Ove r vie w T a sk F o rc e o n the F uture o f Hig he r E duc a tio n E sta b lishe d Ma rc h 2017 Me mb e rs inc lude d the Sta te Re g e nts, priva te c itize ns, hig he r e duc a tio n a nd le g isla tive re pre se nta tive s. F o ur a re a s o f fo c us: c o lle g e de g re e c o mple tio n a nd wo rkfo rc e de ve lo pme nt; a c a de mic pro g ra m inno va tio ns a nd o nline e duc a tio n; syste m struc ture ; fisc a l so lutio ns, e ffic ie nc ie s, a ffo rda b ility a nd te c hno lo g y Re po rt a c c e pte d b y Sta te Re g e nts F e b rua ry 2018 Mo st re c o mme nda tio ns will re q uire le g isla tive a c tio n https:/ / www.o khig he re d .o rg / future /
Ove r vie w Co unc il fo r Online L e a rning E xc e lle nc e A Co unc il fo r a dva nc ing ke y pro je c ts a nd initia tive s tha t suppo rt e xc e lle nc e in o nline a nd hyb rid le a rning Me mb e rs a re fa c ulty a nd sta ff fro m Okla ho ma institutio ns Pro je c ts: De ve lo pme nt o f a ffo rda b ility stra te g ie s a nd c o nte nt o Sha re d de sig n pa tte rns with c o nte nt using a c o mmo n o la ng ua g e fo r hig h impa c t c o urse s Okla ho ma Qua lity Summit Pro g ra m De ve lo pme nt o Http:/ / www.o khig he re d.o rg / c o le / pro je c ts.shtml K yle F o ste r: kfo ste r@ o srhe .e du
Ove r vie w Ac a de mic Online Co nso rtium A pla n to c re a te a c e ntra lize d a dministra tive hub fro m whic h to suppo rt o nline le a rning a c ro ss the sta te syste m Sta te syste m b e ne fits L o w o r no c o st pro fe ssio na l de ve lo pme nt fo r fa c ulty o Ope n e duc a tio na l re so urc e e xpa nsio n o ptio n o Suppo rt fo r sta te syste m e xpe rtise Ma rke tpla c e / Cle a ring ho use o Ce ntra lize d suppo rt fo r fa c ulty-drive n COL E initia tive s o I nstitutio na l me mb e rship fo r g ro up purc ha sing po we r o F o unda tio n to se e k e xte rna l re so urc e s o Co o rdina tio n o f inte rna l a nd e xte rna l c o nsulting se rvic e s o Will b e suppo rte d b y One Ne t I nitia l imple me nta tio n suppo rte d b y institutio na l me mb e rship due s b a se d o n F T E Sub se q ue ntly funding pro vide d b y e xte rna l g ra nts a nd o the r suppo rt Dr. De b b ie Bla nke : db la nke @ o srhe .e d u
Ove r vie w F unc tio n Cha ng e Mo ra to rium I nstitutio na l pro g ra m re q ue sts tha t c o nstitute a c ha ng e in func tio n will b e de fe rre d until June 30, 2019, unle ss a c tio n is ta ke n to e xte nd the mo ra to rium F o llo wing re c o mme nda tio ns o f the T a sk F o rc e o n the F uture o f Hig he r E duc a tio n a nd c o ntinuing ne e d fo r de ve lo ping ne w syste m e ffic ie nc ie s A sub c o mmitte e o f the Sta te Re g e nts’ Ac a de mic Affa irs Co mmitte e wa s a ppro ve d a t the June 2018 Sta te Re g e nts’ me e ting to re vie w a nd a na lyze na tio na l tre nds, b e st pra c tic e s a nd T a sk F o rc e re c o mme nda tio ns, a nd to de ve lo p re c o mme nda tio ns a nd a c tio n ite ms Me mb e rship inc lude s institutio na l re pre se nta tio n fro m e a c h tie r. Dr. De b b ie Bla nke : db la nke @ o srhe .e du
Ove r vie w Sta te Re g e nts’ Me e ting s F a ll 2018 T hursda y, Se pte mb e r 6 T hursda y, Oc to b e r 25 T hursda y, De c e mb e r 6 Me e ting da te s a re a ppro ve d a t the Oc to b e r me e ting a nd po ste d: http:/ / www.o khig he re d.o rg / sta te - syste m/ me e ting -da te s.shtml
Daniel Archer Assistant Vice Chancellor for Academic Affairs Accreditation, Admission and Student Related Policies Council on Instruction Policy Workshop July 19, 2018
3.1 Institutional Accreditation & State Authorization policy Policy Requirements This policy requires that all private degree granting institutions and out-of-state public degree granting public institutions that have a physical presence in Oklahoma seek authorization from the Oklahoma State Regents for Higher Education (OSRHE) to operate in the state. The policy requires private degree granting institutions and out-of- state degree granting public institutions to: Be regionally or nationally accredited by an agency that is recognized by the United States Department of Education; Meet consumer protection standards for operation; Utilize an enrollment agreement; and Report data.
3.1 Institutional Accreditation & State Authorization policy Policy Requirements The policy requires state system institutions to: Submit copies of self-study reports and final evaluation reports in a timely manner; Have a student complaint process; and Ensure that its advertisements, brochures, catalogs, web sites, or other publications are not misleading or deceptive.
3.17 Distance Education and Traditional Off-Campus Courses and Programs State Authorization Reciprocity Agreement Institutions offering courses at physical locations out-of-state shall seek approval and gain authorization from the state agencies or accrediting associations in whose jurisdiction the courses are to be available. Institutions delivering distance education out-of-state or conducting limited out-of-state activity shall: Seek State Regents’ approval to participate in the State Authorization Reciprocity Agreement** OR **If not covered by SARA
State Authorization Reciprocity Agreement (SARA ) SARA Renewal Issues The renewal application must be signed by the chief executive officer or the chief academic officer of the institution. Upon notice of an approved renewal application, the institution shall submit the renewal fee to NC-SARA within 30 days. A 30-day grace period beyond the institutional renewal date may be granted upon request; however, if renewal is not complete after the 30-day grace period, a late fee of 25% of the institution's renewal fee is applied. If payment is not made to NC ‐ SARA within 5 business days after the expiration of the 30 ‐ day grace period, the institution will be removed from the NC ‐ SARA list of participating institutions. Institutions denied renewal or not complying with renewal policies within specified timelines may reapply to become a SARA institution 180 days after removal from the SARA participant list.
3.9 Institutional Admission and Retention policy Purpose This policy establishes minimum curricular requirements, criteria, and standards for admission to State System institutions, as well as retention standards. Students admitted into all associate and baccalaureate programs must meet these standards. The admission process has two criteria: Curricular Requirements Performance Requirements/ Admission Standards
3.9 Institutional Admission and Retention policy 3.9.3 Admission of First-Time Freshman: Curricular Requirements
3.9 Institutional Admission and Retention policy 3.9.4 Admission of First-Time Freshmen: Performance Requirements Note: OU and OSU are authorized to set higher admission scores when approved by the State Regents. Specific scores for institutions are located in the Academic Affairs Procedures Handbook.
3.9 Institutional Admission and Retention policy 3.9.4 Admission of First-Time Freshmen: Performance Requirements Note: Scores for institutions are located in the Academic Affairs Procedures Handbook.
3.9 Institutional Admission and Retention policy Minimum High School Performance Criteria for Admission of First-Time-Entering Students at Community Colleges and Technical Branches For students seeking admission to AA, AS, or baccalaureate degree programs, any individual who: Is a graduate of a high school accredited by the appropriate regional association or by an appropriate accrediting agency of the home state or has achieved a high school equivalency certificate based on the GED; Has met the curricular requirements as set forth in part 3.9.3. of this policy; and Has participated in the ACT program or a similar acceptable battery of tests is eligible for admission to any of the community colleges and technical branches in the State System. The five institutions offering AAS degrees, CU, LU, OPSU, RSU, and SWOSU (Sayre) will continue offering these degrees with an open admission policy for students within their geographic service area. Students wishing to transfer from AAS to AS, AA or baccalaureate degree programs must formally apply and meet both the curricular and performance admission standards.
3.9 Institutional Admission and Retention policy 3.9.6 Special Admission Students admitted must meet curricular standards as defined in section 3.9.3 and must meet the high school performance criteria as defined in section 3.9.4. The only exceptions are students admitted in the following special admission categories: A. Special Non-Degree Seeking Student B. Alternative Admission C. Adult Admission D. Home Study or Non-Recognized Accredited or Unaccredited High Schools E. Opportunity Admission Category F. Correspondence Study Enrollment G. Summer Provisional Admission Program (Research and Regional Universities) H. Summer Provisional Admission Program: Curricular Deficiencies (Regional Universities) I. Concurrent Enrollment of High School Students
3.9 Institutional Admission and Retention policy 3.9.8 Retention Standards Retention GPA requirements: A student will be placed on academic probation if the following standards are not met: Credit Hours Attempted: GPA Required 0-30 semester credit hours ≥ 1.7 Note: Students are put on academic notice with a GPA of 1.7 to less than 2.0 Greater than 30 semester credit hours ≥ 2.0 NOTE: Students dropping below 2.0 are placed on academic probation for one semester. If 2.0 is not achieved in regularly graded coursework (including repeats/academic reprieves), they are suspended.
3.10 Concurrent Enrollment policy General Information The concurrent enrollment policy criteria, which had not been substantively revised since the 90’s, was previously detailed within the OSRHE Institutional Admission and Retention policy. The scope of concurrent enrollment extends beyond admission issues; thus, a new stand-alone Concurrent Enrollment policy was created in 2017.
3.10 Concurrent Enrollment policy Permission Permission from Parent All students must have a signed form from the high school principal or counselor stating that he/ she is eligible to satisfy requirements for graduation from high school (including curricular requirements for college admission) no later than the spring of the senior year.
3.10 Concurrent Enrollment Juniors and Seniors Admission Recognized Accredited High Schools Research Universities Meet One of the Following: National ACT, Pre-ACT (10 th Grade), or Residual ACT* = 24 1. 2. SAT or PSAT 10= 1160 3. 3.0 GPA (unweighted) and top 33 % Regional Universities Meet One of the Following: National ACT, Pre-ACT (10 th Grade), or Residual ACT* = 20 1. 2. SAT or PSAT 10= 1020 3. 3.0 GPA (unweighted) and top 50% Community College Meet One of the Following: National ACT, Pre-ACT (10 th Grade), or Residual ACT* = 19 1. 2. SAT or PSAT 10= 980 3. 3.0 GPA (unweighted) * Students can utilize one Residual ACT per year from November 1 to October 31
3.10 Concurrent Enrollment Juniors and Seniors Admission Homeschool OR Unaccredited and Non-Recognized Accredited High Schools Research Universities Meet One of the Following: National ACT, Pre-ACT (10 th Grade), or Residual ACT* = 24 1. 2. SAT or PSAT 10= 1160 Regional Universities Meet One of the Following: National ACT, Pre-ACT (10 th Grade), or Residual ACT* = 20 1. 2. SAT or PSAT 10= 1020 Community College Meet One of the Following: National ACT, Pre-ACT (10 th Grade), or Residual ACT* = 19 1. 2. SAT or PSAT 10= 980 * Students can utilize one Residual ACT per year from November 1 to October 31
3.10 Concurrent Enrollment Course Placement Curricular National ACT, SAT or PSAT 10 Other Area Pre-ACT, or Residual ACT* English 19 English 480 Evidence Based Satisfy an English assessment and course placement Reading & Writing measure that is in accordance with the institution's State Regents’ approved assessment plan Math 19 Math 530 Math Satisfy a Math assessment and course placement measure that is in accordance with the institution's State Regents’ approved assessment plan Reading 19 Reading 480 Evidence Based Satisfy a Reading assessment and course Reading & Writing placement measure that is in accordance with the institution's State Regents’ approved assessment plan Science 19 Science N/A Satisfy an assessment and course placement measure that is in accordance with the institution's State Regents’ approved assessment plan
3.10 Concurrent Enrollment (Off-Campus Courses) An institution wishing to offer off-campus concurrent enrollment will be required to meet the standards in policy section 3.10.6. These standards include: Specifying that the expectations in off-campus concurrent courses should be the same as on-campus courses; Adhering to HLC’s faculty qualification requirements; Providing an orientation and professional development for faculty; Evaluating faculty; and Creating an MOU between the higher education institution and the off-campus location.
3.10 Concurrent Enrollment policy Retention Standards High school students concurrently enrolled in college courses may continue concurrent enrollment in subsequent semesters if they achieve a college GPA of 2.0 or above on a 4.0 scale. Students falling below 2.0 GPA on a 4.0 scale are not eligible for subsequent semester concurrent enrollment.
3.10 Concurrent Enrollment Tuition Waiver (not academic policy ) Tuition Waiver Program Change: Effective July 1, 2018 Old Tuition W aiver New Tuition W aiver Program Program Students are eligible Concurrent seniors for the waiver for the receive a tuition first 18 hours of waiver for six hours concurrent enrollment per term (Summer over the senior year between junior and (Summer between senior year and Fall junior and senior year and Spring and Fall and Spring semesters of the semesters of the senior year). senior year).
3.10 Concurrent Enrollment Tuition Waiver (not academic policy ) Example of Senior Tuition Waiver A concurrent senior student who took three hours in Summer, three hours in the Fall, and 12 hours in the Spring would have all of his/ her tuition waived because he/ she did not exceed the 18 hour limit.
3.10 Concurrent Enrollment Report: For Off-Campus Activity First Report Due by December 1, 2018: Submit via email to darcher@osrhe.edu
3.12 Grading Policy General Information Purpose: establish a uniform system of grading for State System Institutions. Defines symbols and grading terms. Outlines the transcript as the official document issued by an institution with student information that is a complete and accurate reflection of a student’s academic career. Academic Forgiveness Provisions: Repeated Academic Reprieve Academic Renewal Reporting Academic Standing (retention standards/ requirements, cumulative GPA and retention/ graduation GPA). Note all academic probation/ suspensions.
3.14 Granting of Degrees policy 3.14.4 Diplomas The diploma shall bear the seal of the State Regents and shall contain the signatures of the chairman, the secretary, and the Chancellor (Diplomas awarded shall bear the names of officers of the State Regents serving in the current fiscal year). For the institution, the diploma shall bear the signatures of the chairman of the governing board, the president of the institution, and one academic officer. A sample diploma shall be provided annually, by December 1 to the State Regents’ office. Please scan and email a sample diploma to darcher@osrhe.edu.
3.15 Undergraduate Degree Requirements policy Establishes requirements for the following Associate in Arts or Associate in Science general education Associate in Applied Arts general education Baccalaureate general education Baccalaureate requirements and standards General education framework Policy has tables with specific hours/ requirements
3.18 In-State/Out-of-State Status of Enrolled Students policy General Information This policy establishes definitions, principles, criteria, and guidelines to assist institutional officials in the classification of postsecondary students as in-state/ out-of-state students. The policy details in-state/ out-of-state status issues concerning dependent and independent persons, documented foreign nationals, undocumented students, uniformed services and other military service members, and full-time professional practitioner/ workers. Most recently, the State Regents recently approved revisions to the In state/ Out-of-State Status of Enrolled Students policy on April 20, 2017.
3.18 In-State/Out-of-State Status of Enrolled Students policy Legislation Three years ago, changes were made to the OSRHE In-State Out-of-State Status of Enrolled Students policy to align with Senate Bill 138 and Section 702 of the Veterans Access, Choice and Accountability Act of 2014, which was codified in 38 U.S.C. 3679. More recently, Congress passed Public Law 114-315, which modified 38 U.S.C. 3679(c). These amendments went into effect for courses, semesters, or terms beginning after July 1, 2017.
3.18 In-State/Out-of-State Status of Enrolled Students policy Spouse or Dependent Child of an Active Duty Service Member (background before recent statutory updates): Members of the uniformed services, along with their dependent children and spouse, who provide evidence that they are full-time active duty status of more than thirty (30) days in the uniformed services stationed in Oklahoma or temporarily present through military orders. Regardless of the residency of the student, the dependent children or spouse of a person who is currently serving as a member of the active uniformed services of the United States on full-time active duty status of more than thirty (30) days for whom Oklahoma is the home of record.
3.18 In-State/Out-of-State Status of Enrolled Students policy New Requirement for a Spouse or Dependent Child of an Active Duty Service Member To comply with the amendments to U.S.C. 3679(c): A person using transferred Post-9/ 11 G.I. Bill benefits (38 U.S.C. § 3319) who lives in Oklahoma (regardless of his/ her formal state of residence) and the transferor is a member of the uniformed service who is serving on active duty (regardless of the transferor’s home of record) will be eligible for in-state status.
3.18 In-State/Out-of-State Status of Enrolled Students policy Fry Scholarship (before recent statutory updates): A surviving spouse or child receiving the Fry Scholarship who resides in Oklahoma and enrolls at a state system institution within 5 years of an active duty service member’s death in the line of duty after serving 90 days or more (regardless of the student’s formal state of residence or the home of record of the deceased service member).
3.18 In-State/Out-of-State Status of Enrolled Students policy New Requirement Fry Scholarship Recipients To comply with the amendments to U.S.C 3679(c): A surviving spouse or child receiving the Fry Scholarship who resides in Oklahoma and enrolls at a state system institution within 5 years of an active duty service member’s death in the line of duty after serving 90 days or more (regardless of the student’s formal state of residence or the home of record of the deceased service member).
3.20 Student Assessment and Remediation policy 3.20.1 Purpose Assessment of students fulfills two purposes: (1) improvement of teaching and learning; and (2) accountability and institutional effectiveness. Course Placement General Education Program Outcomes Student Satisfaction
3.20 Student Assessment and Remediation policy 3.20.4 Entry Level Assessment and Course Placement Students scoring below the ACT subject score minimum level will be reviewed with additional information, as approved by the State Regents, to determine the level of readiness for college- level course work. Another test is not required. Institutional entry level assessment programs should include an evaluation of past academic performance, educational goals, study skills, values, self-concept and motivation. A test is not required.
3.20 Student Assessment and Remediation policy 3.20.4.B Basic Academic Skills Requirements Students must begin remediation of basic academic skills deficiencies during the first semester and continue until prepared for college-level course work in the respective subject area. Zero-level remediation courses are not required.
3.20 Student Assessment and Remediation policy 3.20.5 General Education Assessment This assessment is designed to measure the student's academic progress and learning competencies in areas such as communication, critical thinking, mathematics, reading, and writing. More than the general education course selection in the first half of the degree program.
3.20 Student Assessment and Remediation policy 3.20.6 Program Learning Outcomes Select instruments to assess learning outcomes for each degree program. Should assess higher level thinking skills in applying learned information. When available and appropriate, nationally standardized instruments will be used. All findings will be reported in program reviews as indicated in Academic Program Review policy. Results from nationally standardized instruments will be reported in the Annual Student Assessment Report.
3.20 Student Assessment and Remediation policy 3.20.7 Student Engagement and Satisfaction Student and alumni perceptions are important in the evaluation of academic and campus programs and services. Such perceptions are valuable because they provide an indication of the students' subjective view of events and services which collectively constitute their undergraduate experiences.
3.20 Student Assessment and Remediation policy 3.20.7 Student Engagement and Satisfaction Evaluations of student satisfaction can be accomplished via surveys, interviews, etc. Resultant data will be used for the improvement of programs and services. Current practices include NSSE, CCSSE, BCSSE, FSSE, SSI, SRI, IDEA Student Ratings of Instruction, SENSE.
3.20 Student Assessment and Remediation policy 3.20.8 Assessment Plan and Reporting To achieve the purposes of this policy and to accomplish effective and innovative State System assessment, every institution will maintain a current assessment plan that includes a minimum of the assessments required in this policy. The plan will be submitted to the State Regents for approval every five years or when substantive changes are made. Report all changes to staff to determine if substantive.
3.20 Student Assessment and Remediation policy 3.20.8 Assessment Plan and Reporting Annually, institutions shall submit to the State Regents a student assessment report containing information related to this policy and the institution’s approved plan. Refer to the Academic Affairs Procedures Handbook for details regarding the reporting requirements. Due December 1, 2018.
3.11 Undergraduate Transfer and Articulation policy General Issues This policy is designed to facilitate the transfer of students between and among community colleges and universities within the State System, and transfer of technical coursework for students through the Statewide Articulation Agreement with Oklahoma technology centers. Required GPAs for admission of transfer students can vary across the system. Use the Academic Policies Procedures Handbook to review details. Transcripts of records from colleges and universities accredited by HLC or other regional associations will be given full value. Transcripts of record from degree granting institutions accredited by national association are subject to review and may transfer on a course-by-course basis.
3.11 Undergraduate Transfer and Articulation policy Policy Revision The Course Equivalency Project (CEP) has been around since 1996 and includes over 8,000 courses. While the CEP has been around for over 20 years, it has never been formally addressed in policy, so a new section that details the conditions of the CEP was recently incorporated into the OSRHE Undergraduate Transfer and Articulation policy. This revision was approved by the State Regents at their April 26, 2018 meeting.
3.11 Undergraduate Transfer and Articulation policy Career Tech Transfer Option Last year, a new policy section was established that allows State System institutions to accept Oklahoma technology center transfer course work through a Statewide Articulation Agreement. The Statewide Articulation Agreement includes a lot of technical courses which meet technical degree requirements at participating State System of Higher Education institutions, which will be accepted in transfer from Oklahoma technology centers towards a college technical certificate, an associate in applied science degree, or a technology baccalaureate degree.
3.11 Undergraduate Transfer and Articulation policy Review Process for Career Tech Coursework An institution that wishes to have technical courses included in the Statewide Articulation Agreement shall have the president submit the proposal to the Chancellor for State Regents’ consideration. State Regents staff will manage the content faculty review and evaluation process for the proposed technical courses to be inventoried in the Statewide Technical Course Articulation Agreement. After review, staff will submit the faculty-recommended technical courses to the State Regents for approval.
3.11 Undergraduate Transfer and Articulation policy Requirements for Career Tech Transfer Credit A student who successfully completes Oklahoma technology center courses and/ or programs listed on the Statewide Technical Course Articulation Matrix may earn college transfer credit in only those technical courses approved if he/ she: Provides an official transcript from the technology center that includes all essential elements to document the completed technical course(s); Achieves a minimum passing grade, as determined by the accreditation, licensure, or other programmatic requirements of the State System institution, for technical course work listed on the Statewide Technical Course Articulation Matrix, clearly documented on an official technology center transcript; and Has been admitted to the participating State System institution.
3.11 Undergraduate Transfer and Articulation policy Posting Career Tech Transfer Work on State System Transcripts The higher education institution will only post career technology center transfer coursework that is approved to accept through the Statewide Technical Course Articulation Agreement. Career tech transfer courses may be applicable for technical degree major requirements or technical degree major electives, but not as general elective credit. If a student transfers career tech coursework through the statewide articulation agreement into a technical degree and later changes his/ her major to a non-technical degree, the career tech coursework will remain on the transcript; however, such coursework will not apply towards meeting degree major requirements, degree major electives, or general elective credit in the non-technical degree.
3.6 Contractual Arrangements Between Higher Education Institutions & Other Entities policy Posting Career Tech Transfer Work on State System Transcripts The higher education institution will only post career technology center transfer credit awarded through the Statewide Technical Course Articulation Agreement as S or P. See the OSRHE Grading policy for more information. All transfer credit awarded through the Statewide Articulation Agreement must be appropriately identified by source and method on the official college transcript. The semester that is in session during the course end date will serve as the semester of transcription for transfer work awarded through the Statewide Technical Course Articulation Agreement. For example, if a student completes a career technology center course on April 1, 2019, the higher education institution will post it as a Spring 2019 transfer course. All transfer credit awarded through the Statewide Articulation Agreement must be converted to credit hours. In accordance with 34 CFR § 668.8(l)(1), one semester credit hour must include at least 37.5 clock hours of instruction.
3.11 Undergraduate Transfer and Articulation policy We have developed a career technology center transcript guidance document and a sample career technology center transcript to ensure that State System institutions have the data elements needed to post career technology center transfer work .
3.6 Contractual Arrangements Between Higher Education Institutions & Other Entities policy 3.6.5.B Quality Assurance To ensure that institutions have the proper oversight to effectively administer such agreements with an unaccredited and/ or non-degree granting entity, an appropriately qualified full-time faculty must have direct control over the entirety of the program. Institutions shall adhere to HLC standards for faculty to have one degree level above the level teaching and be approved by the academic officers; however, exceptions to degree level are allowed if the institution defines a minimum threshold and evaluation process to make such appointments.
3.6 Contractual Arrangements Between Higher Education Institutions & Other Entities policy 3.6.5.B. Quality Assurance An Institution can only offer degrees via a contractual arrangement in content areas in which it employs qualified full-time faculty and the institution must designate a full-time faculty to oversee the contract. All contractual arrangements shall be included in the annual institutional program assessment activities. Reporting Requirements: Annual list of programs in contract; Annual list of contractual courses; and Annual summary report including enrollment, retention and graduation, student and program assessment, financial arrangements, marketing, costs, and accomplishments.
3.16 Credit for Prior Learning policy Overview The purpose of the policy is to provide a framework to evaluate learning that takes place outside of the formal higher education structure. The framework provides a systematic and comparable means through which students might be awarded credit for prior learning. Credit for prior learning must be validated by successful completion of 12 or more credit hours at the awarding institution before being placed on the student’s official transcript. Credit for prior learning, once recorded at a State System institution, is transferable on the same basis as if the credit had been earned through regular study at the awarding institution.
Academic Affairs Procedures Handbook Handbook Overview Other Helpful Information: Definitions Reports and due dates Accreditation Procedures for Recognition Closed schools/ record information Intensive English Program list Forms and Reference Information ACT/ SAT Concordance Table Procedures Handbook is updated annually or as necessary through the COI. Your input is needed if helpful information is missing or something needs to be changed/ corrected – please contact Daniel Archer.
Co unc il o n I nstruc tio n F a ll Po lic y Wo rksho p July 19, 2018 Co urse E q uiva le nc y Mr . Kyle F oste r Assistant Dir e c tor , Ac ade mic Pro je c t & Stude nt Affair s De gr e e Comple tion Initiative s
Cour se E quiva le nc y Pr oje c t Co urse E q uiva le nc y Pro je c t T he Co urse E q uiva le nc y Pro je c t (CE P) wa s e sta b lishe d in 1995. F a c ulty a ppo inte d b y the pre side nts re vie w c o urse e q uiva le nc ie s in disc ipline s se le c te d b y the COI a nnua lly. T he sta te tra nsfe r ta b le s a re upda te d a fte r fina l ve rific a tio n a nd a ppro va l b y the Sta te Re g e nts. Additio ns, de le tio ns a nd mo dific a tio ns o f c o urse wo rk ta ke pla c e a t Se pte mb e r F a c ulty Me e ting s. COI me mb e rs ma y sub mit c ha ng e s fo r disc ipline s tha t do no t me e t in pe rso n tha t ye a r. Priva te institutio ns ma y o nly a dd the ir c o urse s if the y a tte nde d tha t disc ipline ’ s F a c ulty Me e ting .
Cour se E quiva le nc y Pr oje c t Co urse E q uiva le nc y Pro je c t 8,104 c o urse s/ 50 disc ipline s o n the 2018-19 sta te ma trix ta b le E a c h me e ting re q uire s a COI fa c ilita to r a nd se le c tio n o f a c ha ir fro m the fa c ulty g ro up T ra ditio na l sta nda rd: 75% c o mmo n c o urse c o nte nt Adde d 2017-18: Stude nt L e a rning Outc o me s fo r CE P Co urse s—Must me e t 100% fo r inc lusio n www.OK Co urse T ra nsfe r.o rg
Cour se E quiva le nc y Pr oje c t Institution We a re he re ! Review May-Augus t Faculty Review September Institution 2 nd Review October-December Council on Instruction CE P Approval February State Cyc le Regents Approval March Ove rvie w Matrix Posted Online April
Cour se E quiva le nc y Pr oje c t Que stio ns, c o mme nts, o r sug g e stio ns? K yle F o ste r Assista nt Dire c to r Ac a de mic & Stude nt Affa irs De g re e Co mple tio n I nitia tive s kfo ste r@ o srhe .e du | (405) 225-9163
Co unc il o n I nstruc tio n F a ll Po lic y Wo rksho p July 19, 2018 Mr . Kyle F oste r Ma th Suc c e ss Assistant Dir e c tor , Ac ade mic & I nitia tive s Stude nt Affair s De gr e e Comple tion Initiative s
Ma th Suc c e ss Initia tive s Histo ry o f Ma th Suc c e ss I nitia tive Oc to b e r 2011: Jo ine d Co mple te Co lle g e Ame ric a I nc re a se the numb e r o f de g re e s a nd c e rtific a te s b y 67 pe rc e nt y 2023 April 2012: Re me dia l Re fo rm Summit Se pte mb e r 2012: Ma the ma tic s F a c ulty Co nfe re nc e Se pte mb e r 2013: Ma th Suc c e ss Gro up Pla nning Me e ting
Ma th Suc c e ss Initia tive s Histo ry o f Ma th Suc c e ss I nitia tive http://www.o khig he re d.o rg /c o mple te -c o lle g e -ame ric a/math-suc c e ss.shtml Go a ls 1. I mpro ve ma the ma tic s pre pa ra tio n o f stude nts e nte ring c o lle g e 2. Re fo rm ma the ma tic s re me dia tio n to b e mo re e ffe c tive 3. Stre ng the n ma the ma tic s pre pa ra tio n fo r a ll ma jo rs
Ma th Suc c e ss Initia tive s Histo ry o f Ma th Suc c e ss I nitia tive No ve mb e r 2014: Ma the ma tic s Suc c e ss Gro up Stra te g ic Pla n I mple me nta tio n Me e ting ST RAT E GIC PRIORIT IE S 1. I mpro ve tra nsitio n fro m hig h sc ho o l to c o lle g e 2. Re fo rm re me dia tio n to b e mo re e ffe c tive 3. I mpro ve c o urse pla c e me nt b y using multiple a sse ssme nts 4. Cre a te multiple pa thwa ys tha t a re sta nda rdize d b y disc ipline No ve mb e r 2015: I nvite d to jo in Da na Ce nte r Ma the ma tic s Pa thwa ys
Ma th Suc c e ss Initia tive s MAT H PAT HWAYS PROJE CT
Ma th Suc c e ss Initia tive s Ma th Pa thwa ys T a sk F o rc e Go a ls 1. I mpro ve stude nt c o urse c o mple tio n, c o lle g e re te ntio n, a nd de g re e c o mple tio n b y o ffe ring multiple g a te wa y ma the ma tic s o ptio ns 2. I nc re a se re le va nc e o f g a te wa y ma the ma tic s c o urse s to de g re e pro g ra ms 3. E nsure tra nsfe ra b ility a nd a pplic a b ility o f ma the ma tic s c o urse s with c o mmo n la ng ua g e 4. I nc re a se a ppre c ia tio n o f ma the ma tic s fo r a ll stude nts 5. I nc re a se c o lla b o ra tio n with pa rtne r disc ipline s a nd e mplo ye rs
Ma th Suc c e ss Initia tive s Ma th Pa thwa ys T a sk F o rc e Re c o mme nda tio ns Appro ve d a t F e b rua ry 2, 2017 Sta te Re g e nts’ Me e ting 1. I nc re a se stude nt e ng a g e me nt a nd the te a c hing o f a pplic a tio ns in g a te wa y ma th c la sse s 2. I nc re a se suppo rt fo r impo rta nt a c a de mic suc c e ss skills in g a te wa y ma th c la sse s 3. Pro vide fa c ulty a nd a dviso r pro fe ssio na l de ve lo pme nt a nd re so urc e s 4. I mpro ve stude nt pre pa ra tio n, inc luding e ffo rts in K -12 e duc a tio n a nd re me dia tio n re fo rm 5. E sta b lish sta te wide de g re e c luste rs a nd c o rre spo nding ma th pa thwa ys, e nsuring tra nsfe ra b ility a c ro ss institutio ns.
Ma th Suc c e ss Initia tive s Ma th Pa thwa ys T a sk F o rc e Ac tivitie s April 2017: Ma th Pa thwa ys Wo rksho p Ong o ing 2017: Ga te wa y Ma th Co urse De ve lo pme nt F e b rua ry 2018: Advising Wo rksho p June 2018: De g re e Cluste rs Me e ting Ong o ing : Wo rk with pa rtne r disc ipline s
Ma th Suc c e ss Initia tive s Ma th Ga te wa y Co urse s Co lle g e Alg e b ra / Pre -Ca lc ulus Qua ntita tive Re a so ning / Ge ne ra l E duc a tio n Ma th E le me nta ry Sta tistic s F unc tio ns a nd Mo de ling
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Ma th Suc c e ss Initia tive s T o o ma ny re me dia te d stude nts a re no t pa ssing the Ga te wa y c o urse , e spe c ia lly so me g ro ups o f stude nts 50% Ga te wa y Co urse Co mple tio n in 2 ye a rs 2-ye a r Co lle g e Re me dia l Stude nts 45% 40% 35% 33% 30% Ma th 25% E ng lish Ma th a nd E ng lish 20% 15% 15% 15% 13% 12% 10% 10% 7% 5% 0% All Stud e nts Asia n Bla c k Hispa nic White All Othe r Pe ll Stude nts Ra c e s
Ma th Suc c e ss Initia tive s T o o ma ny re me dia te d stude nts a re no t pa ssing the Ga te wa y c o urse , e spe c ia lly so me g ro ups o f stude nts Ga te wa y Co urse Co mple tio n in 2 ye a rs 50% 4-ye a r No n-F la g ship Re me dia l Stude nts 45% 40% 35% 30% Ma th 25% E ng lish 19% 20% Ma th a nd E ng lish 16% 16% 15% 14% 15% 12% 10% 5% 0% All Stud e nts Bla c k Hispa nic White All Othe r Pe ll Stude nts Ra c e s
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Ma th Suc c e ss Initia tive s Sta te Re g e nts’ Co mmitme nt to Sc a le b y F a ll 2017 90% o f a ll re me dia l stude nts a tte nd a n 1. institutio n tha t o ffe rs a c o re q uisite mo de l Ove r 75% o f re me dia l stude nts e nro ll in 2. c o re q uisite re me dia tio n Ga te wa y c o mple tio n ra te s impro ve 100- 3. 150% o ve r b a se line b y ra c e , a g e a nd Pe ll sta tus
Ma th Suc c e ss Initia tive s Sta te Re g e nts’ Surve y F a ll 2015 27 Sta te Syste m institutio ns ha d o r we re pla nning c ha ng e s in Ma th re me dia tio n a nd 24 in E ng lish re me dia tio n. T his inc lude d mo re tha n 80% c o nside ring a c o re q uisite mo de l.
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