ACADEMIC PLAN SUMMARIES

2018-2019

OKLAHOMA STATE REGENTS FOR HIGHER EDUCATION

Jay Helm Chairman Tulsa, Oklahoma

Joseph L. Parker, Jr. John Massey Vice Chairman Durant Tulsa

Ann Holloway General Toney Stricklin Secretary Lawton Ardmore

Andrew W. “Andy” Lester Michael C. Turpen Assistant Secretary Oklahoma City Edmond

Jeffrey W. Hickman Dr. Ronald H. White Fairview Oklahoma City

Glen D. Johnson Chancellor

The Oklahoma State Regents for Higher Education, in compliance with Titles VI and VII of the Civil Rights Act of 1964, Executive Order 11236 as amended, Title IX of the Education Amendments of 1972, Americans with Disabilities Act of 1990 and other federal laws, do not discriminate on the basis of race, color, national origin, sex, age, religion, handicap or status as a veteran in any of its policies, practices, or procedures. This includes, but is not limited to, admissions, employment, financial aid and educational services.

This publication, duplicated by the State Regents’ central services, is issued by the Oklahoma State Regents for Higher Education as authorized by 70 O.S. 2001, Section 3206. Copies have been prepared and distributed internally. Copies have been deposited with the Publications Clearinghouse of the Oklahoma Department of Libraries. Meeting of the OKLAHOMA STATE REGENTS FOR HIGHER EDUCATION September 6, 2018

AGENDA ITEM # :

Academic Plans.

SUBJECT: Disposition of institutional academic plans.

RECOMMENDATION:

It is recommended that the State Regents acknowledge receipt of the following 2018- 2019 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-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 2018, Fall 2019, and Fall 2020.

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, 2018. The 2018-2019 Academic Plan Outline is provided below.

1) Technology Current Status Future Plans 2) Academic Efficiencies Current Status Future Plans 3) Online Learning Activities/Initiatives Current Status Future Plans 4) Learning Site Activity Report 5) Academic Priorities/Programs Current Status Future Plans 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. Attachment A – EXCERPT

Institutional Degree Completion and Academic Plans 2018-2019 Outline

The Academic Plan provides 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 two parts: A) informing the State Regents of academic program, technology, and efficiency plans for the future, and B) 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 2018-2019 Degree Completion and Academic Plan is due June 30, 2018. This due date will allow for compilation and preparation for the State Regents’ annual review.

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 Click here to enter text.

2. 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 Click here to enter text.

b. Future Plans (Note 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) Click here to enter text.

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

a. Current Status Click here to enter text.

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) Click here to enter text.

4. Online Learning Activities/Initiatives.

a. Current Status a. Open Educational Resources (OER) Click here to enter text.

b. Professional Development Click here to enter text.

c. Delivery System/Platform Click here to enter text.

b. Future Plans Click here to enter text.

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

a. Include the number of online/electronically delivered courses sent to and received from other institutions. Detail the productivity in those courses and programs, as well as the breakdown between upper division and lower division courses. Click here to enter text.

b. Provide detailed information about how the learning site is ascertaining and meeting employer needs and student demands. Click here to enter text.

B. Provide the institution’s 2018, 2019, 2020 projections for fall headcount enrollment and annual FTE by undergraduate and graduate separately.

• Fall 2018: Undergraduate Headcount: Click here to enter text. • Fall 2018: Graduate (if applicable) Headcount: Click here to enter text. • 2018 Annual FTE: Click here to enter text.

• Fall 2019: Undergraduate Headcount: Click here to enter text. • Fall 2019: Graduate (if applicable) Headcount: Click here to enter text. • 2019 Annual FTE: Click here to enter text.

• Fall 2020: Undergraduate Headcount: Click here to enter text. • Fall 2020: Graduate (if applicable) Headcount: Click here to enter text. • 2020 Annual FTE: Click here to enter text.

OKLAHOMA STATE UNIVERSITY (OSU) 2018-2019 Academic Plan

TECHNOLOGY

Current Status

Institution A great academic environment is a secure academic environment. A significant investment has been made to increase security for the OSU/A&M system network. Multi-factor authentication has been purchased and will be deployed to faculty, staff, and students. This product will apply to systems storing personally identifiable information (PII) and to the enterprise email system. Licensing for the data loss prevention (DLP) product has been extended in an effort to search all enterprise disk storage for PII and payment card information (PCI). Microsoft licensing was procured for the ability to mitigate spearfishing, credential theft, and URL verification.

Current audio-visual technology is in a state of progression on campus. The University continues to design and implement the most modern technology equipped classrooms in both departmental and general university classroom spaces. These standards include high definition video, wireless presentation, and improved remote management and access. Current and future plans are to continue the move to an AV over IP infrastructure that allows for greater flexibility within the classroom environment leading to a totally connected campus.

College of Agricultural Sciences and Natural Resources, CASNR CASNR faculty continue to advance the use of technology to engage students in learning. This past year, the Department of Animal Science began using “Poll Everywhere” to poll students in real time within PowerPoint presentations and to strengthen student engagement with the material. In the graduate Food Science program, faculty are using cloud-based shared data storage to disseminate information to students, particularly large data sets of training materials that are meant to be used as a resource for certification testing.

College of Arts and Sciences, CAS The School of Media and Strategic Communication in CAS is using portable equipment that enables students to produce live television from remote locations. New recording booths are being installed for students enrolled in music courses. The Psychology Department’s Inquisit research and testing software provides opportunities for students to gain experience with coding and other skills needed for experimental research.

2018-2019 Academic Plan Summaries 1

College of Education, Health and Aviation, EHA All classrooms in EHA have technology to facilitate instruction including large touchscreen interactive displays, computers, document cameras, DVD capabilities, and integration with BYOD devices. EHA Emerging Technologies and Creativity Research Lab facilitates the exploration of emerging technologies and applications for achieving instructional objectives, including large screen interactive classroom simulation capabilities.

College of Engineering, Architecture and Technology, CEAT The 72,000sf ENDEAVOR interdisciplinary undergraduate lab will come online in fall 2018 and will provide students with $5M of new state of the art equipment and technology organized within eight interdisciplinary lab clusters. New equipment and technology will be added each year to continue to increase entrepreneurial innovation among CEAT undergrads and faculty. ENDEAVOR contains a new fully integrated 85-seat seminar room with technology that will allow it to be connected to all CEAT classroom spaces. Three Prelab instruction classrooms will facilitate lab instruction and newly renovated classrooms in Engineering North on the second and third floors will come online in fall 2019 and will provide state of the art interactive capability.

College of Human Sciences, COHS In COHS current technology includes, “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. Updated Psychophysiology equipment was recently added.

Spears School of Business, SSB Virtual machine technology is being deployed for SSB staff this year, in conjunction with moving into the new building. 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 has also been 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 the capture of classroom teaching sessions and will

2018-2019 Academic Plan Summaries 2 assist in easier publication and production of them with no on-site production personnel.

School of Global Studies and Partnerships, SGSP The newly formed SGSP is using existing technologies to develop a webpage and to enhance social media engagement.

The Honors College The Honors College consistently uses at social media to communicate with both its students and its prospective students. To this end, the duties of a newly hired academic advisor include managing social media for the college and tracking, and adopting when appropriate, new media and technologies.

Graduate College Currently, the Graduate College has worked collaboratively on the development of automated computer programs to post tuition waivers on students’ accounts when eligibility conditions are met. This saves significant staff time and effort and allows for enhanced student services.

OSU-Tulsa The School Administration program at OSU-Tulsa is utilizing the ECHO platform, made available by and in partnership with the OSU Center for Health Sciences, to offer online, synchronous professional development at no cost to the state’s P-12 educational leaders. The ECHO initiative, referred to as Tele-ED, offers a 21st Century approach to case-based, professional development. The last pilot ECHO was held in May, and a hard-launch is scheduled for next September. The primary purpose of Tele-ED (or Distance Educational Development) is to provide professional development opportunities to educators in remote areas. Services are now provided to rural administrators, and next year, they will expand to provide professional development services to teachers, counselors and other educators.

Center for Health Sciences, 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 the CHS curriculum. Among the graduate degree programs at the CHS, the MS in Health Care Administration and the MS in Forensic Sciences conduct online course delivery. The university-wide Brightspace online learning platform is currently used for online course delivery. In addition to housing each online course, Brightspace also offers communities for Web Orientation Online Learning Modules and Student Lounge Communications. The online courses in Forensic Sciences employ weekly video conference sessions, which function to offer students a unique opportunity for discussion with their instructors and classmates.

2018-2019 Academic Plan Summaries 3

Center for Veterinary Health Sciences, CVHS Current technology in CVHS includes minimally invasive diagnostic and treatment techniques in the teaching hospital.

Future Plans

College of Agricultural Sciences and Natural Resources, CASNR CASNR recently purchased a college license for Poll Everywhere to expand its use in large enrollment undergraduate courses. BAE is incorporating CAMbus concepts, hardware, and software into its courses. AECL is investigating how Swivl robots and Edthina software can be used to supplement, not replace, supervisory visits during student internships. The Landscape Architecture program is moving to include software beyond AutoCad into its design courses. The College continues to update instructional technology in computer labs and lecture classrooms.

In order to fill a critical curriculum gap in the area of soil chemistry, the Plant and Soil Science students will join a live broadcast of a soil chemistry course from Ohio State University. This use of technology will allow the department to offer SOIL 4983 for the first time in three years and to provide the students instruction from one of the top soil chemists in the world.

College of Arts and Sciences, CAS CAS is utilizing space formally used by SSB to create a 45-seat computer lab for teaching courses and laboratory sections within several academic units. New equipment in Integrative Biology will enable students in introductory biology courses to experience authentic research experiences. Students in visual arts courses will soon be using a computer controlled torch system for cutting project materials.

College of Education, Health and Aviation, EHA There are scheduled technology enhancements in EHA classrooms, computer labs, and for faculty/staff technology resources. Expanding wireless capacity in EHA enables support for larger and more technology intensive conferences and events. Enhancement of EHA distance education and video conference facilities includes transition to software-based video conferencing alternatives. Expanding technology will be available for student checkout and in the EHA Emerging Technologies and Creativity Research Lab. Flight simulator technology supporting the AVED program in EHA will be added. A state-of-the-art virtual dissection anatomy table for use in the Health and Human Performance program area will also be added in EHA.

Assessments of future technology needs in the EHA, as well as plans for addressing those needs are primarily developed by the EHA Student Technology Fee Committee which consists of representatives from the EHA faculty, staff, and student body.

College of Engineering, Architecture and Technology, CEAT The ENDEAVOR will not be just a hands-on laboratory, but an entrepreneurial maker space for students after 4pm. It is expected that students from throughout campus will utilize the space. CEAT is also completing a new Unmanned Systems Research Laboratory to expose students to the newest technologies in autonomous vehicles, flight, and manufacturing.

2018-2019 Academic Plan Summaries 4

College of Human Sciences, COHS New Colormunki Design Spectrophotometer software will allow design and merchandising students to experience a practicum in color theories and applications. An EMS SimulationiQ V Mobile System will allow dietetics students to experience simulated nutrition counseling and assessment.

Spears School of Business, SSB More extensive use of Skype for Business is being explored for classes and meetings. The online MBA program will include a more immersive online orientation program in 2018- 2019. Projectors and screens in the classrooms and conference rooms in the new building can also mirror screens for smartphones, tablets, and desktop computers to enable sharing of information from a variety of input devices. Faculty and staff training in cooperation with ITLE will catalyze the use of these technologies in classes this coming year.

School of Global Studies and Partnerships, SGSP A Media Monitoring System is being considered and could be used for research and teaching in the new Public Diplomacy and Global Communication focus area. A new course, Geopolitics of New Media, will be developed to be offered in fall 2019.

Graduate College The Graduate College is moving to a new application/admission system that supports mobile devices and predicative analytics. It is anticipated that additional prospective students will apply and complete the application process. In addition, card-reader technology will be purchased for the College’s professional development offerings to assist with tracking and crediting student participation in the 360o micro-credentialing digital badge program.

OSU-Tulsa With professional development support from the Institute for Teaching and Learning Excellence (ITLE) on the Stillwater campus, OSU-Tulsa will engage in an initiative to create more hybrid courses, that is, courses that require one or more face-to-face meetings in conjunction with a significant portion of the class online. Approximately ten classrooms will be updated to be fully equipped in order to more effectively incorporate technology in college courses.

Center for Health Sciences, CHS The uses of innovative education software in developing new instructional methods for medical and graduate education continue to be explored. The graduate programs at CHS will align themselves with new technologies introduced by the OSU Graduate College to help better serve recruitment, admissions, matriculation, and graduation processes.

Center for Veterinary Health Sciences, CVHS New technology in CVHS includes the use of open-format, flexible teaching spaces in the new classroom building and the construction of a clinical skills teaching laboratory in the vacated space in the teaching hospital.

2018-2019 Academic Plan Summaries 5

ACADEMIC EFFICIENCIES

Current Status

College of Agricultural Sciences and Natural Resources, CASNR CASNR has increased course sizes where appropriate and has developed additional on-line course sections to address student demand. Faculty continue to collaborate within and across departments to team-teach courses. For example, a team-taught Case Studies in Food Safety course is being created for fall 2018 that will allow students the opportunity to critically analyze real-world, food-borne illness outbreaks with an emphasis on public, industry, and regulatory responses to those events.

College of Arts and Sciences, CAS An ad hoc committee met this last year to consider changes to college degree requirements in an effort to reduce barriers to student progression. Through an annual reporting process, each department and school within CAS must present plans for revising and updating undergraduate and graduate program curricula.

College of Education, Health and Aviation, EHA EHA has revamped the articulation agreements with community colleges to ensure that students are able to transfer in their first two years completely. This ensures a smooth transfer to OSU while reducing the need for students to have to take additional coursework. EHA has also examined program goals across programs and departments and discussed ways in which programs can grow while eliminating unnecessary duplication.

College of Engineering, Architecture and Technology, CEAT With CEAT enrollment continuing at maximum capacity, many classes have increased sizes by 30% to accommodate large enrollments. More online course offerings are being developed to accommodate enrollment demands. CEAT summer courses continue to be offered only in an online format. A new Instructional Designer position is being created to help improve online course content and delivery.

College of Human Sciences, COHS COHS is a member of the Great Plains Interactive Distance Education Alliance (Great Plains IDEA), a consortium of 13 Human Sciences colleges. Human Sciences participates in offering five online MS degree programs and a graduate certificate program. All program costs are covered by Outreach tuition. No new faculty positions have been required to sustain programs. Four “accelerated master’s programs” (4+1 agreements) are offered in four disciplines.

Spears School of Business, SSB Full staffing of advisors in the Business Student Success Center has improved student advising services significantly and made it much easier for students to visit their advisors on a timely basis. Redistribution of advising workload among graduate advisors has allowed focused and better service as well as efficient responses for the three graduate audiences – Stillwater (full time), Tulsa, and Online. Additional certificates under consideration in collaboration with CAS (e.g., foreign languages) that will include coursework and study abroad programs from SSB is an example of campus wide academic efficiency.

2018-2019 Academic Plan Summaries 6

School of Global Studies and Partnerships, SGSP Current efficiencies in SGSP include sharing faculty and administrators 50/50 with other colleges and departments across campus.

The Honors College The implementation of one-hour Honors courses, known as Honors add-ons, which convert regular classes into an Honors experience has led to significant efficiencies. The almost doubling the number of students in the Honors College over the last five years has put considerable strain on the budget even with new funds being made available. Being able to offer Honors add-ons allows us to provide an Honors experience to 22 students for a third of the cost of a more traditional Honors experience. While it is not possible to entirely move to a one-hour model by moving a significant number of courses to this model, it has been possible to achieve the aim of ensuring that all incoming students have an appropriate Honors classroom experience in their first semester. This was not possible five years ago even with a much smaller number of Honors students. Additionally, the shift from a total credit hours requirement of 39 Honors hours to 36 Honors hours on the advice of an external review committee from National Collegiate Honors Council has led to savings.

Graduate College The Graduate College is using learning management system communities to more efficiently disseminate and archive information for both graduate faculty and graduate students.

OSU-Tulsa The relationship between the Stillwater and Tulsa campuses allows great academic efficiencies by sharing faculty and incorporating 100% online courses to the benefit of students in the completion of their programs. Additionally, The Center for Health Sciences, OSU-Stillwater, and OSU-Tulsa have a variety of shared services that produce even more efficiency.

Center for Health Sciences, CHS Graduate coursework conducted at CHS is now following the university-wide assessment protocol for Student Satisfaction of Instructor (SSI) surveys in order to enhance overall course delivery. An additional efficiency is the use of facilities for multiple purposes. The on-campus Crime Scene Investigation Laboratory 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 and CHS to help offset operating expenses.

Center for Veterinary Health Sciences, CVHS An important academic efficiency in CVHS is the full utilization of the Boren Veterinary Medical Hospital to develop the science and the art required by students to practice medicine well. An additional efficiency stems from the multidisciplinary approach to education and clinical experience through the community and shelter medicine programs.

2018-2019 Academic Plan Summaries 7

Future Plans

College of Agricultural Sciences and Natural Resources, CASNR CASNR has piloted a non-tenure track faculty model in Animal Science to address undergraduate instruction and academic advising needs. This approach may be expanded to other departments within the college. The process of upgrading college and departmental classrooms that are used by instructors from multiple units with similar instructional AV/classroom technology has begun.

College of Arts and Sciences, CAS Two units within CAS are developing plans to offer existing undergraduate degree programs using an online delivery system. An initiative continues in conjunction with two-year colleges to create Finish in Four plans as a means of reducing time to graduation for transfer students. CAS is also assisting with a program that will permit up to 30% of graduate degree hours to be counted toward an undergraduate degree program.

College of Education, Health and Aviation, EHA EHA is examining ways to combine the college marketing resources to develop a recruitment plan that is stronger, more comprehensive, and more efficient. Significant growth in the aviation undergraduate programs resulted in scheduling difficulty for student flights. A new flight schedule is being developed, along with a summer flight academy that will help meet the growing demand in a more efficient manner. EHA is also developing two online graduate certificates in elementary effective teaching and secondary effective teaching to meet the needs of a growing number of emergency certified and alternatively certified teachers. These programs will reduce the number of non-degree seeking students while increasing enrollment in the programs.

College of Engineering, Architecture and Technology, CEAT CEAT continues to focus on honing and streamlining the CEAT qualified admission process and related CEAT retention and student success initiatives for freshman. The goal is to ensure that students admitted to CEAT have the right academic preparation to allow success within CEAT’s math and science focused programs and to provide these qualified students the academic, community, and financial support needed for success at OSU. Additionally, curriculum studies continue across many programs of CEAT with a goal of streamlining curriculums and to integrate the capability of ENDEAVOR within academic programs.

College of Human Sciences, COHS COHS will offer two more online programs to be provided through the Great Plains IDEA that will extend the reach to new student audiences who have no access to a four-year institution. Those programs are 1) Family and Consumer Sciences Education and 2) Early Child Care and Development.

Spears School of Business, SSB A recent capacity utilization study in SSB seeks to encourage use of optimal class sizes so that classrooms and instructor time are used more effectively and efficiently. Also, SSB is encouraging the adoption of blended MW/F classes, along with special uses of classrooms on Fridays. This approach should lead to better space utilization.

2018-2019 Academic Plan Summaries 8

School of Global Studies and Partnerships, SGSP As the MS in SGSP is rolled out, courses are added, and enrollment grows, additional new revenue to the College should increase. Because the MS in Global Studies is interdisciplinary in nature, in the MS degree plan, SGSP will cross-list new and current courses with equivalent courses across campus. This assists in efficiently managing faculty and classroom resources. New efficiencies could be generated through collaboration with the Department of Geography, since there is an undergraduate global studies major already offered in that department.

The Honors College The adaptation in late spring 2018 and planned implementation in the fall 2018, of the plan to allow students to receive Honors credit for significant experiential learning activities is likely to result in efficiencies. One of the central tenants of all Honors education at OSU is that profound educational experiences are not limited to the traditional classroom. In order to capture such experiences, a process of proposal and portfolio analysis to allow students to capture approved nontraditional experiences in the areas of academics (primarily but not limited to research experiences), the arts, leadership, service (particularly in the context of service learning), and study away is under development. This program allows one faculty member to oversee a significant number of students, well beyond the usual 22 limit for an Honors class, significantly reducing the cost per student. The creation of the research track in Honors will also lead to academic efficiencies insofar as it will reduce the number of classroom-based Honors experiences that are needed, allowing the continued increase in the size of the Honors College without necessitating increasing the budget.

Graduate College The replacement of the Graduate College’s current application/admission system will greatly enhance efficiency as the current system is taking an extraordinary amount of time and effort of College staff and University information technology specialists to keep running.

OSU-Tulsa A significant increase in the number of hybrid courses is likely to result in future efficiencies. Strategic use of shared academic contracts, typically faculty salaries, between Stillwater and Tulsa will also produce future efficiency.

Center for Health Sciences, CHS Due to recent exponential growth of the graduate program headcount at CHS, coupled with the anticipation of new graduate programs and continued growth, there is an increasing need to produce efficiency by coordinating efforts to move graduate programs forward in compliance with the Graduate College and with university, state, and federal policies. A future efficiency is the use of synchronous educational technology to allow for the transmission of curricular content and cross-curricular activity among the graduate programs at both the College of Osteopathic Medicine and the satellite site in Tahlequah. Development of IT infrastructure to support the curricular content delivery is important. CHS maintains solid connections with councils and committees on the main campus in Stillwater to ensure representation in decisions that will impact effective operation and appropriate growth.

Center for Veterinary Health Sciences, CVHS The partnership between CVHS and the OSU-OKC veterinary technology program to improve technical training, technician recruiting, primary care caseload, and self-referral of

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appropriate cases has been effective and has promoted efficiency. Additional efficiency is achieved at CVHS through the use of modern teaching technology in the new classroom building. Future efficiency can be enhanced by the development of a practice base clinical clerkship with private veterinary practices to provide students with primary care experience in physical examinations, diagnosis, treatment, herd health, routine surgery and practice management.

ONLINE LEARNING ACTIVITIES/INIATIVES

Current Status

Open Educational Resources (OER) The OSU’s library’s OER efforts began when a gift was received from a donor to develop the Wise OSU Library Open Textbook Initiative that offered faculty stipends to develop an OER. To date, 7 authors are in various stages of development on the following courses: • ENGL 1123 International Composition • PHIL 1313 Logic and Critical Thinking • SOIL 4683 Soil, Water, and Weather • EDTC 5203 Foundations of Educational Technology • EDTC 5720 Learning in a Digital World • LSB 3010 Patent Law and Managing Investments in Technology • POLS 3103 Introduction to Political Inquiry

This program also provided the opportunity to develop a publication workflow model to determine how to edit and format each manuscript and prepare it for publication. This work led to the development of the OSU Libraries ePress, which is a comprehensive website dedicated to making these textbooks freely available, as well as providing additional information regarding finding and adopting OER: https://epress.library.okstate.edu/.

OSU students enrolled in the above courses saved $31,225 last year.

In addition, OSU has joined the Open Textbook Network (OTN). This membership allows the strengthening of the growing OER program through the use of professional resources that support logistical questions such as how to author and edit an open textbook, how to tailor an OER publishing agreement, and how to perform local research on open textbook efficacy. A series of workshops in the spring of 2018 featured two speakers provided by OTN. These workshops provided a basic grounding in OER, an overview of OTN services, and offered a chance to delve into the library of open materials that OTN maintains. Three different audiences participated in the workshops: library staff and faculty, campus administrators and other stakeholders, and faculty/instructors who were interested in adopting an open textbook for a course. Out of this final group of participants, ten went on to author online reviews of open textbooks, and of those, five indicated that they will be adopting an open textbook for a course in 2018 or 2019.

Professional Development OSU faculty, instructors, and graduate teaching assistants are provided a wide array of opportunities to expand and enhance their online teaching knowledge and skills through

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semester-based courses, faculty-delivered workshops, and individualized consultation. The Institute for Teaching and Learning Excellence (ITLE) offers three sessions of the Preparing Online Instructors course that is delivered over a six-week time. The course is delivered online so future online instructors are placed in the position of online student as they learn about how to design and deliver and effective and engaging online course. Two to three workshops hosted by successful online instructors are offered through ITLE each semester. Those workshops address common issues related to online instruction including, but not limited to, developing engaging online video presentations, facilitating effective online discussions, and facilitating online testing. ITLE also hosts an annual Instructional Technology conference on the Stillwater campus. This conference gives faculty the opportunity to learn more about instructional technology tools that can be used in traditional and online courses to engage students.

The university and colleges have instructional designers available who work individually with faculty to help them design and deliver an effective online course. These services range from syllabus development to course observations and feedback.

Delivery System/Platform Currently the OSU campuses use D2L’s Brightspace Learning Management System to deliver all courses including those offered online. ITLE provides training for faculty and GTAs on all available features of the system, has a library of over 100 2-minute tutorials on common actions for instructors, and provides individualized assistance on demand.

Future Plans

OER The instructors were provided with professional development stipends in the amount for $200 for the review and $500 for the adoption. A support program for this cohort of adopters is currently being planned that will not only help them adapt and adopt a textbook for a course, but also explore the pedagogical opportunities available when using OER.

Online Learning ITLE will continue to provide an array of professional development opportunities for faculty who are considering or currently teaching online courses.

The OSU Stillwater campus recently reviewed learning management systems and recommended a transition to the LMS Canvas. This LMS has integrated engagement features that will improve students’ experience in their courses. Canvas should be fully implemented by June 2019.

LEARNING SITE ACTIVITY REPORT

Number of Courses

Oklahoma State University offered more than 1,000 courses online during the 2017-2018 academic year. With an overall 12% growth in online courses, the colleges continue to

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develop new courses and programs. OSU currently has 12 undergraduate and 24 graduate degrees and 12 graduate certificates offered fully online.

As of spring 2018, Oklahoma State University – Center for Health Sciences (CHS) campus houses five graduate degree programs. Among them, the MS in Health Care Administration and the MS in Forensic Sciences conduct online course delivery. The university-wide Brightspace online learning platform is currently used for online course delivery. In addition to housing each online course, Brightspace also offers “communities” for Web Orientation Online Learning Modules and Student Lounge Communications. The online courses in forensic sciences employ weekly video conference sessions, which function to offer students a unique opportunity for discussion with their instructors and classmates.

In fall 2018, the MS in Healthcare Administration is scheduled to facilitate 17 online sections and the MS in Forensic Sciences is scheduled to facilitate 23 online sections. The two programs are scheduled to host 6 and 12 campus-based sections, respectively. Courses are managed by members of the Graduate College’s Graduate Faculty and undergo 5-year Academic Program Review.

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.

CHS graduate programs work in conjunction with appropriate field experience in the acquisition of skills and knowledge necessary for successful growth within related agencies, laboratories, or organizations. Therefore, the online courses available in Health Care Administration and Forensic Sciences are offered online to accommodate this global learning environment. Whether students are already working in the field, and thus working at remote sites, or seek to work in health science related fields, a graduate degree is necessary to attain leadership positions.

ACADEMIC PRIORITIES/PROGRAMS

College of Agricultural Sciences and Natural Resources, CASNR The main academic priorities in CASNR are improving undergraduate retention and graduation rates, increasing graduate program enrollment numbers, and enhancing graduate assistantship support.

College of Arts and Sciences, CAS CAS has several initiatives aimed at improving undergraduate retention including a partnership with ITLE to offer professional development workshops for incoming teaching assistants and faculty and career focused options for students majoring in liberal arts disciplines. Efforts to improve the quality of instructional facilities in the life sciences through model biological sciences teaching laboratories have been initiated.

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College of Education, Health and Aviation, EHA The highest academic priorities in EHA are increasing the rate of degree completion in our undergraduate majors and continued enrollment growth in RN to BSN program, exercise science, and new graduate degree and certificate programs.

College of Engineering, Architecture and Technology, CEAT A main academic priority in CEAT is increasing student success. Strategies, including higher academic standards for enrolling in CEAT as a freshman, are articulated in the new CEAT Strategic Plan. Improving CEAT retention will be a high priority with focus on the new CEAT Parker Living Learning community and increased investment in advising. A robust 2 ½ week Summer Bridge program will continue, along with special programming and academic support activities throughout the freshman year. Additionally, increasing faculty success is a pressing academic priority. The new CEAT Strategic Plan calls for increasing faculty success through growing the research enterprise, creating impact through innovation and interdisciplinary centers, and engaging faculty with highly qualified graduate students.

College of Human Sciences, COHS COHS has a continuing goal to increase undergraduate enrollment in two targeted academic majors, Design, Housing & Merchandising and Hospitality and Tourism Management, while maintaining undergraduate enrollment in other majors. New strategies for interactions with prospective students will be maintained and broadened during 2018-2019. Also, COHS will increase undergraduate student enrollment, undergraduate student credit hours and/or generated revenue through the following strategies: 1) launching a new Family Financial Planning undergraduate certificate program and seeking program registration from the Certified Financial Planning® Board of Standards, 2) beginning curricular proposals for a Public Health Nutrition program.

Spears School of Business, SSB Undergraduate core curriculum revision in SSB was introduced in the last year and will be fully implemented and refined during the upcoming year. The revised curriculum focuses on delivering content and skills that are needed by all business students and avoids extraneous material only needed by specific majors. Thus, more hours are made available to cover critical skills that were previously not covered (e.g., interpersonal skills), and some hours are returned to the major departments to refine their own curricula. Changes in accreditation standards allow SSB to utilize more practice professionals in the classroom. These practice professionals typically teach more classes. Likely, they will bring a very valuable applied perspective to business classrooms and will enable the offer of competitive teaching loads to the research-focused faculty.

School of Global Studies and Partnerships, SGSP With the reorganization of the School of International Studies to the School of Global Studies and Partnerships, and the move of the current MS in International Studies from the Graduate College to SGSP, the first priority is the transition to college status, including name change implementation throughout the OSU campus involving marketing, foundation relations, computer networks, and administrative systems. This also entails the addition of faculty to the program. Additionally, it is an academic priority to revise the masters’ curriculum to

2018-2019 Academic Plan Summaries 13

bring the degree into compliance with OSRHE mandates related to offering at least 50% of courses within SGSP, and to reconfigure the degree to better prepare students for global careers. Finally, the immediate academic priority of SGSP is to arrest the decline in enrollment that has occurred since 2010, to develop new graduate certificates, and to develop an online program.

The Honors College The first academic priority of the Honors College is to provide honors classes that take students on a rigorous and different intellectual journey from the type of courses they would encounter in the more traditional paths. Since the size of the Honors College incoming class for fall 2018 has increased by almost 25%, providing this enhanced academic experience is even more challenging.

The second academic priority is to provide high-impact experiences for students who enter college with significant amounts of AP or concurrent credit. Students who have such credit are rightly reluctant to take classes they perceived as repeats of such coursework, yet occasionally they are missing both the rigor and the sophistication of concepts and material they would have gained had they take these classes in the Honor College. For this reason, innovations to provide other experiences that build upon their basic knowledge from AP and concurrent and allow them to experience the rigor sophistication and depth appropriate for a university honors education

OSU-Tulsa The most pressing academic priority for OSU-Tulsa is building a stronger relationship with Tulsa Community College. Over 85% of OSU-Tulsa’s undergraduates transfer from TCC, and TCC sends the majority of its students to OSU (per OSRHE data). Over the past 18 months, program faculty, administrators and advisors at both institutions have worked together to develop almost twenty transfer maps between TCC and OSU-Tulsa. Each map includes important information for potential OSU students including: 1) Time and financial commitment, 2) Salary potential, 3) Class load, and 4) Year-by-year to-do lists. Additional maps will be rolled out as new transfer agreements between the institutions are negotiated. A second academic priority is working with program faculty and administrators to streamline undergraduate and graduate programs and their delivery on the OSU-Tulsa campus, to create financial aid packages to support student enrollment (including work with area employers who offer tuition benefits for their employees), and to more effectively articulate the University’s contributions to Tulsa and the surrounding communities.

Center for Health Sciences, CHS A pressing academic priority for CHS is growing academic programs through both the addition of new programs and the increase in headcount and credit hours in existing programs. Acknowledging that in order to continue growing academic programs, as a second priority services for graduate students will need to be formalized. Specifically, a career services model is under consideration to help connect students’ academic progress with the workforce through internship and other programs.

Center for Veterinary Health Sciences, CVHS A critical academic priority for the CVHS is to correct the probationary status with the American Veterinary Medical Association Council on Accreditation. Another academic priority is to build a classroom building to support the increased enrollment in CVHS.

2018-2019 Academic Plan Summaries 14

New/Revised Academic Programs

College of Agricultural Sciences and Natural Resources, CASNR CASNR is considering undergraduate and graduate certificates in various specialized areas of study, including food safety, agricultural leadership, ag systems management, sustainable ag production, horticulture, landscape design, precision agriculture management, food and agricultural forensics and biosecurity, and plant protection. Most certificate programs do not require additional faculty resources.

Also under consideration is a BSAG in Agricultural Systems Technology, additional faculty and funding support may be required to establish and grow the program, and a Master of Arts in Teaching (MAT) degree in Agricultural Education. The Department of Horticulture and Landscape Architecture may add a new undergraduate degree option in food safety and is examining the Landscape Management degree to see if it would be better placed as an option within the horticulture major. Additionally, the department may move its turfgrass management option to an undergraduate degree.

Multiple departments are examining undergraduate and/or graduate dual degree and transfer degree opportunities with international institutions such as China, Mexico, Ethiopia, and other strategic partners. At the graduate level, CASNR departments are considering 3+2 and 4+1 programs, both within similar disciplinary areas, such as agricultural economics, agribusiness, biochemistry and molecular biology, and entomology; across disciplines from CASNR entomology to CHS forensic science; and across institutions from CASNR departments to international institutions.

Potential degree name changes in CASNR include changing the MS-Agricultural Education to MS-Agricultural Education and Leadership and changing the MAg-Agricultural Leadership to MAg-Agricultural Education, Communications and Leadership. The Plant and Soil Sciences Department is considering a name change to better reflect the disciplinary areas of the department.

CASNR is conducting an external review of the undergraduate environmental sciences program. Potential outcomes could include movement of the interdisciplinary program into an academic department, restructuring of the undergraduate degree options, significant curricular revisions, and adjustment to faculty resources dedicated to the program.

College of Arts and Sciences, CAS CAS is planning undergraduate certificates in Pre-Health Care Administration, Pre-medical Sciences, Digital Studies, Neurosciences, Broadcast Technology, and Research. A Post- baccalaureate Certificate in Communication Sciences and Disorders is planned. Graduate certificates are planned in Global Communication, Brand Communication, Sports Communication, Gender and Women’s Studies, and Computational Science and Engineering (Interdisciplinary).

Planned undergraduate degrees include a BA in American Sign Language, a BS degree in Neuroscience (interdisciplinary), BA and BS degrees in Psychology (existing degree offered via online delivery), and a BS in Computer Science (existing degree offered via online delivery). Planned graduate degree programs include an MA in American Sign Language.

2018-2019 Academic Plan Summaries 15

Resources will be needed to hire an additional advisor whose duties will include advising undergraduate certificate students in pre-medical science, neurosciences, and research. Additional hires will add faculty in Psychology and Computer Science to increase teaching capacity for students pursuing online degrees. One or two additional faculty will be hired in the Department of Languages and Literatures to support the new MA program in American Sign Language.

College of Education, Health and Aviation, EHA EHA proposes new graduate certificates in Effective Teaching at the Elementary Level, Special Education, English Language Learners, and Gifted and Talented Education. New degrees to be proposed include a PhD in Curriculum Studies and a four-year, on-campus BS in Nursing.

New Minors that are proposed include Multi-Tiered Systems of Instructional Support, Counseling, and Public Health. Future minors in the works are in Special Education and School Psychology. New options that will be proposed include 1) Pre-Counseling and Mental Health and 2) Pre-Medicine and Health Professions.

College of Engineering, Architecture and Technology, CEAT CEAT proposes an ME in Mechanical and Aerospace Engineering and a PhD in Petroleum Engineering; no new funds are needed for either program. Under discussion is an MS Biomolecular Engineering program in the School of Chemical Engineering.

Starting in July 2018, the Fire Emergency Management Program MS and PhD programs will move administratively from CAS to CEAT. The current budget for this program will follow it to CEAT and no new resources are needed for the transition.

College of Human Sciences, COHS COHS proposes a BS in Early Childhood Education; an MS in Family and Community Services; an MS in Gerontology, Aging Services or similar title; an MS in Dietetics; and an MS in Retail Merchandising Leadership. No new funds are needed for any of these programs since they are replacing options in existing degrees. The MS degrees will be through electronic delivery in the Great Plains IDEA consortium.

A proposed embedded graduate certificate is in Dietetics and Human Nutrition. Additionally, a graduate certificate in Hospitality Revenue Management, a PhD in Human Development and Family Science, and a BS in Public Health Nutrition are proposed. No extra revenue is necessary for any of these programs.

Spears School of Business, SSB SSB proposes undergraduate certificates in Business Foundations, MIS – Development, MIS – Data Science, MIS – Cybersecurity, Social Entrepreneurship, and New Business Ventures. Undergraduate and graduate certificates are proposed in 1) Energy Business and 2) Investments and Portfolio Management. A graduate certificate in Data Science is proposed, along with an MS in Finance.

Additional certificates are under consideration in collaboration with CAS (e.g., foreign languages) that will include coursework and study abroad programs from SSB.

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School of Global Studies and Partnerships, SGSP SGSP plans to add new courses in Global Studies to support the updated degree plan, which includes eliminating outdated and underutilized focus areas and adding two new focus areas 1) Public Diplomacy and Global Communication, and 2) Global Disaster and Crisis Management. Additionally, three graduate certificates will be created that will be embedded in the new curriculum, but will also be available as free-standing certificates for non-MSGS students, including a joint degree with the School of Media & Strategic Communication in Public Diplomacy, Global Leadership and Global Trade. To support changes above, two new faculty lines will be used as needed, along with joint faculty appointments.

The Honors College The Honors College is developing a research track, which will allow students to build an Honors degree within the framework of the CAS proposed research certificate. Undergraduate research is one of the most important experiences that students can have irrespective of their major, so as the track is developed it needs to ensure that it is as easy for students in the humanities, the social sciences, or in professional studies to pursue appropriate research as it is for students in the STEM disciplines. Given it will be integrated into the current degree structure no additional resources will be needed for this program

Graduate College Environmental Science is submitting a graduate certificate, Environmental Certification Program, for approval in August.

OSU-Tulsa OSU-Tulsa will seek OSRHE approval to offer the undergraduate Hospitality and Tourism Management program in Tulsa. Development is underway on the undergraduate coursework that allows students to meet requirements that lead to pre-health/pre-medicine professional programs. For example, an option will be developed for a pre-professional therapy option with the Health Education and Promotion. An initiative is planned for fall 2018 to attract adults to earn a second bachelor’s degree; a special emphasis will be on STEM fields.

Center for Health Sciences, CHS The School of Biomedical Sciences has a graduate certificate in Medical Sciences and the School of Forensic Sciences has a PhD in Forensics Sciences awaiting approval from OSRHE. There are no new budget needs with these programs. However, a priority is hiring two new faculty in the School of Forensic Sciences.

A graduate certificate program may be drafted this year in the School of Forensic Sciences with an intent to provide training in firearms and tool markings, coursework requested by the Bureau of Alcohol, Tobacco, and Firearms.

A graduate certificate in Health Care Administration is currently pending the university review/approval process. This graduate certificate program is intended to provide multidisciplinary training for other graduate programs that want their students to have additional training in health care issues. Options within this proposed program include Healthcare Finance, Leadership and Organizational Development in Healthcare, and Global Health. No new faculty resources will be required. Additionally, in Health Care Administration an MS in Global Health to start in fall 2019 is currently being developed and

2018-2019 Academic Plan Summaries 17 an option in Clinical Administration may be proposed as an option in the MS in Health Care Administration.

From the School of Allied Health, the Athletic Training Program will submit a proposal for a PhD in Athletic Training to meet the growing demands of the profession. An MS in Physician Assistant Studies is to be administratively located in the CHS School of Allied Health. The continuing needs for primary healthcare providers in Oklahoma and specifically rural Oklahoma make this degree offering essential to the state. This program will complement and work closely with our College of Osteopathic Medicine students and enhance healthcare worker interdisciplinary collaboration. It will also complement the additional site for the College of Osteopathic Medicine program being developed in Tahlequah with the Cherokee Nation. This degree option will have a graduate project as partial fulfillment of a graduate degree. The Physician Assistant Program will require the hiring of a Program Director, Medical Director, 3 principal faculty, and administrative support. A doctorate in nursing practice, DNP, is also under development.

A proposal for an MS and/or a PhD in Neuroscience may be proposed during the upcoming year. It would be intended to strengthen the research capacity for the Center for Wellness and Recovery. A PhD in Interdisciplinary Research on Substance Use may also be proposed to fit well within the mission of the Center for Wellness and Recovery.

Center for Veterinary Health Sciences, CVHS No new programs are under discussion or consideration.

2018-2019 Academic Plan Summaries 18

ENROLLMENT PROJECTIONS

Fall 2018: Undergraduate Headcount: 21,000 Fall 2018: Graduate Headcount: 3,717 Fall 2018: OSU Center for Veterinary Health Sciences Headcount: 355 Fall 2018: OSU-CHS Graduate Headcount: 1,065 2018 Annual FTE: 22,097 2018 OSU-CHS Annual FTE: 1,118

*As of 2014, OSU-CHS began including Health Care Administration in enrollment reports.

Fall 2019: Undergraduate Headcount: 21,000 Fall 2019: Graduate Headcount: 3,317 Fall 2019: OSU Center for Veterinary Health Sciences Headcount: 375 Fall 2019: OSU-CHS Graduate Headcount: 1,086 2019 Annual FTE: 22,211 2019 OSU-CHS Annual FTE: 1,152

Fall 2020: Undergraduate Headcount: 21,000 Fall 2020: Graduate Headcount: 3,317 Fall 2020: OSU Center for Veterinary Health Sciences Headcount: 391 Fall 2020: OSU-CHS Graduate Headcount: 1,158 2020 Annual FTE: 22,321 2020 OSU-CHS Annual FTE: 1,232

2018-2019 Academic Plan Summaries 19

2018-2019 Academic Plan Summaries 20

UNIVERSITY OF OKLAHOMA (OU) 2018-2019 Academic Plan

TECHNOLOGY

Current Status

• Technology in the classroom – The University has made a significant commitment to maintaining a state of the art teaching and learning environment. Multiple active learning spaces have been deployed across campus, and in recent years, OU has gained national recognition for our flexible design philosophy. Additionally, the University once again set aside funding for ongoing renovation of existing classrooms outfitting them with new audio/visual equipment using defined and standardized equipment. Most renovation must occur during the summer or winter in order to avoid taking highly used classrooms out of commission during the Fall/Spring semesters. This summer, we plan to upgrade classroom technology in approximately 30 classrooms. • Broadband access across campus – we continue investing in Wi-Fi access throughout the academic year to enable 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 that this must be a continuing investment. • Faculty Development – The Center for Teaching Excellence continues to expand its workshops and support staff to assist departments and individual faculty in utilizing technology for on-line, flipped, blended and traditional courses. The Center staff collaborates with OU IT staff on these opportunities for instructional faculty. OU IT also collaborates with the OU Office of Strategic Initiatives on the Risser Fellowship program which provides funding and support to OU faculty to transition an existing or new undergraduate course into an outstanding example of an innovative, team-based active learning class. The primary goal of this program is to build and enhance a community of faculty who are passionate about active learning and exploring new pedagogies. • Research Computing – The initiatives to provide research faculty, staff and students with required technology and high performance computing (HPC) support are on-going. Our now functional, data storage array provides OU and researchers throughout the state with vastly increased storage (400 TB) of usable disk and 4 petabytes of tape capacity. • OU IT has worked with several colleges this year to pilot a new software streaming service which allows students to run any software from any computer from any place – in addition to the existing active learning potential with such a technology, this lowers the demand for physical computer labs on campus. • The Academic Technology Expo is a free two-day conference open to all University faculty, staff, and instructors. This conference promotes inter-disciplinary collaboration as a means of increasing faculty impact and offers Teaching, Innovation, Research, and Administrative learning tracks. 2018 marked the seventh year of the event, which typically draws between 200 and 300 faculty and staff. • OU has replaced all IT-managed student printing with a third-party, kiosk-based, cloud printing solution. The new solution offers a much more convenient experience to

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students, has cut down significantly on print waste, and is operated at zero cost to the university with no increase in costs to students. • OU implemented a new pre- and post-award proposal/grants management system, developed by Cayuse, that enables fully electronic routing of proposals. A dashboard system is being developed for faculty and administrators to download a variety of data to track progress and for other purposes (e.g., peer comparisons, tenure and promotion packages). • A shared access repository (SHARE-OK), based upon D-Space, has been implemented for open access publications and data sets. • OU IT’s award winning Tech Bootcamp is a self-paced onboarding program created for incoming freshman. The open-enrollment and gamified program helps students quickly learn about the technology on campus that is vital to their learning experience. • We continue to monitor our emergency communication systems and we have refined the use of technology to keep OU employees and students as safe as possible. • OU IT continues to deploy and support several cloud tools for content and collaboration for teaching and learning, including Canvas, Qualtrics, Lynda.com, Adobe Creative Cloud and Office 365. • We support faculty and students through our Service Desk and social media and offer self-help articles through our extensive knowledgebase. Additionally, we staff learning spaces support technicians that are available to dispatch to classrooms to support faculty at any time. • There is continued progress in transforming into digital documents and associated document workflows. • OU IT recommended and provided data integration support for the implementation of Salesforce relationship management software to help engage the student retention cohort. Salesforce played a significant part in helping achieve freshmen student retention goals. • Data service delivery is a critical service that assists the campus in continuing to achieve academic excellence through data analytics. • OU IT, in conjunction with the Provost Office and the Admissions and Recruitment department, implemented an artificial intelligence (AI) based chat solution that is integrated into the Admissions and Recruitment website to help answer prospective student’s questions. • OU IT continues to deliver a one stop student Portal called ONE, which provides key academic and student experience information directly to students via the ONE website. • OU IT offers student internship opportunities to gain real world IT experience as well as access to structured training in high-demand career skills desired by today’s employers. This new program gives OU students a competitive edge in the job market, enabling them to be workforce ready upon graduation. • OU IT provides learning experiences outside of the classroom. We are working with faculty to provide the resources to add skills, such as technology industry certifications in cloud computing, to their course curricula. We also provided hack-a-thons, which gives students real world experience in developing solutions based on the latest technologies. Our most recent was an Alexa skills hack-a-thon in conjunction with Amazon that gave students a chance to build voice enabled AI solutions on the Alexa platform. Commendations were given from Amazon and the office of the Governor of the State of Oklahoma to the student teams. • The OneOklahoma Cyberinfrastructure Initiative (OneOCII) is a statewide all-inclusive advanced digital services collaboration that has been providing access to

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Cyberinfrastructure (CI) resources, as well as expertise and education, to over 100 institutions and organizations statewide. The institutions and organizations served include academic and non-academic institutions, PhD-granting universities, undergraduate institutions, community colleges, career techs and high schools, and Minority Serving Institutions (MSIs). • Faculty Development – The Center for Teaching Excellence offers workshops and consultations to assist departments and individual faculty in utilizing instructional technology for on-line, flipped, blended and traditional courses. The Center also collaborates with OU-IT on these opportunities for instructional faculty. • The OU-IT staff and all academic units will continue to work collaboratively on IT needs for the future. The University completed a large-scale Learning Management System (LMS) pilot in Spring 2014. As a result, OU has selected and implemented a campus- wide new LMS - Canvas. The Center for Teaching Excellence provided year-long training programs and one-on-one consultations for more than 3,000 instructors in 2016- 2017. IT Learning Spaces resumed the LMS support since then. • Research Funding Performance – OU continues to utilize and enhance its pre- and post- award proposal/grants management system, developed by Cayuse, that enables fully electronic routing of proposals. In an effort to enhance the ability of departments/schools/programs, colleges and other units to track research funding (proposals, awards, and research expenditures), the Office of the Vice President for Research and OU-IT have created new research funding dashboards, with additional enhancements available in Fall 2018. • The Center for Research Program Development and Enrichment is participating in a pilot team development project with Exaptive to facilitate the creation of collaborative teams within and across disciplines and internal and external to OU.

Future Plans

• The OU-IT staff and all academic units will continue to work collaboratively to plan for the needs for the future academic environment. • OU-IT working with the VPR will monitor when the data storage system needs to be expanded; data are growing at an exponential rate. • Active classrooms are now standard and part of all academic building renovations with additional focus on integrated Active Learning Classrooms. • OU IT will continue to explore the capabilities of Artificial Intelligence and its capabilities in enhancing the academic experience at OU. • Research will continue in investigating the capabilities of virtual labs, which are academic labs that use cloud-based technologies to provide storage and compute capabilities on-demand to faculty. • OU IT has developed collaborative efforts with Amazon, Accenture, and Microsoft to co- develop new ways to use their technologies to enhance the educational experience of our students. • OU IT is working with Amazon to develop voice enabled AI solutions using the Alexa platform to assist students with disabilities in their academic and campus experience. Amazon and OU IT published a joint article on the use of voice enabled AI on campus. • Development of faculty and student toolkits is underway, which will package key on- campus and cloud tools together with information about application and support, making it easier than ever for faculty to utilize technology in the classroom.

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• We continue to support creation 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 freshman year through graduate school. • Internal Audit conducted an audit of all research-related information technology (IT) on the Norman campus as a means for ensuring that resources are deployed in the most effective manner possible. Several recommendations were made regarding improving researcher awareness of resources, and one written recommendation was made regarding stewardship of controlled but unclassified information (CUI).

ACADEMIC EFFICIENCIES

Current Status

• The Director of Academic Assessment continues to develop initiatives aimed at promoting assessment of student learning at course, program and institutional levels. The Director meets frequently with individual faculty members as well as members of curriculum/assessment committees in various departments to discuss strategies for enhancing assessment of student learning. Further, the Director conducts workshops for faculty intended to improve assessment at both course and program levels. This year, the Office of Academic Assessment has planned a series of Program Assessment Forums for all Assessment Liaisons, Chairs and Directors to promote institution-wide dialogue regarding assessment of student learning. • Colleges continue to enlarge course sections (when the classroom size will allow) or increase course sections (when an qualified instructor can be identified and funding is available) to meet student demand for courses. Scheduled courses with low enrollment are canceled and faculty re-deployed to teach in areas of need with academic units. Colleges are expanding summer offerings to meet student need. See (1), point A, bullet 3 above. • Students are continuing to be urged to take 15 hours a semester. The Flat rate tuition plan incentivizes them to do so. In addition, including the Winter and Spring Sessions into the Fall and Spring terms has had a positive effect in students completing 15 or more hours for the main terms. We are reviewing closely changes in student patterns of enrollment during this first year of flat rate tuition. • We have implemented a variety of utilities efficiencies, and paper-less campus initiatives collaboratively with our staff and students. • All new classroom projectors will be laser based, dramatically lowering maintenance costs and increasing uptime. • We will continue to expand the use of the JANUX platform and will carefully monitor cost for developing the on-line instruction, ongoing instructional costs and student persistence and completion in this learning environment.

Future Plans

• We continue to identify strategic research initiatives across the Norman, OKC, and Tulsa campuses that have a high probably of expanding our research grants and contracts,

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broadening our portfolio of federal agencies from which we receive funding, and provide research development support and services to increase research funding capacity and competitiveness. We will continue to aggressively recruit faculty who will complement those research areas targeted as strategic. • We continue to enhance professional research support staff to assist and train researchers at all levels in strategic research development, proposal writing, development of intellectual property, and applied research initiatives with the private sector, and to assist with research integrity and compliance issues. • Within the Center for Teaching Excellence and Office of Academic Assessment, we will focus on helping instructional faculty and GTAs improve and assessment learning outcomes in their courses and to utilize best practices for using learning technology. • We will adopt more required employee training and reporting into on-line modules that make more efficient use of employee time. • We will track more closely STEM freshmen as they enter OU and monitor their retention at OU and their retention within STEM majors at OU.

ONLINE LEARNING ACTIVITIES/INITIATIVES

Current Status

Open Educational Resources (OER) When faculty develop online courses in the OU College of Arts and Sciences (CAS), OER is part of the initial consultation discussion, especially if the course being developed is a high enrollment and/or general education course. CAS online staff point faculty to the OU Library OER resource page. One example of an OER based online course is Sociology 1113. Each online section uses the OpenStax Intro to Sociology textbook.

OU’s Extended Campus - College of Professional & Continuing Studies (EC-PACS) has offered award-winning online programs for many years, many of which use OER resources. For example, the following Fine Arts courses use OER materials as the backbone of course resourcing: DANC–1813, DANC-1713, MUNM-3213, and MUNM-3113. For over 13 years our CHEM 1113 and 1115 courses have used virtual lab resources from ChemCollective, an OER initiative form Carnegie Mellon University. www.chemcollective.org

In its five years, OU Libraries' Alternative Textbook Grant has incentivized 62 faculty members to abandon costly, traditionally restrictive, resources in 85 classes. This work has spared 21,000 OU students from purchasing course materials in at least one class saving them more than $2.34M collectively.

All OER created as part of OU Libraries' Alternative Textbook Grant are uploaded to OU's institutional repository, SHAREOK, ensuring that these resources persist online indefinitely and that they are available to all in the state of Oklahoma and beyond.

OU Libraries' Alternative Textbook Grant has saved students 13 times more than it has awarded in grants to faculty. In the next year, the Office of Open Initiatives will work to further widen this margin by enhancing the methods it uses for tracking and reporting the

2018-2019 Academic Plan Summaries 25

impact of the grants and using that process to inform future grants –a method that, once shared, will benefit the open education community.

Two OU faculty members who were introduced to OER via the Alternative Textbook Grant have gone on to lead the authorship of American Government and Introductory Business Statistics textbooks for OpenStax. OpenStax is a non-profit organization of Rice University that produces rigorous, peer-reviewed, textbooks with high production value that are completely free of cost when obtained digitally. OpenStax textbooks are used globally and have saved an untold number of students the cost of those books.

The College of Arts and Sciences, Price College of Business, and Gallogly College of Engineering have been and continue to be partners with OU Libraries in supplementing the Alternative Textbook Grants awarded to faculty in those departments.

OU Libraries employed the first staff member in the country to whose primary directive was to reduce student spending on course materials by promoting the use of OER. Estimates are that North America is now home to about 30 people in similar positions. OU Libraries' Office of Open Initiatives and its staff are leaders in the open education community, regularly presenting at national conferences, contributing to professional literature, and advising local entities including other schools and the Oklahoma State Regents for Higher Education on matters related to open educational resources.

Professional Development In terms of professional development, we use three sources: Online Learning Consortium, EdSurge LOOP, and Penn State’s ID2ID program, an Educause Initiative. All three Instructional designers in the College of Arts and Sciences have completed the OLC Instructional Designer Certificate Program and they frequently network via OLC conferences and events. OU has also recently been connected to the Council for Online Learning (COLE) through the Oklahoma State Regents office.

Delivery System/Platform Everything will eventually be offered exclusively on Canvas. We will be moving the two remaining programs (Global Affairs and DSA) that are currently on JANUX to Canvas during the fall semester, 2018. Zoom is also used for video conferencing. Supplemental/secondary platforms also used include: • McGraw Hill Connect • MyPearsonLab and Mastering • MyStatLab • MyMathLab • Muse • Enjoyment of Music with Total Access - Norton • MyMedia • Kanopy

Future Plans

Our future plans are to grow online courses within the College of Arts & Sciences when and where it makes most sense. We believe online courses are an excellent way for students to earn credits towards graduation. The flexibility they offer can assist in retention and

2018-2019 Academic Plan Summaries 26

graduation rates. Currently, we see most growth taking place during Intersession and Summer semesters. This makes sense given the transient nature of those times for both students and faculty.

As needs continue to evolve and change, EC-PACS continues to modify its deployment of various online tools. Plans for the immediate future include, but are not limited to:

1. Increased use of ZOOM for online virtual office hours and to increase instructor presence in online courses. 2. Increased use of ZOOM, Big Button and Canvas Collaboration to increase student-to- student and student-to-instructor interaction in online courses. 3. Increased offering of certificates for most program areas to address the ‘less-than-degree’ needs of many place-bound, adult learners. 4. Deployment of virtual/augmented reality applications in online courses 5. Increased inclusion of scenario-based learning applications 6. Enhanced deployment of “flipped” classroom learning (for accelerated, site-based courses in distant locations) 7. Opening of the College’s Testing Center (40-seat computer lab) to the broader campus community, to support online testing as needed 8. Extend availability of Examity Inc., (remote proctoring service) to main campus, as needed 9. Examine possibility of requiring at least one proctored event in each online course. 10. Possible integration of Echo360 (pilot in Fall 2018)

OU is pursuing continued growth in online master’s programs that leverage existing faculty experience in areas supported by market demand. These programs should be self-supporting and require no reallocation of resources for support. We hope to add about three new online programs each year over the next few years. OU Libraries will attempt to convert a large, multi-section class from using a traditional, costly resources to using OER. Eliminating the cost of course materials for a class like Calculus, Biology, Chemistry, or Psychology has the potential to have a very large impact.

OU Libraries will continue to involve the campus in OER issues by leveraging the recently formed OER Action Committee. Potential projects that group might take on include conducting a formal survey of the campus in an effort to determine what students actually spend on course materials taking into account the purchase of used, rented, and digital resources as well as the deferral of purchasing course materials all together. OU Libraries will also continue its efforts to develop a workflow that aims to make publishing OER easy and as open as possible.

LEARNING SITE ACTIVITY REPORT

Number of Courses

Not applicable.

2018-2019 Academic Plan Summaries 27

How Sites are Meeting Needs

Not applicable.

ACADEMIC PRIORITIES/PROGRAMS

• We will continue our aggressive recruitment of large freshmen classes and improve the processing of graduate student applicants for admission. We are in our second year of using the Common Application for undergraduates and in the fourth year of using the College-Net software for processing applications for graduate students. • We will continue an intense focus on undergraduate retention and graduate rates by 1) utilizing data from holistic admissions to provide early invention/mentoring/tutoring for students whose profiles suggest they will profit from aggressive intervention, 2) increase the coordination of undergraduate academic advising across campus, and 3) enhance course offerings during summer session. Additionally, we will continue to work to get undergraduate students taking 30 or more hours per year via the flat rate tuition policy to get them on a 4/5 year timeline to degree completion. • Several retention analyses are being undertaken at the university, including broad cohort analyses by University College and the Provost’s Office. In addition, Dr. Glenn Hansen, IT data scientist, is assisting individual schools and colleges with retention analyses of their majors. • We will continue to manage undergraduate course offerings to adequately meet student needs for courses by requiring course sections to be close to fully enrolled and by adding sections (or increasing course size) as needed to meet student demand by utilizing qualified instructors, lecturers, and other adjunct instructors. We have identified a director position in University College (George Bogaski). This process has been steadily improved and has increased in impact – more deans, chairs, and directors are responding to identify needs in order to avert enrollment crises. • 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 ONE. • We will continue to support undergraduate retention and graduate rates by providing data from the student systems to provide early detection of at risk students. • The Office of Admissions and Recruitment (OAR) has implemented a Customer Relationship Management (CRM) system, Slate by Technolutions. Slate has provided greatly enhanced ability to communicate with prospective students and track events and ongoing communication through the point of enrollment. It has also allowed OAR to create its own branded, easy-to manage-application for admission, which is adaptable by type of student. Slate has also become the primary admissions tool for the office, creating additional efficiencies and consistency in making admission decisions. • The Office of Admissions and Recruitment has engaged with a consulting firm, Human Capital Research Corporation, an econometric-centered enrollment management firm that

2018-2019 Academic Plan Summaries 28

assists with financial aid strategy, revenue optimization, and recruitment and admission strategy for incoming freshmen. • OAR has partnered with the Common Application, a freshman application for admission that allows students to simultaneously apply to many schools. This has opened OU to a much broader base of prospective students nationwide and worldwide. • OU currently partners with CollegeNET as its communication tool (CRM) and admission application for graduate students. This system has allowed the academic departments participating in the admission process to greatly decrease the time to decision and centralizes much of the communication to applicants.

Future Plans

• The Office of Admission and Recruitment has signed on to partner with the Coalition Application for Access, Affordability and Success. This application provides a third option for prospective freshmen to access OU. We anticipate this application will be used more in Texas, as major cross-application universities in that state also recently signed on with the Coalition Application. • In 2019, OU plans to make the switch of the graduate application and CRM from CollegeNET to Slate. This will create efficiencies in communication, marketing and recruitment of prospective graduate students, save money, and create shared services between undergraduate and graduate admissions. • The Office of Admissions and Recruitment is piloting an artificial intelligence web bot to be even more responsive to the needs of prospective students and with the goal of connecting students with their admission counselor earlier on in the process.

ENROLLMENT PROJECTIONS

Fall 2017: Undergraduate Headcount: 22,046 Fall 2017: Graduate Headcount: 5734 2017 Annual FTE: 24,418.56

Projected Fall 2018: Undergraduate Headcount: 22,750 Projected Fall 2018: Graduate Headcount: 5,900 Projected 2018-19 Annual FTE: 24,709

Projected Fall 2019: Undergraduate Headcount: 23,000 Projected Fall 2019: Graduate Headcount: 6,000 Projected 2019-20 Annual FTE: 25,300

2018-2019 Academic Plan Summaries 29

2018-2019 Academic Plan Summaries 30

CAMERON UNIVERSITY (CU) 2018-2019 Academic Plan

TECHNOLOGY

Current Status

Student Support Services:

• The Waitlisting feature in Aggie Registration was implemented with enrollment for the Spring 2018 semester. Waitlisting eliminates the need for students to monitor the enrollment schedule for openings in a course. Waitlisting allows a student to be placed on a waiting list for a closed course. Once a seat becomes available in the course, an email will be sent to the student’s Cameron University email account indicating that they have 24 hours to enroll in the course. If the student has been issued a PIN, they can log in to their AggieAccess account and register for the waitlisted course. Otherwise, they will need to visit with their academic advisor to enroll in the course. If the student does not register for the course within the 24 hour period, their priority on the waitlist will expire and the next student on the waitlist will be notified. The waitlist is prioritized by the time the student initially requested the waitlisted section. A website was created to provide additional information regarding Waitlisting for students at http://www.cameron.edu/registrar/waitlisting. • Zoom (interactive web conferencing tool) has been implemented across several disciplines. Zoom is actively in use in several courses in the Departments of Business and Education to deliver synchronous coursework to students who have moved and need to complete degrees. Zoom is also being used to replace outdated and cost intensive Polycom systems for ITV delivery. • Instructor stations are currently being updated with new computers and software. We are in the process of installing new projection from newer more efficient projectors, analog whiteboards and smart displays. The AR/VR room has continued to progress for academic program use. • 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

2018-2019 Academic Plan Summaries 31

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, Tableau Public and Tableau Reader to share data with constituents. In 2018-19, Cameron’s Institutional Research, Assessment and Accountability Department will expand the implementation and capacities of Tableau and use a Tableau Public Dashboard to display its institutional data for the 2017-2018 University Fact Book. • We use Rapid Insight to perform predictive analytics. • We are integrating BIS scanning systems into our administrative processes and are increasing the use of these technologies. • We use Qualtrics Professional Survey software for various purposes. • The University continues to roll out new features of the completely redesigned student, faculty, and staff CU Application. The initial redesign was started in 2017-18 and continues in development in 2018-19. • We continue to increase the number of courses certified by Quality Matters. • We use SilkRoad’s WingSpan for employee performance evaluation. • We are in the process of transitioning from WEAVEonline to WEAVE for assessment purposes. Training will be conducted during the summer and all programs and units will be moved to the new platform by the end of the summer. • We have now fully implemented touch screen technology in Music Building Classroom 139 and it is being used to teach music theory, conducting and music history.

Future Plans

Cameron University technology changes and plans for the year include:

• Distance Learning will expand the use of Zoom to more classrooms, and add opportunities for more students at a distance to participate both synchronously and asynchronously in traditional face-to-face courses. Additions include HD web cams for each room, boundary microphones and new audio systems. • We are exploring the option of using the WEAVE platform to track faculty credentials, provide updates to Plan 2023, and to collect information on advisory boards. • A 2016 student survey revealed the need for additional student engagement opportunities for students taking courses in online and distance formats. In response, the university will explore the possibility of creating a virtual student union for the university. • Upgrade and enhance wireless access. • Maintain and upgrade current equipment in smart classrooms to easy-to-use, high quality versions appealing to faculty. • Our continued expansion of AR/VR for instruction continues with technical expertise to create original content. With the inclusion of motion capture technology this tool will present new opportunities for academic programs in both research and instruction.

2018-2019 Academic Plan Summaries 32

• We are investigating the possibility of joining the Oklahoma Friction Free Network (OFFN). OFFN is a 10 GBPS network ring that provides research institutions with dedicated internet pathways to facilitate large data transfer and speed. OFFN connects the four supercomputing centers at the University of Oklahoma, Oklahoma State University, Langston University and the Tandy Supercomputing Center. OFFN leverages OneNet’s existing network. The Multiple Organization Regional OneOklahoma Friction Free Network (MORe-OFFN) is a new extension of OFFN. This network essentially bypasses traditional internet highways, and creates a closed network just for student and research use. • The Art faculty will move the teaching of Graphic Design into the Academic Commons, sharing the classroom with Communication. This will enhance the use of the classroom (AC 120) and eliminate the need for a computer classroom in ART 114.

ACADEMIC EFFICIENCIES

Current Status

• Continue existing partnership with Rogers State University in Education. • Continue Respiratory Care and Radiologic Technology programs in cooperation with GPTC. • Faculty from the Office of Extended Learning Reach Higher program assisted the Department of Business by teaching basic level business courses as a result of unanticipated faculty vacancies. • We are finalizing a 2+2 MOU to work with Redlands in Agriculture. • Deleted Secondary option and updated requirements in remaining options for the M.Ed. in Education • Restructured student teaching courses to streamline across all Education programs – B.A. in English Education, B.A. in Music Education, B.A. in Social Studies Education, B.S. in Early Childhood Education, B.S. in Elementary Education • Departments have strategically reduced curriculum offerings to lower costs and promote efficiency. Others have eliminated large numbers of prerequisite requirements to ease transfer student assimilation and accelerate degree completion.

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.

2018-2019 Academic Plan Summaries 33

• The Vice President for Academic Affairs serves on the board of the Oklahoma Department of Mental Health and Substance Abuse Services.

Future Plans

• Faculty will continue to be shared between Business and Extended Learning for the coming academic year. • Work with Red River Technology Center in providing college courses, bearing concurrent enrollment credit, as part of their Academies, earning students advanced credit in College combined with high impact experiential learning at Red River. • Advertise our transfer student program from area community colleges into the Presidential Leaders and University Scholars program. • Continue progress in utilizing 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.

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.

ONLINE LEARNING ACTIVITIES/INITIATIVES

Current Status

Open Educational Resources (OER)

Open Educational Resources are being evaluated across campus, and in particular through Distance Learning for accessibility concerns.

Professional Development

Staff in the Office of Extended Learning are collaborating with staff in Public Relations to pursue advanced training in online accessibility, in order to meet legal obligations and best serve the campus community.

Quality Matters training is available for faculty.

2018-2019 Academic Plan Summaries 34

Delivery System/Platform

Cameron utilizes Blackboard as its LMS and uses Zoom to deliver instruction synchronously and asynchronously.

Future Plans

Increase the number of degrees available online and improve faculty knowledge of how to offer quality online courses and programs.

LEARNING SITE ACTIVITY REPORT

How Sites are Meeting Needs

No classes were received at Cameron from other institutions for the 2017-18 academic year. Courses listed below are sent to other institutions via ITV:

Semester Lower division CHP for lower Upper division CHP for upper courses division courses division Fall 2017 1 6 9 58

Spring 2018 3 12 9 54

Planned Changes

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.

2018-2019 Academic Plan Summaries 35

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 across the United States without regard to location or existence of an institution. Support is provided through online assistance in enrollment, Library services, tutoring, and third party proctoring services.

At the Duncan campus, 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.

ACADEMIC PRIORITIES/PROGRAMS

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 Bookkeeping o Graphic Design o Language Competency o Marketing o Medical Billing o Medical Records o Medical Transcription o Organizational Administration o Personal Training o Public Relations o Radiologic Technology (embedded in the AAS in Radiologic Technology) o Small Business Administration o Strength Training o Veterinarian Technician

• Investigate the need and demand for possible Associate (AAS, AS, AA) programs: o Agriculture o Art o Biology o Environmental Science o Fine Arts or in Liberal Arts o General Science o Music o Organizational Administration o Physical Therapy Assistant o Professional Writing—perhaps focused on workplace and technical writing o Spanish

• Investigate the need and demand for possible Bachelor’s programs: o Bachelor in Applied Mathematics

2018-2019 Academic Plan Summaries 36

o Bachelor of Health Science o Bachelor of Science in Engineering o Bachelor of Science in Health Informatics or Health Administration o Bachelor of Science in Human Resources o Bachelor of Science in Physical Therapy Assistant (PTA)

• Implement the A.A. in Strategic Communication (pending Regents’ approval).

• Implement online delivery of the B.S. in Organizational Leadership.

• Pursue online delivery of the BS in Sports and Exercise Science.

Programmatic changes:

• The Computing and Technology Department plans to submit a program modification to change the B.S. in Information Technology CIS concentration to a Technical concentration allowing more flexibility for transfer students in utilizing previous coursework toward a Cameron degree. A program modification will also be submitted for the A.A.S. Information Technology degree, which will be able to share some of the same concentration coursework.

Priorities: • Math Pathways will be implemented in 2018-19. Math Pathways is a component of Complete College America. It represents an exercise to ensure that all students enroll in and complete gateway math in their first year by designing math courses that are aligned with the skills students need for their chosen program of study. • The Education Department will continue its partnership with Rogers State University by offering both Elementary Education and Social Studies education programs from Cameron on the RSU campus. • Continue efforts to streamline Associate in Applied Science in Criminal Justice curriculum so it nests more seamlessly into the B.S. program in Criminal Justice. • Increase funding for undergraduate research. • Continue to promote the Cameron Psychology Clinic. • Increase options for faculty development.

2018-2019 Academic Plan Summaries 37

ENROLLMENT PROJECTIONS

Fall 2018: Undergraduate Headcount: 4,150 Fall 2018: Graduate Headcount: 375 2018 Annual FTE: 3,509

Fall 2019: Undergraduate Headcount: 4,150 Fall 2019: Graduate Headcount: 375 2019 Annual FTE: 3,509

Fall 2020: Undergraduate Headcount: 4,150 Fall 2020: Graduate Headcount: 375 2020 Annual FTE: 3,509

2018-2019 Academic Plan Summaries 38

EAST CENTRAL UNIVERSITY (ECU) 2018-2019 Academic Plan

TECHNOLOGY

Current Status

1. Finalizing conversion of Office 365 for faculty and staff in August 2018 (implemented for students in AY1617) 2. Negotiating early termination of WebEx contract allowing us to fully implement Zoom as our synchronous web-based course delivery tool. 3. Finalizing migration of the Blackboard learning management system from a self-hosted and managed solution to a software-as-a-service platform.

Future Plans

1. Transition from WebEx to Zoom for online offerings 2. Implementation of document management System that will address forms, workflow, and increase efficiencies that directly impact teaching, learning and service to our students. = 3. Implementation of Blackboard Outcomes and Assessment modules for course and program level assessments, beginning with General Ed. and Education department.

ACADEMIC EFFICIENCIES

Current Status

1. We will finish the teach out of ECU students at the University Center of Southern Oklahoma in Ardmore in December 2018. 2. We fully employed Jenzabar Retention, a predictive analytic tool and an early alert system in the Fall 2017. We completed Faculty and staff training. Referrals of students doubled to approximately 250 for the fall and spring semesters. We will continue to work and train faculty to refer students earlier in the semester and scaffold support services. 3. An Ad Hoc Task Force composed of the Deans of Colleges of Liberal Arts and Social Sciences and Education and Psychology and the director of Academic Services explored revenue-sharing partnership opportunities with companies offering Online Program Management. 4. An Ad Hoc committee of deans, faculty, assessment, and the Center for Teaching and Learning evaluated and made recommendation to purchase Blackboard’s Outcomes Assessment and Accreditation Solution

2018-2019 Academic Plan Summaries 39

Future Plans

1. Increase faculty and student research opportunities at the Oka’ Institute 2. OSHRE approval of an undergraduate General Engineering Degree in the Fall 2018 3. Implement Blackboard’s Assessment and Accreditation Solution, phase I will include Dept of Education and General Studies 4. Partner with an Online Program Management to increase enrollment online graduate offerings in Education,

ONLINE LEARNING ACTIVITIES/INITIATIVES

Current Status

Open Educational Resources (OER) CETL presented a seminar on OER and Self-Authoring tools. The session opened with Dr. Mark Walling and Professor Susan Ingram who each discussed how they are using these tools in their online classes. The session covered definitions of each tool, types, how they can be used, as well as a LibGuide, developed by Calantha Tillotson, ECU’s Instructional Services Librarian, which houses various OER resources available to ECU faculty. This LibGuide can be found at http://ecok.libguides.com/faculty_and_staff/open_educational_resources

Professional Development The Center for Excellence in Teaching and Learning offers many training opportunities for all online teaching faculty. Faculty members complete CETL’s Online Training for Faculty (in Blackboard), Quality Matters IYOC/APPQMR training, attend CETL hosted QM Seminars, and take online courses through Quality Matters course reviews. All faculty are invited to attended yearly seminars on emerging technologies like Zoom as well as seminars on the University’s LMS. Finally, CETL also hosts seminars with new faculty, student engagement/retention strategies, and custom professional development.

Delivery System/Platform Switch from WebEx to Zoom as our synchronous web-based course delivery tool

Future Plans

Work with Online Par

LEARNING SITE ACTIVITY REPORT

Number of Courses

The following data covers summer 2017, fall 2017, and spring 2018.

2018-2019 Academic Plan Summaries 40

Courses Sent: ECU exported credit courses to the University Center of Southern Oklahoma and Eastern Oklahoma State College – McAlester Branch Campus. ITV only -Courses 4 - Lower level credit hours 0 -Upper level credit hours 36 -Graduate credit hours 18 -Total credit hours 54

Online (Web and SWB) -Courses 342 -Lower level credit hours 8716 -Upper level credit hours 6641 -Graduate credit hours 7122 -Total credit hours 22479

How Sites are Meeting Needs

1. Received Lumina Foundation planning grant entitled Tribal Resources to Enhance Achievement and Completion in Higher Education Program (REACHE)  Develop and implement activities critical to the success of AI/AN students.  Develop and implement activities and services as well as provide resources that enrich the AI/AN student’s educational experience.  Develop and implement final year or launch activities critical to the post- attainment success of AI/AN students.  Create a Sovereignty Center for ECU AI/AN students

ACADEMIC PRIORITIES/PROGRAMS

1. Finalize prioritized list of objectives and budgeting for implementing ECU Strategic Plan A) Goal 1: East Central University will achieve academic excellence through innovative programming, outstanding faculty, continual assessment, a flexible learning environment, and community engagement. B) Goal 2: East Central University will foster student success through comprehensive enrollment management. C) Goal 3: East Central University will nurture an inclusive, dynamic, and engaging experience for all stakeholders. D) Goal 4: East Central University will create a culture of effective communication to achieve our mission, vision, and goals. E) Goal 5: East Central University will acquire, manage, and leverage resources to achieve our mission, vision, and goals.

1. College of Education and Psychology (with existing funds) A) Professional development and outreach to K-12 educators through the Math and Science Institute B) Further development of our Clinical Observation rooms and the creation of a community based mental health facility.

2018-2019 Academic Plan Summaries 41

C) Work with the School of Graduate Studies and potentially an Online Program Management independent entity to effectively recruit and market graduate programs D) Alignment of all programs with current “best” practices and accreditation standards. E) With the creation of our Sport Psychology option in our MSPS, we will need to continue to develop our program and ensure that we are properly marketing all of our programs. F) Focus on revisions that ensure that we are properly preparing students for their future career choices.

1. College of Health Sciences A) Develop a B.S. in General Engineering including raising external funds to support this initiative. B) School of Nursing – hire permanent director, finalize remodeling of facilities, increase opportunities for professional development and evaluation of curriculum to ensure that it aligns with current best practices; actively engage in positive student recruitment activities for Ada / Durant Campuses, increase partnerships with local hospitals and clinical locations. C) Biology, Chemistry, Physics, Environmental Sciences, Math, and Computer Sciences will work to increase opportunities for student research through partnerships, grantsmanship, and use of the Raniyah Ramadan Center for Undergraduate Research and Learning.

2. College of Liberal Arts and Social Sciences A) Implement revisions to Bachelors of General Studies to a BA in Interdisciplinary Studies. B) Develop additional interdisciplinary, high impact (consistent with the CLASS guidelines we developed last year), and/or learner-centered teaching initiatives (e.g. Piloting Learning Communities in the Fall 2018 C) Restructure departments within the college and the School of Fine Arts to revitalize interest in the majors working with community members, students, and faculty to explore programming and outreach. D) Oklahoma Indian Legal Services (OILS)- ECU partnership to enhance legal services for Native Americans and to provide educational opportunities for ECU students. E) Determine programs within the Department of Human Resources to take online.

3. Harland C. Stonecipher School of Business A) Achieve targets for SCH and majors within all programs B) Support university efforts to recruit and retain students including developing stronger mentoring relationships between faculty and students, improving advising, and using Jenzebar Tiger Alert C) Support university efforts to realign resources to meet strategic goals D) Work with stakeholders group to fund student programs and activities

4. School of Graduate Studies A) Develop comprehensive marketing and communications plan for graduate programs including implementation of the Jenzebar SEM communication system. B) Professional Development and Quality Matters initiatives (existing institutional and grant funds).

2018-2019 Academic Plan Summaries 42

All Colleges and Schools will participate in a number of initiatives designed to improve campus climate, retention, and the overall student experience including Participation by faculty, staff, and students in the 2nd annual Earn Your Stripes and the upcoming October Majors Fair for prospective and continuing students, use of Tiger Alert, participation in Quality Matters for new and continuing course development.

ENROLLMENT PROJECTIONS

Fall 2018: Undergraduate Headcount: 3,100 Fall 2018: Graduate Headcount: 650 2018 Annual FTE: 3,220

Fall 2019: Undergraduate Headcount: 3,162 Fall 2019: Graduate Headcount: 683 2019 Annual FTE: 3,320

Fall 2020: Undergraduate Headcount: 3,225 Fall 2020: Graduate Headcount: 717 2020 Annual FTE: 3,486

2018-2019 Academic Plan Summaries 43

2018-2019 Academic Plan Summaries 44

LANGSTON UNIVERSITY (LU) 2018-2019 Academic Plan

TECHNOLOGY

Current Status

• The School of Physical Therapy faculty integrates educational technology in teaching practices to create a more diverse learning environment and enhance student outcomes. One hundred percent of the instructors in the DPT program utilize D2L learning management system to communicate with students, manage course material, and track student performance. Instructors use smart boards to encourage collaboration among students and promote active learning. Smartboards are in the classrooms and the laboratory rooms. Video communication technologies, such as Polycom and Zoom, enable remote guest speakers and subject matter experts to present information to students. During clinical education, technology permits faculty to evaluate student performance, provide feedback to students, and enhance communication with clinicians. Students complete four clinical internships at four different locations. During each internship, D2L is available to students to upload weekly assignments, submit their clinical case studies, and receive feedback from their faculty case study mentors. Another technology used throughout clinical internships is the Clinical Performance Instrument (CPI), an electronic assessment tool. The CPI provides a standard method for clinicians to assess students’ practical skills and enables students to self-assess their performance. Faculty uses the information from the CPI to track students’ progress and potential for success.

• To support goal four of the university's strategic plan the School of Education and Behavioral Sciences provides several options for students to engage in course delivery. There were several initiatives to increase the number of faculty offering online course content. Recognizing that faculty must qualify to provide 100% online instruction, there were several options available to assist instructors who did not have credentials. Examples of options include using a flipped classroom model to allow students to both learn content in advance and then use class time to ask questions or provide direct instruction or to provide an in-class lecture followed by instruction time in modules on the learning management system. Instructors offered more paper and pencil-based exams through the learning management system. More of the faculty began to accept assignments and provide grades through the system as well.

In our professional education programs, we offer online and blended courses using synchronous and asynchronous methods of delivery. In some instances, course instructors may meet their courses through Adobe Connect during regularly-scheduled meeting times, or select specific meeting dates with regular contact and check-ins with their students. Using either method of content delivery allows our students to join us remotely. The SoEBS will expand this delivery method to other programs.

2018-2019 Academic Plan Summaries 45

• Online course development in the areas of Mathematics, Biology, English, Communication, Sociology, Criminal Justice, and Correction. Specific courses include College Algebra, Contemporary Mathematics, Natural Biology for non-STEM majors, English Composition, Introduction to Speech, Introduction to Sociology, Introduction to Criminal Justice, Introduction to Corrections, and Juvenile Delinquency, Correctional Treatment Systems.

• Qwizdom (Hyper-interactive teaching techniques) technology is utilized to assist the instructor in assessing class members' comprehension of the lecture in real-time. Each student has a hand-held remote to answer multiple-choice questions at a moment’s notice. Results of classroom participation are instantly projected, analyzed and recorded. [This technique is also implemented by allowing students to utilize their cell phones as their remotes when permitted]

• OneNote (Shared-Notes) software is utilized for student groups to work on the "same- page" projects via internet in class or from various locations. Tablet PCs, connected to an instant voice messenger or voice over IP, is utilized. This process also provides faculty with the ability to respond to students' questions with visual aids as well as provide faculty the ability to deliver a very low cost, an unassisted lecture from any location. In some instances, internet tutoring of high school students has been utilized.

• D2L is used to download courses syllabi, assignments, lectures and class materials, videos to enhance teaching and learning. A learning management system is an excellent tool for students to keep abreast of their progress.

• A technology-enhanced classroom that supports and enhances the learning process. Adobe Connect is utilized to record daily lectures to upload to D2L for students to keep apprised of lecture content, and to hold webinars for the department to increase off- campus lecture opportunities as well as on-going opportunities for tutoring/mentoring of undergraduates.

• WebAssign - An online homework and instructional system adapted by many textbooks that provide challenging homework problems and helpful modes for a solution to support and enhance student learning. WebAssign is used in Mathematics and Physics I & II.

• Sapling Learning - An online homework and instructional system that provides challenging homework problems and helpful modes for a solution for various college subjects. It enables students to enter drawings and other free responses as solutions when required. Sapling learning is used in Organic I, Organic II, Chemistry I, and Chemistry II.

• PhysioEx is utilized in the Human Physiology course for enhanced simulations in addition to ‘wet’ labs, and other classes are including virtual laboratory activities.

Future Plans

• The University is committed to providing our faculty and students with cutting-edge training to remain competitive in the global marketplace. The Center for Technology will

2018-2019 Academic Plan Summaries 46

continue to offer training that addresses cutting-edge technology to assist in the teaching and learning process.

• Provide workshops/presentations to students in the use and integration of computer technology.

• Develop a policy for offering blended courses from the qualification of the instructor teaching the class, to the requirement of the teaching content as blended.

• Provide supplemental training to the trained faculty in the QM Higher Education Rubric, Fifth Edition so that they can follow the updated principles in the QM Higher Education Rubric, Sixth Edition.

• Provide individual and structured training/workshops to the faculty for the following topics: • Microsoft Office – particularly PowerPoint • D2L textbook integration • Camtasia, YouTube, and video integration in D2L • D2L and Google Products (Google Drive and Slides) • Using Adobe Connect screen sharing Software

• The School of Arts and Sciences will require faculty to use Bright space/Desire 2 Learn (D2L), and use D2L at a minimal level for giving students access to the course syllabus submitting, develop a drop box to submit an assignment,articles, videos and provide other teaching resources such as Grammarly and TURNITIN as a writing improvement and plagarism softwares.

• The mathematics, chemistry, and technology departments will utilize Khan Academy as an intervention to assist students in the targeted remedial study. The system will be programmed to provide feedback to students’ progress, which increases the effectiveness of the intervention program.

• In the fall of 2019 The School of Education and Behavioral Sciences will open our first technology-based education lab on the Langston campus. The overall goal of this model classroom is to provide an authentic learning space on the Langston campus, in which to train Professional Education (PE) majors across the Professional Education Unit (PEU). The PEU is comprised of nine programs across three schools (School of Education and Behavioral Sciences, School of Arts and Sciences, and School of Agriculture/Family and Consumer Sciences). Historically, there have been nine professional education courses that all PE majors must take.

• Additionally, the lab has six IPad Pros, three IPads, and six digital pencils. Teachers must know how to use current field-related technology prior to entering the classroom. We believe that creating authentic spaces, for all majors to use will mitigate some of the disconnection and provide much-needed context for all majors. Further, we think that by increasing innovative ways to provide instruction for our majors may help with recruitment and retention.

2018-2019 Academic Plan Summaries 47

• Provide training for faculty on how to use SoftChalk software to create interactive delivery of content, assessments, and activities.

• Provide instructional design support for online course development by modifying activities and course content with Adobe software, Final Cut and Motion, SoftChalk, and Articulate 360 software.

• Increase accessibility in online courses to meet the 2018 Section 508 Standards (WCAG 2.0 criteria levels of A and AA).

• Increase the number of certified faculty for teaching online, and increase the number of qualified courses offered online.

• Software Evaluation: Evaluate Zoom screen sharing in comparison to the existing Adobe Connect software.

The implementation of the above strategies will enable Langston University to satisfy the educational needs of students and faculty to interact online with content, each other, and become an active participant in teaching and learning.

ACADEMIC EFFICIENCIES

Current Status

• In the fall of 2017, the Master of Education program completed a focused visit for the reaffirmation of accreditation through the National Council for the Accreditation of Teacher Education (NCATE, now the Council of Accreditation of Educator Preparation or CAEP). Before this visit, using feedback received from previous students, community members, and new faculty, the program instituted several new changes including handbook revisions and a residency plan.

• The Department of Rehabilitation Counseling and Disability Studies submitted a change of name to the Department of Rehabilitation and Disability Studies to be more consistent with other departments around the nation offering the same programs. Additionally, the department added courses to increase the passage rate on the License Professional Counselor exams.

• The School of Education and Behavioral Sciences combined two of its low productivity programs Elementary and Special Education, into one dual certification program. The purpose of this merger is to produce effective teachers for the workforce that have both content knowledge in two critical shortage areas and experience working with students who have various exceptionalities.

• In support of goal two of the Langston University strategic plan, this academic year, several of our school faculty engaged in some activities including faculty sharing, collaborations, course redesigns, and other efficiency measures. One example of faculty

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sharing includes a course instructor in our Bachelor of Arts in Liberal Education program who also teach Biology, Education, and Psychology courses related to scientific principles. We find that faculty who teach across disciplines offer enhanced content in the classes they teach. In the area of elementary education, the plan of study requires a course related to teaching science and math in elementary schools. By having a course instructor who teaches in the Biology program, the elementary students receive exposure to different methods of delivering course content.

• Faculty from the Department of Education and Professional Programs engaged in cross- university collaboration with Purdue University and the University of Kentucky faculty through a multi-university grant collaboration faculty create a series of ” brown bag” webinars to engage faculty in discussions related “student-centered” learning courses and communications, and building faculty partnerships across Universities.

• The Department of Psychology re-aligned its courses and content to the standards from the American Psychological Association. A realignment should produce better results on the exit exam taken by all Psychology majors. We will collect this data at the end of the fall and spring semesters of the 2018-2019 academic year

• The School of Physical Therapy dean and faculty are committed to the scholarly development of students in an efficient manner. Full-time physical therapist faculty serves multiple roles as course instructors, academic advisors, and case study mentors. Lectures in all courses are uploaded to D2L and made available to students to eliminate printing cost.

• The Division of Academic Affairs will suspend the following programs for the 208-2019 school year: Music Education, Visual Rehabilitation Counseling, Secondary Education Program options and the Bachelor of Business Administration-Economics Option. These programs are being suspended because of low enrollments and Graduation rate.

• The School of Arts and Sciences led the University in implementing components of the Complete College America agenda by developing co-requisite courses in mathematics and English. Also, the School is offering eight-week sequential courses to assist students in completing general education courses.

• Faculty sharing and collaborations were demonstrated in the multi-sectioned Biology classes, Mathematics and Technology, Mathematics and Physical Sciences, English and Humanities, and English and History.

• Faculty in the School of Arts and Sciences have established research collaborations at Oklahoma State University, Kansas State University, the Lawrence Berkeley National Laboratory, Iowa State University, the University of North Texas and the OK- Department of Transportation. The efforts are used in connection with our student's as high impact strategies to assist with graduation rate and retention.

• The School of Nursing plans to develop and offer a certificate in Nursing Informatics. Emphasis will be placed on the ethical use of information and evidenced-based systems management.

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• Faculty sharing/collaborations are implemented in the multi-sectioned Biology classes, Mathematics and Technology, Mathematics and Physical Sciences, English and Humanities, and English and History. The faculty has established research collaborations at Oklahoma State University, Kansas State University, the Lawrence Berkeley National Laboratory, Iowa State University, the University of North Texas and the OK- Department of Transportation.

Future Plans

• As part of the Complete College America Initiative and the Higher Learning Commission’s best practices, the University will continue its movement toward course redesign and program modification to reduce the number of hours Langston University requires for graduation. In the effort to remain competitive with other regional universities three departments in the School of Education and Behavioral Sciences will submit changes to the Oklahoma State Regents for Higher Education to reduce the number of credit hours from 124 to 120 when possible. Dropping the number of credit hours will provide the faculty with an opportunity to re-examine the content currently offered and design more appropriate courses. The purpose of the reductions is to ensure that the Psychology, Health, Physical Education, and Recreation, and Bachelor of Arts of Liberal Education programs operate in the most efficient way possible, that all content meets standards, and that students have the opportunity to take electives that broaden their experiences.

All programs will continue to modify hours, curricular content, and co-curricular experiences to ensure that we are providing the best experience possible for students. Another example of the school's plans includes condensing courses in Rehabilitation and Disability Studies to be taught by one instructor across multiple campuses. The Master of Education program currently uses this instructional method as well as some undergraduate courses. By engaging in distance education delivery, we can serve a broader range of potential students.

As part of our strategic plan for accreditation in professional education, we plan to reinstate Educational Leadership in the fall of 2019. The Education and Professional Programs department is set to meet with a stakeholder advisory group this summer to identify needs associated with the program. The goal of the advisory groups is to help establish how components of urban demographics can help to shape the focus and mission of the program. Although our Educational Leadership program has national recognition, by the Educational Leadership Constituent Council (ELCC) it has been on moratorium since 2014.

• The School of Nursing and Health Professions plans to offer the Bachelor of Science Program in Health Care Administration at the Oklahoma City Campus. Program faculty and curriculum modifications are under-review.

• The School of Business will continue to review its academic programs and monitor program enrollments to ensure that programs remain viable. During the 2018-2019 school year, the School of Business will form a partnership with Oklahoma Community College, Rose State College, and Tulsa Community College. The school will also streamline course selection for various degree options, which will provide flexibility for faculty and

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students. As part of the strategic plan, the School of Business will increase certified online instructors and courses to enable collaboration between Langston, Oklahoma City, and Tulsa campuses.

ONLINE LEARNING ACTIVITIES/INITIATIVES

Current Status

Open Educational Resources (OER) The Center for Technology Integration provided training for faculty to integrating OER in their courses and curriculum so students and faculty could have access to a wide array of free resources for teaching and learning. The departments of math, chemistry, physics and other related courses use the Khan Academy resource to refresh students’ knowledge. Faculty members received training on the open textbook concept to reduce the textbook cost and afford the student to have the critical class material on the first day of class.

Recently, Langston University administration established an initiative with Follett bookstore which made it possible for all enrolled students to have their books on the first day of class and the cost charged to their bursar account. The initiative has worked well during the past semesters.

Professional Development Langston University offers an online training certification program for faculty who express a desire to teach online. A faculty member must complete the courses listed below to become certified for online teaching. The Center for Technology Integration train and approve all teachers for online teaching. Teachers must complete the following courses:

o Quality Matters o Improving Your Online Course o D2L Review Course o A pedagogical course on the fundamentals of online teaching.

The training for online teaching is ongoing. Once a faculty becomes certified to teach online, they must take a refresher course every two-years. The School Business faculty members will complete the four required courses for online teaching by the end of the 2018-2019 school year.

In addition to the online delivery professional development training, the university’s faculty development program provides a variety of topics to address online teaching and teaching and learning in the classroom. Topics are presented biweekly in a webinar format 24 hour a day.

Delivery System/Platform Currently, Langston University uses the D2L course management system for teaching enhanced, blended, and online courses. Adobe Connect screen sharing software is integrated into the D2L platform making it convenient for students and faculty to communicate anywhere, anytime in the virtual online room. At the beginning of the academic year, the university changed from Desire 2 Learn to Desire 2 Learn Brightspace. The new platform

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allows faculty to engage with students offering better support for Adobe Connect. We can issue online rooms to instructors via the learning management system. Bright space also has the better functionality to integrate web-based programs such as the Google Suite (forms, sheets, docs) that allow faculty and students to collaborate in real time. This functionality was not available in the previous version.

Future Plans

Will continue to develop blended and online courses that meet Quality Matters standards.

Will continue to monitor and evaluate online teaching for adherence to the approved university policy.

Apply Quality Matters approved rubric for all courses taking place online.

Will place greater emphasis for 60 percent of the faculty to pass the Quality Matters Rubric training course to learn how to align the course objectives with the course content, assessment tools, and outcomes. Some online courses will use the respondus monitor to ensure academic integrity. Other resources that are available for online teaching are Grammarly and Turnitin software.

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LEARNING SITE ACTIVITY REPORT

Number of Courses

ITV/Adobe Connect Classes Fall 2017; Spring 2018; Summer 2018 Fall 2017 Enrollment Location Day Start End Course # Class Instructor Time Time

PUH 3303 Essentials of Epidemiology Mundende D MWF 9:00 AM 9:50 AM L-O 13 PUH 2413 Health and Environment Mundende D MWF 10:00 AM 10:50 AM L-O 13 Foundations of Public PUH 4313 Mundende D MWF 11:00 AM 11:50 AM L-O-T 10 Health Law & Ethics Introduction to Global PUH 2313 Mundende D MWF 1:00 PM 1:50 PM L-O 21 Health Physical Therapy PT 5944 Traylor E MF 9:00 AM 12:00 PM R-L 13 Procedures I Introduction to Graduate ED 5883 McGowan O M 4:30 PM 5:10 PM T-O 6 Studies ED 5023 Tests & Measurements McGowan O M 7:20 PM 10:00 PM T-O 6 Biomech & Human Motion PT 5914 Traylor E TW 9:00 AM 12:00 PM R-L 13 Analysis PUH 3453 Community Nutrition Holmes A TR 9:30 AM 10:45 AM L-O-T 3 Online - Introduction To FCS 2123 Holmes A TR 9:30 AM 10:45 AM L-O-T 40 Nutrition Program Planning & PUH 3423 Montella K TR 9:30 AM 10:45 AM L-O 12 Evaluation PUH 3313 Human Sexual Behavior Montella K TR 11:00 AM 12:15 PM L-O 28 PUH 3003 Nutrition In Life Span Holmes A TR 12:30 PM 1:45 PM L-O-T 13 Prin. Health Education & PUH 3343 Holmes A TR 2:00 PM 3:15 PM L-O-T 14 Health Prom. Educational Research and ED 5003 Brevetti M T 4:30 PM 7:10 PM O- 11 Evaluation Entrepreneurship and New ENT 5143 Alexander N T 5:30 PM 8:10 PM L-O-T 9 Venture Creation PY 4103 Experimental Psychology Stanbrough C T 7:20 PM 10:00 PM L-T 10 PY 3213 Physiological Psychology Rott P R 4:30 PM 7:10 PM T 11 Practicum In The Urban UE 5283 Brevetti M R 4:30 PM 7:10 PM O 5 Environment PY 3223 Psychological Testing Rott P R 7:20 PM 10:00 PM T 4 ED 5883 Seminar-Capstone Brevetti M R 7:20 PM 10:00 PM O 6

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Spring 2018 Loc Enrollment ation Day Start End Course # Class Instructor

Time Time

Development Reading For UE 5233 McGowan O M 4:30 PM 7:10 PM T 1 The Urban School ED 5043 Educational Sociology Brevetti M M 7:20 PM 10:00 PM O 10 FCS 2123 Introduction To Nutrition Till J M 12:00 PM 3:00 PM L-O 17 Public Health Leadership PUH 4312 Mundende D MW 1:00 PM 1:50 PM L 7 Seminar Complementary & Alt PUH 4403 Mundende D MWF 9:00 AM 9:50 AM L-T 6 Medicine PUH 2403 Food Sanitation And Safety Holmes A MWF 10:00 AM 10:50 AM L-O-T 27 Fund Of Public Health PUH 4433 Mundende D MWF 10:00 AM 10:50 AM L 4 Policy PUH 3413 Intro. To Biostatistics Mundende D MWF 11:00 AM 11:50 AM L 9 PUH 2433 Health Literacy Montella K MWF 2:00 PM 2:50 PM L-T 30 ED 4003 Bale Independent Study McGowan O R 4:30 PM 7:10 PM T 5 Philosophy And Principles UE 5203 Herron M R 4:30 PM 7:10 PM O 11 Of Urban Education Practicum In The Urban UE 5283 Brevetti M R 4:30 PM 7:10 PM O 4 Environ ENT 5301 Practicum: EC of ENT Sarjeh Payma H R 6:30 PM 7:30 PM T 4 ED 4032 Bale Colloquium C McGowan O R 7:20 PM 10:00 PM T 5 ED 5023 Tests & Measurements McGowan O T 4:30 PM 7:10 PM T-O 6 Special Topics Health HA 4441 Robinson L T 5:00 PM 6:00 PM O-L 12 Administration Current Issues And Trends UE 5203 Anderson G T 7:20 PM 10:00 PM O 7 In U.E. PY 3313 Developmental Psychology Bennett D T 7:20 PM 10:00 PM O 12 FN 3313 Financial Management Sarjeh Payma H TBA TBA TBA T 25 Foundation Of Fiscal ORGL 3443 Sarjeh Payma H TBA TBA TBA T 10 Management Organization & Admin. PUH 3233 Montella K TR 9:30 AM 10:45 AM L-O-T 9 Health Services Health Disparities & PUH 3373 Mundende D TR 11:00 AM 12:15 PM L- 14 Inequalities Program Planning & PUH 3423 Montella K TR 12:30 PM 1:45 PM L 7 Evaluation Cult Competence In Health PUH 4423 Montella K TR 2:00 PM 3:15 PM L-T 8 Care PUH 4454 Medical Nutrition Therapy Holmes A TR 2:00 PM 3:50 PM L 4 PY 3223 Psychological Statistics Stanbrough C W 4:30 PM 7:10 PM O 11 BA 4643 Business Seminar Sarjeh Payma H W 5:30 PM 8:10 PM T 9 PY 3113 Psychology Of Aging Bennett D W 7:20 PM 10:00 PM O 7 Physical Therapy PT 5984 Traylor E WF 1:00 PM 4:00 PM R-L 13 Procedures II PT 6183 Prosthetics And Orthotics Traylor E R 1:00 PM 4:00 PM R-L 13

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Summer 2018 Enrollment Loc Day

Start End ation Course # Class Instructor Time Time

EG 1213 English Composition II Bates B OL 18

ED 5263 Educational Technology Brevetti M TR 7:20 PM 10:00 PM O 5 NR 2313 Pathophysiology-logy Collins P TWR 9:00 AM 1:00 PM T-L 25 Introduction to Information CS 1103 Golbaba M OL 32 Processing MT 1413 Contemporary Math Kounsil A OL 8

ED 5883 Intro. To Graduate Studies McGowan O TR 4:30 PM 7:10 PM T-O 3 NB 1114 Natural Science Biology Ognibene C OL 32

AS 2313 Elements Of Soils w/ Lab Tilahun Y TBA TBA TBA L 1 Exercise Science & Sports PT 6233 Traylor E TR 8:00 AM 12:00 PM R-L 13 Physical Therapy PT 6193 Geriatrics Physical Therapy Burns S T 9:00 AM 1:00 PM R-L 13

Location L = Langston Campus O = Oklahoma City Campus T = Tulsa Campus R=Remote Location

Day OL = Online classes

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. Approximately twenty to thirty courses are offered to the community during the day and in the evening in criminal justice, corrections, education, psychology, health care administration, nursing, business, urban education, and rehabilitation counseling, as well as selected seminars and workshops. The university will continue to access the academics needs of the community as well as business, and industry.

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 to its remotes campuses in Oklahoma City and Tulsa to save the cost of instructions. Currently, we import physical therapy courses from the University of North Dakota through interactive video and web-based instruction. These initiatives will remain a high priority.

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ACADEMIC PRIORITIES/PROGRAMS

The School of Arts and Sciences will continue to emphasize improving students’ critical thinking and core competencies skills in liberal education courses. The following strategies will be employed: (a) place greater emphasis on the critical skills and resources used in all enrolled courses. (b) develop a rigorous plan to assess critical skills. (c) make greater use of course related laboratories with a plan for improvement (d) use the facilities to reteach and retest to ensure mastery of the critical knowledge as early as possible, especially in introductory courses.

The School of Education and Behavioral Sciences will continue a comprehensive program for achieving academic success, particularly for students from diverse backgrounds, who will benefit from a holistic approach to the higher education process. The School of Education will continue to: (a) maintain continuous improvement in course offerings, program accessibility, and availability of curricular content, and (b) make program modification decisions based on data analysis collected through various processes. Continuous improvement is a priority for the School of Education to establish a comprehensive program for achieving academic success, particularly for students from diverse backgrounds, who will benefit from a holistic approach to the higher education process.

The school of Nursing (SON) plans to offer its nursing program at the University Center of Southern Oklahoma in Ardmore, Oklahoma during the spring of 2019. The University Center of Southern Oklahoma and the Ardmore community have requested that Langston University fill a void at the University Center by offering its nursing program in the Ardmore community.

The School of Business will establish a comprehensive appreciative advisement program to assist with the retention and graduation rates of business students. Additional faculty members will be trained and added as advisors. Faculty mentors will be assigned, and meetings with students will be required. The students will receive a questionnaire each semester to access the program effectiveness, and program improvement will be ongoing.

The School of Agriculture and Applied Sciences plans to offer a Master of Science degree in Sustainable Agriculture. This program will assist in addressing the need to increase more minorities with advanced degrees in agriculture to assist in creating diversity in the workforce. The fall of 2019 is the proposed starting date for the program.

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ENROLLMENT PROJECTIONS

Fall 2018: Undergraduate Headcount: 2,113 Fall 2018: Graduate Headcount: 215 2018 Annual FTE: 2,165

Fall 2019: Undergraduate Headcount: 2,218 Fall 2019: Graduate Headcount: 226 2019 Annual FTE: 2,273

Fall 2020: Undergraduate Headcount: 2,329 Fall 2020: Graduate Headcount: 237 2020 Annual FTE: 2,386

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NORTHEASTERN STATE UNIVERSITY (NSU) 2018-2019 Academic Plan

TECHNOLOGY

Current Status

Colleges continue to utilize web-conferencing software for class sessions as well as meetings resulting in less travel among campuses and more efficient time use. Course schedule types have been updated to provide better data regarding the use of “virtual class meetings.”

Online tutoring continues to be popular with students. During the 2017-18 academic year, students engaged in nearly 3,000 tutoring sessions for more than 1500 usage hours.

Programs utilize many software applications and technology tools that support student learning or provide them with experiences similar to what they will encounter in their careers. These technologies include specialized accounting software, Adobe Creative Suites, Geographic Information System (GIS) mapping software, software compilers, robotics software and hardware, virtual reality headsets, data recorders, tablets and specialized equipment for optometry courses.

The institution’s curriculum change tracking software, Curriculog, provides a transparent tool that digitizes curriculum review and allows all campus members to see the status of proposals.

Future Plans

NSU reviews input from faculty, students, and constituents to inform technology purchases and implementation. Dedicated task forces or review committees review options, seek vendor presentations, vet purchases with impacted groups, and then make recommendations to the appropriate Vice President who shares that information with the Cabinet and President. Plans for the coming year include:

• 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 Center for Teaching and Learning continues to facilitate the review of online courses and provide instructional design assistance for faculty.

• Plans to improve faculty access to the Center for Teaching and Learning are ongoing. Using one-time funding, the institution hopes to create new office and instructional design space within John Vaughn Library. This updated space would showcase technology tools that can improve teaching and learning.

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• As the number of online and blended courses increase, the need for additional instructional designers becomes critical. NSU’s current staffing in this area is below our peer institutions.

• The College of Optometry will utilize a portion of research-designated funds to invest in a research-dedicated exam lane where optometry students can work with faculty.

• In 2018-19, the institution will designate Top Hat as an approved vendor. This adoption lowers student rates for the polling software as well as provides faculty access to open resources and the support to create more interactive textbooks.

ACADEMIC EFFICIENCIES

Current Status

Colleges continue to collaborate in multi-disciplinary partnerships for degree design in addition to existing partnerships to deliver the Cyber Security, B.S. and the Business Administration, MBA option in American Indian Enterprise.

As mentioned earlier, several graduate programs have implemented accelerated pathways between the baccalaureate and master degrees that allow students to count up to 12 hours of their masters’ degree work to complete the bachelor’s degree. Provided to a select group of students whose academic records supports their advanced standing, these pathways shorten the time to masters’ degrees.

Colleges review scheduling and course rotations to maximize enrollment. For example, rather than offering the same course on multiple campuses each semester, courses are rotated among campuses (e.g. fall in Tahlequah and spring in Broken Arrow), thus reducing the number of adjuncts needed to deliver programs.

Increased offerings in online and blended delivery formats provide multiple ways for students to take courses and allow better distribution of faculty time and assignments. Blended and online courses eliminate the need for faculty to drive between campuses.

Future Plans

During the 2018-19 year, Academic Affairs will enlist the services of Gray Associates to complete a comprehensive review of NSU program offerings. Potential student demand, employment opportunities, and competition will be key factors. The review results will provide the data needed to inform decisions as to which programs to sustain, grow, start, and phase out.

Colleges will continue to use advisory panels to information decisions related to program development and curriculum content. Partnerships with area businesses and community partners provide internships sites for students, feedback about graduate strengths and weaknesses, and funding to support student scholarships and special initiatives.

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Additional multi-disciplinary degrees are in the planning stages including:

• Digital Marketing, BBA which would include faculty and courses from the College of Business and Technology and the College of Liberal Arts.

• Data Analytics degree would be a collaboration between the College of Business and Technology and the College of Science and Health Professions. Data collected from NSU’s Quality initiative, the Tulsa Transfer Partnership, and Civitas Illume analytics will inform the strategic use of personnel and other resources to best support student degree completion.

ONLINE LEARNING ACTIVITIES/INITIATIVES

Current Status

Open Educational Resources (OER) During 2017-18, a sub-committee of the Center for Teaching and Learning Advisory Committee studied Open Educational Resources and how NSU could provide opportunities for faculty to learn more about their use. Many faculty already incorporate free resources such as YouTube and podcasts, and several faculty create their own videos and tutorials to support their courses. Faculty continue to explore open textbooks. Current courses using OER textbooks for the entire course are listed below:

• BIOL 3114 Genetics • BIOL 3314 Human Physiology • CHEM 1131 General Chemistry I lab (faculty authored / free to students) • CHEM 3413 Inorganic Chemistry • CHEM 3523 Environmental Chemistry • CS 4233 Professional Development in Computer Science • EDUC 4823 Emerging Technology (creative commons license) • MBA 5533 Information Systems for Managerial Problem Solving • MATH 3413 Geometry and Measurement • MATH 3703 Introduction to Proof • MATH 3813 Math Clinic • MATH 3913 Introduction to Analysis • MATH 4713 Teaching Secondary Math • MATH 4723 Senior Seminar • OPT 5134 Vision Science II: Sensory Aspects • OPT 5215 Vision Science III: Motility/Binocular • OPT 6031 Physical Diagnosis • OPT 6111 Research Methodology • OPT 6141 Gerontology • OPT 6182 Systemic Disease • OPT 6251 Optometric Case Studies II

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• OPT 6272 Ocular Disease IV: Orbital and Neurological Disease • OPT 7171 Optometric Case Studies IV • PHYS 1215 General Physics II • SCI 1113/ SCI 1114 General Physical Science

Professional Development NSU uses Quality Matters as its standard for online programs, and has developed a process to provide appropriate training for those who teach online. Faculty who teach online must complete the Online Educator Certificate I which addresses course templates, LMS tools, and the QM elements. The second level of training, Online Educator Certificate II, includes pedagogical concepts. In OEC2 faculty demonstrate their proficiency by designing an online course.

During Opening Week (the week faculty return prior to the semester start), Community and Collaboration Day provides an opportunity to hear experts in higher education pedagogies as well as peer presentations about effective classroom practices. Sessions devoted to online pedagogies include use of LMS applications, developing online engagement, applying the Quality Matters Rubric, using Zoom, preventing and monitoring unethical behavior in online environments, hybrid course design, and online accessibility.

Faculty can always reach out to the Center for Teaching and Learning staff when they have a difficulty or want to try new approaches. CTL staff work independently with the faculty as well as offer workshops throughout the year.

Delivery System/Platform NSU utilizes Blackboard as its learning management and online course delivery platform.

Future Plans

NSU faculty are sensitive to the economic factors and backgrounds which impact their students and their ability to purchase learning materials. As a result, the search for open or inexpensive resources will continue during the 2018-19 academic year.

• In August 2018, the keynote speaker for Community & Collaboration Day (institutional professional development) will be Jonathan Lashley who has served Clemson University as the Director of Texts and Technologies. Mr. Lashley will speak about open educational resources.

• Dr. Alesha Baker, Assistant Professor of Educational Leadership, will share her extensive experiences and research with Open Educational Resources.

• As mentioned above, the Top Hat adoption offers faculty access to a library of open resources and the support to create more interactive textbooks.

• Faculty in Health Professions adopt Cengage textbooks which allows students to gain access to needed textbooks in multiple courses for approximately $120 per semester.

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In addition to the open educational resources, CTL’s professional development for online learning will continue in the coming year with a focus on instructional design. Faculty also utilize faculty development funds to attend professional conferences where online learning is a focus.

LEARNING SITE ACTIVITY REPORT

Number of Courses

Fall 2017 – Using Zoom technology for virtual class meetings, NSU offered two blended courses at Carl Albert State College, ELED 4343 Social Studies Strategies and LIBM 4023 Materials for Children with respective enrollments of 21 and 22.

Spring 2018 - No electronic courses were sent to or received from other institutions.

How Sites are Meeting Needs

NSU personnel are closely involved with the constituent communities in the northeastern Oklahoma area, and many community members serve on advisory councils. Feedback from these groups often results in program updates and modifications. For example, as a result of advisory council feedback, faculty proposed changes to the Business Administration, MBA program for more options that allow students to develop specialty areas to meet local employer needs. A request for electronic delivery of the Hospitality and Tourism degree online resulted from feedback with tribal partners so that their employees could pursue degrees while working full time.

Through the College of Extended Learning (CEL), local businesses and employers can arrange specialized professional development as employee needs dictate. CEL has offered continuing professional development in Crime Scene Investigation, Enrolled Agent, and Emergency Management and Planning.

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.

ACADEMIC PRIORITIES/PROGRAMS

For the 2018-19 academic year, NSU will continue to pursue academic priorities that best serve its students and constituent communities. Across the institution, the focus is on student success, and several initiatives highlight these efforts. First, NSU will continue work on its HLC Quality Initiative: Sustaining Student Success. Data collection was the focus of the past year, and these data reveal the complexity of student support needs and variety of career and educational goals that characterize NSU’s students. The institution’s investment in a new data

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analytic tools from Civitas Learning will allow faculty, advisors, and student support specialists to reach out with more personalized information and anticipate potential stumbling blocks for students. This software package will enhance not only the Sustaining Student Success initiative, but also other efforts to personalize student support.

The second institutional initiative for 2018-19 is NSU’s participation in the Tulsa Transfer Partnership, a collaborative of Tulsa metro universities who seek to strengthen transfer opportunities and processes with Tulsa Community College. Sponsored by the Schusterman Family Foundation, the Tulsa Transfer Project will utilize the Gardner Institute’s Foundations of Excellence Transfer model and has the potential to benefit not only NSU’s efforts with TCC transfers, but all transfer students no matter their feeder institution. As part of the Foundation of Excellence process, NSU will conduct a self-study of its transfer philosophies and practices.

The third institutional initiative will be curricular changes to fully implement the mathematics pathways. During 2017-18, the Chair of NSU’s Mathematics and Computer Science department meet with program faculty in every college to discuss the most suitable pathway for each major. NSU had already added a general education statistics course for the 2017-18 academic year, and in the coming year will finalize the pathway work to include the new functions and modeling course as well as course and degree changes required to reach that goal.

Supported by a Title III NASNTI grant, NSU’s Native American Support Center provides direct student services related to retention for students from tribal backgrounds. The Center provides academic advisement, personal coaching, tutoring, peer mentoring, career coaching, and graduate school preparation, and works closely with the Center for Tribal Studies. The program operated under an interim director from October-May 2017-18, but now has a full- time director and will be filling the Outreach Coordinator position soon.

The College of Business and Technology will host a re-accreditation visit with a team from Accreditation Council for Business Schools and Programs (ACBSP) during the fall 2018 and has devoted efforts to improving assessment, strategic planning, and stakeholder relations. While ACBSP accreditation impacts the BBA and MBA programs, the unit is also working toward accreditation of the Environmental Health and Safety Management program by the Accreditation Board for Engineering and Technology (ABET). This program is the third largest major in the CBT, and local employers hold the program in high regard and are eager to hire graduates. The lack of ABET accreditation, however, precludes students from applying for certain national scholarships and makes them ineligible for hire by some large, nationwide firms. ABET accreditation is necessary to take this program to the next level, and the faculty and are collaborating with stakeholders to reach this goal. During the AY 2017- 2018 year, a faculty position vacated through retirement was repositioned to EHSM and is currently being advertised. This position will help meet ABET faculty requirements. Once this position is filled, the college will explore creating safety laboratory facilities.

The College of Education is also hosting a re-accreditation visit in during 2018-19. The Council for the Accreditation of Educator Programs (CAEP) along with representatives from the Oklahoma Educational Quality and Accountability agency will be on site in November to review teacher education programs at the undergraduate and graduate preparation levels. Beyond re-accreditation efforts, the COE’s academic priorities include working with area

2018-2019 Academic Plan Summaries 64 districts to assist them in “growing their own” teachers with strengthened marketing and recruitment as well as early identification of future teachers, implementing more global learning experiences, and implementing accelerated pathways between undergraduate and graduate programs. Financial resources to meet these priorities are limited, and the challenge of recruiting and retaining highly qualified faculty limits programs’ abilities to expand in critical areas. For example, area schools report a need for school psychologists, and the Psychology and Counseling Department has developed a School Psychology program. Unfortunately, due to a lack of resources to finalize the program curriculum and recruit appropriate faculty, the Letter of Intent and program development are on hold.

Under leadership of a new dean, the College of Liberal Arts will continue to update programs where needed, create new areas of study, and phase out programs which may no longer be viable. The availability of online minors will complement NSU’s efforts to strategically address students’ interest in online programming. Geography and Criminal Justice are working on a Sustainability and Global Security major. The new Creative Writing major complements the current traditional English major and will soon cultivate more students interested in writing related careers. The English major is in process of undergoing major curriculum revisions in response to discipline standards, recommendations from a program review consultant, and to articulate well with other state schools. A new TESOL major is under consideration. The MSW program will launch this fall, and one of the needed positions was funded through reallocation of existing monies, but a second position will require new money or further reallocation. Costs for faculty with the experience and expertise needed will be close to $100,000 with salary and benefits.

The Gregg Wadley College of Science and Health Professions plans to enhance programs in the health professions including the reinstatement of the Masters of Science in Nursing and the implementation of a new master’s program preparing physician’s assistants in summer 2019. Additional faculty and personnel to support the program are funded at this time through private donations. In response to changes at the national level for credentialing dieticians, the Nutritional Sciences program will propose a Master of Science in Public Health. Changes to general education mathematics courses will be a priority in 2018-19 as the Mathematics and Computer Science department supports the implementation of math pathways across all undergraduate degree programs. In addition, faculty are exploring the addition of graduate certificate programs which would align with constituent employer needs. These certificates would provide enhanced skills for individuals as well as encouragement to complete a master’s program.

The Oklahoma College of Optometry continues to enjoy a national reputation for preparing highly-skilled optometric physicians. To maintain the quality of preparation that NSU graduates enjoy, the college’s highest priority is a new academic and clinical facility. NSU’s capital campaign has identified this new facility as a priority, and college personnel have been meeting with an architectural firm to develop renderings of a proposed new facility. Other academic priorities include faculty salary adjustments to market rates to ensure that the college recruits and retains the best faculty and restoration of an equipment budget acquire the clinical equipment needed to keep pace with ever changing technology.

The Graduate College has worked with the academic colleges to implement accelerated pathways which allow students to take up to 12 hours of graduate credit course work to meet the final undergraduate program requirements. By enrolling in graduate course work early,

2018-2019 Academic Plan Summaries 65

students have a head start in their graduate program and are more likely to complete. In additional to accelerated pathways, efforts to identify students who lack minimal requirements for graduation are underway in various programs with the goal of encouraging students to take the final few courses needed to complete their degrees. Finally, the graduate college hopes to secure funding to support graduate student research and presentation.

Within the scope of academics, NSU’s branch campuses at Muskogee and Broken Arrow support the needs of the communities they serve. In addition to health programs such as the Nursing BSN and MSN, Occupational Therapy, M.S, and upcoming Physician’s Assistant programs, the Muskogee campus also supports the OSRHE Reach Higher Organizational Leadership degree completion program and the General Studies baccalaureate program. Both programs have exceeded enrollment and degree production expectations in the past five years. With recent approval for complete online delivery, these programs have the capacity to serve even more students. On the Broken Arrow campus, the community continues to request programming related to STEM initiatives, and NSU is able to offer programming in Applied Physics, Computer Science, Mathematics, Biology, Chemistry as well as health care programs such as Medical Laboratory Sciences and pre-health majors for those seeking professional programs. Programming in business, education, and criminal justice continue to draw large numbers of students at the NSU Broken Arrow campus.

ENROLLMENT PROJECTIONS

Fall 2018: Undergraduate Headcount: 6,699 Fall 2018: Graduate Headcount: 1,078 2018 Annual FTE: 6,128

Fall 2019: Undergraduate Headcount: 6,766 Fall 2019: Graduate Headcount: 1,089 2019 Annual FTE: 6,189

Fall 2020: Undergraduate Headcount: 6,834 Fall 2020: Graduate Headcount: 1,100 2020 Annual FTE: 6,251

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NORTHWESTERN OKLAHOMA STATE UNIVERSITY (NWOSU) 2018-2019 Academic Plan

TECHNOLOGY

Current Status

Northwestern has obtained another USDA Telemedicine grant that will allow NWOSU to replace 6 ITV studios which will enhance the experience of our distance learning students. It will also allow a new ITV system at OPSU, where we offer Master programs in Education and Psychology and one new ITV system at Crabtree Correctional Facility where we offer classes.

Northwestern will begin to move to Ellucian for our new Administrative system.

Northwestern has added a new Faculty Resource and Professional Development Room which houses 8 desktop computers, 6 laptops, a conference table, and a portable whiteboard.

Northwestern also has a new Robotics Lab, Literacy Center, Early Childhood Classroom Lab, and new high fidelity mannequins for our nursing labs. All of these projects were completed through private funding.

Future Plans

Northwestern has launched a new website but will continue to update and make changes on this site. This will benefit all stakeholders.

Northwestern will continue to explore the use of Zoom in terms of technology.

ACADEMIC EFFICIENCIES

Current Status

Northwestern has partnered with Southwestern and Southeastern in obtaining a new administration system with upgrades in the area of financial aid, bursars office, the registry, and student services.

In regards to design and curricular changes, Northwestern has reviewed, modified, deleted or audited academic programs throughout the FY 18 academic year. The following express those additions or changes:

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2017-2018

Agriculture BS June 2018 Program Review Chemistry BS June 2018 Program Review English BA June 2018 Program Review General Studies BA June 2018 Program Review Health & Sports Science BS June 2018 Program Review History BA June 2018 Program Review Criminal Justice BS June 2018 Program Review Mathematics BS June 2018 Program Review Political Science BA June 2018 Program Review Sociology BA June 2018 Program Review Speech & Theatre BA June 2018 Program Review Computer Science BS June 2018 Program Review Music BM June 2018 Program Review Adult Education Management MED June 2018 Post Audit Report & Administration Secondary Education MED June 2018 Program Suspension Elementary Education MED June 2018 Program Suspension Secondary Education (Curr & MED June 2018 Option Deletion Inst; Ed Ldrshp) Elementary Education (Curr MED June 2018 Option Deletion & Inst; Ed Ldrshp) Biology BS June 2018 Program Modification Special Education BSED June 2018 Program Modification Marketing Certificate April 2018 Program Modification Agriculture Education BSED February 2018 Program Modification American Studies MA January 2018 Program Modification Embedded Cert Accounting Certificate December 2017 Designtn Embedded Cert Entrepreneurial Studies Certificate December 2017 Designtn Human Resources Embedded Cert Certificate December 2017 Management Designtn Embedded Cert Personal Financial Planning Certificate December 2017 Designtn Curriculum and Instruction MED November 2017 New Program Educational Leadership MED November 2017 New Program Music - Instrumental BMED September 2017 Program Modification Music - Vocal BMED September 2017 Program Modification Music BA August 2017 Post Audit Report BS/BAED, MED, Program Education and Nursing August 2017 BSN Review/Accreditation

2018-2019 Academic Plan Summaries 68

Future Plans

Northwestern is still awaiting the new early childhood center in Enid. A partnership with Enid public schools will create this new building which will benefit NWOSU by allowing our students opportunities for observations and teaching experiences. All building costs will be done through a bond by Enid Public Schools.

Northwestern will look for new opportunities for Internships and will collaborate with OCAST to meet some of these needs by applying for grants.

ONLINE LEARNING ACTIVITIES/INITIATIVES

Current Status

Open Educational Resources (OER) At this time we do not have widespread utilization of Open Educational Resources at Northwestern aside from YouTube and various Google tools. Many instructors use textbook publisher materials, such as Cengage Mindlinks, Cengage iLrn, McGraw Hill Connect and Create, and Pearson’s MyLab and Mastering. Northwestern has representation on the Council for Online Learning Excellence (COLE). This group has been extensively researching various Open Educational Resources opportunities, and we will likely see increased usage of OER materials at Northwestern in the future.

Professional Development Professional development opportunities are provided for online faculty and the staff supporting online education several times during the year. An opportunity for LMS training is offered to all faculty (mandatory for new faculty) before the fall semester begins in August. This training is a coordinated effort between the Faculty Development Advisory Board (FDAB) and the Coordinator of Online Education. Additional professional development opportunities are often available at various times throughout the year, offered by the FDAB, online education staff, or various academic departments. Online course development training is required for any member of the faculty before designing their first online course. This training is handled by the Coordinator of Online Education. Another major opportunity for professional development occurs each April when the Council for Online Learning Excellence hosts the Oklahoma Learning Innovations Summit. It is a blended summit, as most of the sessions are offered online in both synchronous and asynchronous viewing modes, but several “meet-ups” are organized for in-person collaboration and professional development.

Delivery System/Platform Northwestern uses Blackboard Learn version 9.1 as our learning management system (LMS). All online courses are delivered via the LMS. Tools such as Turnitin and ExamSoft are integrated with our Blackboard learning management system to make the teaching and learning experience as seamless as possible.

2018-2019 Academic Plan Summaries 69

Future Status

Northwestern plans to continue our efforts to maintain a high standard of academic excellence in our online courses. Regular evaluation of online course development and instruction techniques will help us identify areas that could be improved. An area of investigation over the next few years will be identifying and utilizing the open educational resources that will best fit with our mission. Another area of focus will be to optimize the training of new online course developers. Moving this training online will likely be a step we take as we make the process more exhaustive and effective. Continuing the process of rigorous evaluation of all new online courses and periodic review of all existing online offerings will be an integral part of maintaining a high standard of academic quality.

LEARNING SITE ACTIVITY REPORT

Number of Courses

Alva Fall, 2017 No classes received Spring, 2018 No classes received Enid Fall, 2017 No classes received Spring, 2018 No classes received Woodward Fall, 2017 5633 Financial Acct Decision making (1 student) Spring, 2018 4172 Natural Resource Law (1 student)

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

2018-2019 Academic Plan Summaries 70

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.

ACADEMIC PRIORITIES/PROGRAMS

New Assessment System: Northwestern, with input from faculty, has now fully converted to a new assessment system (ALCA). Northwestern has moved all assessment programs, faculty portfolios, and program portfolios to ALCA. Continuing professional development will be important for these.

Strategic Planning: As Northwestern unveiled its new strategic plan in 2016-17. The product 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 during the current year.

New Doctor of Nursing (DNP) Degree: With the approval of the new DNP program in place, Northwestern has set a goal of enrolling a minimum of 20 students in the fall of 18, which is the second class admitted to the program. Marketing efforts will be vital in building this program and a plan has been 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 wait on the results from the 4 year Assurance Review in the summer of 2018. Northwestern will prepare to submit their Quality Initiative in FY 19.

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.

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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. Northwestern will explore the senior math class in the high schools for placement in FY 19.

ENROLLMENT PROJECTIONS

Fall 2018: Undergraduate Headcount: 2,000 Fall 2018: Graduate Headcount: 210 2018 Annual FTE: 1,800

Fall 2019: Undergraduate Headcount: 2,000 Fall 2019: Graduate Headcount: 215 2019 Annual FTE: 1,800

Fall 2020: Undergraduate Headcount: 2,000 Fall 2020: Graduate Headcount: 220 2020 Annual FTE: 1,800

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OKLAHOMA PANHANDLE STATE UNIVERSITY (OPSU) 2018-2019 Academic Plan

TECHNOLOGY

Current Status

• Wireless infrastructure has been upgraded to provide wireless access across all of campus and provide improved speed, increase the number of users supported, and better service. • All faculty participated in workshops to improve online course design hosted by the University of Oklahoma ILED team. • The university migrated to active directory, allowing for a single user sign on and better services for students, faculty, and staff. • Many classrooms at Oklahoma Panhandle State University are equipped with SmartBoards and all classrooms have presentation capabilities. • OPSU added additional services to the online learning management system to improve student learning including video conferencing for synchronous learning opportunities. • All OPSU courses use the Brightspace gradebook to ensure widespread usage of the LMS. • The CIS department has utilized funds from the annualized Regents Program of Excellence Grant to provide advanced technology training to faculty, update equipment and teaching stations and provide stipends for faculty to develop new and updated curriculum content for their students. The Carter Hall network has been upgraded to gigabit speed and a SAN has been installed to enhance storage, backup and instructional methods. This summer the network patch panel and server were upgraded to handle increased traffic load. • The CIS department is a university Cisco Academy. The department offers courses with certified instructor which lead to Cisco certification for both students and area IT professionals. • The Industrial Technology Department makes extensive use of current CAD and CAM machines and software. The department maintains a computer lab equipped with CAD/CAM hardware and software. • Computer labs are available for students in three locations across campus with varying hours to ensure access for students. • The College of Business and Technology recently added a Glowforge 3D laser printer, to its laboratory for students. Online enrollment trends for Oklahoma Panhandle State University are presented below.

Semester Classes Credit Hours FTE Spring 2018 65 3422 228 Fall 2017 64 2998 200 Summer 2017 39 1226 82 Spring 2017 51 2855 190 Fall 2016 72 3079 205 Summer 2016 36 1227 82 Fall 2015 2018-201960 Academic Plan Summaries2461 164 73

Future Plans

• A campus wide IT strategic plan will be developed to target specific improvements in IT services and infrastructure to align to the broader strategic plan and campus master plan. • Each newly formed college will assess existing resources and services provided to students to identify areas for improvement and strengths to be leveraged for better learning outcomes. • Online programs will expand their impact and reach through new services offered as a part of the renegotiated contract with Brightspace to include analytics to promote student success. • The newly formed College of Arts and Education has adopted Brightspace ePortfolios for student evaluation and assessment, training and implementation will take place in the Summer of 2018.

ACADEMIC EFFICIENCIES

Current Status

The budget cycle for 2018/2019 included an in depth analysis of budget versus spending across all departments at the university and many efficiencies were realized that allowed for funding to be reallocated to key needs on campus.

A further analysis of job duties and workload initiated by the academic administrative team led to the formal recommendation from the Deans of the university to consolidate academic schools into colleges. Significant cost savings were realized in reducing administrators. The number of administrative deans was reduced as part of the school consolidation from five academic deans to three academic deans.

Future Plans

The university Persistence and Completion Team has created a strategic plan to improve student outcomes. One key area of this plan involved the redevelopment of freshman orientation courses. This redevelopment was a team approach to the curriculum redesign and led to a multi-disciplinary team to evaluate outcomes and needs for this critical entry level course. The success of this group has led to additional calls to collaborative teaching and learning opportunities for faculty to support one another in a culture of learning. 2018/2019 will see the implementation of faculty working groups to provide cross-curricular learning in support of university general education outcomes. These working groups comprised primarily of general education faculty will facilitate enhanced learning for students through curricular experiences that scaffold knowledge across departments.

Industry and student demand have indicated a strong need for a Master of Business Administration in Agribusiness. The university will continue to seek an expansion of function once the statewide moratorium on such requests is lifted.

2018-2019 Academic Plan Summaries 74

Each academic program will undergo a review of student learning outcomes in support of general education outcomes to provide a better and more comprehensive view of student learning across the university.

The academic leadership team will continue its analysis of scheduling to ensure maximum efficiency in scheduling faculty time and to ensure students have the best opportunities to complete their course of study. The first of this sort of research began in 2017/2018, but additional work needs to be completed to best understand the areas in which efficiencies may be gained.

The university will expand online educational offerings through efficiencies in online course design. A working group will create a university wide template for all online courses based on best practices in online course design and delivery.

ONLINE LEARNING ACTIVITIES/INITIATIVES

Current Status

Open Educational Resources (OER) There is a working group established through the English Department that is investigating the efficacy of OER for our institution. This body will provide OER training at the Welcome Back professional development workshop to encourage OER adoption campus wide.

Professional Development In the Fall 2017 and Spring 2018, 16 hours of professional development were provided all faculty which included course design, online pedagogy, and technical training for Brightspace services and tools. A working group led by faculty have created standards for Aggie Access (the internal Brightspace experience) and have provided technical expertise and presentations for faculty on best practices in online education.

Delivery System/Platform OPSU uses Brightspace as its LMS, and undertook a renegotiation for its new three year contract set to begin on July 1, 2018. The new contract includes lower costs for OPSU and increased services including student success analytics, ePortfolio services, and additional tools for students and faculty.

Future Plans

• Online student services will be bolstered in 2018/2019 to serve the growing number of students who are solely online. These services include tutor.com, increased library IT support for online database access and use, and increased support through the Academic Resource Center to provide. • Support for faculty teaching online will continue to grow, as the online education working group brings new standardization recommendations and professional development opportunities to campus.

2018-2019 Academic Plan Summaries 75

LEARNING SITE ACTIVITY REPORT

Number of Courses

OPSU received 20 graduate level courses from NWOSU via ITV in the 2017/2018 academic year serving 28 students.

How Sites are Meeting Needs

NWOSU as the sole graduate credential granting institution in our region provides courses in the field of education to support area K-12 teachers and administrators.

ACADEMIC PRIORITIES/PROGRAMS

A major priority for the 2018/2019 academic year will be the completion of the strategic plan and the creation of a scorecard with key performance indicators to assess the university’s progress toward achieving its goals. Major areas of priority identified as strategic planning process goals include: • Student Learning o Improved credit accumulation in the first year o Increased retention between freshman and sophomore year o Increased professional development for faculty in support of student learning • Resource Optimization o Improved budget management by department heads o Improved learning facilities o Master Plan development • Graduate Production o Enrollment management improvements to better coordinate efforts to recruit students, in particular students from key demographics o Implement systematic program review with key industry stakeholders to ensure the university provides opportunities that serve our community and employer need • Life Long Learning Opportunities o Improve alumni engagement through CRM and staff additions to better promote university among alumni o Evaluate continuing education programs with community stakeholders and industry to provide continuing education programming for the university service area o Partner with local industry to provide scholarship opportunities for students

2018-2019 Academic Plan Summaries 76

ENROLLMENT PROJECTIONS

Fall 2018: Undergraduate Headcount: 1,190 2018 Annual FTE: 1,025

Fall 2019: Undergraduate Headcount: 1,242 2019 Annual FTE: 1,070

Fall 2020: Undergraduate Headcount: 1,294 2020 Annual FTE: 1,105

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2018-2019 Academic Plan Summaries 78

ROGERS STATE UNIVERSITY (RSU) 2018-2019 Academic Plan

TECHNOLOGY

Current Status

Strategic Goal #1: Inspire Student Learning and Development

• Implement new Career Services digital platform to enhance and streamline services • Create web-based hub for internship opportunities for students • Implement Jenzabar retention system via predictive analytics for at-risk students

Strategic Goal #4: Enhance Enrollment Growth and Development

• Implement new technologies that enhance the admissions process o Add new ERP tool (Jenzabar EX Candidate) to the MyRSU internal site. • Allow prospective students to track progress through the enrollment process • Track documents needed for admissions • Individualize communication to students o Utilizing Jenzabar tools and other technology to allow RSU to personalize prospective student communication (print and electronic) • It would allow us to integrate student name, interests, geography, etc. into communication

Future Plans

Strategic Goal #1: Inspire Student Learning and Development

• Implement new technologies via new ERP system that enhance the admissions process for prospective students • Complete coding and data auditing for all required data analytics and reports in new ERP system Strategic Goal #4: Enhance Enrollment Growth and Development

• Integrate the student’s academic or extracurricular interests into RSU’s communication to the students o Track when RSU receives documents o Immediate identification of Advisor o Outlines next steps in the admissions and enrollment process • Leverage digital media:

2018-2019 Academic Plan Summaries 79

o Continue emphasis on active social media presence in Facebook, Twitter, Instagram, SnapChat and other emerging social media sites o Expand targeted digital advertising targeting specific geographic areas, individual profiles, and degree programs

ACADEMIC EFFICIENCIES

Current Status

Strategic Goal #2: Advance Institutional Excellence, Innovation, & Tradition

• Collaborate with Schusterman Foundation, Tulsa Community College, and four other 4-year universities for seamless transfer for students between 2-year and 4-year programs (Foundations of Excellence) • Identify space and initiate Veterans Student Support Services with ECU partnership • Focus on improving student customer service, ensuring operational accuracy, and establishing PowerFAIDS system efficiencies. • Partnership Initiatives: o Support the Rogers County Achieves initiative o Share Print Shop resources with Will Rogers Museum o Strengthen Claremore Chamber of Commerce partnership regarding “Hillcat Friday,” includes selling RSU gear, wearing RSU gear, business discounts, special offers for prospective students and families • Continue to collaborate with state and regional institutions to offer annual Society for Higher Education Interdisciplinary Learning and Discovery (SHIELD) conference, bringing together faculty and students to present scholarly research in a parsimonious process • Use video conferencing software to create collaborative opportunities using Zoom for Study Circles among faculty, staff, and students • 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

Strategic Goal #4: Enhance Enrollment Growth and Development

• Partnership Initiatives: o Explore and implement resource sharing with transfer student admissions, advisement, and enrollment opportunities with Tulsa Community College, Coffeyville Community College, and Northeastern Oklahoma A&M • Establish internships and research partnerships for undergraduate students in appropriate 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)

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• Expand co-curricular student opportunities with area agencies, working with academic affairs and student affairs (determined through student surveys and focus groups) • 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

ONLINE LEARNING ACTIVITIES/INITIATIVES

Current Status

Open Educational Resources (OER)

• Investigate online open source textbook development opportunities o General Education courses in conjunction with the School of Arts & Sciences and the Center for Teaching & Learning . Sociology . Psychology . English Composition . College Algebra . Mathematics for Critical Thinking

Professional Development

• Continue to provide professional development opportunities at fall and spring Convocation, meeting faculty and staff development needs. • Use Lunch and Learn training events for professional development opportunities, creating collegiality and collaboration among faculty and staff • Continue to allocate budget monies for travel, especially for mission-critical professional development opportunities o Accreditation o Tenure and promotion o ERP system and LMS operations o Required employee certifications

Delivery System/Platform

• Enterprise Resource Planning (ERP) System o In summer 2016, RSU migrated to new 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

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o Launch analytics functionality of Jenzabar Retention module for FTFT 2018 cohort o Increase utilization of Jenzabar Retention Early Alert system in collaboration with financial aid attendance tracking and mid-term grading efforts o Complete coding and data auditing for all data analytics and reports in new ERP system • Learning Management System (LMS) o Effective fall 2016, RSU migrated to a new LMS, Jenzabar eLearning, replacing its former obsolete LMS for online learning. All faculty teaching online or blended courses are trained in navigation processes. o Availability of more than 30% of all RSU courses through online and blended course delivery o Development of online and blended Master Courses for LMS environment o Complete 100% instructor certification of online courses through Quality Matters within the next four years o Tutor.com availability for 24/7 online tutoring in nine subject areas o ProctorU availability for online course proctored testing o Camtasia added to resources at Claremore campus Multipoint Conference Room o New 24/7 e-Campus Help Desk • Web accessibility compliance program Future Plans

• 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

LEARNING SITE ACTIVITY REPORT

Number of Courses

Not applicable.

How Sites are Meeting Needs

Not applicable.

2018-2019 Academic Plan Summaries 82

ACADEMIC PRIORITIES/PROGRAMS

Strategic Goal #1: Inspire Student Learning and Development

• Pilot freshman seminar experience from orientation through 16-week seminar course, which includes financial literacy, study skills, Title IX, and other requisite information • Implement e-sports program in collaboration with academic major in Game Development • Enhance support services for student veterans, including collaborative grant with East Central University • Offer unique student experiences o Strengthen existing internships in service area, while cultivating new opportunities o Fine Arts Summer Studies-At-Large program o Fine Arts student and faculty gallery exhibitions o Multicultural student activities and events o STEM academies and events • Provide workshops and seminars focused on diversity, inclusion, and global awareness in relation to career readiness • Establish Licensed Professional Counselor internship to provide additional counselor services for students as well as an experiential learning opportunity for LPC candidates from other institutions • Institute a volunteer recognition ceremony to further promote community service

Strategic Goal #2: Advance Institutional Excellence, Innovation, & Tradition

• Offer new degrees and certificates o Cyber Security certificate o EMS Paramedic certificates o Career Technology and Education certificate o Continuing education opportunities . Through RSUWorks online portal and face-to-face classes . RSUWorks is a collaborative project between RSU Public TV and the RSU Foundation to offer non-cred-t classes and training programs for regional business and industry, as well as lifelong learners. • Develop implementation plan for Gray Associates academic portfolio recommendations • Continue implementation of business continuity plan with assistance from BOLD Planning • Complete and submit HLC Assurance Argument as on-going accreditation requirement of the Open Pathway • Hold monthly group counseling sessions in the evening in order to provide more counseling hours for students in unique convenient setting • Strengthen customer service focus throughout the university

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• Establish Enrollment Management awards to recognize productive internal institutional initiatives and partnerships • Explore extension of operational hours to support commuter and non-commuter students • Establish emerging Pryor campus identity and leverage marketing of innovative opportunities • Increase engagement from the RSU staff Advisor Council, which is instituting staff recognition awards starting in fall 2018

Strategic Goal #3: Engage Relevant Stakeholders

• Continue private support to offset declining state support, notably through increases in fundraising initiatives, planned giving, expanded major donor outreach and operational efficiencies within the RSU Development Office • The RSU Foundation Board has established a goal to achieve $100 million in total assets by the year 2030; Foundation assets have increased from $8.9 million in 2010- 2011 to $22.45 million as of January 2018, an increase of more than 150% • Strengthen community pathways o Host STEM-based camps and events at all campuses, including Google- sponsored events of AeroGames (Claremore) and AeroCamp Academy (Pryor) o Athletic department community engagement activities in area elementary schools, nursing homes and other locations within the service area o Alumni reunion events o University sponsorship of Claremont Elementary School in Claremore • Continue strengthening university branding initiatives, as well as increase market presence in our targeted geographic locations • Expand and develop comprehensive community engagement initiatives designed to increase volunteerism of students, faculty, staff, and alumni within the region • Engage Enrollment Management leadership team with city leadership team on promotion and marketing collaborations • Expand participation in the Alumni association to strengthen recruitment reach • 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 • Identify additional programs or events in which Alumni & Career Services can co- present, and increase efforts to inform alumni of services available to them through Career Services

Strategic Goal #4: Enhance Enrollment Growth and Development

• Recruitment & Admissions Focus: o Expand communication strategies to include department heads and faculty messages to prospective students in major areas o Provide additional opportunities and structure for faculty to recruit students o Launch online program marketing and recruitment campaign outside of Oklahoma o Individualize and personalize the communication strategies for specific types of students and specific campus locations

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o Launch the candidate portal for prospective students to track their application and admission process online o Focus increased recruitment efforts in Pryor and Bartlesville o Expand recruitment territory into Texas o Expand international student recruitment with Vietnam corporate partner o Develop 2+2 programs at Claremore, Pryor and Bartlesville High Schools o Utilize Oklahoma’s Individual Career Academic Plan (ICAP) as a recruitment opportunity in area high schools o Recruit stop out students in collaboration with retention specialists o Strengthen concurrent student conversion o Leverage digital media platforms and explore deployment of new options • Retention and Registration Focus: o Implement Academic Notice and Probation intervention program for academically at-risk students o Explore grant opportunities for student support services center o Pilot First Year Experience initiative with exploratory course offering in fall 2018 • Financial Aid Focus: o Transition privately funded aid management from Development to Enrollment Management o Complete implementation of AcademicWorks system, a FY2018 initiative that provides a scholarship management platform to streamline and leverage student aid opportunities o Host RSU FAFSA nights on all RSU campuses and expand partnership with TRIO o Launch financial literacy curriculum with First Year Experience exploratory course offering

ENROLLMENT PROJECTIONS

Fall 2018: Undergraduate Headcount: 3,549 2018 Annual FTE: 2,664

Fall 2019: Undergraduate Headcount: 3,549 2019 Annual FTE: 2,664

Fall 2020: Undergraduate Headcount: 3,549 2020 Annual FTE: 2,664

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2018-2019 Academic Plan Summaries 86

SOUTHEASTERN OKLAHOMA STATE UNIVERSITY (SEOSU) 2018-2019 Academic Plan

TECHNOLOGY

Current Status

The Center for Instructional Development and Technology (CIDT) is the primary source for online support for faculty, staff, and students. CIDT employs a full time director, assistant director, and instructional technologist as well as a full time instructional designer who is shared with Murray State College (see Table 3). CIDT also employs eleven 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 - 1:00 AM on weekdays and 5:00 PM - 1:00 AM on weekends.

The responsibilities of CIDT personnel:

Director/Instructional Designer (1 FTE) • Consults with Faculty and Administration • Conducts Training • Builds Course Templates • Manages the Online Orientation • Assists Faculty in Creating Course Content • Manages Student Workers • Chairs the Distance Education Council • Oversees development of Online Remediation • Manages Social Media • Manages video production

Assistant Director/Instructional Designer (1 FTE) • Reviews Syllabi • Reviews Courses • Assists faculty in course development • Manages Quality Matters activity • Provides training • Assists with Social Media Management • Assists with managing student workers • Manages budget and purchases

Instructional Technologist (1 FTE) • Maintains Blackboard • Installs patches and updates • Resolves technical errors

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• Builds course shells • Copies courses • Merges courses • Enrolls users • Works with third parties • Manages building blocks and LTI links • Serves on Learning Technologies Committee

Instructional Designer (0.5 FTE) • Assists in syllabi review • Assists in course review • Manages updates to the Orientation • Consults with faculty on instructional design • Provides graphic design for courses and events

Student Workers (11 students) • Manage Live Chat • Answer help request forms • Enter Blackboard settings • Format rubrics • Create visual instructions • Create infographics • Record and edit instructor videos • Write closed captioning for videos • Insert videos in courses • Create course banners • Add banners to courses • Restore archived courses • Copy courses • Enroll instructors in courses • Assist faculty in adapting courses to template • Assist with social media • Collect survey data • Build Online Remediation resources • Set up Smart Views for academic coaches • Assist with technology trainings

CIDT has developed and facilitates a free, self-paced online orientation course which trains students in Blackboard and other university technologies, university services, and online learning skills. The orientation also houses other resources, including study aids for reading, English, and math, as part of an online remediation initiative. Study aids are available to all students. Testing is housed in a separate Blackboard course. The completion of the orientation is enforced through a standard course template which is also facilitated by CIDT. The template is organized into weekly folders, all of which are tied to the submission of a badge from orientation. Once the badge is submitted, students gain access to the weekly folders.

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Organizationally, CIDT is housed within Academic Affairs due to heavy involvement with academic decisions in course design and other areas of academic debate. CIDT works closely with IT due to its responsibilities of maintaining Blackboard, providing technical support, creation of course shells, and loading students into classes. In addition to these duties, CIDT also provides instructional design consulting and assistance to faculty, reviews syllabi, completes course reviews, video capture and editing, graphic design, survey distribution and analysis, sending online student newsletters, hosting a graduate networking reception, and managing social media.

In the last 5 years, online student enrollment has tripled. In the last two years, CIDT has completed 130 course reviews and has created 1,267 course banners to add to the Blackboard home page of each course. The CIDT YouTube channel currently houses 494 videos for online courses. To better serve distance students, CIDT is open after hours until 1:00 AM to answer email, live chat, and technical support tickets on both weekdays and weekends.

Listed below are brief descriptions of the different functional areas that are supported by CIDT staff.

Technical Support • CIDT staff will provide technical support for Blackboard and other programs for faculty, staff, and students during regular business hours as well as after normal business hours for as large a span of time as possible. This includes irregular hours extending into late nights and weekends. • CIDT Staff will provide minimal technical support on University holidays and breaks. • CIDT staff will not divulge confidential information, such as grades, to individuals outside the constraints of FERPA regulations. • CIDT staff will not make changes to submitted student work or feedback unless requested to do so by the instructor. • If a CIDT staff member is enrolled in a class at SE, the CIDT staff member will not access that class from an administrative account once the course is made available. Another CIDT staff member should provide assistance for such courses. • CIDT staff will speak and interact professionally with visitors, on calls, in emails, and in the live chat.

Training • CIDT staff will provide training for Blackboard and other programs to faculty, staff, and students as needed. Permission will be obtained from the faculty member before using a course as an example for training others. • CIDT will ensure that faculty complies with university and department policies regarding training associated with online teaching. • CIDT trainings will be available in multiple formats and at multiple times throughout each semester.

CIDT Lab and Studio • CIDT staff will manage the computer lab and video studio located within CIDT. The computer lab will be available for faculty to use with or without an appointment during most business hours. It may also be reserved for trainings and workshops. • CIDT staff will maintain the equipment in both the computer lab and studio.

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• CIDT staff will be available to assist faculty in using CIDT lab computers and video equipment. • CIDT staff will ensure that CIDT is locked and equipment is secure when no other CIDT staff are present in the area.

Facilitation • CIDT staff will facilitate no-cost resource courses such as online orientations. • CIDT staff will not actively facilitate or co-facilitate any course listed in Campus Connect as being taught by an instructor. All course delivery, facilitation, and associated decisions are the responsibility of the assigned instructor. • CIDT staff may serve as adjunct instructors for courses, but this role is accepted and fulfilled outside of CIDT duties and will be the responsibility of the individual assigned, not CIDT as a department.

Course Shells • CIDT will prepare course shells, including university and department templates and course banners for faculty. • CIDT staff will not copy course materials into another faculty member’s course shell without permission from the authoring faculty member. • CIDT staff will encourage faculty to give credit to authoring faculty members who allow copy of their course materials. • CIDT will ensure that all online courses are made available by or before the start date of the course or on the availability date required by the department.

Enrollments • CIDT will be responsible for loading students into online courses shells. • Students will be loaded in course shells approximately six weeks prior to the start date of the course. • Students in programs requiring an orientation prior to beginning the first class will have access to the orientation six weeks prior to the start date of the course.

Instructional Design • CIDT staff will assist in course building from a technical and consultation position. Staff may build and apply settings based upon the instructions of the instructor. This service is intended to enable instructors to focus on the content of their courses and deliver exceptional courses. • CIDT will assist in the creation of multimedia for online courses, including info graphics and video. CIDT will provide the extent of assistance desired by the faculty member, and the faculty member will maintain copyright to the work produced unless otherwise agreed upon. • CIDT will assist in ADA compliance by providing closed captioning on videos stored on the CIDT YouTube channel and may assist with others if requested by an instructor. CIDT will also provide information and resources to assist faculty in making other aspects of their courses ADA compliant.

Course Review • CIDT will have access to courses before, during, and after deployment and may check the progress of any given course to ensure it is adequately prepared and

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facilitated. Review will ensure that no course is treated as a correspondence course that will threaten accreditation or otherwise put the university in harm’s way. Specific review items may be identified by chairs, the appeals committee, etc. which may apply to a specific course or group of courses. • CIDT will assist chairs in maintaining department decisions regarding course layout and other requirements. • CIDT may check courses specifically for ADA compliance, especially if made aware that a student enrolled will be in need of such services. • CIDT may review syllabi to aid the chair in ensuring courses are prepared and that syllabi meet minimum requirements. For programs utilizing the syllabus preview feature within the online orientation, CIDT staff will post syllabi in the orientation once submitted. • If any concerns are identified within a course at any point, the concern will be addressed with the instructor, and the chair will also be made aware. The dean of e- programming and the VPAA may be made aware of the situation if the severity warrants further attention. • CIDT will serve as the primary point of contact with the instructional design department of Academic Partnerships (AP). Programs that have partnered with AP and use their formal peer review process will have courses fully prepared at least four weeks prior to the start date of the course. CIDT staff will provide an informal review with feedback to the instructor to ensure common program elements are met and that the required template is used appropriately and will submit the course to AP for review. CIDT will forward the AP peer review to the faculty member and department chair once it is received.

Promote Online Communities • CIDT will strive to improve the quality of the online student experience, in and outside of courses. This includes working with departments to promote community building among online students through a variety of means – including but not limited to in-person events and Facebook groups.

Continuous Development • CIDT staff will continuously seek out new information and training in a variety of technical tools and teaching strategies to provide up-to-date information to faculty and ensure competitiveness in courses. • CIDT staff will participate in larger communities of Blackboard, instructional design, etc. that will allow involvement in relevant conversations and ensure current information in the field. • CIDT staff will strive to be aware of various products and programs, both free and paid that may be of interest to faculty to ensure that technology decisions are well informed and that faculty are given appropriate information to meet their needs.

The Division of Information Technology provides technology design and selection, technical support, systems management and administration, technology acquisition, the review and development of IT policies and standards, and strategic planning services for Southeastern. In the last decade, technology projects have included enhanced online enrollment functions; improved software and hardware capability; increased bandwidth to campus users; website creation and upgrades; improved information security; increased support to facilitate distance learning (both online and IETV); and ADA accommodations.

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Southeastern maintains 23 computer labs containing over 500 computers as well as access to printers, scanners, copiers and the latest software required for coursework including: SPSS, Print Music, Band in a Box, Night Light 2000, Office Publisher, FrontPage, Photoshop, Adobe Illustrator, Adobe Pagemaker, Adobe Premiere, Adobe Reader, JMP, Visual Studio .NET, Visual Studio, Quicktime, Print Audit, Roxio, Multispec, ChemSkill Builder, Thinkwell, Hypercell, Arc Voyager, Multi Spec, Mathematica, Arc Explorer, Geometer’s Sketchpad, Stat Disk, Multi Spec, Business Mentor, ExportIT-ED, Microsoft Office, Microsoft Forefront, Microsoft Movie Maker, Sibelius, Microsoft Windows 2007, Apple OSX, Smart Notebook, and Final Cut Pro. Nine wireless laptops may be checked-out and used within the library.

Future Plans

An external consulting firm (Brown, Hendrix, and Associates) was hired to complete a general assessment of the status of information technology at Southeastern. Areas reviewed included but were not limited to: IT staffing; infrastructure; level of service; and security of infrastructure. The recommendations provided by the consulting firm will provide the framework for future changes in technology at SE.

Brown, Hendrix, and Associates also was hired to support the implementation of Elucian Colleague as the new ERP system at Southeastern. Support will be provided in all phases of the process including: Pre-Implementation (e.g., data standards basics and current address types; inventory hardware; locate/setup training facilities and work areas; and recommended policy modifications); Implementation Project Management/Oversight (e.g., general project management oversight; project organization; and pre-project work oversight); Implementation Project Definition and Charter (i.e., frame the scope of the project and communicate the scope to all involved constituents); Communications Execution (oversee development of the communications plan for the project); Project Plan (i.e., work with the vendor to create a project plan); and Data Conversion (i.e., facilitate the conversion of data from the old to new system). This transition to the new ERP will take approximately 18 to 24 months.

ACADEMIC EFFICIENCIES

Current Status

SE 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.” SE 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.

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Off-Campus Activities

In addition to its main campus, SE delivers academic programs to five other locations in Oklahoma and two in Texas. SE has anchor faculty at the University Center of Southern Oklahoma in Ardmore, SE-McCurtain County Campus in Idabel, and additional locations in the Oklahoma City metropolitan area (Rose State College and Tinker Air Force Base). 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 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 online 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 online courses. Table 1 lists the numbers of unique faculty, courses, and total sections of courses offered last year. SE 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 SE in 2017-18 via IETV and online.

Delivery Mode Faculty/Instructors Courses Sections IETV 22 39 138 Online 166 359 641

Historically, the cohort model has been used to deliver the various options of the MEd degree at off-campus sites. It is important to note that all MEd programs have now been converted to online programs as part of the initiative with AP.

Degree Completion

SE offers a BS in Liberal and Applied Studies (BSLAS) 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, SE attempts to contact former students that stopped out to inform them about the BSLAS. A similar campaign was made to contact graduate students that stopped out before completing their master’s degree.

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, SE has customized articulation guides for students at 13 schools in Oklahoma and 4 in Texas (Table 2).

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Table 2. Two-year colleges with 2+2 agreements with SE 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

Other Efficiencies

The SE/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 SE’s campus because of this unique partnership.

SE and Murray State College entered into a unique agreement and one Vice President for Business Affairs serves both institutions.

SE 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.

SE, Southwestern Oklahoma State University, and Northwestern Oklahoma State University have entered into a cooperative agreement to collectively move to a new ERP (enterprise resource planning) system. It is estimated that the joint venture will save approximately $2.7 million.

SE has worked with Instructional Connections to provide academic coaches that assist faculty teaching high enrollment courses. This reduces the reliance on adjunct faculty teaching multiple sections of courses with fewer students without sacrificing the quality instruction.

Future Plans

SE 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,

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and availability (greater flexibility in scheduling) of programs to students throughout our service area.

ONLINE LEARNING ACTIVITIES/INITIATIVES

Current Status

Open Educational Resources (OER) The director of CIDT assists in leadership of OKIE-BUG (Oklahoma Blackboard User Group), which monthly trainings and discussions are held statewide. Southeastern has presented the Orientation and course template as a demonstration for other universities. Southeastern has also shared the template with Murray State college, which is not actively implementing it for their courses as well. Additionally, the CIDT website is public and houses instructional design tips and troubleshooting suggestions.

Professional Development CIDT provides training and workshops in a variety of formats. New faculty or those new to online instructions come to CIDT for one on one training to be oriented to Blackboard. One on one training has also been provided for faculty as they transition to the new course template. Periodic workshops, both CIDT led and vendor webinars are provided each semester. CIDT also hosts a “Drop In Training” once each semester in which multiple IT staff provide short targeted trainings on a variety of subjects. CIDT also maintains a website with Instructional Design tips and sends emails with important information and tips to all faculty and staff.

In addition to the opportunities provided by CIDT for professional development described above, SE expects that faculty complete Quality Matters (QM), or equivalent, training before teaching an online course. Currently, 142 faculty have been QM trained; SE also has 4 QM Peer Reviewers and 4 QM Facilitators.

Delivery System/Platform The BlackBoard Learning Management System (LMS) was first implemented at SE in Spring 2002 and approximately 1,150 were enrolled in the 74 courses using BlackBoard. Since that time, online courses have increased to just over 40% of courses offered by Southeastern, and Face to Face courses also use Blackboard. In addition to courses, organizations - both faculty and student - use Blackboard sites, and even student voting for student government and homecoming are conducted via Blackboard.

Future Plans

CIDT will be actively engaged in implementing and updating the student orientation and the online remediation and testing sites over the next year. CIDT will soon begin a similar project to design an orientation for new faculty and staff - a resource often requested by faculty. With rapid changes and a growing list of responsibilities, goals for the future include improving efficiencies in processes and duties to ensure that deadlines are met and our full range of services are provided consistently to all faculty, staff, and students.

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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. A limited number of new courses are also being developed with a distance education mode of delivery. SE sent 37 undergraduate courses (134 sections) to off-campus locations via IETV from Summer 2017 to Spring 2018 (Table 4). Unique section numbers were assigned to each off-campus location to monitor enrollment trends. About 781 students (duplicated headcount) were enrolled in these courses.

Table 4. Number of undergraduate courses and student enrollment for IETV courses delivered by SE to other institutions and off-campus locations in 2017-2018.

Number of Courses (sections) Headcount* Course Lower Upper Lower Upper Prefix Division Division Total Division Division Total CHTW 4(16) 2(2) 6(18) 83 3 86 CJ 1(2) 3(8) 4(10) 36 44 80 EDUC 2(15) 2(15) 94 94 ELED 3(13) 3(13) 68 68 GEOG 1(1) 1(1) 6 6 PSY 2(3) 8(44) 10(47) 26 247 273 SOC 1(2) 6(21) 7(23) 21 135 156 SPED 4(7) 4(7) 18 18 TOTAL 11(39) 26(95) 37(134) 266 515 781 *Headcount = total number of students enrolled; individuals may be counted more than once.

Additionally, Southeastern sent 2 graduate courses (4 sections) to off-campus locations via IETV from Summer 2017 to Spring 2018 (Table 5). Unique section numbers were assigned to each off-campus location to monitor enrollment trends for graduate courses; 11 students (duplicated headcount) were enrolled in these courses.

Table 5. Number of graduate level IETV courses and student enrollment for courses delivered by SE to other institutions and off-campus locations in 2017-2018.

Course Number of Courses (sections) Headcount* Prefix EDAD 2(4) 11 Total 2(4) 11 *Headcount = total number of students enrolled; individuals may be counted more than once.

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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. SE offered 235 online courses (486 sections) to undergraduates last academic year (Table 6); number online courses is slightly higher during this reporting year compared to the previous year (235 and 226 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 9,323 students.

Table 6. Number of undergraduate courses and student enrollment for web-based courses delivered by Southeastern to other institutions and off-campus locations in 2017-2018.

Number of Courses (sections) Headcount* Lower Upper Lower Upper Course Division Division Total Division Division Total Prefix ACCT 2(7) 11(19) 13(26) 233 253 486 ART 2(2) 5(7) 7(9) 34 99 133 BIM 1(2) 1(6) 2(8) 66 140 206 BIOL 4(14) 4(14) 363 363 BLAW 1(4) 1(4) 115 115 BUS 2(8) 3(9) 5(17) 238 236 474 CIS 5(9) 13(16) 18(25) 212 189 401 CJ 1(2) 12(19) 13(21) 40 289 329 COMM 4(6) 6(6) 10(12) 175 147 322 CS 2(2) 2(3) 4(5) 15 19 34 CHEM 1(1) 1(1) 2(2) 11 2 13 ECON 1(7) 1(7) 211 211 EDUC 1(2) 3(26) 4(28) 23 278 301 EICD 1(2) 7(10) 8(12) 34 195 229 ELED 4(4) 4(4) 31 31 ENG 3(10) 8(20) 11(30) 183 311 494 FIN 1(2) 4(9) 5(11) 40 126 166 GEOG 1(3) 2(2) 3(5) 86 31 117 HIST 1(1) 1(1) 8 8 HUM 2(5) 2(5) 105 105 KIN 1(2) 14(19) 15(21) 60 60 MATH 4(9) 2(6) 6(15) 155 52 207

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MKT 12(21) 12(21) 500 500 MNGT 13(43) 13(43) 1167 1167 MUS 3(5) 1(2) 4(7) 119 23 142 NS 3(3) 3(3) 6(6) 59 46 105 ORGL 6(7) 6(7) 29 29 PHIL 1(3) 1(3) 53 53 POSC 1(3) 1(3) 96 96 PSCI 2(4) 2(4) 69 69 PSY 2(7) 16(34) 18(41) 177 676 853 READ 1(1) 1(1) 15 15 SFTY 2(8) 9(16) 11(24) 165 373 538 SOC 2(5) 9(10) 11(15) 160 281 441 SPAN 3(8) 3(8) 111 111 SPED 1(7) 2(2) 3(9) 119 13 132 STAT 1(1) 1(1) 6 6 THTR 2(9) 1(2) 3(11) 234 27 261 TOTAL 64(160) 171(326) 235(486) 3675 5648 9323 *Headcount = total number of students enrolled; individuals may be counted more than once.

Southeastern offered 124 online courses (155 sections) at the graduate level last academic year (Table 7). The number of courses and sections increased from the previous year due, at least in part, to the success of graduate programming offered in an accelerated format. The duplicated headcount for internet courses was 4,246 students.

Table 7. Number of graduate level web-based courses and student enrollment for courses delivered by Southeastern to other institutions and off-campus locations 2017- 2018.

Course Number of Courses (sections) Headcount* Prefix ACCT 2(3) 213 AVIA 11(11) 195 BIM 1(1) 28 BIOL 2(3) 9 BUS 3(5) 453 COMM 2(2) 8 COUN 16(19) 447 ECON 1(2) 145 EDAD 7(10) 128 EICD 1(1) 9

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ENG 3(4) 38 EDUC 10(11) 203 ENTR 2(2) 40 FIN 3(4) 131 HIS 2(2) 15 KIN 13(15) 131 MATH 3(3) 11 MKT 4(5) 244 MNGT 7(12) 1111 MUS 2(2) 5 NAL 11(19) 310 SCIE 1(1) 4 SFTY 11(12) 278 SPED 6(6) 90 TOTAL 124(155) 4246 *Headcount = total number of students enrolled; individuals may be counted more than once.

In years prior to 2015-2016, SE 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 SE's campus. However, these courses are now being provided face-to- face on SE’s campus. SE 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 4, 5, 6 and 7.

How Sites are Meeting Needs

SE Outreach Model expects that expenditures for program delivery are offset by on-site revenues. SE 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. SE is authorized to deliver degree programs at five off-campus locations in Oklahoma and two locations in Texas. SE 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, SE 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 5 locations in Oklahoma and 2 locations in Texas.

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ACADEMIC PRIORITIES/PROGRAMS

Regional Accreditation The Higher Learning Commission (HLC) conducted a comprehensive evaluation visit for continued accreditation at Southeastern in February 2014. In July 2014, SE was notified that its accreditation was reaffirmed until 2023-2024. SE selected the Open Pathway for the next Reaffirmation of Accreditation Visit. SE submitted the Year-4 Assurance Argument on May 14, 2018 and has responded to requests for additional information from the HLC peer review team. To date, SE has not received the team report regarding the Year-4 Assurance Argument.

Specialty 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)—2017-18 served as the year of record for the next AACSB review the John Massey School of Business (JMSB). The next on-site continuous improvement review by AACSB is scheduled for October 21-23, 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 SE’s accreditation in good standing for 10 years. The next visit will be in 2023-2024. • Aviation Accreditation Board International (AABI)—Following the site visit on March 5- 8, 2017, AABI continued its 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. SE submitted an interim report to AABI on June 5, 2018. • Council for the Accreditation of Counseling and Related Educational Programs (CACREP)—In July 2012, SE was notified that the MA in Clinical Mental Health Counseling was accredited by CACREP for eight years. The next visit will be in 2020. • Council for the Accreditation of Educator Preparation (CAEP)—The School of Education and Behavioral Sciences was granted accreditation for 7 years on October 23, 2017. One area of improvement was identified in the Accreditation Action Report.

New Program Development • Master of Early Intervention and Child Development (MEICD) SE was approved to offer the MEICD in Fall 2016 and 9 students already have pre- enrolled for Fall 2018 (up from the 7 MEICD majors in Fall 2017). Program graduates have a greater of understanding of interventions and childcare practices, as well as leadership and management skills needed to oversee early childhood centers; they also will have the opportunity to serve as instructors at community colleges to teach the child development courses.

• Bachelor of Science in Health and Human Performance (BSHHP) SE was approved to offer the BSHHP in Fall 2016 and in in Fall 2017, 37 students were enrolled in the program. The BSHHP was designed to prepare graduates to work in the growing number of fitness, rehabilitation, and sports conditioning facilities throughout

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the country; these facilities are staffed by exercise physiologists, cardiac rehabilitation specialists, and strength and conditioning coaches.

Initiative with Online Program Manager During Fall Semester 2015, SE examined the possibility of collaborating with an online program manager (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 (SP 16=68 majors; SP 17=239 majors; SP 18=478 majors). In Fall 2016, SE began working with AP on Master of Education Programs (MEd). These programs launched in Fall 2017 with similar enrollment success (SP 17= 35 majors; SP 18= 176). The MS in Sports Administration and MS in Native American leadership launched in spring 18 and it is too early to determine if the partnership will make a significant difference in enrollments. In Fall 2017 and Spring 2018, faculty, staff, and administrators worked with AP to develop undergraduate online programs in Business, Communication, Occupational Safety and Health, and Liberal and Applied Studies. The undergraduate programs will launch Fall 2018.

Program Modifications As part of the initiative with the online program manager, SE redesigned and modified several graduate programs to better meet the needs of students and become more competitive in the market for online students. Courses for the following programs are offered in an accelerated format (7-weeks) and each program has 6 start dates per year: MBA, MEd in Educational Leadership, MEd in Curriculum and Instruction, MEd in School Counseling, MEd in Special Education, MS Native American Leadership, and MS in Sports Administration.

Similarly, 6 undergraduate programs (BA in Communication-Organization and Strategic Communication, BBA in General Business, BBA in Management, BBA in Marketing, BS in Liberal and Applied Studies, and BS in Occupational Safety and Health) have been modified for the accelerated format; these programs will be available to students in Fall 2018. It is important to note that these programs also will be offered face-to-face on SE’s main campus. In addition to courses in the major, students also will be able to complete all of their general education requirements in course sections redesigned specifically for the accelerated format.

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ENROLLMENT PROJECTIONS

Fall 2018: Undergraduate Headcount: 3,000 Fall 2018: Graduate Headcount: 1,000 2018 Annual FTE: 3,160

Fall 2019: Undergraduate Headcount: 3,000 Fall 2019: Graduate Headcount: 1,200 2019 Annual FTE: 3,297

Fall 2020: Undergraduate Headcount: 3,000 Fall 2020: Graduate Headcount: 1,400 2020 Annual FTE: 3,476

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SOUTHWESTERN OKLAHOMA STATE UNIVERSITY (SWOSU) 2018-2019 Academic Plan

TECHNOLOGY

Current Status

Academic Affairs (university-wide): We continue to use ITV technology in a few distance classes but have begun to quickly 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 around 10% of our credit hour production.

Department of Business and Computer Science: replaced projector with big screen TV, upgrades and additional hardware to Blue Thunder Alley, our computer science lab and classroom for research and software testing.

Department of Engineering Technology: will install dual monitors at each student work station in the drafting lab. Installed new podiums to clear screen obstructions.

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.

Future Plans

Academic Affairs (university-wide): We have invested in online tutoring (available 24/.7 to working students), and have sustainable funding through an academic fee to assist with the cost. 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.

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Department of Business: implementing ZOOM technology to increase enrollment and improve course experience. Increased offering of electives and new course formats to serve the needs of students.

Department of Computer Science and Engineering Technology: implementing both summer and interim course offering for the first time to better serve the needs of students and to build enrollment. Full courses under the older format prevented enrollment growth.

School of Nursing and Allied Health: considering the possibility of EMT bridge programs. Exploring the possibility of a grant funded interdepartmental simulation hospital.

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 and purchased 5 new physiology set ups for teaching human and animal physiology through active learning.

Department of Parks and Recreations Management: increasing the availability of blended and fully online courses.

Department of Psychology: continues to move towards a fully online option for the Bachelor of Science in Psychology.

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 EFFICIENCIES

Current Status

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 have also completed an additional partnership with Western Technology Center to assist with cost sharing for the Med Lab Tech and Radiology Tech programs.

Faculty at the Sayre location have been integrated into academic departments on the Weatherford campus. This academic merge has already increased course alignment, communication, enrollment analysis, and cost-effective scheduling.

We continuously work to invest in programs showing growth and trim costs in programs that are less productive. Two years ago we eliminated the Athletic Training program and graduated our final class in S 2018. We expanded the Physical Therapist Assistant program

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by 12 students in F 2017, and will increase to 16 students for 2018-19. We began the Bachelor of Applied Science program and have already had eleven graduates in the first year. We have been approved to offer a Bachelor of Science in Public Health and expect growth there as well.

Department of Business and Computer Science: the newly redesigned online, 8-week delivery of MBA and Master of Science in Management degrees have been successful. Faculty members continue to redesign their courses using the Three Pillars course transformation method.

Department of Music: integrated the Graduate music therapy, music performance, and music education research courses into a single course resulting in higher enrollment and greater student engagement.

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, Oklahoma Highway Patrol, 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.

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. Maintain and expand partnerships with the Great Plains YMCA and the City of Weatherford Parks and Recreation Department Community Recreation Program.

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

Future Plans

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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Department of Education: Launch of Chalk and Wire ePortfolio 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 are team teaching in the Honors Program, and IT staff will provide courses in graphic design.

ONLINE LEARNING ACTIVITIES/INITIATIVES

Current Status

Open Educational Resources (OER) President Beutler created a Task Force in F 2017 to examine textbook issues, including cost, availability, and Open Educational Resources. A report is expected in August 2018.

Professional Development The Center for Excellence in Teaching and Learning provides training for faculty in teaching and designing online courses, and assists faculty in adding active learning activities to courses.

Delivery System/Platform Canvas by Instructure

Future Plans

Expansion of faculty development – we are studying a certification model at the University of Denver for university educators. Professors complete a series of modules online during the academic year to receive certification and recognition.

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LEARNING SITE ACTIVITY REPORT

Number of Courses

Course Offerings To and From Other Institutions, including Electronic Delivery

Interactive Television - Originating sections

Lower Upper Enrollment Enrollment Graduate Enrollment Division Division Summer 2 13 17 Fall 17 14 213 11 184 5 23 Spring 11 150 7 102 1 7 18

Interactive Television - Receiving sections

Lower Upper Enrollment Enrollment Graduate Enrollment Division Division Summer 0 0 17 Fall 17 42 182 19 26 4 6 Spring 30 106 8 13 1 1 18

Online Lower Upper Enrollment Enrollment Graduate Enrollment Division Division Summer 36 689 68 1025 35 402 17 Fall 17 46 1234 125 2535 47 500 Spring 57 1314 131 2678 54 558 18

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Blended Lower Upper Division Enrollment Division Enrollment Graduate Enrollment Summer 17 1 7 4 65 1 7 Fall 17 4 101 5 73 5 118 Spring 18 8 123 4 72 7 96

Webinar Lower Upper Division Enrollment Division Enrollment Graduate Enrollment Summer 17 4 35 12 209 Fall 17 1 1 18 95 19 195 Spring 18 2 9 18 106 14 206

Computer Assisted Instruction (Self-Paced)

Lower Upper Enrollment Division Division Enrollment Graduate Enrollment Summer 10 17 17 1 19 1 2 Fall 17 16 68 Spring 24 99 18

How Sites are Meeting Needs

Each college and most departments use advisory boards made up of working professionals in their fields. These boards review degree programs and suggest changes and improvements to help meet employer demands. In addition, from a demand perspective, we search for and propose programs that will increase employment and salary potential for working citizens.

ACADEMIC PRIORITIES/PROGRAMS

Academic Affairs (university-wide): Retention – we are continuously implementing student support strategies to increase retention of students. New for this year is that 60% of our remedial students in Math and English will be enrolled in the GE course with a co-requisite support section. This has required a good deal of enrollment monitoring and planning.

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Efficiency – we are integrating the planning and scheduling of Sayre course sections into departments on the Weatherford campus to maximize efficiency. This has already resulted in savings as fewer, but more full sections are offered. Improvement of Teaching and Learning – we continue to implement our HLC QIP and other course design and re-design options geared towards increasing active learning components in GE and major classes. SWOSU faculty regularly attend the annual OSRHE Promoting Undergraduate Research Conference. Growth in online programs – We continue to monitor employment patterns in our region to respond with online programs that have potential to increase employment and incomes. 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.

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

Department of Engineering Technology: Continue work with professional certification companies to implement retesting procedures which recently increased the student pass rate by 10 to 20 percentage points to 80% on the Engineering Technology certification test.

School of Nursing and Allied Health: obtain full accreditation for MSHIIM and MSN programs. The hire in F 2018 of an additional instructor will help facilitate this process.

Department of Music: Growth of the graduate program in music, continued health of undergrad programs.

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.

Department of Parks and Recreation Management (PRM): increase federal fire certifications through National Wildfire Coordinating Group, add new certification courses, expand practical field experience, and increase program tools. In addition to their relationship with the U.S. Forest Service, the Wildland Fire Management program has developed a new relationship with the U.S. Department of Interior, Bureau of Indian Affairs. 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. Implementation of Chalk and Wire e-portfolio 2018-19.

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Department of Psychology: plans to continue their heavy involvement with undergraduate research.

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: Work to gain enrollment in new Women’s Studies minor.

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.

ENROLLMENT PROJECTIONS

Fall 2018: Undergraduate Headcount: 4,543 Fall 2018: Graduate Headcount: 806 2018 Annual FTE: 4,564

Fall 2019: Undergraduate Headcount: 4,452 Fall 2019: Graduate Headcount: 789 2019 Annual FTE: 4,473

Fall 2020: Undergraduate Headcount: 4,363 Fall 2020: Graduate Headcount: 774 2020 Annual FTE: 4,383

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UNIVERSITY OF CENTRAL OKLAHOMA (UCO) 2018-2019 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. See http://faculty-resources.uco.edu/ http://www.uco.edu/technology/faculty/

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 to an academic transcript to 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, access to courses, grades, holds, etc.

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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® 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 was available for use by campus departments and divisions July 2017. Problems were noted and corrected during the 2017-18 academic calendar.

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

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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 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 was 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

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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. • 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.

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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.

Future Plans

Information is not available. Office of Information Technology is in the process of crafting a strategic plan for the next 5 to 10 years.

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. • 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 (Please note that the following partnerships have surfaced as a result of the ongoing efforts UCO faculty and staff in collaboration with the greater metropolitan community. In addition, many UCO students have been involved in these partnerships, engaged in research or creative activities. Most of these partnerships have no budget impact)

• 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 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.

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• 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), Oklahoma Partnership for Schools, American Mathematical Association, and the Area-wide Aging Agency . • 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 learning programs, design tools, and consulting services. • UCO faculty currently teach university core curriculum courses in selected high schools allowing 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. • 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 U.S. Olympic Committee Community Partner and has been a Paralympic Training Site since in 2005. UCO currently hosts the U.S. Men’s and Women’s Sitting Volleyball teams and assists with other Paralympic athletes and sports programs. • 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. • 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 to four years while remaining at home. The Swansea@UCO Ph.D. program began in fall 2011 and currently have 17 students enrolled. Four graduates have earned their Swansea doctorates.

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• 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, 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) financed student workers during the 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 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 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 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 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.

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• The 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. 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 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) • The 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. • The College of Education and Professional Studies have 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. • The College of Education and Professional Studies assists 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. • 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 under- employed 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 began 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. 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. • The College of Education and Professional Studies has many partnerships including those related to delivering master of education degrees in Educational Leadership,

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School Counseling, Reading, and Library Media Specialist to Metropolitan OKC school districts. • Faculty in the College of Liberal Arts and College of Business team teach each year in offering the London Dublin Study Tour. They collaborate with faculty from Westminster University and Imperial College, University College London, and Trinity College, Dublin. This provides a broader perspective on issues of economic status, culture and history, and the interconnections of the UK 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 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 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. • 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. They 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 in 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. • 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.

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• 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 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 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 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 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

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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. • The College of Mathematics & Science partners with OK-INBRE (Oklahoma IDeA Network of Biomedical Research Excellence) for grants, equipment and research, and administrative support. • The Department of Biology Clinical Laboratory Science/Medical Technology Program has four clinical affiliates for one-year Clinical Lab Science Internships (St. Francis, Comanche County, Mercy/Ada and Mercy Ardmore). • The 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. In addition, they collaborate with the Oklahoma Forestry Services on resources and efforts in the utilization of prescribed fire along the OKC urban interface. • The 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 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, 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.

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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 EOSC AA Child Development BS Development 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/B All BBA majors and the BS in S Accounting NOC AS Business Administration- BBA Business Administration-Management Management Information Information Systems NOC AA Systems Option BS Child Development 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 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

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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–Computer BS Software Engineering 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 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

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IT OSU- AS Business BBA Economics IT OSU- AS Business BBA Finance-Insurance and Risk IT Management OSU- AS Business BBA Finance IT OSU- AS Business BBA Information and Operations IT Management-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 OKC Development OSU- AAS Early Care-Master Teacher BS Family Life Education-Child OKC Development 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

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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 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

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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- Family Development Services RSC AA Family Services and Child BS Family Life Education-Marriage and Development- Family Family Services RSC AA Family Services and Child BS Family Life Education-Child Development-CD Development 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 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 Exercise Fitness Management Management RSC AS Health and Sports Sciences- BS Kinesiology - Exercise/Fitness Personal Trainer Management 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

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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 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

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UCO has an 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, Sha’anxi Normal University – China China Sichuan Film & TV University – China Baoji University of Arts and Sciences - Sichuan Normal University, Chengdu, China China Sichuan Conservatory Music, Chengdu, Bern UAS - Bern, Switzerland Sichuan Province, China Bilkent University – Ankara, Turkey Silla University - Busan, Korea Çanakkale Onsekiz Mart University - Sogang University, Seoul, Korea Çanakkale, Turkey Soochow University - Taiwan China Criminal Police University - Sookmyung Women's University - Seoul, Shenyang, China South Korea South China Normal University China West Normal Universtiy – - Guangzhou, China Nanchong, Sichuan, China Southwest Forestry University - Kumming Ching Yun University - Jungli City, City, China Taiwan SRM University – Kattankulathur, Nadu, Chonnam University-Korea India Chung Cheong U, Cheongj, Korea Staffordshire University - UK City Univ College Kuala, Lumpar, Sungkyunkwan University - Seoul, Korea Science & Tech, Malaysia Swansea University - Wales, UK Esterházy Károly Foiskola - Eger, Tallinn University - Tallinn, Estonia Hungary Taiyun Univ of Technology – China Gachon University – Seongnam, Korea Tianshui Normal Univ-Tianshui, China Gansu Agriculture Univ-Lanzhou, China UAS Eastern Switzerland, HTW Chur - Chur, Gansu Province Dept. Of Education – Switzerland Gansu, China Uludag University - Bursa, Turkey Gansu Univ of Chinese Medicine- Univ Anáhuac, México - Huixquilucan, Lanzhou, China Estado de México Georg-August-Universitat Gottingen, Universidad La Salle, A.C., Mexico City, Gottingen, Germany Mexico Groups Sup de Co & CGC/UCO - La Universidad Pop Autonoma Del Estado, Rochelle, France Puebla, Mexico Guizhou Medical University - China Universiti Sains Malaysia, Penang, Malaysia Hanyang University - Seoul, South University Brunei Darussalam-Brunei Korea University of Adam Mickiewicz - Poznan, Hogeschool Van Amsterdam Univ - Poland Netherlands University of Almeria - Almeria, Spain Hong Kong Community College - China University of Erfurt - Erfurt, Germany

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

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Curriculum

The Academic Affairs Curriculum Council (AACC) 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 composed of full-time faculty from each of the academic colleges, administrators, and staff. A summary of the AACC and GC actions for the past year is shown in the table below. Changes related to courses are shown in the first three rows of the table.

2017-2018 2017-2018 Undergraduate Graduate New Courses 21 10 Course Deletions 26 5 Course Changes 117 30 Program Curriculum Changes 56 18 Program Requirement Changes 2 0 Admission to Teacher Education 0 0 Degree Designation Change 0 0 New Program 2 1 Program Name Change 1 1 Program Deletions 0 0 Major Additions 2 0 Major Deletions 2 0 Major Name Change 0 0 Minor Additions 2 NA Minor Name Change 3 NA Minor Curriculum Changes 8 NA Minor Deletions 2 NA Transfer Major to different college 0 0 Certificate Addition 0 1 Certificate Curriculum Change 1 1 Enrollment Restriction Change 0 0 University Core Inclusions 1 NA Removal from University Core 0 NA Not Approved for Core 0 NA Proposals withdrawn by Department 0 0 Sequence of Courses 0 1 Not Recommended by AACC or GC 0 0 Not Approved by OSRHE 0 0 Online Delivery Request 3 0 Total Proposals Reviewed 249 68

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Program Downsizing or Deletion

Option (Major) Downsizing or Deletion: B.S. Engineering Physics-Electrical Engineering B.S. Engineering Physics-Mechanical Engineering (Two new programs: B.S. Electrical Engineering and B.S. Mechanical Engineering have been proposed to replace these two options being deleted.)

Future Plans

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 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.

ONLINE LEARNING ACTIVITIES/INITIATIVES

Current Status

Open Educational Resources (OER) The University of Central Oklahoma Max Chambers Library has signed a Memorandum of Understanding, in collaboration with Oklahoma State University Libraries (OSU) and the University of Oklahoma Libraries (OU), to join SHAREOK, a shared repository website that hosts the intellectual output of Oklahoma’s higher education communities.

UCO Chambers Library is committed to open access. Joining SHAREOK and partnering with the OU and OSU libraries is an important step toward providing access to resources that enrich the experience of researchers and learners worldwide.

SHAREOK was founded in 2014 and aims to support research and scholarship in Oklahoma, allowing faculty, students, staff and other individuals associated with UCO, OU or OSU to contribute content to the website and access its resources. The site includes digital dissertations, faculty publications, research, digital special collections, open access publications, open educational resources and more.

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Professional Development See “Technology” section above for the myriad of professional development for faculty and staff for delivery of distance education.

Delivery System/Platform UCO uses Desire to Learn or D2L for delivery of all online courses.

Future Plans

See previous section on Technology and Classroom

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

In addition to meeting our students’ needs via Interactive Video Education, current plans include exploring the development of synchronous online courses that allow UCO students to attend live classes in an online environment. This may include students participating from any of UCOs off-campus locations.

ACADEMIC PRIORITIES/PROGRAMS

Academic Affairs Plans for AY 2018-2019 was presented to the University Planning Council in spring 2018. Budgets are approved by the President, with recommendations from the President’s Cabinet. UCO is aggressively providing more learning spaces and enhancements to the physical environment. All priorities listed, including facilities, are managed through a tiered-system of shared governance and budget allocation discussions. The Strategic Goal(s) connected to these activities are listed in parentheses after each item. Please see Appendix A for the four pillars and 12 strategic goals. Appendix B includes the Vision 2020 document. The current long-term strategic goals emerged from a campus-wide strategic planning initiative in 2012 and 2013.

1) Tenure-track faculty- The goal is to hire 80 TT faculty over the next 10 years. Eight positions will cost approximately $642,528. (SGs 1, 2)

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2) Continue to fund temporary full-time faculty from 2017-18. The goal is to make these positions permanent continuing lecturers. The return on investment for this cohort of lectures in 2017-18 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 below) 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.

• 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 to be taught for the various backstage professions in costume, design, performance makeup, costume fabrication and maintenance. Construction began December 2015 and completed 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

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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 began 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 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 2017 as well as the University Planning Council (UPC) during the spring 2018 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 18-19 only): $500,000 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 2018-2019. • Six Blended Learning Lectureships were funded by the Center for eLearning and Connected Environments (CeCe). We anticipate that this will continue into AY 2018- 2019. • 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. • 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

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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) • 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 (FT 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)

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ENROLLMENT PROJECTIONS

Fall 2018: Undergraduate Headcount: 14,196 Fall 2018: Graduate Headcount: 1,537 2018 Annual FTE: 12,291

Fall 2019: Undergraduate Headcount: 14,338 Fall 2019: Graduate Headcount: 1,553 2019 Annual FTE: 12,414

Fall 2020: Undergraduate Headcount: 14,481 Fall 2020: Graduate Headcount: 1,568 2020 Annual FTE: 12,538

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UNIVERSITY OF SCIENCE AND ARTS OF OKLAHOMA (USAO) 2018-2019 Academic Plan

TECHNOLOGY

Current Status

USAO is in the middle of a multi-year implementation of a Title III grant that aims to increase student achievement through the use of research-based best practices of using educational technology. During the 2017-18 academic year a classroom, a science lab, and the amphitheater classroom were updated with a lecture capture equipment. USAO has awarded ten faculty with over $18,000 in technology mini-grants. Professional development for faculty was conducted in the fall of 2017 and spring of 2018 to continue to support best practices in the use of educational technology and support development of curriculum for teaching online.

Future Plans

USAO is completing the upgrade of the Student Information System (SIS) during the summer of 2017. For the upcoming academic year 2018-19, USAO will bring three more classrooms online with lecture capture technology and make minor technology updates in two additional classrooms. Professional development will be offered in both the fall and spring semesters to continue to support faculty on best practices in the use of educational technology.

ACADEMIC EFFICIENCIES

Current Status

USAO is working through the COPLAC consortium to partner with other COPLAC institutions. One such example is the professional development offered to our faculty from a COPLAC peer institution. Other such collaborations are the digital humanities courses that were funded by a Mellon foundation grant to COPLAC to offer humanities courses in a hybrid format. Two of our faculty received professional development and offered courses through the initiative this past year and a handful of students participated.

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 budget cuts.

The math and science tutoring lab was moved into the library and made available to the community and advertised at the local high school.

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The major component driving these decisions has been lack of resources.

Future Plans

USAO’s VPAA is serving on a committee for COPLAC to investigate and contribute to an NSF ADVANCE grant that would provide professional development to women in STEM disciplines particularly in leadership.

The University is in continual communication with representatives of the Chickasha community to investigate collaborative efforts. The University is offering a free summer concert series open to the public. The art department at USAO opened a new gallery space in downtown Chickasha and the music department offered a traveling music introduction series in downtown.

ONLINE LEARNING ACTIVITIES/INITIATIVES

Current Status

Open Educational Resources (OER) Many of the faculty have been reviewing OER resources for use in their classrooms. This past year the mathematics faculty reviewed OER resources for College algebra and have implemented an OER text for the course.

Professional Development Through a title III grant, the faculty have received professional development in the use of educational technologies twice a year. Through a collaboration with a COPLAC peer, several faculty have completed an online pedagogy course. Two faculty have completed digital humanities courses offered in a hybrid model through a Mellon Foundation grant through the COPLAC consortium.

Delivery System/Platform The student information system is currently in the process of converting from Jenzabar PX to Jenzabar EX and it has been a strain on the IT, Admissions, Registrar and business offices. The institution has requested a new connectivity fee to help address IT infrastructure issues and will use some of the revenue to add an E-portfolio system and update the Learning Management system to one that is more user friendly.

Future Plans

During this upcoming year it is expected that faculty that completed the online pedagogy course will develop an online course to pilot in summer 2019.

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LEARNING SITE ACTIVITY REPORT

Number of Courses

USAO does not currently offer online courses. The once used distance learning ITV has seen decreased use and this past year was not used at all.

How Sites are Meeting Needs

Not Applicable

ACADEMIC PRIORITIES/PROGRAMS

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. To bring faculty salaries merely up to the Oklahoma average for four-year institutions would require additional annual funding.

ENROLLMENT PROJECTIONS

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

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

Fall 2020: Undergraduate Headcount: 950 2020 Annual FTE: 880

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CARL ALBERT STATE COLLEGE (CASC) 2018-2019 Academic Plan

TECHNOLOGY

Current Status

A. Blackboard Learn B. WEAVE/ Nuventive Assessment Software transition C. UpSwing D. ZOOM E. SmartEvals F. Research 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. SMART TVs 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 uses ZOOM technology to assist in the delivery of synchronous instruction with area high schools and between Poteau and Sallisaw campuses.

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 and ZOOM course delivery. The VC 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. The coordinator and the committee for the virtual campus will continue to make recommendations for design, testing, and transfer of

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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.

Academic Affairs is in the process of developing an updated Strategic Plan to fall in line with the current CASC Plan. Academic Divisions will be required to provide their own missions, visions, and plans as well.

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 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 Southeastern Oklahoma State University

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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 John Brown University Articulation Agreement – General Information & Reverse Transfer Core Curriculum Transfer Form – Carl Albert State College Associate of Arts Business to Bachelor of Science Org. Leadership Associate of Arts Business_CASC to BSBA Associate of Arts Sociology-Psychology to Bachelor of Science in Psychology CASC AA Division of Business to JBU Bachelor of Science in Bus Administration CASC AA Division of Soc Behav Sci Religion to JBU Bachelor of Science in Biblical Studies CASC AA Division of Soc Behav Sci Religion to JBU Bachelor of Science in Christian Ministry and Formation CASC AS Division of Health Science to JBU Bachelor of Science in Kinesiology 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 faculty in service. New policy requires each instructor to complete in at least 20 hours of professional development each year to provide training and advancement.

All CASC instructors are fully credentialed in their field of instruction.

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 both for on-campus students and those entering through the Virtual Campus.

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Continued attention to reverse transfer agreements is also a priority, a webpage 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.

Provide more courses and identity for the Sallisaw campus, using ZOOM as necessary.

Invest heavily in professional development opportunities for faculty and staff.

ONLINE LEARNING ACTIVITIES/INCENTIVES

Current Status

Open Educational Resources (OER)

None, but Academics is highly interested.

Professional Development

Use of the professional development committee and professional development requirements increases the need for funding for professional development services. Currently, outside presenters have been scheduled, and plans for homegrown sessions are in development. Non- virtual sessions are preferred to webinars.

Delivery System/Platform

Blackboard Learn/ ZOOM

Future Plans

Explore OER, and expand ZOOM/ Blackboard requirements and access.

LEARNING SITE ACTIVITY REPORT

Number of Courses

CASC offers ENGL 1113 and MATH 1513 to area high schools in the fall semester, and ENGL 1213 and HIST 1483 during the spring semester. Currently, 7 sites take advantage of the opportunity: Arkoma, Muldrow, Roland, Howe, Smithville, Spiro, and Stilwell. CASC moved to ZOOM technology for delivery of content, along with Blackboard

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How Sites are Meeting Needs

A. ACASC 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. Involvement with Chamber of Commerce activities and local civic organizations provides opportunities for assessing and participating in community needs.

ACADEMIC PRIORITIES/PROGRAMS

Academic priorities for CASC include developing community-based programs (Workforce Certificates, Community Education Programs), division-specific advisor positions, increasing faculty pay, implementing ZOOM technology, strengthening course design and rigor, implementing Nuventive Assessment software, streamlining syllabi, offering meaningful professional development.

ENROLLMENT PROJECTIONS

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

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

Fall 2020: Undergraduate Headcount: 2,175 2020 Annual FTE: 1,610

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CONNERS STATE COLLEGE (CSC) 2018-2019 Academic Plan

TECHNOLOGY

Current Status

Ten (10) total ITV rooms consisting of Tandberg videoconferencing equipment for use in bridging course taught at Warner and Muskogee as well as to local area high schools. 2017-2018 Online Sections Online Enrollment Summer 2017 36 Summer 2017 683 Fall 2017 86 Fall 2017 2,191 Spring 2018 93 Spring 2018 2,279 Total 215 Total 5,153 2017-2018 ITV Sections ITV Enrollment Summer 2017 2 Summer 2017 7 Fall 2017 31 Fall 2017 320 Spring 2018 31 Spring 2018 324 Total 64 Total 651 2017-2018 Hybrid Sections Hybrid Enrollment Summer 2017 2 Summer 2017 19 Fall 2017 53 Fall 2017 1,386 Spring 2018 44 Spring 2018 1,018 Total 99 Total 1,173 2017-2018 Grand Total 378 Grand Total 6,977

• Table 1 displays the 2017-2018 data for online, ITV, and Blended courses offered at Connors State College. A total of 378 sections were offered with 6,977 students (duplicate headcount) enrolled. • The number of online course sections increased by 10, blended course sections increased by 42, and the number of ITV course sections increased by 6.

The total duplicated headcount decreased by 328 from 2016-2017.

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

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offerings through improved online course design and content, technological resources and professional development for instructors. Beginning in 2015-2016, 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. We have implemented a Connors Quality Course Certification process that aligns with the national Quality Matters rubric.

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. We have received the Second Chance Pell Grant and as a result have been able to expand our offerings to students at both sites. 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. These 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 spring of 2017 to offer an AAS in PTA. 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. Implementation of corequisite course in both math and English will continue and be assessed. Objective 2 – Seek OSRHE and HLC approval to offer online degrees. • 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.

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• 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. • Connors State College will participate in the OSRHE online consortium which will provide additional professional development and resources for faculty and staff.

ONLINE LEARNING ACTIVITIES/INITIATIVES

Current Status

Open Educational Resources (OER)

Connors State College faculty are currently exploring OER resources. Use has been sporadic across the different departments. Currently only a few faculty members use OER exclusively for course materials. More widespread use is expected in the coming year.

Professional Development

Currently, Connors has a Title III grant that provides some professional development for faculty in the area of online education. In the past, Connors has participated in Quality Matters. More recently a process to certify course as Connors Quality Courses has been enacted. The focus on quality in online instruction and design is a continued area of focus for the college.

In addition, Connors State College intends to participate in the Online Consortium through the Oklahoma State Regents for Higher Education. With this participation, we hope to expand our professional development.

Delivery System/Platform

Connors currently used Blackboard as its content delivery system.

Future Plans

Connors plans to increase online course offerings, increase the number of Connors Quality Courses, and increase faculty participation in professional development. With our participation in the Online Consortium, we hope to grow the number of Open Educational Resources being used by faculty.

Applying to have one or more degree programs through online education is also in future plans for the institution.

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LEARNING SITE ACTIVITY REPORT

Number of Courses

For the year 2017-2018 (Summer ’17, Fall ’17, and Spring ’18), we offered 4 ITV courses to two other institutions (Wagoner H.S., Stigler H.S.) as follows:

Fall ’17 – POLS1113 – Stigler H.S. – 8/9 = 89% success rate HIST1323 – Stigler H.S. – 4/6 = 67% success rate SOCI1113 – Wagoner H.S. – 13/13 = 100% success rate Spring ’18 – MATH1513 – Wagoner H.S. – 8/13 – 62% success rate

• For Connors State College, the above shows number of class sections offered during 2017-2018 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 Port site. Each semester (other than the summer term) there are four (4) 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. One conference unit is usually utilized for both visiting students from other institutions and 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. The 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 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 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 2017 created a need to reassess our expenses. The “Distance Education” budget for FY 2018 is $16,600. 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 and our Title III personnel. 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.

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• 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 now have an ITV classroom at Stigler High School that allows us to offer more classes in the evening providing opportunities for working adults in that community and surrounding communities. • We have no plans to change any of the current receive sites: Muskogee Port site Area high schools • We do plan on working to utilize “Zoom” technology in the future; therefore, allowing us more flexibility in our offerings at multiple sites and utilizing our financial allocations more efficiently.

ACADEMIC PRIORITIES/PROGRAMS

Goal 1 Increase retention and success in developmental courses to national averages. This will be a major focus for 2018-2019 as we move to fewer stand-alone developmental course and offer more corequisite courses.

2018-2019 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

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 2018-2019.

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.

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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 Connors Quality Course Rubric (modeled from 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.

ENROLLMENT PROJECTIONS

Fall 2018: Undergraduate Headcount: 2,295 2018 Annual FTE: 1,721

Fall 2019: Undergraduate Headcount: 2,320 2019 Annual FTE: 1,741

Fall 2020: Undergraduate Headcount: 2,400 2020 Annual FTE: 1,800

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EASTERN OKLAHOMA STATE COLLEGE (EOSC) 2018-2019 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. • Evaluation of online test proctoring services is currently being done by faculty. • 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. • Eastern IT staff is currently working on the development of an online scholarship application and evaluation process. The staff is also working on streamlining the application and scholarship application process. • Eastern faculty will receive training on the use of Zoom to help deliver classes to remote areas and to local high schools.

Future Plans

Future Plans are dependent upon Budget… • 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 implemented co-requisite to scale course in Mathematics and English. • Eastern suspended the Theater and Computer Technology program for the 2018-2019 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 Zoom and increase online course offerings. Expansion of co-requisite course offerings is planned for the 2018-2019 academic year to include the McAlester campus.

ONLINE LEARNING ACTIVITIES/INITIATIVES

Current Status

Open Educational Resources (OER) Eastern encourages the use of OER Commons to the faculty in the evaluation of textbooks that could be used in their classes. There are several instructors that place their Open Educational Resources in the LibGuides section of the library. They include nursing, nutrition, environmental science, and social problems.

Professional Development Eastern has recently hired a full-time online coordinator who will oversee the instruction of all online courses. The coordinator also provides training to all faculty on the use of Blackboard. Training is provided to all faculty that teach online and they must show

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satisfactory completion to teach an online class. Faculty development is also provided twice a year (once in the spring and fall) and has included the use of Blackboard Student retention service, Zoom, Snagit, and on maintaining an online presence in the classroom.

Delivery System/Platform Blackboard is the online delivery system used by all campuses of Eastern Oklahoma State College. The math division recently added My MathLab to all their online classes to provide students a platform for homework and testing. My MathLab also provides tutorials to students on problem solving and math concepts.

Future Plans

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 also continue to develop student services for online students and will also increase the number of online tools in each class. Faculty development in online teaching will also increase with training being offered on a rotating schedule.

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

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)

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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) 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.

ACADEMIC PRIORITIES/PROGRAMS

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.

1) General Education Learning Goals- Eastern has completed 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 was added to the assessment schedule. 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 continue to work to

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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 Respiratory Therapy degree program will start in the Fall of 2018.

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 2018: Undergraduate Headcount: 1,785 2018 Annual FTE: 2,600

Fall 2019: Undergraduate Headcount: 1,820 2019 Annual FTE: 2,652

Fall 2020: Undergraduate Headcount: 1,856 2020 Annual FTE: 2,705

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MURRAY STATE COLLEGE (MSC) 2018-2019 Academic Plan

TECHNOLOGY

Current Status

4. MSC has purchased Zoom, web conferencing software, for any instructor who is interested in using it. MSC is also piloting three Zoom classes. Students will connect with instructors using Zoom in the fall to see if Zoom is effective as a mode of instruction.

5. The Nursing, Health Science, and Child Development 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 continue.

6. An Instructional Designer was hired in partnership with Southeastern State University to oversee the quality of online education. This position is responsible for reviewing online courses and providing professional development and training for faculty.

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. Development of the MSC Online Course Shell is in the process of being implemented by all faculty. The course shell is a course design and layout to help each MSC instructor design their courses in Blackboard, so that students can navigate any MSC course with ease and avoid frustration when while taking an online course. The MSC Online Course Shell includes student support information for advising, tutoring, technology help, and other MSC student support programs.

3. Deploy Mongoose Texting Service, a communication platform that allows two–way conversation with students, and Student Success Center newsletter for electronic distribution as part of an overall retention and outreach service to students.

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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.

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 utilization to help plan semester schedules efficiently by using Zogotech, a data analysis system.

5. MSC collaborates with multiple colleges to create seamless transfer for students. For example: Southeastern Oklahoma State University and East Central University to develop 2+2 degree programs to help our students transfer easily; Oklahoma State University and MSC have a created a joint degree program, Agriculture Leadership, where MSC students can complete their degree while staying at home; Langston University and MSC Nursing programs are working together to create an RN to BSN degree plan.

6. MSC collaborates with Southeastern Oklahoma State University in sharing Vice President of Finances, instructional designer, and history instructor.

7. MSC has merged job administrative job duties. For example: Vice President of Academic Affairs also serves as the sole Institutional Research associate; Vice President of Student Affairs also serves as Human Recourses Director; the Athletic Director also serves as the International Admission Coordinator and Chair for the Health and Wellness Program.

8. Utilizing the NASNTI grant, MSC has opened a Success Center to provide an in-house writing lab that provides Math/English Boot Camps and Academic Success Skills workshops by using trained writing, math, and academic skills consultants.

Future Plans

1. Using grant funded Zogotech, Academic Affairs, Division, and Program Chairs will be able to use predictive analytics to look at data to improve the course utilization in planning each semester. Instructors and Staff will be trained this year to use Zogotech.

2. While engaging in a full cycle assessment, strategic planning, and reporting, the new Success Center plans to incorporate relevant research and implement best practices into programming activities to collaborate with students, faculty, and staff while meeting the college’s academic success, retention, and graduation goals and objectives.

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3. MSC is adding an Assessment Coordinator/Faculty member for the new school to help with assessment in all areas of the college as well as providing professional development to faculty and staff.

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

5. Working with our local institutions, the Mathematics Division is working toward and developing new pathways in multiple degrees.

6. MSC Foundation is looking for funding for a Computer Science/Computer Information Systems and Health Information Technology instructors.

ONLINE LEARNING ACTIVITIES/INITIATIVES

Current Status

Open Educational Resources (OER) To reduce textbook costs and improve student success, MSC instructors and Librarian attended training on Openstax which is an initiative to provide free digital formats and low cost printed text books. The Science department and a small variety of instructors are using Openstax for supplemental materials in their classes. Other sources are being researched at this time to provide low cost digital copies as well as providing the low cost printed versions of text books which adult learners prefer.

Professional Development 1) An Instructional Designer was hired as a partnership with Southeastern State University to oversee the quality of online education. This position is responsible for review online courses and providing professional development and training for faculty.

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

3) All instructors are being trained in the Quality Matters rubric or the Improving Your Online Course by our institutional QM represented who is certified in the trainings.

4) All instructors are being trained in Zoom, web conferencing software, and Online Course Design by the Instructional Designer.

Delivery System/Platform 1. MSC is currently using Blackboard, a virtual learning environment and course management system. Professional Development is offered at the first of every semester to instructors for beginners and advanced users of Blackboard to improve the quality of the online environment for MSC students from one course to the next. Instructors are trained to use similar designs, known as the MSC Course Shell, so students can navigate easily from one course to the next.

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Future Status

Funds have been secured for training in Quality Matters and instructors are enrolling in Improve Your Online Courses each semester.

Zoom, a remote conferencing services, has been purchased for all instructors and training is in the process to allow students quality access to their instructors where ever they are located.

The Instructional Designer is working with instructors to improve rigor by expanding content and improving interaction with student/instructor and student/instructor.

Provide peer-led online tutoring, online group study, remote advising, enrollment, and academic counseling through Zoom to increase success rates and retention.

LEARNING SITE ACTIVITY REPORT

Number of Courses

MSC provided 110 ITV sections last year with 943 students enrolled in lower division courses between the Tishomingo and Ardmore Campuses. MSC provided 381 sections of Internet course sections last year with 5291 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. 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. 4. 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.

ACADEMIC PRIORITIES/PROGRAMS

1. Continue improve quality and integrity of online courses through training all instructors in the Quality Matters Rubric, implementing institutional Blackboard Shell, and conducting institutional online course reviews while providing extra professional development to instructors when needed. Also, an online designer has been hired to manage the above duties.

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2. Continuing efforts to scale and strengthen co-requisite courses in Mathematics and English

3. Design and implement new pathways in Mathematics.

4. Utilizing a new data analysis system to develop comprehensive plans on the use of data analytics, Zogotech, will increase enrollment and track student outcomes, advising, and retention to help make data driven decisions.

5. Increasing access and facilitate use of success resource in the new Student Success Center as well increasing students’ knowledge of academic success skills, behaviors, and habits by helping them become more independent, self-confident, and efficient learners.

6. Continue evaluating General Education goals. Critical Thinking and Global Awareness will be evaluated during the 2018/2019 school year and designing and implementing Information & Technology Literacy and Effective Communication General Education goals for the next.

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 Athletic Training Option while also building pathways with area high schools for concurrent students.

9. The Business and Administrative Business programs are working with an advisory committee, local businesses and industry, to create a soft skills class to offer in all business and administrative business degree programs as well as developing curriculum for increasing paid internships.

10. New Degree Check Sheets and Sequence Sheets were developed to improve student degree progression and provide a clear pathway to improve graduation and retention rates.

11. To accommodate adult learners, military students, and increase retention, block courses in general education classes and gunsmithing have been created to better serve the student’s needs.

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ENROLLMENT PROJECTIONS

Fall 2018: Undergraduate Headcount: 2,224 2018 Annual FTE: 1,479

Fall 2019: Undergraduate Headcount: 2,268 2019 Annual FTE: 1,508

Fall 2020: Undergraduate Headcount: 2,290 2020 Annual FTE: 1,523

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NORTHEASTERN OKLAHOMA A&M COLLEGE (NEOAMC) 2018-2019 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.

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. 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 have access to Respondus for test construction and analysis and TurnItIn for evaluating student work for potential plagiarism.

ProctorU is available for distance students to take proctored exams. Students pay for the proctoring services directly to ProctorU.

Smarthinking.com is offered as an online tutoring service for students to have access to tutoring 24/7 in select subjects. Five hours of tutoring per student is paid for through a grant. Students may purchase an access code for additional tutoring time.

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The Nursing Program uses two 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 Nursing Program has been a campus leader in adopting e-book technology as well.

The Process Technology program has purchased a simulator for hands-on experience. This equipment was purchased through 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.

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 completed 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.

In 2017, NEO installed new fiber infrastructure across the campus to address the current and future needs of access on campus. There were areas of the campus where the system was daisy-chained from one building to the next, making connectivity very limited or not available at times. The infrastructure was needed to meet the growing demands on campus: in the classroom, in the administrative building, and student residence halls. A portion of the infrastructure was supported through grant funding. The remainder of the cost was covered by the College’s funds.

Future Plans

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 years. Laboratory computers are also replaced approximately every 4 years. The computer labs were updated in the summer of 2015.

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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 and uses the Master Lease program to reduce the financial burden in any given year.

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. NEO is expanding its offerings to area high schools through the use of ITV equipment purchased with grant funds and the use of Zoom as an option for course delivery.

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 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. The College has received approval to suspend the Mass Communications program.

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) were 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. In 2018, the full-time vocal music position will be reinstated to full-time based on the growing demand for the program.

In 2018, the College will hire an additional math faculty. This position will help support the need for additional math faculty in teaching the co-requisite math courses. Funding for the

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position was obtained by deleting one full-time science position at the retirement of a science faculty member.

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.

ONLINE LEARNING ACTIVITIES/INITIATIVES

Current Status

No information provided.

Future Plans

No information provided.

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LEARNING SITE ACTIVITY REPORT

Number of Courses

Sent: Total 8 courses A total of eight courses were sent to four (4) high schools in the service area. A total of 92 students took the ITV course at area high schools. All courses were lower division.

Received: Total 7 courses A total of seven upper division courses were received from Missouri State University, with enrollment ranging from 1 student to 9 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.

ACADEMIC PRIORITIES/PROGRAMS

1) Increase retention/graduation rates

a) Revise the course placement assessment plan to offer alternatives for placement in college-level courses; b) Revise the freshman year orientation program, “Camp Row” to better prepare incoming freshman for the college experience; c) Develop and implement a comprehensive assessment program for developmental courses d) Promote class attendance through a campus-wide initiative to take attendance and reporting students who are missing class regularly; e) Develop a system for follow up with students who miss class regularly or excessively. f) h) Hire an academic success coach to work with students at risk for drop out or failing classes due to attendance and/or personal issues. g) Implement Banner Degree Works program to assist students in determining courses needed to complete a degree or certificate

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

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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 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

Improve the academic assessment program

a) Continue the to improve the General Education assessment program started through participation in the HLC Assessment Academy; b) Provide professional development for faculty on course and program assessment; c) Provide resources for faculty to enhance their assessment activities; d) Evaluate the current assessment process for its effectiveness to achieve the goals of academic assessment.

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 Coach; NEO College is pursuing grant funding for a Success Center, which includes the hiring of a Success Coach.

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).

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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 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 2018: Undergraduate Headcount: 2,090 2018 Annual FTE: 1,745

Fall 2019: Undergraduate Headcount: 2,100 2019 Annual FTE: 1,755

Fall 2020: Undergraduate Headcount: 2,140 2020 Annual FTE: 1,800

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NORTHERN OKLAHOMA COLLEGE (NOC) 2018-2019 Academic Plan

TECHNOLOGY

Current Status

NOC uses technology to provide students distance learning options, supplemental tools for on-site courses, and a full range of student services. All courses—distance and on-site—are connected to a Blackboard page that is used at a minimum for posting syllabi and grades. Professional development training is offered each fall and spring on best practices for using Blackboard.

Courses are offered via interactive television among NOC locations and to the University Center in Ponca City, as well as area high schools. Lecture capture is available in all of these ITV classrooms as well as in two non-ITV classrooms so that instructors can supplement learning with pre-recorded videos or preserve the lecture for additional review. Professional development training is offered each fall and spring on best practices with ITV.

Through the NASNTI grant, a total of 30 online courses will go through the Quality Matters certification process. In year one (2016-2017), seven courses were certified; six additional courses have been certified to date in 2017-2018. Extensive professional development training has been provided by the Coordinator of Professional Development/Instructional Designer and the grant-funded Distance Learning Specialist, both of whom do internal course reviews prior to the QM review process. Online tools have also been developed to enhance student services in the last several years. Students can access online “Ask a Librarian” and “Ask an Advisor” links to get questions answered via email within 24 hours. In Spring 2018, an “Ask a Financial Advisor” link was also added. In addition, students have access to 24-7 tutoring through a subscription NOC has maintained with Tutor.com.

Future Plans

The most significant upcoming change in technology will be the adoption of a new Student Information System (SIS). NOC currently uses a POISE system that will soon be unsupported by vendors. Demos have been scheduled with vendors for Fall 2018 to review two possible systems, and a consultant has been employed to guide NOC through the process to ensure the product meets institutional needs, implementation is efficient, and the best possible contract can be negotiated.

As noted above, advising was an area focused on in the 2013-2018 strategic plan and it is anticipated to be a strong focus in the next strategic plan. The new SIS will be reviewed to consider independent functions and compatibility with other programs to address enrollment and advising needs, as well as degree mapping and other tools.

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NOC will also explore new technology for teaching distance education courses, such as Zoom, to determine if it is more cost-efficient and offers better interaction than current technology.

ACADEMIC EFFICIENCIES

Current Status

The NASNTI grant noted above has offered a number of opportunities for academic partnerships. Educational directors from six area tribes serve on an advisory committee for the grant and have been key in identifying regional enrollment needs. The grant has also funded computers and other technology to be installed at these sites so that students could access distance education courses, both online and through interactive television. The needs met by the grant were identified through meetings with tribal leaders and NOC representatives, as well as surveys of Native American students to decide the best strategies for addressing lower rates of degree completion in this population.

Another current partnership was developed in 2017-2018 with Autry Technology Center. Autry and NOC jointly hold the accreditation status for the Respiratory Care program; however, NOC has been unable to accept courses in transfer credit from new enrollment for the last few years due to changes with the cooperative degree program and HLC guidelines.

Through an MOU being developed between Autry and NOC, the Director of the Respiratory Care Program will become an NOC employee to establish program oversight on the NOC campus. Courses have been submitted to OSRHE for the career tech transfer matrix and further documentation is being prepared to finalize the courses to be taught through NOC and through Autry.

NOC’s Memo of Understanding with OSU will also continue to guide the partnership in meeting enrollment needs for Stillwater. In a Fall 2018 pilot, NOC will offer additional coursework to meet the needs of students holistically and alternatively admitted to OSU.

Another area of academic efficiency has been the redesign of courses and course sequencing through the corequisite model. NOC has corequisite courses in place for English Composition I, College Algebra, Statistics, Math Functions, and Math Applications. These courses allow students to begin completing credit-bearing classes from their first semester of enrollment and have cut between 1 and 5 credit hours from prior models for remediation.

Ongoing partnerships with industry are maintained through advisory boards as well. These industry partners provide valuable feedback on curriculum and contacts for student internships and job shadowing opportunities. In the 2017-2018 academic year, NOC added a Pre-Engineering Advisory Board, bringing the total advisory boards to 10 (Agriculture, Behavioral Sciences, Business, Criminal Justice, Digital Media, HPER, Mass Communications, NASNTI, Pre-Engineering, and Process Technology).

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Future Plans

While corequisite models will continue to be used, NOC plans to use institutional research data for ongoing monitoring of the success rates within each model so that curriculum changes can be made as needed. In addition, NOC plans to implement a multiple measures model for placement in 2018-2019. NOC representatives have participated in each of the Complete College America workshops and the information gained has been shared with our Assessment Committee. In Spring 2018, the committee recommended a move toward multiple measures with placement determined by ACT or Accuplacer scores or by a minimal high school GPA along with a minimum number of high school courses taken in the subject matter. Both English and Math faculty support moving to this model and would like to pilot it in 2018-2019.

ONLINE LEARNING ACTIVITIES/INITIATIVES

Current Status

Open Educational Resources (OER) NOC does not currently use OER.

Professional Development

NOC has a robust professional development program, led by a Coordinator of Professional Development/Instructional Designer and supplemented by the NASNTI grant-funded Distance Learning Specialist. Faculty have regular training opportunities for Blackboard and ITV and online instructors have engaged in extensive training to meet Quality Matters certification standards.

All instructors who teach an online course must first complete a QM design course online, and within the 5-year period of the grant, it is anticipated that the majority of courses offered online will go through a QM certification review with master courses established in each area.

Delivery System/Platform

NOC uses Blackboard as its Learning Management System and supports online learning with Tutor.Com and other online student service links as noted above.

Future Plans

NOC has set a goal to have 30 online courses Quality Matters certified by Spring 2021. In year one of this initiative, 7 of 7 courses were certified. In year two (2017-2018), 6 of 7 have been certified to date.

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LEARNING SITE ACTIVITY REPORT

Number of Courses

NOC offers only lower-division courses.

Interactive television (ITV) is used to share faculty resources among Northern’s locations in Enid, Stillwater, and Tonkawa, but in addition, courses are sent to numerous high schools and the University Center in Ponca City to facilitate opportunities in concurrent enrollment and to allow students local access to coursework. In the 2017-2018 academic year, general education offerings were sent to the following: • 10 high schools (Chisolm, Covington-Douglas, Coyle, Crescent, Enid, Medford, Morrison, Okeene, Pond Creek-Hunter, and Ripley) • University Center (UC) in Ponca City

Lower-division courses sent to high schools and the UC in Ponca City from Summer 2017-Spring 2018: • 156 sections were offered at the University Center-Ponca City with a total of 880 enrolled • 44 sections were offered at area high schools (and 1 technology center) with 261 enrolled

In addition to ITV and online offerings, on-site courses have been offered at the University Center in Ponca City, including several math courses, Computer Concepts, and Oral Communications.

How Sites are Meeting Needs

Courses offered off-site are general education offerings that are part of all transfer degrees. Classes offered at high school sites (via ITV or on site at Enid High) are limited to English Composition I and II, College Algebra, Late American History and Political Science to align with the Higher Learning Commission’s guidelines for off-site offerings at unofficial locations for the institution.

The University Center at Ponca City is an official location for NOC and courses offered include both those needed to meet general education and program requirements. NOC gathers labor market data for all degree programs and posts this information on divisional pages of the website with the degree sheets. In addition, NOC uses advisory boards to gather regular feedback from the workforce to keep curriculum updated.

ACADEMIC PRIORITIES/PROGRAMS

Northern Oklahoma College’s academic priorities are reflected in the 2013-2018 institutional strategic plan and the Strategic Enrollment Management Plan, adopted in March of 2017 with goals carrying over into the 2019-2024 institutional strategic plan that will be finalized in this coming year.

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The following two goal areas of the 2013-2018 strategic plan were particularly connected to academic priorities: Goal 1B: Enhance recruitment efforts as well as retention and graduation rates. Strategy 2—Use student engagement survey to guide development of high-impact educational strategies. Strategy 3—Increase online and evening course offerings/assisting underrepresented populations. Strategy 4—Improve academic advisement model.

Goal 2: Cultivate and maintain partnerships to inform and improve academic decisions, enrich student experiences, and support regional needs. Strategy 5—Cultivate and maintain partnerships to inform and improve academic decisions, enrich student experiences, and support regional needs. Through the course of the 2013-2018 strategic plan, NOC addressed all of these strategies. To address strategy 2, NOC employed the CCSSE as a student engagement tool and surveyed students every other year on their participation in high-impact strategies, such as giving presentations in class and completing longer writing assignments. Faculty reviewed results each fall after a spring deployment and professional development sessions were focused on areas connected to these high-impact strategies, such as how to assess for critical thinking.

To address strategy 3, NOC increased online offerings over 10%. NOC also applied for and received a NASNTI grant to support initiatives for underrepresented populations, Native American and low-income students. One initiative funded by this grant was the certification of online courses through Quality Matters. In 2016-2017, 7 of 7 courses submitted were certified. In 2017-2018, 6 of 7 courses have been certified and 1 is still in the review process.

To address strategy 4, NOC developed an Advisor Handbook in 2014 that has been updated annually and has focused two required faculty meetings annually on advisor training. Both staff and faculty who advise are invited to these meetings. Advisor meetings focus on updating all advisors of new program requirements, changes in general education or remedial instruction (such as the corequisite model), and how best to use the early alert system.

To address strategy 5, a position was reallocated, the Dean of Academic Services, in 2015 to focus on developing additional internships and advisory boards. This Dean position is also now half-time Project Manager for the NASNTI grant, coordinating meetings with representatives from the 6 tribes who are partners with NOC in the grant.

All of these academic priorities are anticipated to continue through the next strategic plan with an additional focus on developing new academic and non-academic programs to support students. In the past 5 years, a number of degree options have been added: four options under the A.S. in Agricultural Sciences, a Personal Trainer Option under the A.S. in Health, Physical Education, and Recreation, and a Hospitality Option under the A.A.S. in Business Management (pending approval by OSRHE). These options required minimal resources but provided students targeted degree paths for transfer.

The 2013-2018 strategic plan prioritized large-scale and necessary changes to the physical infrastructure—the building of two new residence halls and a new classroom building in Stillwater, as well as extensive renovations to existing buildings. For the next strategic plan,

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the Executive Council would like to focus on program development further. Two specific academic programs that are currently under review are CLEET training as a degree option and/or embedded certificate within the A.S. in Criminal Justice and an Allied Health degree option that can allow students to get coursework needed for transfer degrees or entry into a medical certification program.

ENROLLMENT PROJECTIONS

Fall 2018: Undergraduate Headcount: 4,276 2018 Annual FTE: 2,418

Fall 2019: Undergraduate Headcount: 4,276 2019 Annual FTE: 2,418

Fall 2020: Undergraduate Headcount: 4,276 2020 Annual FTE: 2,418

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OKLAHOMA CITY COMMUNITY COLLEGE (OCCC) 2018-2019 Academic Plan

TECHNOLOGY

Current Status

(General) 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.

Feedback Studio software is available to all faculty and students along with our LMS supports for all course sections. Feedback Studio, formerly Turn-It-In, provides tools, such as grammar, revision, originality check, that will provide increased opportunity for teaching, learning, and conversations with instructors aimed toward student success. The LMS contains tools that all sections can utilize, with a campus focus on the gradebook, syllabi, and attendance features. Electronic educational links, automatic reminder encouragements, and video clips or lecture recordings may also be included. The continued implementation and access to a growing variety of LMS tools has shown to be favorable with faculty and students and provides increased communications and teaching opportunities.

OCCC continues to embrace technologies that are relevant and appropriate to meeting the needs of our students. One of the new technologies that is being adopted is Zoom. Our faculty are beginning to adopt this technology to conduct online office hours and provides a screen sharing feature to allow our instructors to collaborate with their students in discussions related to assignments and coursework. Zoom technology allows our instructors to shorten the distance to their online students and to provide some additional supports that online students often are lacking due to the environmental restrictions of the delivery method.

Another technology being adopted by faculty is H5P. This tool provides the option for interactive content delivery. Faculty adopters are exploring H5P’s uses to increase student engagement with course materials.

OCCC instructors also work to provide just-in-time information for our students. Zoom provides a tool for instructors to record a quick video for their students with specific instructions or support in-between class meetings and then either load into Moodle or email them directly to the students’ email.

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 a required faculty

2018-2019 Academic Plan Summaries 179 training for all teaching online has an impact on student success. As a result of this work, a 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 trained 259 full- time and adjunct faculty in the best practices for teaching online. At the conclusion of FY18, 52 additional online instructors have completed the online faculty training program, which brings the total instructors trained to 301.

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.

OCCC division Priorities:

(Arts, English, and Humanities) English Composition hybrid courses are integrating ZOOM video conferencing software to allow increased student engagement with faculty using cloud computing. ZOOM technology combines video conferencing, online meetings, and mobile collaboration for students in this partially online hybrid program. 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. Courses in program areas of Art, Music, and Speech continue to grow online course offerings. Journalism/Broadcasting is exploring technologies for growing program needs as well. Growth and exploration across all disciplines continues.

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

(Business and IT) A new Workforce Development facility is under construction and will provide added classrooms offering multifunctional teaching and learning spaces for student, course, and program growth. Computer stations, Zoom features, interactive boards, and multiple computer/screen pods are some of the key technological tools being integrated in classrooms.

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(Health Professions) The EMS and nursing programs continue to infuse simulation experiences into their program curriculum. The lack of available clinical opportunities for low occurring, high-risk conditions has resulted in the increased use of simulations for student learning. Simulation experiences occur in the lab and classroom setting, using evidence-based practice to guide development, facilitation, and measurement of student outcomes.

The OTA program continues to develop activities that require the design of adaptive and assistive technology utilizing the 3D printer. Becoming proficient in 3D printer design and customization will be a valuable skill for future employment as an OTA.

The SLPA program adopted the use of ZOOM video conferencing software to allow increased student engagement with faculty and peers using cloud computing. ZOOM technology combines video conferencing, online meetings, and mobile collaboration for students in this online program.

(Science, Engineering, and Math) SEM operates four lab/study/tutorial centers which house well over 200 student-use computers as well as other technologies. 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. The Engineering Lab houses plasma cutting and welding devices, analytic instruments for testing concrete, various machining tools, and 3-D printers. This mix of technology insures student opportunities for significant hands-on design, building, and testing projects. SEM currently offers eighteen courses online with enrollment exceeding 1500 students.

Future Plans

(General) The Virtual Learning Center (VLC) continues to expand its services to students and instructors. One of the new technologies being adopted is Zoom. Our faculty are beginning to adopt this technology to conduct online office hours and provides a screen sharing feature to allow our instructors to collaborate with their students in discussions related to assignments and coursework. Further uses of this feature will be explored to build supports for hybrid, online, and campus students minimize environmental restrictions of the delivery method.

In Fall 2018, the VLC will offer targeted sessions aimed to increase student success and assist faculty in course material development and editing needs, such as materials related to syllabi and academic integrity. The VLC expanded its offering to include sessions related to using course objectives to identify what and how to study for exams and will continue to add this type of feature for students. 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. All AEH programs will review program

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curriculum and begin making necessary changes as identified through discussions with 4-year institution transfer needs and AAS completion needs.

Partnership efforts with the OU-K20 Center for OKCPS graduating seniors to have the opportunity to complete a 4-week Success in College and Life (SCL) course to increase preparedness as these seniors high school students transition to college opportunities. The summer is being offered for the second summer in 2018 and reflects an increase in participation from OKCPS students. The future success of this cohort of students will be monitored and data collected to continue further development of this grant funded collaboration. A majority of the English Composition courses are located in flexible 21st Century classrooms to meet needs curriculum redesign for English Composition I, English Companion, and English Composition II 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.

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 Center for Teaching and Learning and continuing exploration of educational tools is ongoing.

(Health Professions) The nursing program continues to identify areas to increase opportunities for the nontraditional student to obtain an associate degree in nursing. In Fall 2018, the Career Ladder Pathway will convert their Nursing Transitions (NUR 1415) course to an online hybrid delivery. Student outcomes will be closely monitored for expansion of this format into other areas of the nursing curriculum. A big step towards increased online offerings in nursing was accomplished this year with the implementation of ExamSoft for online testing.

(Science, Engineering, and Math) The Mathematics co-requisite remediation model seeks to place a higher percentage of students directly into gateway courses, significantly reduce remediation courses, and include any additional supports needed in a linked companion course. This initiative seeks to maximize the number of students who finish their general education mathematics course within one semester. Course sequencing and existing remedial courses are actively being redesigned.

The statewide Mathematics Pathways project is ongoing, and conversations with OCCC faculty to identify the mathematics course most optimal for specific disciplines, while also working in conjunction with 4-year transfer institutions, are a priority.

Campus wide discussions are ongoing regarding using advanced video chat software capable of being run on smartphones as well as desk top computers to offer instruction and other services to remote sites or individual students.

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ACADEMIC EFFICIENCIES

Current Status

(General) While OCCC has always had a strong focus on student success, during the past 4 years, Academic Affairs continues to increase the focus and link between student success and instruction. OCCC continues to foster concentrated and focused conversations related to teaching and learning and the impact of our instructional decisions on student learning.

This concentrated focus on student success in combination with strengthening campus collaborations and relationships provided a strong 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, SCL-1001-1003 Success in College and Life. Course redesign efforts continued with revisions to ENG-1213 Composition II, ECON-2123 Microeconomics, PSY-1113 Psychology, and BIO-1113-1114 General Biology; and in 2016-2017 revisions to SOC-1113 Introductory Sociology, ACCT-2113 Accounting I, and HIST-1483 History to the Civil War. During 2017-2018 course redesigns were completed in POLSC-1113 Political Science, BUS-2033 Business Communications, and CS-1103 Introduction to Computers. SPAN-1115 Elementary Spanish and HUM-2143 Mythology were redesigned as well outside of the Title III Grant. The coming 2018-2019 year has BIO-1314 Anatomy and Physiology, MATH-2013 Introduction to Statistics, HUM-2213 Medieval/Classical Humanities, and ACCT-2123 Accounting II/Managerial Accounting scheduled in the Title III redesign grant.

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

The work in the Title III grant has resulted in an increased awareness of the need for supports for students. While OCCC has 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 and implemented 2017-2018 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. The VLC will continue to increase awareness and development of services to students, such as conducting Personal Strategy Sessions with students, working with Advising, SCL Instructors, and English Composition I Instructors regarding resources for students related to reading, and providing New Student Orientation with VLC video vignettes.

(Health Professions) The Health Professions Division have increased their utilization of faculty sharing across programs. Interprofessional collaboration and recognition of content expertise has resulted in sharing of faculty between the EMS, nursing, OTA, PTA, RC, and

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SLPA programs. Division-wide events such as the Mass Casualty Incident” pull together faculty and staff from the nursing and allied health programs to simulate disaster preparedness.

The EMS program completed a program redesign over the last year that incorporated the new standard changes which are broad enough to allow for incorporation of evidence-based changes within the profession, as they influence practice, and to permit diverse presentation methods.

The programs within the HP Division have converted their inventory management to a centralized division wide system. This conversion has resulted in increased cost savings through bulk purchasing, increased sharing of equipment and products between programs, increased student access to practice supplies and decreased labor associated with inventory control.

(Science, Engineering, and Math) The Clinical Research Program will be transitioned from an open enrollment major where students move through the curriculum at their own pace to a cohort-based enrollment program where groups of students move through the course sequence together. This will eliminate class sizes of 5 or less and allow us to change our recruiting practices. This program is low-cost but demand for the program is now primarily due to replacement needs rather than expansion of job numbers. The cohort system will allow us to recruit at major health care institutions with the goal of getting 15 to 20 students from across the area to begin at the same time and progress through the program together.

During the next year the following courses in the SEM division will be participating in the Title III Course Redesign project: BIO-1314 Anatomy and Physiology and MATH-2013 Introduction to Statistics. A&P I is a gateway course for students interested in careers in health care fields. Higher success rates will put more students in the pipeline for careers in these fields. Introduction to Statistics is one of the four statewide mathematics pathways. An increase in the number of students taking this course is expected in the near future as the State progresses on the ongoing Mathematics Pathways statewide initiative. A redesign at this juncture will ensure all instructors are using the most up to date pedagogy in this field.

Future Plans

(General) (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)

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.

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OCCC continued our course redesign work with our large enrollment courses. During the 2016-2017 academic year, revisions to Introductory Sociology, Accounting I, and History 1483 (to the Civil War) were completed. Additional course redesigns were completed during 2017-2018 in POLSC-1113 Political Science, BUS-2033 Business Communications, and CS- 1103 Introduction to Computers. SPAN-1115 Elementary Spanish and HUM-2143 Mythology were redesigned as well outside of the Title III Grant. The coming 2018-2018 year has BIO-1314 Anatomy and Physiology, MATH-2013 Introduction to Statistics, HUM- 2213 Medieval/Classical Humanities, and ACCT-2123 Accounting II/Managerial Accounting scheduled in the Title III redesign grant.

(Health Professions) The EMS program continues to explore opportunities to partner with community service agencies to provide EMT and Paramedic training conducive to their specific needs and schedules.

Cardiovascular Technology – Invasive is an up and coming field within the healthcare environment. Information concerning local, state and national market demand, salary ranges, education and accreditation requirements and curriculum development will be investigated during the upcoming year. Additionally, avenues for funding and scholarship awards will be explored.

The therapy programs (PTA, OTA, and SLPA) will initiate a feasibility study for the purpose of researching a low-cost/pro-bono health clinic for OCCC employees, students and family members with the ultimate goal to expand to underserved populations within our community. Neurodiagnostic Technology degree. Research the feasibility of implementation and focus around a thorough community needs assessment, workforce demand, potential earnings, start- up costs and student interest.

Sterile Processing technician degree. Research the feasibility of implementation and focus around a thorough community needs assessment, workforce demand, potential earnings, start- up costs and student interest.

(Social Sciences) History faculty will work independently to further redesign HIST 1493 United States History Since 1877. In addition, History faculty will review major coursework to ensure optimal transfer to receiving institutions.

ONLINE LEARNING ACTIVITIES/INITIATIVES

Current Status

Open Educational Resources (OER) OCCC plans to participate in the Statewide Initiative in cooperation with other institutions. OCCC plans are to explore viability of OER for Success in College and Life (SCL) course.

Professional Development Required faculty training for all instructors teaching online. Training focus is on two different formats: face-to-face training for all faculty responsible for creating master courses to be

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taught by other faculty; and online training immersion course for instructors teaching online (not content developer). Nuances of the online environment with exploration of literature and strategies available to support online students.

Delivery System/Platform OCCC’s learning management system is Moodle Rooms. An add on tool used as well is offered through Turn-It-In (Feedback Studio).

Future Plans

OCCC offers multiple programs via online distance education: • Associate in Arts in Liberal Studies (128); • Associate in Arts in Diversified Studies (010); • Associates in Applied Science in Clinical Research Coordinator (153); • Associates in Applied Science in Speech-Language Pathology Assistant (164); • Associate in Arts in Humanities (021); • Associate in Science in Business (004); • Certificate in Workplace Writing and Communications (172); and • Associate in Science in Community/Public Health. (173)

25% of OCCC credit hours are delivered through online learning.

OCCC continues to further develop and increase online learning opportunities to meet the growing need.

LEARNING SITE ACTIVITY REPORT

Number of Courses

Include the number of online/electronically delivered courses sent to and received from other institutions. Detail the productivity in those courses and programs, as well as the breakdown between upper division and lower division courses.

Currently OCCC does not send or receive electronic courses. No courses by a third party were conducted on the OCCC campus for FY18.

How Sites are Meeting Needs

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

OCCC will continue to work on growing offerings of credit courses at the Capitol Hill Center and research the needs of the service area for potential expansion. The Professional Development Institute (PDI) continues to serve the needs of business and industry and explore opportunities to meet needs of employers in connection with student demands.

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ACADEMIC PRIORITIES/PROGRAMS

(General) A total 31 2+2 articulation agreements were finalized with OU and USAO. Collaboration with UCO resulted in 50 2+2 articulation agreements, and a Teaching Scholars’ Program agreement with OCU. All transfer programs will continue a strong focus on transfer agreements with 4-year transfer institutions.

(Arts, English, and Humanities) Update OCCC website with degree sheets and University transfer specifics for all programs to increased transparencies toward degree completion and Education degree pursuits (including articulation 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; Finalize 2+2 Articulation agreements in process with UCO, OCU, and OU;

Continue growth 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;

Finalize degree and transfer option curricular changes in the Music Program to strengthen both transfer and career needs in the fields of Music Therapy and Music Education;

Explore degree and transfer options for Journalism and Broadcasting program;

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;

Reduce time to graduation with Continued emphasis on co-requisite English Composition model and alternative student placement.

(Business and IT) Computer Science Program Option: Virtual Reality Programming Certificate – US Bureau of Labor Statistics project 24% occupational growth in software developers. VR Programmers are needed to develop software that can be used in all types of virtual reality applications where simulations require detailed information to accurately depict real world environments for education and instructional purposes.

(Health Professions) Finalize the development of the Anesthesia Technology program with implementation date now set for June 2019. Emphasis will be on faculty recruitment and community marketing to include healthcare facilities, high school and technology centers as well as students currently enrolled at OCCC. Several grants have been submitted to assist in an aggressive marketing and recruitment plan slated to start in July 2018.

Continue to recruit students for the newly implemented bi-annual entry into the Baccalaureate to Associate Degree Nurse Pathway (BADNAP). Twenty-nine students were admitted in January with the target enrollment set at forty-five twice yearly.

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Continue to research the feasibility of implementation of a Cardiovascular Technology – Invasive degree. Focus will center around a thorough community needs assessment, workforce demand, potential earnings, start-up costs and student interest.

Research the feasibility of implementation of a Neurodiagnostic Technology degree. Focus will center around a thorough community needs assessment, workforce demand, potential earnings, start-up costs and student interest.

Research the feasibility of implementation of a Sterile Processing technician degree. Focus will center around a thorough community needs assessment, workforce demand, potential earnings, start-up costs and student interest.

Programs under consideration include: Associate of Applied Science in Cardiovascular Technology – Invasive

(Science, Engineering, and Math) Reduce time to graduation by continuing development and implementation of co-requisite remediation offerings;

Promote ease of transfer by developing and signing additional 2+2 articulation agreements in STEM areas with regional and comprehensive universities across the state and region;

Enhance workforce development through focused recruiting into the Engineering Technology program. Expand engineering technology program to include additional fields of expertise;

Institute new cohort-based system of course offerings in the Clinical Research Coordinator program.

(Social Sciences) As a part of the Title III grant, Political Science professors worked to redesign POLSC 1113 American Federal Government during the 2017-18 academic year and will continue to gain perspective from adjunct instructors and monitor student success improvements along with necessary modifications.

Programs under consideration include:

Associate of Applied Science in Sterile Processing Associate of Applied Science in Cardiovascular Technology – Invasive Associate of Applied Science in Neurodiagnostic Technology Associate of Applied Science in Engineering Technology – Various options and partnerships that include: . Electronics Option . Health Equipment 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:

2018-2019 Academic Plan Summaries 188

. Certificate of Mastery in Accounting Assistant . Certificate of Mastery in Customer Service . Certificate of Mastery in Engineering Technology . Certificate of Mastery in Leadership in the Workplace . Certificate of Mastery in Neurodiagnostic Technology . Certificate of Mastery in Nutritional Sciences . Certificate of Mastery in Paramedic Critical Care . Certificate of Mastery in Social and Human Services . Certificate of Mastery in Sterile Processing . Certificate of Mastery in Virtual Reality Programming

ENROLLMENT PROJECTIONS

Fall 2018: Undergraduate Headcount: 12,045 2018 Annual FTE: 7,534

Fall 2019: Undergraduate Headcount: 12,178 2019 Annual FTE: 7,617

Fall 2020: Undergraduate Headcount: 12,312 2020 Annual FTE: 7,701

2018-2019 Academic Plan Summaries 189

2018-2019 Academic Plan Summaries 190

OKLAHOMA STATE UNIVERSITY-OKLAHOMA CITY (OSU-OKC) 2018-2019 Academic Plan

TECHNOLOGY

Current Status

We continue to have a standard technology package consisting of: some type of push-button control system (Crestron, Extron, and 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. Our transition to YuJa is complete and has been completed.

Our nursing 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.

Future Plans

We will be undertaking a review of the classroom technology on campus. This will be an effort to ensure that all classroom technology is appropriate for the pedagogical needs for the department or program. This is still in the development stage and is too new to identify how these decisions will be made.

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 continued practice has saved an additional $300k.

Future Plans

OSU-OKC is investing significant new resources to develop a free/low cost textbook program. No one knows our students better than our faculty and they have the expertise to

2018-2019 Academic Plan Summaries 191

develop/procure content for courses. This will be a more efficient way to ensure students have required textbooks and for faculty to enhance their content expertise.

ONLINE LEARNING ACTIVITIES/INIATIVES

Current Status

Open Educational Resources (OER) Our Liberal Arts department is piloting the use of OER in our Concurrent Enrollment courses. Not only will this give us an opportunity to evaluate the use of OER, but it also will save students and their families thousands of dollars per semester.

Professional Development 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.

Annually, during in-service week, events are hosted to provide faculty the necessary information to be able to successfully use our LMS. This development can also be scheduled 1:1 with either our Instructional Designers or Office of Distance Learning staff.

Delivery System/Platform We currently use BrightSpace by D2L. We have used this LMS for approximately the last 10 years. This is a shared service we use as a part of the OSU-System. Over the last two years, we have been reviewing other LMS systems/providers. Those efforts culminated in a formal RFP process for updating LMS providers. After several months-worth of meetings, we are switching to a new product Canvas. Given the remaining time in our contract with BrightSpace, it is anticipated that we will pilot courses in the new platform in Spring 19, with full implementation beginning Summer 2019.

Future Plans

Support: OSU-OKC will continuously improve on the delivery of high quality online courses. Starting Fall 2018, we will be increasing our student support strategies for online students through a faculty training program and the use of success coaches actively reaching out and supporting students.

OER: We plan to continue OER. We have many areas considering OER and what that will look like if the OER pilot goes well. Given our student population, having OER products that can be obtained for free or for the cost of printing would be beneficial.

2018-2019 Academic Plan Summaries 192

Professional Development: We are in the process of re-envisioning the way that professional development is offered on campus. To that end, we will be providing training on use of the revised CQeL rubric, we will host a session on accessibility to share the tenets of WCAG v2.0, and we will be providing ongoing training on our current LMS. Looking forward, we will also be hosting development opportunities for using our new online academic video service and using Tutor.com from the faculty perspective.

Delivery System/Platform: We share LMS services as a part of the OSU-System. There is an effort underway to begin using a new LMS, Canvas, during the next academic year. The tentative timeline is to pilot courses during Spring 2019, with full implementation Summer 2019. As a part of this transition, we are sending our instructional design and online support staff to the Canvas conference in July. They will come back from that with new ideas and strategies for implementation. Upon their return, we will work with Faculty Senate to develop a timeline and series of training opportunities for faculty. Spring 19, we have asked for Canvas representatives to be available during in-service week for faculty to be able to ask questions and to further enhance our instructional designer/online support staff knowledge of the platform.

LEARNING SITE ACTIVITY REPORT

Number of Courses

We closed our nursing program at OPSU. That was our only program that met this criterion.

How Sites are Meeting Needs

N/A

ACADEMIC PRIORITIES/PROGRAMS

Our academic priorities for the next year are to develop new industry-relevant academic programs and close programs that have consistently been on the OSRHE low productivity report. To that end, OSU-OKC has suspended several academic programs due to low enrollment and will likely be suspending/closing our Nutritional Science program. While still in the planning states, it is likely that OSU-OKC will begin an AAS in HVAC with support from Air Comfort Solutions. Curriculum paperwork to be submitted Fall 2018.

2018-2019 Academic Plan Summaries 193

ENROLLMENT PROJECTIONS

Fall 2018: Undergraduate Headcount: 5,393 2018 Annual FTE: 3,874

Fall 2019: Undergraduate Headcount: 5,452 2019 Annual FTE: 3,917

Fall 2020: Undergraduate Headcount: 5,512 2020 Annual FTE: 3,960

2018-2019 Academic Plan Summaries 194

OKLAHOMA STATE UNIVERSITY INSTITUTE OF TECHNOLOGY - OKMULGEE (OSUIT) 2018-2019 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 • SimMan patient simulators (Nursing program) • 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

2018-2019 Academic Plan Summaries 195

Student Services • TouchNet (student on-line bill payment portal) • CSGold student ID card system (meal plans and dorm building access) • 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 2017-2022 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. • As an ongoing initiative to stay in step with advancing technology, our fiber, copper, and wireless network equipment is continuously being upgraded and expanded. • 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.

2018-2019 Academic Plan Summaries 196

ACADEMIC EFFICIENCIES

Current Status

In Fall 2017, OSUIT hired BKD, a national CPA and advisory firm, to review the financial productivity levels of its academic operations. The institution’s academic leaders utilized this contribution margin analysis as a tool to guide the identification and development of several key cost-saving solutions and revenue-generating opportunities that will greatly benefit the long-term health of the institution. As a part of this process, five degree programs were identified to phase out (based upon factors including declining workforce demand, persistent low enrollment, and operational costs), resulting in the deletion of OSUIT’s Bachelor of Technology in Civil Engineering Technology and the suspension of OSUIT’s AAS programs in Automotive Collision Repair Technologies, Manufacturing Technologies, Photography Technology, and Watchmaking & Microtechnology. Each of these programs has entered a teach-out status and will not be accepting any new students effective Fall 2018. (See OSUIT 2017-2022 Strategic Plan: Goal C, Initiative 2; see also Goal E.)

In 2016, OSUIT implemented its Distance Learning Strategic Plan, focused upon the expansion of the institution’s online and hybrid program portfolio. Implementation of this plan continues to progress OSUIT’s efforts to positively impact the institution and its stakeholders in many ways, such as increasing access for incumbent workers, expanding program capacities, promoting more efficient use of the institution’s facilities and resources, and reducing students’ overall cost of attendance. (See OSUIT 2017-2022 Strategic Plan: Goal C, Initiatives 1 and 4.)

Faculty and facility sharing at OSUIT persist, positively impacting several academic schools. (See OSUIT 2017-2022 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 recently implemented its Professional Development Program, with the goal of expanding both the diversity and availability of professional development offerings—which will be achievable through improved leveraging of existing technologies. (See OSUIT 2017- 2022 Strategic Plan: Goal D, Initiatives 1 and 2.)

Future Plans

The institution will continue to 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 2017-2022 Strategic Plan: Goal A, Initiative 1; see also Goal C, Initiative 1.)

The institution will also continue its efforts to explore, identify, and implement advanced technological programs focused on high demand areas – to include degree programs, certificates, and other stackable and portable credentials. (See OSUIT 2017-2022 Strategic

2018-2019 Academic Plan Summaries 197

Plan: Goal C, Initiative 3.) Further, the institution will continue to explore extramural funding opportunities which will assist the institution in fulfillment of its unique mission. (See OSUIT 2017-2022 Strategic Plan: Goal E, Initiative 2.)

ONLINE LEARNING ACTIVITIES/INITIATIVES

Current Status

Open Educational Resources (OER) The following tech tools are recommended: • Screencast-O-Matic – https://screencast-o-matic.com/ • ShowMe – https://www.showme.com/ • Poll Everywhere – https://www.polleverywhere.com/ These tools offer base packages that are free for individual educators, with paid options to expand usage.

Professional Development The Center offers professional development on a wide range of topics. A focus of our professional development is the use of our Online Classroom (Brightspace from D2L) in all courses, as well as Quality Matters training and certification. Other topic areas include new teacher strategies, mobile learning, and academic integrity. Professional development guidelines were created in 2017 for both faculty and staff.

Delivery System/Platform OSUIT’s Online Classroom is hosted on Brightspace from D2L.

Future Plans

It is likely that OSUIT and the entire OSU system will move to the Canvas LMS in the near future. The Center staff will work diligently to support this transition by learning Canvas, updating content, supporting faculty and staff, and any other necessary steps.

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.

2018-2019 Academic Plan Summaries 198

ACADEMIC PRIORITIES/PROGRAMS

One of the institution’s primary academic priorities for 2018-2019 continues to be the identification and implementation of opportunities to reorganize, redevelop, and/or reposition its programs to ensure maximization of resources and benefits to stakeholders. (See OSUIT 2017-2022 Strategic Plan: Goal C; see also Goal E.) 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.

Academic leaders will continue their evaluation of OSUIT’s program portfolio and engage the institution’s industry partners and other stakeholders in the identification and pursuit of high-demand programmatic opportunities – to include degree programs, certificates, and other stackable and portable credentials. (See OSUIT 2017-2022 Strategic Plan: Goal C.) A key initiative included under this priority is the implementation of OSUIT’s Bachelor of Technology in Applied Technical Leadership program, which – pending OSRHE approval – the institution intends to offer effective Fall 2019.

An additional institutional priority for 2018-2019 is the continuation of the development of Associate in Science and Associate in Applied 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 2017-2022 Strategic Plan: Goal A, Initiative 1, Strategy b; see also Goal B, Initiative 3, Strategy d and Goal C, Initiative 3, Strategy e.)

OSUIT is also continuing its exploration of 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 refinement of its multiple course placement measures and corequisite student remediation models. (See OSUIT 2017-2022 Strategic Plan: Goal B, Initiative 1.)

ENROLLMENT PROJECTIONS

Fall 2018: Undergraduate Headcount: 2,521 2018 Annual FTE: 2,470

Fall 2019: Undergraduate Headcount: 2,534 2019 Annual FTE: 2,482

Fall 2020: Undergraduate Headcount: 2,547 2020 Annual FTE: 2,494

2018-2019 Academic Plan Summaries 199

2018-2019 Academic Plan Summaries 200

REDLANDS COMMUNITY COLLEGE (RCC) 2018-2019 Academic Plan

TECHNOLOGY

Current Status

1. 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. 4. Standardized navigation of Blackboard for all courses. 5. New technologies piloted for possible use across campus. 6. Integration of state of the art electronics into science laboratory applications. 7. Continue coordinated social media presence. 8. Development of a new, interactive college website. 9. Continue use of cutting-edge technology for internal and external communications. 10. In conjunction with OneNet, implement 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.

Future Plans

1. Pilot program for robotics integration into STEM curriculum. 2. Launch expansion of online professional development campus-wide. 3. Expansion of Aquaponics Laboratory at the Darlington Applied Research facility. 4. Launch new institutional website. 5. Upgrade Student Information System (SIS) and Enterprise Resource Planning (ERP) system. 6. Upgrade Student and Faculty web-based portal/dashboard. 7. Upgrade technology and software to meet student and institutional demands. 8. Continue Wi-Fi modernization to provide modern Wi-Fi technologies at all Redlands locations. 9. Upgrade of campus security cameras and lighting.

ACADEMIC EFFICIENCIES

Current Status

Faculty Sharing and Partnership Collaboration: HLC qualified instructional faculty will continue to be 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.

2018-2019 Academic Plan Summaries 201

Program Downsizing or Deletion: Suspension of the AAS Degree in Emergency Medical Technology Paramedic due to low productivity and increased costs.

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.

Course Redesign: Faculty adopted standardized course syllabi template.

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.

ONLINE LEARNING ACTIVITIES/INITIATIVES

Current Status

Open Educational Resources (OER) • Evaluating OER companies and services

Professional Development • Hired consulting firm to evaluate online teaching needs for faculty. • Purchased SafeColleges web-based professional development for faculty and staff.

Delivery System/Platform • Standardized navigation of Blackboard for all courses.

Future Plans

Development of training for certified online instruction

2018-2019 Academic Plan Summaries 202

LEARNING SITE ACTIVITY REPORT

Number of Courses

All courses described in the table below, are undergraduate and lower-division from the 2017-2018 Academic Year.

Count of Sum of Sum of ENR*CR Row Labels SECTIONS ENROLLED HRS Amber-Pocasset 4 12 36 Burns Flat 2 8 24 Burlington 4 0 0 Canton 8 12 36 Carney 5 14 42 Cashion 3 25 75 Chickasha @ CVTC IETV 7 14 56 Chickasha @ CVTC Live 3 32 96 Clinton 8 12 36 Coyle 4 10 30 Cyril 4 12 36 Dover 4 12 36 Fairview 10 29 87 Fort Reno 4 10 30 Geary 6 2 6 Hennessey 2 0 0 Kingfisher 9 17 51 Laverne 3 0 0 Leedey 1 5 15 Loyal-Omega 4 2 6 Medford 6 19 57 Mulhall-Orlando 5 6 18 Mustang 17 282 846 Okarche 2 32 96 Piedmont 15 338 1014 Perry 6 0 0 Ringwood 2 0 0 Seiling 6 22 66 Shattuck 6 10 30 Taloga 6 9 27 Timberlake 1 3 9 Tuttle 4 88 264 Verden 2 6 18 Watonga 4 46 138 Waynoka 5 10 30 Yukon @ CVTC Live 4 0 0 Yukon 15 193 579 Grand Total 201 1292 3890

2018-2019 Academic Plan Summaries 203

How Sites are Meeting Needs

Redlands Community College learning sites focus on high school concurrent students. These students are selected by academic performance on ACT exams, which gives students a head start on their collegiate career. Attainment of a college degree opens up higher paying jobs in the workforce. As area high schools contact Redlands with a request for concurrent classes, a relationship is established between the high school and the college, allowing the college to meet qualified student’s educational needs.

ACADEMIC PRIORITIES/PROGRAMS

Priorities 1. Develop a certification and training program for all online instruction. 2. Monitor the implementation of all co-requisite models. 3. Implement the statistics and calculus Math Pathways. 4. Launch blended advising team for increased retention. 5. Evaluate and modify Early Alert System. 6. Review the Algebra III course statistical data of the partnership with El Reno High School and adjust program accordingly.

Programs 1. Review and update all degree programs to assure marketability and transferability. 2. Assure all degree programs continue to meet accreditation standards.

ENROLLMENT PROJECTIONS

Fall 2018: Undergraduate Headcount: 2,020 2018 Annual FTE: 2,475

Fall 2019: Undergraduate Headcount: 2,050 2019 Annual FTE: 2,512

Fall 2020: Undergraduate Headcount: 2,080 2020 Annual FTE: 2,550

2018-2019 Academic Plan Summaries 204

ROSE STATE COLLEGE (RSC) 2018-2019 Academic Plan

TECHNOLOGY

Current Status

RSC has implemented the use of Scantron Class Climate software to assist and reduce the costs of evaluations of instructors and other campus surveys. This has allowed us to gain efficiencies as the instruments are all submitted online reducing time spent in class administering the various measures.

Continue collaboration across STEM discipline such as math, physics, engineering, technology to integrate unmanned aerial vehicle topics in lectures and problem sets. Continue to seek opportunities to provide state of the art facilities and equipment for students and faculty

Future Plans

Continue to investigate the increases in efficiencies to be gained by the use of Class Climate.

RSC will be shifting from D2L to Canvas Learning Management System in 2019. This is expected to greatly improve the learning environment for online students.

ACADEMIC EFFICIENCIES

Current Status

Several positions in Academic Affairs have been deleted as a result of downsizing. One AVP position was deleted.

Continue to leverage grants to increase faculty capacity. Continue to leverage grants to improve facilities. Continue to pursue partnerships with industry, government and academia.

Future Plans

With the change to an academic focus, the Digital Prototyping Lab has a much greater utilization rate. Due in large part to the enrollments in the newly offered, 3-D Printing and Fabrication classes, total enrollments in the MULT discipline (where the BIT Digital Prototyping Lab offers classes) is up 22.9% from 16/17 to 17/18.

2018-2019 Academic Plan Summaries 205

Grant monies will continue to be sought in order to pay for the new, upgraded equipment needed to support Digital Prototyping Lab functions. In addition, an overture has been made by SteelCase to furnish the lab, in exchange for promotional rights. The revenue to fund the Digital Prototyping Lab and its continuing operations will come from the lab fees charged to students. Next in the plan to fully equip the BIT Digital Prototyping Lab, BS 122 will be renovated to house computers that will have the software to design prototyping models that then immediately could be created in the Digital Prototyping Lab next door. This will enhance and augment the student experience in the 3-D modeling and prototyping world.

Increase undergraduate research to provide experiential learning opportunities for students. Increase undergraduate research to keep faculty current in their discipline. Pursue additional opportunities to partner with industry, government and other academic institutions

ONLINE LEARNING ACTIVITIES/INIATIVES

Current Status

Open Educational Resources (OER) The EMGT AS Degree program is 100% online and open-sourced. The AAS Cyber Security, Cyber Science, and Digital Forensics degree options can all be offered 100% online.

English Comp I and II resources are fully internally developed and available online at no cost to students.

Progress has been made in identifying and implementing OER to reduce costs to students. Continue to invest and encourage faculty/staff professional development. Continue to require the use of D2L/Canvas in all courses.

Professional Development Continued online HR training. Training for the conversion of LMS platform form D2L to CANVAS will be conducted by current staff.

Delivery System/Platform Conversion to the CANVAS LMS in the spring of 2019. Much greater use of the “ZOOM” technology to deliver classes and class lectures.

Future Plans

Provide greater oversight of online course content and improve the quality of online learning resources across campus. Complete the conversion from D2L to Canvas.

2018-2019 Academic Plan Summaries 206

LEARNING SITE ACTIVITY REPORT

Number of Courses

None

How Sites are Meeting Needs

None

ACADEMIC PRIORITIES/PROGRAMS

Rose State College will focus heavily on improving and increasing the offerings of courses via various media. This includes online course and program offerings. We will be fully implementing the oversite of these areas through the new eLearning and Academic Outreach Division.

Increasing salaries for all faculty is mandatory in order to attract the qualified employees in high demand programs – Health Sciences, Computer Technology.

The feasibility of several new programs will be analyzed during the coming year.

Establish Advanced Manufacturing Capability Prepare facility for donated/purchased equipment Install equipment to include 3-D metal printer Increase STEM course capacities Add more facilities/equipment to support greater student enrollments Integrate unmanned aerial vehicle related technologies into engineering and technology programs Add specific lecture topics Add specific lab exercises

ENROLLMENT PROJECTIONS

Fall 2018: Undergraduate Headcount: 7,600 2018 Annual FTE: 4,415

Fall 2019: Undergraduate Headcount: 7,800 2019 Annual FTE: 4,500

Fall 2020: Undergraduate Headcount: 8,000 2020 Annual FTE: 4,550

2018-2019 Academic Plan Summaries 207

2018-2019 Academic Plan Summaries 208

SEMINOLE STATE COLLEGE (SSC) 2018-2019 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 Zoom courses. The student information system is in the final stages of a two-year, campus-wide conversion from Poise PX to Jenzebar EX. All degree plan worksheets are posted on the campus website and are available for students and faculty use. The Distance Education Committee has updated the SSC Distance Education Plan and Procedures. SSC has 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.

2018-2019 Academic Plan Summaries 209

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 include a strategic expansion of Zoom technology and courses for concurrent students, an upgrade of the campus network backbone and internet to increase bandwidth, an upgrade to the campus wireless network system, and moving to a voiceover IP phone system.

ACADEMIC EFFICIENCIES

Current Status

• Partnership with East Central University resulting in jointly offered Elementary Education AS and Secondary Education AS

2018-2019 Academic Plan Summaries 210

• Partnership with Gordon Cooper Technology Center resulting in Physical Therapist Assistant AAS. Medical Laboratory Technology AAS, and Engineering Technology AAS • Partnership with service-area high schools to offer Zoom classes for concurrent students

Future Plans

• Partnership with SSM-St. Anthony's Hospital-Shawnee to develop the SASH-SSC Health Sciences Education Center • Partnership with the Seminole Nation of Oklahoma to develop shared agriculture facilities • Partnership with CareerTech business faculty and administration to redesign Business Operations AAS for technology center student transfer options

ONLINE LEARNING ACTIVITIES/INITIATIVES

Current Status

Open Educational Resources (OER) Currently encouraging the use of open educational resources whenever appropriate.

Professional Development Currently training additional instructors on Quality Matters course design standards.

Delivery System/Platform Currently implementing an aggressive expansion of Zoom course offerings to concurrent students.

Future Plans

Future plans focus on continuing all online courses meeting Quality Matters course design standards and increasing the ability for instructors to deliver Zoom courses

LEARNING SITE ACTIVITY REPORT

Number of Courses

None

How Sites are Meeting Needs

The college maintains an open dialog with service-area high schools, employers, transfer institutions, and technology centers aimed at maximizing the alignment between the demands and interests of all constituents and the programs offered. A number of degree programs also

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employ standing advisory teams who counsel program leaders and administrators on employer and student needs. The college also uses professional development funding to facilitate the continuing education of faculty which often includes maintaining an awareness of regional and national employment trends.

ACADEMIC PRIORITIES/PROGRAMS

• Launch Physical Therapist Assistant AAS Program in collaboration with Gordon Cooper Technology Center. • Launch Engineering Technology AAS program in collaboration with Gordon Cooper Technology Center. • Expand Zoom course offerings aimed at concurrent students. • Fully implement Math Pathways Degree Clusters. • Fully implement corequisite remediation in mathematics and language arts. • Collaborate with SSM-St. Anthony's Hospital-Shawnee to create the SASH-SSC Health Sciences Education Center. • 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. • Redesign Business Technology AAS program to align with CareerTech statewide curricula and outcomes to provide transfer options for CareerTech business students. • 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 2018: Undergraduate Headcount: 1,750 2018 Annual FTE: 1,225

Fall 2019: Undergraduate Headcount: 1,800 2019 Annual FTE: 1,250

Fall 2020: Undergraduate Headcount: 1,850 2020 Annual FTE: 1,275

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TULSA COMMUNITY COLLEGE (TCC) 2018-2019 Academic Plan

TECHNOLOGY

Current Status

DegreeWorks: 2016-2017 was spent implementing the DegreeWorks degree audit system. 2017-2018 academic year was the first year that it was 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.

IWebFolio: This application is an online portfolio management system used by full-time faculty for annual performance review portfolios. It allows faculty to create a professional portfolio that is reviewed and evaluated annually. During the 2017-2018 academic year, iWebfolio was fully implemented. It was made available to all full-time faculty in November of 2017 who used it to create their 2017 performance review portfolios, as well as to those who evaluated the portfolios. Faculty were provided multiple opportunities for hands-on training, and IR & Assessment provided ongoing support throughout the process.

Nuventive Improve - Program Learning Outcomes tracking: This is an online planning and outcomes assessment software program. It allows mapping between student learning outcomes at the course, program, and institutional level, streamlining the data entry and reporting process. During the 2017-2018 academic year, the system was built with TCC’s academic information including programs, courses, and corresponding student learning outcomes. All employees were given access to this system in fall 2017. In spring 2018, the majority of full-time faculty entered outcomes assessment data into Nuventive Improve.

Starfish: Starfish Early Alert is the student tracking module that allows faculty to raise flags for students who may be having difficulty succeeding in class or for students who are doing well to send a note of encouragement. Retention specialists and academic advisors respond to students who need additional support and resources. Phase 1 of the pilot launched in June 2017 and Phase 2 launched in September 2017 with 37 faculty participants. All faculty were invited to attend in-person training March through April 2018. Online training is available through Blackboard as an ongoing resource. More than 100 faculty have participated in the pilot phases since June 2017. A total of 2,798 early alert flags have been raised for students during the summer and fall 2017 and spring 2018 semesters, see the report below for details.

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Fall 2017 Total Items Raised Breakdown of items based on method raised Item Name Total Raised Manually Raised Survey Raised System Raised FLAGS 541 158 383 0 Attendance Concern 104 29 75 0 General Concern 58 32 26 0 In Danger of Failing 196 66 130 0 Low Scores 180 28 152 0 No Show 3 3 0 0 KUDOS 568 144 424 0 Keep Up the Good Work 568 144 424 0 GRAND TOTAL 1109 302 807 0

Number of faculty who raised flags/kudos fall 2017: 37 Number of Unique Students with a Flag or Kudo: 742 Average number of flags per student: 1.65 Average number of kudos per student: 1.27

Spring 2018 Total Items Raised Breakdown of items based on method raised Item Name Total Raised Manually Raised Survey Raised System Raised FLAGS 685 262 423 0 Attendance Concern 185 51 134 0 General Concern 128 74 54 0 In Danger of Failing 192 80 112 0 Low Scores 177 54 123 0 No Show 3 3 0 0 KUDOS 919 308 611 0 Keep Up the Good Work 919 308 611 0 GRAND TOTAL 1604 570 1034 0

Number of faculty who raised flags/kudos spring 2018: 70 Number of Unique Students with a Flag or Kudo: 1072 Average number of flags per student: 1.56 Average number of kudos per student: 1.38

Maxient for Judicial Affairs: This student services software provides a database for centralized reporting and record keeping of student behavior records. Previously held paper files from 2010 to 2017 have been entered into the system. The system allows users to create, submit, review, update, and track misconduct investigations through sanctions and/or closure 24 hours a day. Additionally the system communicates directly with students and provides an analytics component to generate statistics.

Future Plans

Starfish: New adjunct faculty are trained via the orientation session each semester and all new full-time faculty will be trained through the Academy for Teaching Excellence (ATE) process during their first semester. Faculty and student feedback have been positive, indicating we are on the right track with the tool as we prepare for the full-scale launch in fall 2018.

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Starfish Connect: This summer (2018), we are beginning the implementation of Starfish Connect, which is an extension of Starfish Early Alerts. The software integrates with electronic kiosks to allow students with appointments or who are walking in to check-in for assistance as well as check wait times remotely. Connect will make it easy to assign students to a network of personal support consisting of academic advisors, career advisors, answer center advisors, faculty, etc. This will create central student folders with access to notes, visits, early alerts and other contacts which can be filtered for confidentiality when appropriate.

Maxient for Student Concerns: The Maxient software currently used to document student conduct records will be expanded to document prospective and continuing student concerns. The system will allow students and college employees to report student concerns 24 hours a day.

OneCard: Implement expandable ID card system that, initial phase in fall 2018 with dining plan to follow in spring 2019. The project includes changing the current ID card system to a comprehensive solution including options for access control and campus purchases (food and bookstore). The dining plan is an option after the card solution is implemented.

IWebFolio: The template was revised for 2018 based on feedback from faculty and department chairs. The new 2018 template was released to faculty in June 2018. Individual faculty evaluation reports will be created in August 2018 for personnel files.

Nuventive Improve - Program Learning Outcomes Tracking: The additional Analytics tool will be built. This program makes it easy to create dashboards and reports with data from Nuventive Improve. In the 2018-2019 academic year, Analytics will be used to create reports for academic programs and courses. As well, for the 2018-2019 academic year, part- time faculty will be fully integrated into the assessment process and system. Student affairs programs and associated student learning outcomes will be added to the system in 2018-2019 and will begin the data entry and reporting process.

ACADEMIC EFFICIENCIES

Current Status

Program Deletions and Consolidations: During the 2017-2018 AY, 17 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: As part of our strategic plan and to support our work with Pathways, TCC created and adopted a scheduling policy. The policy focuses on maximizing the opportunity for students to enroll in the courses they need for timely and successful completion of their academic programs and ensures effective and efficient use of faculty resources and physical facilities as good stewards of public funds. The policy standardized start times for classes, provided guidelines for classroom scheduling and outlined

2018-2019 Academic Plan Summaries 215 minimum/maximum class size and fill rates. TCC continues to refine the scheduling policy to ensure our students’ needs are being met.

New Syllabus Template: In spring 2018 the TCC Academic Council approved a new college-wide syllabus template and addenda. The template and addenda ensure that required information for students is available in every course syllabus. A consistent template Supports Goal 1, Strategy 1d of the TCC strategic plan by increasing consistency in course content, outcomes, and requirements across campuses and modes of delivery. The new syllabus template launched in summer 2018. The new process designed for syllabus submission also ensures that syllabi are consistently reviewed and archived.

Engaged Learning Programs:

• The 2017-2018 academic year provided the first opportunity to introduce the Engaged Learning division’s catalog of courses, workshops, learning communities, certificate series, and training events aligned to the recently designated Faculty Development Framework. Faculty members were also alerted to the division’s guiding principles, including alignment, (and emphasis on) high-impact teaching and learning strategies, accessibility, community and collaboration, and inclusiveness.

• In July 2017, three Instructional Designers joined the Engaged Learning team. Their newly designated “Design Institute” was implemented in May of this year, whereby 20 faculty members (including cohorts set to work on eCore course creation) went through a one-week intensive workshop on course redesign, facilitated by the College’s three Instructional Design faculty members, and the Faculty Development Coordinator. The Institute will be repeated (with a new cohort) in August, 2018.

• A small work group, consisting of the three instructional designers, faculty development coordinator, two Academy for Teaching Excellence (ATE) coordinators, and the division dean, worked over the spring 2018 semester to redesign the ATE program in an effort to integrate recent organizational and structural changes, including the creation of the Engaged Learning division, the Pathways project, and the recent designation of a faculty professional development framework. In particular, the existence of the Engaged Learning division allows for a more streamlined program, with less overall meetings. Revisions were approved by TCC Cabinet members, and presented as an information item at the April 2018 Academic Affairs Council meeting.

• Part of the ATE program redesign included the accompanying creation of a 1.5 day orientation program for new full-time faculty members, operational fall 2018. In addition to an explanation of employee benefits, etc., a separate orientation program for faculty members allows for their immersion into the current environment and climate of the College, as well as a chance to consider macro-level patterns and processes pertinent to the lives of our students.

• The Engaged Learning Honors Coordinator and Service-Learning Coordinator collaborated during the fall 2017 semester for the creation of a revised Honors Scholar Service-Learning project option, which allows students to complete their Honors Scholar requirement with 21 instead of 24 honors hours.

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• Engaged Learning members were significantly involved in the redesign of the Faculty Portfolio Review process. Development competencies were introduced in the new iWebfolio portfolio system, and efforts were made to create alignment between the competencies and new goals for teaching, development, and service. A consideration of official faculty development competencies will be a required component of the portfolio process, beginning with the 2018-2019 AY.

• The Faculty Development Coordinator position was eliminated at the end of the academic year, and Engaged Learning division Instructional Design faculty members will shift their work responsibilities to encompass duties associated with the position. This action was taken by the Engaged Learning dean, in consultation with the Engaged Learning division Provost, the Instructional Designers, TCC Faculty Department Chairs, and in consultation with members of the ADAPT team (provosts, deans, and associate deans). The college community was notified of the change in June.

• A late-spring 2018 “mini” college-wide reorganization resulted in the Global Learning Director being assigned to the Engaged Learning division. That person will now participate in faculty development efforts around the high-impact practice of study abroad opportunities, and on college-wide global learning/education endeavors.

Future Plans

Scheduling Policy: To further enhance the schedule development process, strategy managers will develop a “tool-kit” for academic deans and faculty chairs that will help academic schools further utilize data and other college resources to develop course schedules that meet students’ needs. Training on the tool-kit and data will occur during the 18-19 academic year.

Engaged Learning Programs:

Research: • Through the Division of Engaged Learning, the Endowed Chair of Undergraduate Research continues to work with faculty members in an interdisciplinary professional learning community that focuses on development of embedded classroom techniques, mentor development, and collaborative research involving broad themes across disciplines. Through collaborations with state and national grants such as NIH Oklahoma INBRE and the NSF Community College Undergraduate Research Initiative (CCURI), faculty professional development through workshops and panels are offered on multiple levels (local, state, and national). At this time, we are in our third summer funding cycle with the OK-INBRE SMaRT Program (Summer Mentoring and Research Training program) that involves research projects of individual students and faculty investigating bioscience research topics. In addition to the learning community development, the Chair continues to offer a summer bioscience research course, internship application workshops for students, and student research retreats.

• The Service-Learning Program continues to offer annual Faculty Research Fellowships. Four Fellows are working this summer (2018), and will share aspects of their work during the academic year. Service-learning also offers a 20-hour online certification for those new to service-learning. This certification helps faculty design a service-learning activity to embed in the classroom.

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Innovation: • Beginning in fall 2018, the three Instructional Design team members will be assigned to specific TCC Schools so that they can be more visible, and importantly, so that they can more efficiently help faculty with their stated desire of “discipline-specific” professional development. It also potentially allows faculty to create their own model of professional development and to take primary responsibility for designing that development.

• Global Learning’s shift to the Engaged Learning division opens up various new development opportunities, including expanding efforts to identify "study away" opportunities, some of which could be combined with SL experiences (curricular or co- curricular).

Teaching/Learning: • Beginning this fall semester, all new full-time faculty members will participate in the revised 3-year Academy of Teaching Excellence program. Guiding principles for the revised program include the following: integration of Engaged Learning and Online Learning workshop offerings as required faculty self-selected components; emphasis on the four primary competencies that make up the Professional Development Framework; emphasis on and modeling of experiential/active-learning pedagogical practices; a degree of built-in flexibility for participants; focus on student learning needs; and retention of existing ATE core principles, including cohort-building framework; reflective strategies; individualized professional development planning; and pedagogy that aligns with one’s teaching philosophy.

• A schedule of competency-based courses and workshops, learning communities, certificate series, and training events will again be available for faculty members to plan part of their annual development pathway, though scheduling for these offerings has been changed for the 2018-2019AY (detailed below, under “Plans for addressing needs”). Courses, etc., continue to be created and facilitated by Engaged Learning Coordinators, Instructional Designers, the division Dean, Online Learning personnel, and other faculty members. All opportunities continue to be available to adjunct faculty members.

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. The current annual Faculty Portfolio Review process 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 spring semesters, the Office of Academic Affairs surveys 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 assigns committee and other-membership for the upcoming fall semester, as a way to fairly distribute service work/opportunities.

How plans are developed/local needs are determined: • Plans continue to be significantly associated with the Faculty Development Framework, approved in March 2017. The Framework details an emphasis on four major

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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 group meetings (full-time faculty; adjunct faculty; select faculty groups, including Faculty Department Chairs) are ongoing as a way to stay plugged into faculty development desires/needs.

• Plans are developed in part by keeping abreast of current research, trends, and practices in instructional design and re: faculty development for programming purposes.

• In the service-learning program, current plans were developed through a synthesis of individual conversations with service-learning faculty, via the informal survey associated with the Service-Learning certification course, from evaluation information from attendees of the Community Lens and Building a Culture of Engagement conferences (held at TCC in Feb., 2018), and from Engaged Learning advisory group input.

• Plans for honors courses continue to be developed by individual faculty members, and typically, in consultation with the Honors Coordinator and Specialist.

• Faculty development plans take into account larger, college-wide initiatives to inform our work. For example, the addition of a sustainability committee to the College’s Administrative Operations Council has contributed to sustainability curriculum integration development opportunities.

• Informal feedback informs our work, too, occasionally, particularly when it comes from multiple and diverse sources. For example, informal feedback concerning our online “Engaged Learning Newsletter” has compelled the division to work this summer on a format revision.

Plans for addressing those needs: • In response to participation trends in the division’s offerings, we’ve made plans in the Engaged Learning division for more predictable and streamlined scheduling around development opportunities, operational during the 2018-2019 AY; specifically, the first week of Sept., Oct., and Nov. (and Feb., March, and April during the spring semester) will be for development workshops, and each of those months will be associated with one of the professional development competencies, as defined. Additionally, on the third Friday of the month there will be a “mini-conference,” a 4-hour block of workshops, where we will include some of our already-existing programming.

• In order to fill a gap in the service-learning program, the Coordinator will work this summer to develop a basic community partner survey for assessment purposes.

• In order to fill an administrative need in the service-learning program, the coordinator is researching how to move to a digital waiver for service-learning participation.

• Materials for the Honors component of the Engaged Learning website continue to be added to and refined by the Honors Coordinator and Specialist.

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• 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.

• In conjunction with Tulsa Achieves, and in collaboration with the Dean of Creativity, the service-learning program will hold its 2nd annual Community Partners Fair in the fall as a way to stay current with local (community partner) needs.

Peer Observation Component of the Faculty Review Process: As part of the faculty review process full-time faculty will be observed every three years by two non-probationary full-time faculty and receive peer instructional feedback. Faculty may select their own peer observers, however at least one observer must be from outside of the faculty member’s department. Faculty teaching in different delivery methods (e.g., online, face-to-face) should be observed in more than one delivery method. A consistent template has been created by faculty for peer observations and was approved by the Academic Affairs Council in April 2018. The peer observation process will strengthen faculty pedagogy and foster collaboration and conversation.

Gardner Institute: Through the Foundations of Excellence (FoE) Transfer process, each institution will form task forces, consisting of faculty and staff, to conduct a self-study based on the Gardner Institute’s nine Foundational Dimensions of Excellence (available at https://www.jngi.org/foundations-of-excellence). Using this task force structure, each institution will collect and evaluate evidence—from institutional transfer student data and student/faculty surveys—and identify current practices related to each dimension and corresponding performance indicators (referenced in Part II of the FoE Transfer Guidebook). Based on this evaluation of evidence and current practices, task forces will develop action plans to comprehensively improve the transfer experience for students.

College wide Process for Hiring PT Faculty: Tulsa Community College employs 600 to 700 adjunct faculty each academic year. They are instrumental to the college’s ability to offer university transfer and workforce development programs days, evenings, and weekends throughout the year. As part of its 2016-2020 strategic plan, the college identified the need for consistency, in the form of a strategy, in hiring members of this contingent workforce. The strategy's objective is for department chairs with hiring authority to use the same processes and procedures in hiring whether the position is for an introductory psychology course or the fire training academy instructional staff. A task force will be assembled to recommend these changes and develop an onboarding program with milestones to assure a similar assimilation experience. Future adjunct initiatives will include a formal mentoring program and an evaluation process that will consist of an academic portfolio and peer observation.

Redesign of Academic Labs, Tutoring, and Supports: To standardize academic tutoring service across the college and diminish high turnover rates among academic tutoring center staff; Tulsa Community College School of Liberal Arts and Communication and the School of Mathematics and Science conducted a self-study of the academic tutoring centers. Informed by Tulsa Community College’s Strategic Plan: Strategy 1e: To increase access to quality academic support labs. A reorganization/redesign of academic tutoring centers has been proposed. The goal of reorganizing academic labs and tutoring is to provide inescapable, high-quality academic tutoring services. Standardize academic tutoring services college-wide

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will allow staff to identify and bridge specific subject-area knowledge gaps among TCC students.

Key Outcomes: • Alignment of job titles/description and pay grade. • Retention, training (certified tutor training: CRLA). • Increase consistency across campuses and increase percentage of developmental education students utilizing services.

ONLINE LEARNING ACTIVITIES/INITIATIVES

Current Status

Open Educational Resources (OER) TCC is an Institutional Partner with OpenStax; a non-profit affiliated with Rice University that provides peer-reviewed college textbooks free online and as downloadable .pdfs. OER use at TCC has expanded from our First Year Experience course textbook to include over 5,000 students each academic year. With support from the TCC Foundation, a kick-off incentive grant program coincided with our Institutional Partnership, expanding OER use across all four campuses and to 17 different courses taught by approximately 75 full-time and part-time faculty.

The TCC Library is actively partnering with academic schools to promote the development of OER curricular materials and resources. The Library has recently acquired several new online databases, including Films on Demand Master Academic Collection, Human Anatomy Interactive, and the New York Times, to support faculty in building curriculum with online and digital materials. Librarians have created OER resource guides and have worked with faculty on copyright guidance related to OER in the classroom.

Professional Development Online Learning has implemented a required “Ongoing Professional Development Plan to Improve Online Courses”. Structured as a 3-year rotation using cohorts Alpha, Beta, and Gamma, our Alpha cohort just completed their first of every 3-year required professional development activity. Of the 43 full-time faculty identified as ‘Cohort Alpha’, 5 completed QM’s APPQMR workshop, 11 completed TCC’s Online/Blended Course Developer Certification, 12 completed QM’s Improving Your Online Course Workshop, 3 completed a Custom Interactive Module or Accessibility Redesign, 6 retired/resigned from the college, and 6 are still in process of completing their PD this summer.

There are 45 faculty in Cohort Beta that will complete their PD sometime this fall or spring and Cohort Gamma includes 59 faculty that will begin their PD in fall of 2019.

Delivery System/Platform Tulsa Community College uses Blackboard Learn LMS for asynchronous course delivery, Blackboard Collaborate for online synchronous class activities, and Kaltura media platform

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for multimedia content delivery. All systems used by Online Learning are hosted in the cloud for improved performance and reliability.

Future Plans

Tulsa Community College is beginning the next phase of Online Course delivery starting with an eCore program of high quality, team developed General Education courses designed for reaching students who may never set foot on a TCC campus. The eCore program will be a 3-year project including course development, implementation of enhanced online student services, and a program launch to new markets currently not served by Tulsa Community College.

LEARNING SITE ACTIVITY REPORT

Number of Courses

TCC no longer offers/receives ITV courses. Online courses/programs are not sent to other institutions.

How Sites are Meeting Needs

N/A

ACADEMIC PRIORITIES/PROGRAMS

Guided Pathways Essential Practices, AY 18-19 Prioritized Projects List, and Strategic Plan attached.

ENROLLMENT PROJECTIONS

Fall 2018: Undergraduate Headcount: 16,897 2018 Annual FTE: 9,740

Fall 2019: Undergraduate Headcount: 16,897 2019 Annual FTE: 9,740

Fall 2020: Undergraduate Headcount: 13,897 2020 Annual FTE: 9,740

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WESTERN OKLAHOMA STATE COLLEGE (WOSC) 2018-2019 Academic Plan

TECHNOLOGY

Current Status

Western has implemented the following technologies over the 2017-2018 year: • Upgraded two ITV classrooms to use Zoom technologies • Provided branded charging stations for student use • Continued expanded coverage of UPS’s for the protection of our technology investments • Deployed an updated video camera for use in commercial projects, and in house content creation • Deployed 90 new and updated computers on campus to replace aging technology • Instructional Support Specialist completed OLC’s Instructional Designer Programs • Deployed phones to classroom to allow for the quick resolution of classroom technology problems • Expanded wireless network to improve coverage • Purchased firewalls to improve security • Utilized cloud services to improve service uptime

Future Plans

Western is planning to implement the following technologies over the 2018-2019 school year: • Convert seven classrooms to use Zoom for ITV delivery • Migrate LMS to the AWS cloud • Expand coverage of uninterruptable power supplies • Purchase and deploy 60 new computer lab computers • Purchase and deploy 30 new office computers • Expand cloud deployment where it makes strategic sense • Expand our 10Gbps storage network • Install centrally managed electronic door locks to improve IT security • Install a centrally managed antivirus • Deploy Docubase to replace BIS system • Build and deploy android and iOS applications • Install Papercut to allow for better management of printer use • Expand coverage of wireless network

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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 34 sections to 287 students off campus via ITV classrooms. Western also partners with regional universities to provide 3000- and 4000-level courses and bachelor degree programs through the college’s 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 State University, and Webster University. These agreements are in the education (secondary, elementary, early childhood), business administration, agriculture, child development, and military studies program areas. Western has been 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, civilian workers, and dependents. 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.

Altus Air Force Base contributes approximately 350 million dollars a year to the area economy. Western Oklahoma State College was a founding member of the Altus area Air Force Community Partnership Initiative [Public-Public; Public-Private (P4) Partnership]. This partnership works diligently to ensure base viability. The Vice President for Academic Affairs serves on the board of this partnership.

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.

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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 eight year in a campus-wide energy operational savings program. From September 2017 through February 2018, Western experienced a verified savings of $74,429 in energy expenditures which is $41,886 above the College’s target of $32,543. This program continues to aid in the assigning of classroom and lab facilities usage.

Western will continue to build upon the use of the college’s 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 uses software developed by the college’s IT staff 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. These efforts saved the college and Oklahoma $764,580 during FY 18. See cost savings summary in the table provided below:

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Estimated Cost Savings 2017-2018 Phone System Maintenance AT&T Switchvox Total Savings $ 13,000 $ 6,000 $ 7,000

Web Servers x 10 Microsoft Linux $ 7,000 $ - $ 7,000

Spam Prevention Barracuda Google Apps $ 2,000 $ - $ 2,000

Electronic Mail Services Exchange Gmail $ 19,000 $ - $ 19,000

Fax over IP Service GoDaddy Home Built Solution $ 2,880 $ 120 $ 2,760

Desktop Computers Dell In-house build. $ 90,000 $ 54,000 $ 36,000

Wireless Access New Used $ 42,680 $ 2,300 $ 40,380

Asset Management Software EZOfficeInventory Open Source $ 1,023 $ - $ 1,023

Resource Scheduling Software Resource Guru Open Source $ 1,800 $ - $ 1,800

Zoom State Contract Education Managed Contract $ 3,500 $ 1,250 $ 2,250

ITV Room Upgrades Traditional Zoom Room $ 210,000 $ 23,000 $ 187,000

VPN Solutions Cisco ASA Pfsense $ 4,000 $ - $ 4,000

LMS Licensing D2L Moodle $ 72,000 $ - $ 72,000

Media Server Flash Media Server YouTube $ 2,000 $ - $ 2,000

Media Enhanced Classrooms x 15 Professional Integration Home Built Solution (Design/Installation) $ 150,000 $ - $ 150,000

Email Archiving MiraPoint Google Vault $ 50,000 $ - $ 50,000

Mass alert system Rave Mobile CampusClaxon $ 6,000 $ 500 $ 5,500

Strategic Planning Software Cascade WOSC OAP tool $ 5,040 $ - $ 5,040

Digital Signage System Software Commercial Solution In-House Solution $ 2,000 $ - $ 2,000

Content Management System Movable Type SS-CMS $ 1,200 $ - $ 1,200

Poise Database Replication Connex In-House $ 10,000 $ - $ 10,000

SIP Phone Service POTS SIP Provideer $ 14,504 $ 7,877 $ 6,627

IR Portal Tableau Core License In-House moodle Integration $ 150,000 $ - $ 150,000 Total $ 764,580

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Future Plans

Western will fully implement the new LPN to RN online transition track that was developed during the 2017-2018 Academic Year allowing the college to train up to an additional 30 registered nurses. This was Western’s top strategic initiative for FY 18.

The college will delete the following programs/options: 1. Radiological Technology AAS (teach out completed in spring 2018) 2. Fire Technology AAS (teach out completed in spring 2018) 3. Computer Information Systems Option under Business Administration AS degree program (teach out completed in spring 2018) 4. Office Systems Technology AAS was deleted in 2016 (teach out completed in spring 2018)

Western will continue to meet the needs of our active duty Air Force students by offering courses to whole squadrons when requested to do so.

A focus group will be formed to analyze the effectiveness of the Criminal Justice AAS degree program to determine if modifications should be made to this degree and to determine if the students would be better served with a Criminal Justice AS degree.

Western will continue to ensure that only quality, rigorous online courses are offered by requiring all online classes to go through stringent Quality Matters reviews and existing approved online courses to be re-reviewed with Quality Matters standards every three years. In addition, at least three courses a year will go through external Quality Matters reviews.

Western continues to be compliant with State Authorization and is a member of NC-SARA.

The following large initiatives were identified through Western’s strategic planning and budgeting cycle for FY 19 pending final budget allocation from the state of Oklahoma:

1. Promoting student success in the classroom through the purchase of 160 Texas Instrument 30XS Multiview scientific calculators that will allow Math students to utilize calculators throughout the semester and better understand their functionality so they will perform better on exams, and through the purchase of equipment for agriculture and science courses that will allow students to experience hands-on learning and research opportunities. 2. Recruiting and retaining quality instructors by hiring some new communications (English, speech, and humanities) faculty member and increasing the adjunct pay scales for clinical nursing adjuncts and other program adjuncts. 3. Supporting program expansion opportunities including: a. Expanding the beef cattle herd at the Animal Science Education Center to provide more hands-on learning experiences and provide cattle for the rodeo team and to formulate a plan for feedlot pens that will provide a safe and healthy environment for the livestock. b. Offering the new Military Studies degree program. 4. Providing funding for new technology including utilizing a cloud service to migrate Moodle, Western’s LMS, and upgrading additional ITV classrooms with the ability to utilize Zoom technology.

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5. Provide protection for Western’s technology infrastructure by installing centrally managed antivirus software and door locks in certain areas to enhance information security while providing audit trails. 6. Enhance campus safety and security by installing and testing six wireless emergency push button notifiers and two PA notifiers. 7. Provide deferred maintenance for upgrading office and lab computers that are obsolete and update the chemistry lab.

Western hosted a College Readiness Summit in the spring of 2018. This summit included mathematics and communications faculty from Western, mathematics and English teachers from high schools in the college’s five county service area, and Oklahoma Department of Education representatives. Robust discussion centered around remedial rates, completion statistics, remedial education re-design, math pathways, and co-requisite remediation. The public school teachers have requested additional summits that will be held in the fall of 2018 and spring of 2019. Curriculum alignment and ways to partner together to improve remedial rates will be topics of discussion for these summits.

Western’s science faculty will be hosting public school science teachers in the summer of 2018 for a professional development workshop.

Western’s faculty are focusing on better advisement to assist with retention and completion.

Faculty and staff at Western have embraced the use of Zoom technology to provide instruction, advisement, student orientation, and professional development. The use of this technology will increase.

Faculty continue to use rich assessment data for strategic planning leading to better budget requests and allocations.

Western’s current College Plan can be located at College Plan.

ONLINE LEARNING ACTIVITIES/INIATIVES

Current Status

Open Educational Resources (OER) Faculty are investigating OER in place of textbooks. Currently English Composition 1, English Composition 2, and Public Speaking utilize only OER. As courses are re-developed, faculty investigate OER available to see if there are ones to fit their needs.

Professional Development Western has implemented the Learning Education Action and Development (LEAD) initiative. Western strives to provide professional development opportunities for faculty and staff in various areas. Professional Development opportunities include: on-campus training covering Information Technology needs as well as pedagogy needs, webinars over online education topics, compliance seminars or webinars, book clubs, mentor programs, and Lunch & Learn sessions.

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Learning Support Services has and continues to provide training for many of online tools and resources including the college’s course-email tool, our new syllabus management tool, PioneerAlert, the new version of Moodle LMS, as well as the many modules and plug-ins included in Moodle. Security training has been provided campus wide to help with cyber security awareness, and new training videos are constantly in production to assist with the development of online technical skills.

Delivery System/Platform Currently, Western delivers online courses using the Moodle LMS. Moodle is heavily integrated with both in-house tools and third party platforms to enhance the learning for students as well as provide support services. Learning Enhancement integrations include Western’s in-house standard course syllabus management tool, Zoom for video conferencing, SoftChalk, and McGraw-Hill integration. Student service enhancements include a standard course header for every class that includes resources for all Western students, PioneerAlert to enhance communications through SMS Messaging, Tutor.com for live 24/7 distance tutoring, and a custom-built course email program. The LMS is utilized for all Western courses at a minimum as a standard location for course syllabuses and online resources.

Future Plans

In the 2018-2019 year, Western plans to update Moodle to the next major update (3.4) and install new versions of our syllabus management tool and our course email tool. Zoom integration will be expanded into more course curriculum and the use of the college’s SMS communications platform, PioneerAlert, will be expanded.

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LEARNING SITE ACTIVITY REPORT

Number of Courses

Between the summer semester of 2017 and the spring semester of 2018 Western Oklahoma State College delivered a total of 34 course sections to offsite locations and received a total of 35 courses from SWOSU and Cameron for an overall total number sent and received course sections equaling 69.

Summary of courses received at WOSC campus: Cameron Southwestern Oklahoma TOTALS University State University Summer 2017

Lower Division 0 0 0 Upper Division 1 1 2 Graduate 0 0 0 TOTAL 1 1 2 Fall 2017

Lower Division 1 2 3 Upper Division 7 9 16 Graduate 0 0 0 TOTAL 8 11 19 Spring 2018

Lower Division 3 0 3 Upper Division 6 4 10 Graduate 1 0 1 TOTAL 10 4 14

Summary of lower division courses sent from Western campus: Summer 2017 Fall 2017 Spring 2018 Totals Number of Sections 0 17 17 34 Number of Students 0 162 125 287

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Sites served by Western:

North Fork Cameron Nursing Correctional Facility Sentinel High Elk City Nursing School Altus Air Force Cordell High School Base Frederick High School Snyder High School Sweetwater High Hobart High School School Geronimo High School

How Sites are Meeting Needs

Western works hard to meet the needs of students. The college’s 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’s Facilitator and Interactive Media Specialist works closely with schools of concurrent students to ensure that enough sections of concurrent/dual credit courses are offered at the times needed for the students.

The college’s website also hosts a course request survey as part of a program to meet students’ needs. If demand is sufficient, the college will schedule a new section of a requested course.

Western works closely with several area employers including Altus Air Force Base, and the Altus Chamber of Commerce to identify employer needs and provide needed courses in the formats most conducive to student success.

ACADEMIC PRIORITIES/PROGRAMS

Western’s 2018 extensive strategic planning efforts identified the Communications Department for the addition of one new faculty member.

The college will continue to support the Nursing (LPN to RN Online Track) through FY 19 resources. The curriculum has been developed and applications are being accepted with the goal of admitting additional LPNs into Western’s RN nursing program allowing Western to graduate much needed additional RNs for southwest Oklahoma. A grant has been received from the Telligen Community Initiative (TCI) for $49,298 to help support this initiative. A special focus will be placed on the development of online science courses needed to support this program.

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Western will be closing the AAS degree in Applied Technology since the college received final approval for the new Military Studies AAS degree (traditional and electronic) from the Oklahoma State Regents for Higher Education. Western recently updated a Memorandum of Understanding (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. This degree will also be marketed to both active duty and civilian workers at Altus Air Force Base.

Western will also be closing the Radiological Technology AAS degree and the Computer Information Systems option under the Business Administration AS degree with two year teach outs being completed in spring 2018. In addition, Western will be closing the Fire Technology AAS degree after completing a three year teach out in the spring of 2018.

Two 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. Eleven more faculty and Western’s academic dean have also been trained in applying the QM rubric.

All online courses offered 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.

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 the college’s online courses.

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 2018- 2019 once the KC 46 aircraft are delivered to AAFB (estimated delivery in late 2018). 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 is a critical success factor for this new mission.

Western continues to prioritize user authentication through the use of ProctorU for students enrolled in Western’s online courses.

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.

Western hosted a first ever College Readiness Summit in the spring 2018 semester for public school math and English teachers from the college’s five county service area. Robust discussions were held concerning ways to better prepare students for college, how to bridge the gap between high school and college curriculum, the new math pathways, Math Ready Course, and co-requisite remediation. The event was so successful that it was determined to host additional summits during the fall 2018 and spring 2019 semesters.

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Western’s IT department continues to deploy 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 the college’s service area. Using off-the-shelf equipment and cloud services have allowed Western to deliver classes to more off-site locations including workplaces and homes.

Western continues a strong focus on retention. Western’s Enrollment Management Committee developed and implemented several long-reaching initiatives to improve retention. These initiatives will be continued during Academic Year 2018-2019. Western’s retention rates for 2016 full time and part time cohorts were 49% and 40% respectively a decrease of 10% for full time students but an increase of 7% for part time students from the 2015 cohort. Part time students make up approximately 60% of Western’s enrollment.

Western has completed three years of being a member of NC-SARA and will renew the college’s membership for 2018-2019.

ENROLLMENT PROJECTIONS

Fall 2018: Undergraduate Headcount: 1,319 Fall 2018: Graduate Headcount: N/A Spring Graduation Only 2018 Annual FTE: 847

Fall 2019: Undergraduate Headcount: 1,359 Fall 2019: Graduate Headcount: No information provided 2019 Annual FTE: 872

Fall 2020: Undergraduate Headcount: 1,400 Fall 2020: Graduate Headcount: No information provided 2020 Annual FTE: 899

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