKLAHOMA STATE UNIVERSITY INSTITUTE OF TECHNOLOGY - OKMULGEE (OSUIT) 2017-2018 Academic Plan

TECHNOLOGY

Current Status

Classroom Technology/Faculty Support for Traditional and Distance Education  Virtual labs  Weave Assessment System  CenturionGuard Cornerstone  Student Response systems used in the classroom (moving toward a byod model)  Banner Web For Faculty system (inputting of grades, management of class rosters)  Latest technology consistent with business and industry in technical academic programs  Video conferencing technology available for collaboration and distance learning  Classroom and lab projector technology (e.g., Smartboards or Brightlink)  Web 2.0 applications used in the classroom, such as PollEverywhere, Remind 10, MoveNote, and Vyclone  Nursing students are using SimMan patient simulators  3-D Printing technology  Implemented streaming media server and learning object repository for course materials  D2L/Brightspace learning management system  Turn-it-in and GradeMark plagiarism software  Respondus Lock-down browser and Respondus 4 Exam software  Upgraded to Blackboard Collaborate real-time course delivery system  Virtual Office Hours  Added site license for Movie Captioner video captioning software  Tablet PCs and iPads available for faculty  Implemented a professional learning community for faculty development using D2L as the portal  Advanced technology model classrooms in the Center for the Advancement of Teaching & Learning  JAMF Apple lab deployment software  Adobe Creative Suite, AutoCAD, Microsoft Office Suite, Office 365 Collaboration Suite  Tutor.com online tutoring services  Atomic learning integrated with Online Classroom/Brightspace  Extended wireless access and density in classrooms  Extended security camera coverage

Student Services  TouchNet (student on-line bill payment portal)  CSGold student ID card system (meal plans and dorm building access)

2017-2018 Academic Plan Summaries 176

 Grooper Document imaging in Student Services, Registrar, Financial Aid and Bursar offices  Recruitment ERP – Slate  Ellucian Banner  ACT WorkKeys System  AT&T/RAVE, Cowboy Alert emergency notification system/Guardian Mobile Campus Safety App  Banner Web For Students (enrollment, degree audits)  Student email system using Google for Education  Early alert system (notification of academically “at-risk” students)  Online bookstore  Online student file storage  Student computer discount purchase programs with Dell and Apple  OSUIT email for life for University Graduates  Tech-To-Go Program (OSUIT Library checkout program to expose students to new technologies)  Haven/Everfi online Title IX training

Future Plans

In 2013, OSUIT implemented a five-year technology plan as a living document, and continues to utilize that plan to guide the institution’s technology-based initiatives. (See OSUIT 2016-2021 Strategic Plan: Goal A, Initiative 5.) This plan was created by committee with representation from all units across the institution. Below are highlights of key components of this plan.  The institution plans to implement the use of a new early alert and student success system to facilitate proactive intervention and promote coordination of student advisement.  OSUIT continues its efforts to increase the number of labs that are currently functioning on a fully built out and confined user station, to a thin or mobile client model.  To help decrease the risk of individual faculty and staff file loss on individual workstations, the institution will begin to implement an automated workstation backup system for authorized employee workstations.  As an ongoing initiative to stay in step with advancing technology, our fiber, copper, and wireless network equipment is continuously being upgraded and expanded.  OSUIT is continuing the process of migrating current sections of its ERP system from SCT Plus to Banner.  To better support lab environments, OSUIT continues to expand virtual desktop technology use.  To improve campus safety, OSUIT is continuing its expansion of security camera coverage.

ACADEMIC EFFICIENCIES

Current Status

OSUIT has recently implemented its Distance Learning Strategic Plan, focused upon the expansion of the institution’s online and hybrid program portfolio. Implementation of this plan will result in positive impacts to the institution and its stakeholders in many ways, such as increasing access for incumbent workers, expanding program capacities, promoting more

2017-2018 Academic Plan Summaries 177 efficient use of the institution’s facilities and resources, and reducing students’ overall cost of attendance. (See OSUIT 2016-2021 Strategic Plan: Goal C, Initiatives 1 and 4.)

Faculty and facility sharing at OSUIT persist, positively impacting several academic schools. (See OSUIT 2016-2021 Strategic Plan: Goal C, Initiative 1, Strategy a; also see Goal D, Initiative 5, Strategy a.) In particular, these include: Culinary Arts, Construction Technologies, Engineering Technologies, Information Technologies, Energy Technologies and Arts & Sciences. Such initiatives not only help the institution realize savings in the areas of faculty compensation and expenses related to learning environments and equipment, but allow for a much greater effectiveness in the utilization of faculty expertise and programmatic offerings.

OSUIT is currently in the process of finalizing its Professional Development Program, which will be launched prior to the Fall 2017 term. The two major goals for doing so are to expand both the diversity and availability of offerings—which will be achievable through improved leveraging of existing technologies. (See OSUIT 2016-2021 Strategic Plan: Goal D, Initiatives 1 and 2.)

Future Plans

The institution will explore opportunities to partner with other educational institutions in program delivery models that maximize the use of resources, expand program availability, and enhance benefits to stakeholders. (See OSUIT 2016-2021 Strategic Plan: Goal A, Initiative 1, Strategy b; see also Goal C, Initiative 1, Strategy c.)

The institution will continue to explore, identify and implement advanced technological programs focused on high demand areas. (See OSUIT 2016-2021 Strategic Plan: Goal C, Initiative 3, Strategy a.) Further, the institution will continue to explore extramural funding opportunities which will assist the institution in fulfillment of its unique mission. (See OSUIT 2016-2021 Strategic Plan: Goal E, Initiative 2, Strategy b.)

LEARNING SITE ACTIVITY REPORT

Number of Courses

OSUIT does not electronically send courses to, or receive courses from, other institutions.

How Sites are Meeting Needs

Not applicable.

Planned Changes

Not applicable.

2017-2018 Academic Plan Summaries 178

ACADEMIC PRIORITIES

One of the institution’s primary academic priorities for 2017-2018 is to identify and implement opportunities to reorganize, redevelop, and/or reposition its programs to ensure maximization of resources and benefits to stakeholders. (See OSUIT 2016-2021 Strategic Plan: Goal C.) This includes activities such as evaluating the current academic program organizational structure for potential realignment of programs to maximize efficient resource usage and position the University to respond with increased flexibility to industry trends and new programmatic opportunities, expanding OSUIT’s distance learning programs, and making select OSUIT programs available at offsite locations. Based upon positive feedback and growing support from the institution’s industry partners and other stakeholders, OSUIT also continues its development of a Bachelor of Technology in Applied Technical Leadership program, which the institution is uniquely equipped and situated to offer.

An additional institutional priority for 2017-2018 is the continuation of the development of Associate in Science pathways into select baccalaureate programs at other colleges and universities and the expansion of the current pathways from other institutions into OSUIT’s Bachelor of Technology programs, as well as the exploration of potential pathways from OSUIT’s Bachelor of Technology programs into select graduate programs at other institutions. (See OSUIT 2016-2021 Strategic Plan: Goal A, Initiative 1, Strategy b; see also Goal B, Initiative 3, Strategy d.) A key initiative included under this priority is the implementation of OSUIT’s Associate in Science in Pre-Professional Studies program, which was added to the institution’s program portfolio effective Spring 2017.

OSUIT is also exploring additional methods through which to augment student success in its programs, including activities such as the evaluation and alignment of program mathematics requirements and program entry requirements and implementation of multiple course placement measures and a corequisite student remediation model. (See OSUIT 2016-2021 Strategic Plan: Goal B, Initiative 1, Strategy d.)

ENROLLMENT PROJECTIONS

Fall 2017: Undergraduate Headcount: 2,399 2017 Annual FTE: 2,354

Fall 2018: Undergraduate Headcount: 2,399 2018 Annual FTE: 2,354

Fall 2019: Undergraduate Headcount: 2,399 2019 Annual FTE: 2,354

2017-2018 Academic Plan Summaries 179

REDLANDS COMMUNITY COLLEGE (RCC) 2017-2018 Academic Plan

TECHNOLOGY

Current Status

1. New IETV studios utilized for expanded offerings to off-campus sites 2. Global text notifications for unscheduled campus closings 3. Professional development for faculty and staff for learning environment architect certification 4. Universal use of Blackboard for distribution of course syllabi and other relevant course content and documents 5. New technologies piloted for possible use across campus 6. Integration of state of the art electronics into science laboratory applications 7. Developed coordinated social media presence 8. Implemented Skype for Business internally for quick communication between Faculty and Staff 9. In conjunction with OneNet, implemented 10 gigabit/second connection to Oklahoma Community Anchor Network to meet current and future IETV bandwidth, online course access, and Student and Faculty research requirements 10. Implemented Phase I of Wi-Fi modernization to provide fast, reliable wireless Internet access for Student and Faculty research initiatives

Future Plans

1. Pilot program utilizing iClickers for instruction 2. Pilot program for robotics integration into STEM curriculum 3. Expansion of utilization of Vernier Equipment in the K-12 outreach program and the STEM ERPS Community 4. Upgrade institutional website 5. Upgrade Student Information System (SIS) and Enterprise Resource Planning (ERP) system. 6. Upgrade Student and Faculty web-based portal/dashboard 7. Move student accounts and mailboxes to Microsoft Office 365 to give them closer access to email, and access to Skype for Business as another means of quick and secure communication with Faculty 8. Additional access to online-based professional development options for students, faculty, and staff 9. Implement recording of all IETV classes for students who might miss a class, or for study reference 10. Continue Wi-Fi modernization to provide modern Wi-Fi technologies at all Redlands locations 11. Continue to test new technology initiatives in pilot classroom

2017-2018 Academic Plan Summaries 180

ACADEMIC EFFICIENCIES

Current Status

Faculty Sharing and Partnership Collaboration: HLC qualified instructional faculty are provided by area technology centers, historic Fort Reno, and the local high school through individual MOUs to provide specialized instruction to targeted student groups to meet academic goals and objectives for recruitment and retention

Course Redesign: Remediation program reformatted into co-requisite model

All decisions made for academic efficiencies are data driven to meet the overall mission of the College, including evaluation of fiscal and student related impacts.

Future Plans

 Evaluation of academic degree program offerings based on numbers of students enrolled and graduates  Continue to apply for applicable grant programs to meet the needs of the fiscal budget and student needs and demand  Continue exploration of expansion of faculty sharing and partnership collaborations  Explore undergraduate research opportunities with current grant programs

2017-2018 Academic Plan Summaries 181

LEARNING SITE ACTIVITY REPORT

Number of Courses

All courses described in the table below, are undergraduate and lower-division from the 2016- 2017 Academic Year.

Row Labels Count of SECTIONS Sum of ENROLLED Sum of ENR*CRHRS Amber-Pocasset 3 18 54 Anadarko 11 24 72 Arnett 7 12 36 Burns Flat-Dill City 2 14 42 Burlington 2 2 6 Calumet 2 1 3 Canton 5 25 75 Carney 5 16 48 Cashion 4 30 90 Chickasha @ CVTC IETV 4 7 21 Chickasha 3 53 159 Clinton 6 1 3 Coyle 5 29 87 Cyril 5 14 42 Fairview 9 49 147 Geary 5 16 48 Gracemont 2 3 9 Hennessey 6 16 48 Kingfisher 7 64 192 Laverne 7 25 75 Leedey 1 4 12 Loyal-Omega 5 4 12 Medford 5 37 111 Mulhall-Orlando 4 14 42 Mustang 18 338 1014 Okarche 2 44 132 OU 65 1191 3519 Piedmont 12 333 999 Perry 13 58 174 Ripley 4 0 0 Seiling 7 35 105 Shattuck 5 1 3 Tuttle 4 101 303 Verden 2 5 15 Watonga 5 92 276 Waynoka 4 26 78 Yukon 18 349 1047 Grand Total 274 3051 9099

2017-2018 Academic Plan Summaries 182

How Sites are Meeting Needs

Dean of Enrollment Management communicated with off-site coordinators to assure that needs of schools were being met through off-site course offerings.

Planned Changes

Redlands must address the explosive growth in Yukon, Mustang, Piedmont, and El Reno High Schools, coupled with the declining growth in districts west of U.S. Hwy 81. Larger high schools will require the use of traditional sections, while IETV will be used for small sections.

ACADEMIC PRIORITIES

Priorities 1. Full implementation of co-requisite models 2. Development of Math pathways encompassing statistics and calculus 3. Algebra III course development and execution at El Reno High School 4. Enhancement of advising practices for increased retention 5. Increase utilization of Early Alert System to increase successful course completion

Programs 1. Currently evaluating the feasibility of restructuring degree options related to AA in General Studies program 2. Investigating possible additional degree programs

ENROLLMENT PROJECTIONS

Fall 2017: Undergraduate Headcount: 2,140 2017 Annual FTE: 2,595

Fall 2018: Undergraduate Headcount: 2,172 2018 Annual FTE: 2,634

Fall 2019: Undergraduate Headcount: 2,204 2019 Annual FTE: 2,674

2017-2018 Academic Plan Summaries 183

ROSE STATE COLLEGE (RSC) 2016-2017 Academic Plan

TECHNOLOGY

Current Status

As indicated in Objective 1.6 of the 2016 Strategic Plan, a systematic plan for technology replacement has been implemented. Divisions are asked to submit request through appropriate channels. Perkins and/or Technical Area Education District funding is allocated as available and approved. For example, Perkins dollars have been requested to fund new equipment for the new Engineering and Technology AAS. In addition, other private funding and grants sources have been obtained to support updating equipment for the CyberSecurity Program. The College also completed the last phase of the $22 million bond issue approved by the voters in 2014 with the opening of the Learning Resources Center. Included was the wi-fi access campus-wide as indicated in Objective 3.4, Action Item 3.4.1.1 of the 2016 Strategic Plan.

Objective 1.1, Action Item 1.1.3.1 indicated that the Information Technology Services Department will continue to support and improve IT services such as identifying a mobile app for CS PeopleSoft to improving the network wireless infrastructure for connecting to instructional resources on campus. The mobile app was implemented in the Spring of 2017.

For current and future decision making, the College includes Objective 1.3 in its Strategic Plan as an on-going process. IT Services will create additional/improved/targeted data collection/analysis tools to be used through the Institutional Research Department to the different branches of campus. The Academic Affairs unit particularly uses the data to evaluate the need for academic programs, staffing, and purchasing. In 2017, the College will acquire a robust assessment tool, Class Climate, to support institutional assessment. The College is also preparing fiscally for a PeopleSoft upgrade in 2017-2018.

Future Plans

With reduced funding, the College is working toward replacement of equipment and maintenance of College services and programs. However, Action Item, 1.4.2.1 of Objective 1.4 remains in the College’s Strategic Plan. In this item, the College has identified the need to develop “Live Chat” communication linked to the FAFSA and institutional scholarship website for enrollment offices as funding becomes available Action Item 1.6.2.1, of Objective 1.6 identifies the need for an electronic degree audit system and a mobile solution to push notifications using texting systems to communication enrollment news. The College continues to work toward this objective.

2017-2018 Academic Plan Summaries 184

ACADEMIC EFFICIENCIES

Current Status

With the economic downturn, several steps have been taken to ensure academic efficiency; however, the College continues to move forward aggressively to provide higher education to its constituencies. The College continues its agreements with local career technology centers, Mid- Del Technology Center, Eastern Oklahoma County Technology Center and Metro Technology Center. The College continues offering courses concurrently, mainly by ITV, and to the Oklahoma correctional institution inmates. The College also continues to offer classes on Tinker Air Force Base; however, Tuition Assistance (TA) is more limited.

At the end of FY 17, the College decreased faculty, staff and three academic programs. In FY 18, no additional cuts have been taken.

Future Plans

As the economic picture of the state improves and alternate sources of funding are secured, the College will review the need for increasing the number and/or size of its programs.

LEARNING SITE ACTIVITY REPORT

Number of Courses

The College did not serve as a receive site this past year due to the renovations in the library and classroom space.

How Sites are Meeting Needs

With significant budget cuts, the demand for ITV is growing especially for concurrent students. Many schools are discontinuing electives and AP classes and encouraging students to participate in concurrent classes.

Planned Changes

Concurrent enrollments have been expanded to 16 sites. The new sites are Holdenville and Tecumseh.

ACADEMIC PRIORITIES

The four Strategic Goals of the College include: improving retention and student success; cultural and generational diversity of the student body; development and use of fiscal resources; and, the quality and diversity of programs and personnel.

2017-2018 Academic Plan Summaries 185

Improving teaching and learning, Objective 1.5 of the Strategic Plan, will be addressed in developmental classes using the co-curricular approach in English and mathematics. The Developmental Education Success Committee was added as a sub-committee of the Academic Affairs Committee, the policy-recommending committee of the Academic Affairs unit. This step ensures reporting to the various constituencies of the campus monthly.

Curriculum for co-curricular classes was developed, approved and piloted in 2016 and will be implemented fully in the Fall 2017 semester in English. The math class curriculum was re- organized in 2015 and 2016 to eliminate one developmental level. As indicated in the 2016 Strategic Plan, faculty review and revise curriculum through adopted curricular processes in an effort to provide up-to-date, effective academic programs. In the Spring 2017 semester, Math faculty re-organized the Math Program into two tracks: STEM and Non-STEM with two developmental courses feeding into either College Algebra or General College Math. Course completions and success at the next level will indicate the success of the reorganization. By improving the math pathway, faculty address Goal 1.

Collaboration among academic divisions, Objective 1.8 on the Strategic Plan, is illustrated by the Engineering and Science Division and the Humanities Division collaborating on the STEAM Summer Program which incorporates the relationship between STEM skills and Art. The first class was held in the Summer 2017 semester. In addition, the Business and Information Technology Division and the Engineering continue to collaborate on curriculum using fabrication technology for students pursuing related degree programs.

To emphasize cultural and global diversity, Goal 2, Objective 2.1.1.1, the Humanities Division has placed emphasis on globalizing their curriculum for the past few years and will continue. Faculty has developed and implemented study abroad tours that are linked to academic classes. Participants desiring credit take the class that prepares them with knowledge about different aspects of the culture they are about to visit on the tour. In addition, academic instruction will continue to be supported free by English As a Second Language tutoring for students and community members as they have for the past three years. Other areas of campus schedule cultural events throughout the year, and international students are being recruited, particularly in the Engineering and Science Division for STEM programs, by enhancing communication with four-year institutions that host international students and with potential students directly.

In addition to collaborating with business and industry and sister institutions, the Engineering and Science Division reorganized the allied health and engineering degrees as pathways to professional degrees. The Business and Information Technology Division was able to host the GenCyber Camps in June 2016 since funding was provided by the CSEC Consortium. GenCyber Camps are designed for elementary and mid-high students to learn about Cybersecurity. Funding will be sought for the 2018 summer semester.

Objective 2.3, to improve accessibility and affordability for students, faculty in the Humanities Division had developed materials for all English classes except English Composition II which was be developed during the Fall 2016 semester. Students pay no more than ten dollars for the materials or can get them online at no cost.

To improve preparedness on a college level, the Social Sciences Division is emphasizing the importance of doing valid research in coursework, knowing they will be expected to incorporate

2017-2018 Academic Plan Summaries 186 research at the four-year level. The Social Sciences Division is communicating with four-year institutions to determine if a collaborative project can be developed and implemented. This approach addresses the quantitative measures core component and Goal 4.

Goal 3 addresses developing and using fiscal resources responsibly. All disciplines and departments across campus have decreased their budgets to a point of impacting classes. Travel in-state has continued being funded; however, funding out-of-state travel is only approved if funded externally. Divisions are responding to the need to develop external funding as indicated by the Business and Information Technology Division securing over $250,000 during FY 2016. Engineering and Science garnered an NSF Grant to fund the Engineering Program particularly courses on drone technology.

Personnel funding is addressed under Academic Efficiencies. However, faculty who have separated from the College have not necessarily been replaced. The Business and Information Technology Division was able to replace one in FY 17; the Social Sciences Division needs an additional Psychology full-time faculty member. The College was able to replace two Nursing Science full-time faculty members. The Humanities Division replaced two additional English faculty members.

To improve upon the quality and diversity of programs and personnel, Goal 4 of the Strategic Plan, the College has maintained the level of education of full-time faculty on a master’s or master’s plus 18 hours in the area. In some technical programs, equivalency is used.

Objective 4.2, transfer agreements ensure smooth transition from Rose State College to Oklahoma baccalaureate degree-granting institutions. Three hundred twenty-five students transferred to four-year institutions after the spring 2016 semester.

Even though state allocations have decreased significantly, Rose State College has and will maintain program accreditations in the Health Sciences area which provide external validation of quality and allows students to sit for industry credential exams. Additionally, student pass rates are used by faculty to verify student success. The Business and Information Technology Division is considering obtaining ACBSP accreditation by the Spring 2018; the Social Sciences Division Family Services and Child Development program will seek accreditation in FY 18.

ENROLLMENT PROJECTIONS

Fall 2016: Undergraduate Headcount: 6,939 2016 Annual FTE: 4,265

Fall 2017: Undergraduate Headcount: 7,014 2017 Annual FTE: 4,333

Fall 2018: Undergraduate Headcount: 7,225 2018 Annual FTE: 4,524

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SEMINOLE STATE COLLEGE (SSC) 2017-2018 Academic Plan

TECHNOLOGY

Current Status

SSC has a solid technology infrastructure including smart classrooms in every building. The campus learning management system is D2L’s Brightspace. Brightspace is used in face-to-face, online, and IETV courses. The student information system is undergoing a two-year, campus- wide conversion from Poise PX to Jenzebar EX. All degree plan worksheets have been posted on the campus website and are available for students and faculty to use. The Distance Education Committee has updated the SSC Distance Education Plan and Procedures. SSC has implemented a Distance Education Proctoring Center on campus to verify student identification in distance education courses. Students in distance education courses are required to come to campus to complete a portion of the coursework required for the course, or utilize another approved site. Another important part of the distance education process at SSC is to utilize the standards of Quality Matters for course design and faculty development for those who teach these classes.

Technology use in classrooms includes but is not limited to the following:

 Internet and Intranet Capable Classrooms.

 Multimedia Classrooms with Smartboards. Classrooms equipped with computer systems with current instructional and multimedia software, CD/DVD players, multimedia projectors with sound and a Smart-Board.

 Portable Multimedia Carts. CD/DVD players, multimedia software, and a digital multimedia projector.

 Instructional Computer Lab/Classrooms. These classrooms have individual computer stations with appropriate instructional software (CAI), internet connections, multimedia capability, and networked printers. Students in some programs access the College’s instructional software online tutorials and program updates from their home computers.

 Stationary and Portable IETV Classrooms. These classrooms have full-motion video/audio interactive television technology.

 Boren Library—Learning Resource Center. The LRC provides a Computerized Card Catalog (OPAC), Interlibrary Loan (IC), access to EBSCO and numerous other databases.

 Computerized Simulation Software. Medical laboratory technology, nursing, and astronomy curricula use simulation software.

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 Calculator Based Learning. Physiology and chemistry classrooms utilize CBL technology. For example, an EKG probe interfaced with a computer and graphing calculator can determine a heart rate and graph the cardiac cycle.

 Document Camera Projection. DCP technology, a digital document camera connected to a computer projection system, enhances the multimedia computer projection capabilities of nursing and IETV classrooms.

Technology in Faculty and Curriculum Development:

 Professional development opportunities are provided through In-Service and Colloquia Series workshops and presentations. All faculty members are required to participate in LMS training. In addition to this training, all faculty members who develop online course are required to complete and stay current with Quality Matters course design training.

 Faculty professional development is continuing in the implementation of Jenzabar JICS, a web-based system for reporting grades and course enrollment information.

 Faculty development is encouraged in the use of emerging technologies including podcasting, wikis, web casting, blogs and similar communications vehicles applicable to instruction.

Technology in Student Support Services:

 Student Data Collection: Student enrollment, course schedules, student transcripts, and UDS data are maintained on the Jenzabar EX system.

 Computer Labs. Specialized or general student computer labs on campus provide student instruction in Business, Language Arts, Medical Laboratory Technology, Nursing, Math, and Business and Industry. The Roesler Residential Learning Center and the Seminole Nation Residential Learning Center include a student computer lab which is available to resident students around the clock. A bank of computers is available to students in the Ben and Bonnie Walkingstick Building in the hallway outside the Offices of Student Affairs and Admissions, and in the hallway outside the Language Arts and Humanities Division in Tanner Hall.

Future Plans

Future plans are heavily centered on the ongoing conversion from Poise PX to Jenzabar EX student information system.

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ACADEMIC EFFICIENCIES

Current Status

Collaborating with ECU to offer joint Elementary Education and Secondary Education degrees. Collaborating with GCTC to sustain, and expand Medical Laboratory Technology Program. Collaborating with GCTC to develop, sustain, and grow Physical Therapist Assistant Program.

Future Plans

Collaboration with GCTC to develop, sustain and grow Engineering Technician Program. Collaboration with local agri-business and agriculture community to develop, sustain, and grow Agriculture Program.

LEARNING SITE ACTIVITY REPORT

Number of Courses

None

How Sites are Meeting Needs

IETV learning sites provide access to rural concurrent students whose geographical isolation and in some case financial limitations preclude enrollment in courses delivered on campus.

Planned Changes

College recently added Gordon Cooper Technology Center as an additional location housing its Medical Laboratory Technology and Physical Therapist Assistant Programs. College plans to continue to grow IETV sites in service area and is considering expanding presence and offerings in the Shawnee area.

ACADEMIC PRIORITIES

 Relating to statewide CCA goals and institutional goals for student retention and graduation, SSC will engage in the third year of its Student Engagement, Completion, and Success Initiative.

 Implement redesigned Nursing AAS curriculum.

 Implement statistics pathway for general education math.

 Implement co-requisite remediation in math and language arts.

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 Continue development of Agriculture AS program focusing on strategic planning, curricular development, community engagement, collaborative partnerships, facilities development, student recruitment, and the expansion of co-curricular activities.

 In collaboration with Gordon Cooper Technology Center, achieve candidate for accreditation status in Physical Therapist Assistant AAS Program as well as continue program development.

 Submit new program request for Engineering Technician AAS Program in collaboration with Gordon Cooper Technology Center.

 Research and consider expansion of Business Technology AAS to include collaboration with Gordon Cooper and Wes Watkins Technology Centers.

 Research and consider new programs including, but not limited to, environmental science, music, biotechnology, pre-law, and an online LPN to RN program.

ENROLLMENT PROJECTIONS

Fall 2017: Undergraduate Headcount: 1,750 2017 Annual FTE: 1,225

Fall 2018: Undergraduate Headcount: 1,800 2018 Annual FTE: 1,250

Fall 2019: Undergraduate Headcount: 1,850 2019 Annual FTE: 1,275

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TULSA COMMUNITY COLLEGE (TCC) 2017-2018 Academic Plan

TECHNOLOGY

Current Status

Degree Works – 2016-2017 was spent implementing the DegreeWorks degree audit system. 2017-2018 academic year will be the first year that it is available to students. DegreeWorks is a comprehensive, easy-to-use, web-based academic advising and degree audit tool that helps students and their advisors successfully navigate curriculum requirements. The system allows the advisor to create a customized plan of study for each student that will help them to plan their course sequence for completion in the way that meets their needs.

Career Coach – During the 2016-2017 academic year, the initial software build was completed for the Career Coach application, now branded Career Explorer. Career Explorer assists students in identifying career interests and then matches them with TCC programs and certificates. The next phase is to validate the system data, then integrate into the admissions application, online catalog, and TCC website with full site launch in September 2017.

StarFish – This application will provide the opportunity for faculty and staff to flag a student who may be at risk of failing or who needs support resources outside the academic support areas. A pilot to test the software is planned for the summer 2017 semester with full implementation in the 2017-2018 academic year.

Acalog – Acalog online catalog was implemented during the 2016-2017 academic year with the 2017-2018 college catalog now fully online. This database application stores all catalog content within the cloud, and includes several tools to make student and college staff use of the catalog. The content of the program mapping completed as part of the Pathways project is currently being added to the database so that students can see not only degree requirements online; they can also see a semester-by-semester plan of study for each program online.

Future Plans

Maxient – This software will be implemented during the 2017-2018 academic year. It provides centralized reporting and recordkeeping of student behavior records.

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ACADEMIC EFFICIENCIES

Current Status

Academic Affairs Reorganization - In 2016-2017 AY, the reorganization of Academic Affairs was implemented. This restructure of a four-campus organization by academic division to college-wide academic schools resulted in the elimination of 8 career administrators. The reorganization was the result of 12 months of planning by a team of academic administrators and faculty.

Program Deletions or Consolidations - During the 2016-2017 AY, 23 programs and/or program options were deleted or suspended. These actions are taken at the request of faculty, reviewed and recommended for approval by the Academic Affairs council, and submitted for approval to the TCC Board of Regents by the Senior Vice President and Chief Academic Officer.

Scheduling Policy - New policy approved 2016-2017 academic year creates standard start times for classes to create the maximum use of physical facilities while addressing the needs of our students. The policy as the culmination of the work of a task force comprised of administrators and faculty and included a study of current classroom utilization and class schedules. The proposal was presented to the Academic Affairs Council whose membership then shared the proposal with their colleagues. Feedback received was presented to the AA Council who voted to recommend approval by the TCC Board of Regents. The policy will be implemented in fall 2017.

Program Mapping - As a part of the Pathways Project, faculty created program maps for all academic programs. The maps provide a default full-time academic semester-by-semester plan for students to follow for degree or certificate completion, minimizing the risk of taking courses that will not count for graduation. The maps also state in which term specialty courses are offered to assist students in planning their schedules so that they can complete the degree in the shortest time possible. Maps were plotted to our degree audit system so that all advisors have ready access to the information when consulting with students and the maps are being included as attachments to the curriculum as provided in the college catalog.

Section Management – During 2016-2017 we continued to realize cost savings through holding class sizes to approved minimums while continuing to ensure that classes were available to students when needed for graduation through other teaching methods, e.g. independent study or self-paced.

Future Plans

Plans for research/innovation, teaching/learning, and service, etc., affiliated with the TCC Engaged Learning division:

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Teaching/Learning  All new full-time faculty members are required to participate in The Academy for Teaching Excellence (ATE) during their first three years of employment. This year, the work of the Academy will be aligned with the newly approved faculty development framework, including an emphasis on the four major competencies (as well as several sub-competencies) that are required of all faculty members. In its emphasis on the achievement of individual professional goals, the Academy helps to facilitate faculty members’ work to align their plans for teaching and service to the discipline, department, School, or to the College, as appropriate.

 Also part of the newly approved faculty development framework, a schedule of competency-based courses and workshops, learning communities, certificate series, and training events will be available so that faculty members are able to plan part of their annual development pathway. Many of these courses, etc., are created and facilitated by Engaged Learning Coordinators, or by Instructional Designers, the division Dean, or College Assessment Fellows. All sessions are open to adjunct faculty members.

 Professional development opportunities for the upcoming academic year are being planned now on the topics of reflection and risk management in Service-Learning. Service-Learning Certification will be offered (online) this year for the first time. Approximately 150 courses for Fall 2017 are designated as Service-Learning (SL) courses (a near-100% increase over last fall), mostly because of the new SL requirement in the Engaged Learning division’s First Year Experience Seminar course (formerly Academic Strategies). Faculty members are currently being trained in SL integration strategies.

 Professional development opportunities for faculty interested in teaching honors courses are being planned at this time, and include a three-part workshop series on implementing a “City/Place as Text” approach in a course.

Research/Innovation  At this time, the Endowed Chair of Research plans to again extend invitations to faculty for participation in “Free to Aspire,” an interdisciplinary professional learning community that focuses on collaborative research around the issues of food, energy, and related environmental and social policies. Through her OK-EPSCoR (Experimental Program to Stimulate Competitive Research) grant work, the Chair also continues to provide opportunities for Biotechnology faculty members to receive training in techniques developed in research foundational labs. The OK-INBRE SMaRT Program (Summer Mentoring and Research Training program) also supports faculty time and effort with a mini-grant to be used for the purchase of research supplies, and for their work mentoring students.

 The Service-Learning Program offers annual Faculty Fellowships for curriculum development (for those new to Service-Learning), and research (for those who currently incorporate service-learning into their course/s). Two Research Fellows are working this summer, and will share aspects of their work during the academic year.

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Service  Plans for faculty service to disciplines, departments, Schools or to the College are not centralized and historically have been determined by individual faculty members. The current job description does not include a minimum number of required service hours, nor does it make a distinction between types of service, including those specified above, as well as service to the community at large. The current annual faculty appraisal process also does not distinguish between types of service, though it does specify that a minimum of two instances of engaging in service activities are required. During the Spring 2017 semester, the CAO’s office surveyed all full-time faculty members about their current service appointments (and for those with teaching assignments during the summer, their plans for service during that semester), and assigned committee and other-membership for the upcoming fall semester, mostly as a way to “share the load” and to disrupt the institutional habit of assigning the “same ten people” to all committees/task forces, etc.

 The College Service-Learning Coordinator is now coordinating plans for four campus- based service opportunities for faculty (one on each campus) available during the academic year. The goal is to give faculty the opportunity to better grasp the needs of surrounding communities, and to reflect on how their courses could assist in addressing one or more of those needs.

How plans are developed, local needs are determined, and our plans for addressing those needs:

 As of July 2016, official plans for teaching, learning, and research opportunities were significantly associated with the Engaged Learning division, the newly designated “hub” for faculty development efforts at TCC. Faculty members affiliated with the division receive release time in order to officially coordinate some of this work. As Coordinators of Faculty Development, Service-Learning, Honors, and the First Year Experience Seminar course, these faculty, along with an Endowed Chair of Research, help their colleagues learn how to integrate innovative and high-impact teaching and learning practices into their courses. Beginning July 2017, three Instructional Designers will join the Engaged Learning team, where their focus will be on the construction of a Design Institute, and on certificate series for online and other instruction.

 Plans are also now significantly associated with the Faculty Development Framework, approved in March 2017. The Framework details an emphasis on four major competencies (as well as several sub-competencies) required of all faculty members, including outcomes-based educational emphases, the scholarship of teaching and learning, diversity and inclusion as focus, and professionalism and reflection practices.

 Focus groups of faculty members were held when the Engaged Learning division was designated in reorganization plans, and are ongoing as a way to stay abreast of faculty needs. The Faculty Development Coordinator has instituted focus groups for adjunct faculty members, as well, and plans to continue meeting with them. Additionally, content analyses of all full-time faculty development plans are done annually in order to better guarantee responsiveness to stated needs. State-mandated changes have also compelled some training; for example, English and Math adjunct faculty members are being trained by their full-time colleagues this summer with regard to newly required content and teaching processes in these disciplines.

2017-2018 Academic Plan Summaries 195

 The Endowed Chair of Research completed a Qualtrics survey in order to determine the number of full-time faculty members whose courses include 20% of foundational research investigation or instruction, and is now creating a catalog of faculty with research components in their courses. She hopes to grow that number during the 2017- 2018 academic year via a workshop series for faculty on integrating undergraduate research into the curriculum. The Chair is also working to coordinate IRB training for all faculty members. Materials for the Undergraduate Research component of the Engaged Learning website continue to be added to and refined by the Chair, in consultation with the Engaged Learning division Administrative Assistant III, and the division Dean.

 The Service-Learning Coordinator regularly surveys those faculty members who integrate service-learning projects into their courses, collecting data on their experiences, types of projects, hours required and completed for projects, and development needs. Plans for service-learning-specific projects are also developed by individual faculty members, or by faculty in consultation with the Service-Learning Coordinator. Local needs are determined through research of community partner webpages, through informal interviews, by looking at what’s available on Volunteer Match, through research in a service-learning course, via community partner panel presentations and personal correspondence, and this fall, through a Community Partner’s Fair scheduled for early September. Materials for the Service-Learning component of the Engaged Learning website continue to be added to and refined by the Coordinator, in consultation with the Engaged Learning division Administrative Assistant III and Dean.

 Plans for honors courses are developed by individual faculty members, and typically in consultation with the Honors Coordinator. Materials for the Honors component of the Engaged Learning website continue to be added to and refined by the Honors Coordinator and Specialist.

 The Engaged Learning division plans to again track attendance at all competency-based workshops, courses, series, and training sessions, as a way to gauge interest and need, and in order to compare attendance/perceived interest to development requests found in faculty development planning documents. In response to requests from adjunct faculty members, beginning in the Fall 2017 semester, the division plans to expand evening offerings (which may also include replicating events held earlier in the day), and to offer some opportunities on Saturday, where possible.

LEARNING SITE ACTIVITY REPORT

Number of Courses Upper From To Course Name Course Sessions Attend Level Received Classes

Healthcare Continuing Education Integris Hospitals NEC Services 23 23 69 Y

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How Sites are Meeting Needs

There are no plans for expanding our online course offerings at this time.

Planned Changes

Since all distance learning is now through online learning, there are no plans at this time to send or receive courses and programs to additional locations.

ACADEMIC PRIORITIES

Guided Pathways Essential Practices 1. MAPPING PATHWAYS TO STUDENT END GOALS

a. Every program is well-designed to guide and prepare students to enter employment and further education in fields of importance to the college’s service area. b. Detailed information is provided on the college’s website on the employment and further education opportunities targeted by each program. c. Programs are clearly mapped out for students. Students know which courses they should take and in what sequence. Courses critical for success in each program and other key progress milestones are clearly identified. This information is easily accessible on the college’s website. 2. HELPING STUDENTS ENTER A PATHWAY

a. Every new student is helped to explore career/college options, choose a program of study and develop a full-program plan as soon as possible. b. Special supports are provided to help academically unprepared students to succeed in the “gateway” courses for the college’s major program areas—not just in college-level math and English. c. Required math courses are appropriately aligned with the student’s field of study. d. Intensive support is provided to help very poorly prepared students to succeed in college- level courses as soon as possible. e. College works with high schools and other feeders to motivate and prepare students to enter college-level coursework in a program of study when they enroll in college 3. KEEPING STUDENTS ON THE PATH

a. The college monitors which program every student is in and how far along he/she is toward completing their program plan. b. Students can easily see how far they have come and what they need to do to complete their program. c. The college is able to identify when students are at risk of falling off their program plans and has policies and supports in place to intervene in ways that help students get back on track. d. Assistance is provided to students who are unlikely to be accepted into limited access programs such as nursing to redirect to another more viable path to credentials and a career.

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e. The college schedules courses to ensure students can take the courses they need when they need them, can plan their lives around school from one term to the next, and can complete their programs in as short a time as possible. 4. ENSURING THAT STUDENTS ARE LEARNING

a. Learning outcomes are clearly defined for each of our programs (not just courses). b. Learning outcomes are aligned with the requirements for success in the further education and employment outcomes targeted by each program. c. Faculty assess whether students are mastering learning outcomes and building skills across each program. d. Faculty use the results of learning outcomes assessment to improve the effectiveness of instruction in their programs. e. The college tracks mastery of learning outcomes by individual students and that information is easily accessable to students and faculty. f. The college assesses effectiveness of educational practice (e.g., using CCSSE or SENSE, etc.) and uses results to create targeted professional development.

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Strategic Plan

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ENROLLMENT PROJECTIONS

Fall 2017: Undergraduate Headcount: 16,964 2017 Annual FTE: 10,144

Fall 2018: Undergraduate Headcount: 16,964 2018 Annual FTE: 10,144

Fall 2019: Undergraduate Headcount: 16,964 2019 Annual FTE: 10,144

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WESTERN OKLAHOMA STATE COLLEGE (WOSC) 2017-2018 Academic Plan

TECHNOLOGY

Current Status

Western has implemented the following technologies over the past year.  Deployed five learning accounts for professional development.  Installed a new network attached storage device to house “warm” back-ups of our virtual servers.  Installed fan less desktops in outdoor dirty areas  Installed switch upgrades to enable better use of our current network infrastructure and improve manageability.  Installed new network switches to expand network.  Contracted with Zoom to allow ITV classes to be seamlessly be broadcasted directly to a student desktop computer.  Upgraded 1 ITV classrooms to allow the simultaneous broadcast of several video source. eg. Instructor and Power Point.  Installed special conference room video camera to allow for multiple video conferencing capabilities in the training room.  Installed widescreen monitors for the computer labs.  Installed widescreen monitors in the smart classrooms.  Added sound reinforcement to smart classrooms.  Added document cameras to smart classrooms.  Installed projectors in the computer labs.  Add 20 uninterruptable power supplies to offices that are currently lacking one.  Purchase and install network attached storage for the archival of video and audio assets.  Began development of low cost solution to integrate new video conferencing technologies into older ITV rooms utilizing Raspberry Pi systems.  Developed a low cost mass notification system.  Developed a syllabus manage tool to be used school wide to aid in consistency.  Developed a forms app to allow for the secure gathering of various data without utilizing third party services.  Implemented updates on our home built strategic planning and management tool.

Performed in-house training on the following topics:  Classroom technology  Syllabus Tool  Tutor.com  BigBlueButton  Online Training for Nursing Program  Freshman Connection

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 Managing the Moodle Gradebook  Lastpass Password Manager  Adjunct Online Training  Website Workshop  LiveScribe Training for the Math Department  Camtasia Training  ProctorU  Advisor Training  Tornado TableTop

Hosted the following Webinars:  Oklahoma Attendee  MyMathLab/Pearson  FLSA Training  MyOpenMath  Integrating Non-Cognitive Skills into First Year

Future Plans

 Upgrade two additional ITV classrooms to allow for the simultaneous broadcast of two sources.  Provide branded charging stations for the students to use. Use stations to draw students to strategic locations around the college.  Provide portable kiosks near strategic locations. Use them to gather data and provide context relevant information.  Add 20 uninterruptable power supplies to offices that are currently lacking one.  Purchase and deploy an updated Video Camera.  Purchase and deploy a camera slider to improve video production quality for academic videos.  Purchase and update 60 computers for use in the computer labs and classrooms.  Have Instructional Support Specialist attend OLC's Online Instructional Designer Program.  Create an "Agile Learning Environment" in the LRC South Lab to better service student needs, and allow us to remove out-of-date equipment without replacing with expensive desktop computers.  Purchase and deploy 27 phones into classrooms that will allow for the quick resolution of technology issue and allow easy access to emergency services.  Expand and improve our wireless network to allow better coverage, faster service, faster problem resolution and malicious activity tracking.  Purchase and deploy updated firewalls to protect public facing servers.  Purchase and deploy 5 Lynda.com account licenses to allow for the professional development of the IT staff. Licenses can be reassigned to users outside of the department on a case by case basis.  Install previously purchased wire rack.  Upgrade 30 office computers.  Instead of buying new server to replace aged-out hardware, utilize cloud service to deploy services offsite.

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ACADEMIC EFFICIENCIES

Current Status

Western Oklahoma State College is focusing on institutional effectiveness by a) ensuring that data collected through internal and external scanning is published and distributed in reports that fit into Western’s strategic planning and budgeting cycles, b) using this data to make sound decisions, and c) including the use of the Strategic Planning Committee to help oversee the strategic planning and budgeting processes through reporting and budget hearings.

Faculty Sharing: Western’s faculty members provided 40 sections to 298 students off campus via our ITV classrooms. Western also partners with regional universities to provide 3000- and 4000-level courses and bachelor degree programs through our distance learning facilities.

Western continues to partner with Southwest Technology Center to provide college science and math courses for its Project Lead the Way biomedical program. Participating high school junior and senior students enroll concurrently with Western for science and math courses taught by Western faculty and/or qualified adjuncts. These courses are offered on Western’s campus.

Partnerships: Western continues to partner with outside constituents to improve academic efficiencies. Western continues to maintain articulation agreements with Southwestern Oklahoma State University, Cameron University, Wayland Baptist University, Midwestern State University, Northeastern Sate University, and Webster University. These agreements are in the education (secondary, elementary, early childhood), business administration, agriculture, child development, and computer information systems, and military studies program areas. Western will be working with Cameron University to develop an articulation agreement for students seeking education degrees. Western’s program coordinators and the academic dean continue to work hard each year to update those working agreements and to ensure that reverse transferability is included in all agreements.

Western continues to partner with Altus Air Force base to provide academic programs to their enlisted airmen. Western employs a base liaison to ensure that students are served well and that communication stays fluid between the college and the base leadership. When requested, Western is providing whole squadrons academic courses.

Western will continue to provide educational opportunities for students at Southwest Technology Center, Great Plains Technology Center (Lawton, Frederick), Western Technology Center, and Red River Technology Center through the use of Prior Learning Assessment and, in the case of Radiologic Technology a contractual agreement.

Western continues to contract with Red River Flight Academy to provide aviation pilot training for Western’s aviation program. This agreement is updated annually. Western has applied for an academic exception from the FAA for a portion of the Certification Training Program (CTP) for applicants seeking an Airline Transport Pilot (ATP) rating. If this exemption is upheld, C-17 military pilots would be granted relief and receive consideration for training already received during the C-17 curriculum.

Cost Savings/Efficiencies: Western has completed its seventh year in a campus-wide energy operational savings program. From September 2016 through March 2017, Western experienced a

2017-2018 Academic Plan Summaries 204 verified savings of $54,920 in energy expenditures which is $16,384 above the College’s target. This program continues to aid in the assigning of classroom and lab facilities usage.

Western will continue to build upon the use of our Director of Institutional Effectiveness and focus on institutional effectiveness ensuring that all reporting and dashboard data is relevant and timely for the institution to make data driven decisions during the strategic planning and budgeting cycles. Western’s IT staff have developed software that ensures that all assessment, strategic planning, budgeting, and reporting processes are linked together and done electronically.

Western’s IT staff continues to work hard to explore free, open source products when possible. See cost savings summary in the table provided below:

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Future Plans

Two mathematics faculty attended the Oklahoma Math Ready training in June. Western’s faculty will begin planning to help implement the Math Ready course for students in our five county service area in the fall 2017 semester.

Western will no longer waive tuition for high school juniors that qualify for concurrent enrollment due to budget cuts.

During the upcoming academic year, Western will be providing whole squadrons from Altus Air Force Base academic courses as requested.

Western will continue to review the current suspended Computer Information Systems option to determine ways to enhance the option to better serve current industry trends and our students and to determine if the option will be economically feasible for the college. If it is not, the option will be deleted.

Western will continue to build upon the use of our Director of Institutional Effectiveness ensuring that all reporting and dashboard data is relevant and timely for the institution to make data driven decisions during the strategic planning and budgeting cycles. Western’s IT staff have developed software that ensures that all strategic planning, budgeting, and reporting processes are linked together and done electronically.

The following large initiatives were identified through Western’s strategic planning and budgeting cycle for FY18 pending final budget allocation from the state of Oklahoma:

1. Develop and LPN to RN online track while ensuring that all accrediting body standards are me. 2. Purchase additional laptops for Elk City nursing computer lab to meet the needs of increased enrollment. 3. Purchase emulator software for calculators used for instruction in mathematics classrooms. 4. Purchase science equipment for Physiology courses 5. Provide students with opportunity to participate in hands-on research in Plant/Soil Science and Animal Science by using the laboratory, greenhouse, and Animal Science Education Center. 6. Purchase small cattle herd to provide hands-on learning for Animal Science agriculture courses.

Western has budgeted to have three additional online courses reviewed through external Quality Matters reviews.

Western continues to stay compliant with State Authorization and is a member of NC-SARA. Western maintains independent authorizations for states that aren’t part of NC-SARA yet.

Western’s IT Department continues to use virtual seats to provide more access to Western’s courses. More virtual seats will be provided during AY 2017-2018 offering more opportunities for students to receive courses from Western at work desktops and at home with plans to enhance this mode of delivery using Zoom conferencing software.

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Western continues its focus on recruitment and retention as follows:

4. Underserved/Underrepresented Population-According to the 2015 census, Western’s five- county service area has a Hispanic population of 19.4%. Western’s fall 2016 Hispanic population was approximately 19.5% of Western’s total student population. This is a 1.5% increase over the last year and can be attributed to a recent focus on recruiting and serving this specific population. Western held multiple focus group sessions with current Hispanic students which led to the implementation of a campus soccer club, plans for a Hispanic student organization, and greater involvement in the Hispanic community. 5. Achievement Gap-Using data from the fall 2013 cohort, Western determined its largest achievement gap was African American males who only realized a 10% completion rate. At the beginning of each fall semester dating back to 2015, Western has identified this cohort (first time entering African American males) and partnered each student with a campus mentor (P3 - Pioneer Partner Program). Students from the fall 2014 (although only partially involved P3) completed at a rate of 17.6% which is a significant increase. 6. Campus Mentor Program-Western’s full time retention rate for 2014-2015 was 50% for full- time students and 35% for part-time students. The goals for the 2015-2016 academic year were 51% and 35% respectively with actual percentages ending at 59% for full time and 33% for part time students. The college feels that the mentoring program Pioneer Partner Program (P3) that was implemented fall 2015 has been one facet that has aided us in surpassing our current full-time retention goal. Data collected showed that full-time students enrolled in three developmental courses who were assigned a campus mentor persisted from fall 2016 to spring 2017 at a rate of 75%. Full-time students enrolled in two developmental courses persisted at a rate of 84%. In comparison, their part-time counterparts with campus mentors persisted at 6.5% and 0% respectively. This data on part-time students is alarming and is a cohort Western will focus heavily on in the upcoming academic year. 7. Intrusive Advisement- The college implemented an intrusive advisement program during the 2014-2015 academic year. This program continues. Students who are placed on probation are contacted by the Retention Specialist prior to the beginning of the semester. The Retention Specialist then meets with each student throughout the semester resulting in higher GPA’s for most of these students. 8. Pharos Software/Pioneers Aiming to Help (PATH)-During the 15-16 academic year, Western implemented the use of a retention software package called Pharos and implemented the initiative Pioneers Aiming to Help (PATH). This initiative aids with early alert and early intervention in an effort to improve retention. During the 16-17 academic year, Western faculty and staff submitted 957 referrals on students who were struggling with academic, emotional or personal issues. Each referral was triaged by the Retention Specialist in an effort to meet the need of each individual student. Western has integrated the campus mentor program (P3) with the PATH initiative to increase the effectiveness of both.

An internal focus group will held in August 2017 to review the college’s strategic plan to ensure the mission and goals of the institution are kept current. A survey will be used with the college external constituents. Information from both of these groups will be used to extend the college’s strategic plan for five more years. Western’s current College Plan can be located at About WOSC

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LEARNING SITE ACTIVITY REPORT

Number of Courses Between the summer semester of 2016 and the spring semester of 2017 Western Oklahoma State College delivered a total of 40 course sections to offsite locations and received a total of 71 courses from SWOSU and Cameron for an overall total number sent and received course sections equaling 111.

Summary of lower division courses sent from Western campus: Summer Fall 2016 Spring 2017 Totals 2016 Number of Sections 2 20 18 40 Number of Students 11 154 133 298

Sites served by Western: Cameron Nursing Hobart Tech Center Elk City Nursing Oklahoma State Reformatory Cordell High School Reydon High School Frederick High School Sentinel High School Hobart High School Altus Air Force Base Fredrick Tech Center Snyder High School Geronimo High School Sweetwater High School Caddo Kiowa Tech Center

Summary of courses received at WOSC campus: Southwestern Cameron Oklahoma State TOTALS University University SUMMER 2016 Lower Division 0 0 0 Upper Division 1 4 5 Graduate 1 2 3 TOTAL 2 6 8 FALL 2016 Lower Division 2 2 4 Upper Division 4 23 27 Graduate 1 11 12 TOTAL 7 36 43 SPRING 2016 Lower Division 1 1 2 Upper Division 5 11 16 Graduate 0 2 2 TOTAL 6 14 20

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How Sites are Meeting Needs

Western prides itself in working to meet student needs. Our state-of-the-art higher learning center houses six small conference rooms and three large, fully equipped ITV rooms. Students can make requests in person, by phone, or by e-mail for courses to be received from any of our partner sites.

Every effort is made to work with our partners to schedule the requested course in an appropriate room.

Western also hosts a course request survey on our website as part of a program to meet student needs. If demand is sufficient, we will schedule a new section.

Western works closely with several area employers including Altus Air Force Base and Altus Public Schools. Through these relationships, we are able to identify employer needs and provide courses for our local students.

Planned Changes

The Oklahoma Department of Corrections closed the Granite State Reformatory which was a learning site for Western. The college closed this learning site and applied and received approval from HLC to name the North Fork Correctional Facility in Sayre, Oklahoma, as a new learning site so that Western could continue to provide educational opportunities to prisoners in southwest Oklahoma.

ACADEMIC PRIORITIES

1. Western’s 2017 extensive strategic planning efforts identified one academic program, Nursing (LPN to RN Online Transition), to receive additional focus and resources for AY 2017-2018. Curriculum will be developed with the goal of admitting up to an additional 24 LPNs into Western’s RN nursing program allowing Western to graduate much needed additional RN’s for southwest Oklahoma.

2. Western still plans to close its AAS degree in Applied Technology but pull out the option of Military Studies as its own degree plan. This was an identified priority for AY 2016- 2107; however, budget cuts resulted in Western moving from two academic deans to just one causing a delay in implementation. Western recently updated a Memorandum of Understading (MOU) with Fort Sill to provide this degree to Air Defense Warrant Officers. These Warrant Officers train at Fort Sill but then return to their home posts. Therefore, Western will be requesting that the Military Studies program be approved in as both a traditional and electronically delivered program. If this MOU works well, Fort Sill would like to expand with other MOUs for other programs.

3. Three faculty and one-full time staff have completed the Quality Matters training for both applying the QM rubric and for becoming an official QM peer reviewer. Eight more faculty and Western’s academic dean have also been trained in applying the QM rubric.

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4. Currently 95 online courses have been approved using the Quality Matters standards. Western’s Curriculum Committee, according to Western policy continues the process of re-reviewing any online course after it has been taught for 3 years or has changed textbook editions.

5. Eight of Western’s online courses have been reviewed by external Quality Matters’ reviewers. Western plans to have an average of three courses a year reviewed by external reviewers; however, this depends on amounts of future budget cuts. These external reviews add an extra layer of credibility for our online courses.

6. The KC46 Formal Training Unit/squadron was activated on August 30, 2016, at Altus Air Force Base (AAFB). This Formal Training Unit should be fully operational during AY 2017-2018 once the KC 46 aircraft are delivered to AAFB. Western continues to partner with Southwest Technology Center to provide college credit to their students using prior learning assessments so that the students can transition to Western’s Aviation Mechanic program. This “grow your own mechanic” program will be a critical success factor for this new mission.

7. Western thoroughly analyzed program data during the 2015-2016 Academic Year to determine how to best use the limited resources available for academic programming due to amount of budget cuts the college received. Western determined to close the Office Assistant Technology AAS degree program including the two options of General Office and Medical Office. In addition, the college suspended the Computer Information Systems option under the college’s Business Administration AS degree program and the Radiologic Technology AAS degree program. Teach out plans for these degrees will be completed in the spring 2018 semester. At that point, the college will request to delete the Radiologic Technology AAS degree program. A task force has been formed to determine if the college will try to re-vamp the Computer Information Systems option or delete the option after the spring 2018 semester.

8. Western continues to prioritize user authentication through the use of ProctorU for students enrolled in Western’s online courses.

9. Western continues to partner with Southwest Technology Center’s Project Lead the Way Bio-Med Program by providing the science and mathematics courses to junior and senior students as concurrent enrollment. These courses are held on Western’s campus.

10. Western is funding a pilot College Career Math Ready course at Altus High School during AY 2017-2018. Senior students making a B or higher will be considered college ready by Western.

11. Western’s IT department has developed a very cost effective method of replacing aging or non-existing ITV equipment to provide synchronous instruction to more high school and adult students in our service area. Using off the shelf equipment and cloud services will allow Western to deliver classes to more off-site locations including workplaces and homes.

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12. Western is continuing the focus on retention. Pharos software was purchased and a grant from AT&T has been used to fund a retention specialist. Western’s Enrollment Management Committee developed and implemented several long-reaching initiatives to improve retention. These initiatives will be continued during Academic Year 2017-2018. Western’s retention rates for 2015 full time and part time cohorts were 59% and 33% respectively an increase of 9% and 8% from for each from the 2014 cohort.

13. Western has completed two years of being a member of NC-SARA and will renew the college’s membership for 2017-2018. Western continues to maintain individual authorizations from states that are not part of NC-SARA yet.

ENROLLMENT PROJECTIONS

Fall 2017: Undergraduate Headcount: 1,544 2017 Annual FTE: 931

Fall 2018: Undergraduate Headcount: 1,590 2018 Annual FTE: 959

Fall 2019: Undergraduate Headcount: 1,638 2019 Annual FTE: 988

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