COUNCIL ON INSTRUCTION Thursday, July 13, 2017 9:00 am 3:30 pm - PowerPoint PPT Presentation

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 State Regents’ Institutional Admission and Retention policy.  The scope of concurrent enrollment extends beyond admission issues; thus, a new stand-alone Concurrent Enrollment policy was created.  The new policy, which was approved by the State Regents on May 26, 2017, is effective for any high school students wishing to participate in Fall 2017 concurrent enrollment.

3.10 Concurrent Enrollment policy Old Policy New Policy (3.10.A.3) 3..( 1. Permission from Parent. 1. Permission from Parent. 2. Recommendation from High 2. All students must have a School Counselor. signed form from the high school principal or counselor 3. All students must have a stating that he/ she is eligible signed form from the high to satisfy requirements for school principal stating that graduation from high school he/ she is eligible to satisfy (including curricular requirements for graduation requirements for college from high school (including admission) no later than the curricular requirements for spring of the senior year. college admission) no later than the spring of the senior year.

3.10 Concurrent Enrollment (Senior Admission) Old Policy New Policy (3.10.3.A.1) 3( Research Universities Research Universities 1. ACT/SAT at 67 percentile ; OR 1. ACT/SAT at 67 percentile; OR 2. Unweighted 3.0 GPA and class 2. Unweighted 3.0 GPA and class rank top 33.3% rank top 33.3% Regional Universities Regional Universities 1. ACT/SAT at 50 percentile; OR 1. ACT/SAT at 50 percentile; OR 2. Unweighted 3.0 GPA 2. Unweighted 3.0 GPA and class rank top 50% and class rank top 50% Community College Community College 1. ACT/SAT at 42 percentile; OR 1. ACT/SAT at 42 percentile; OR 2. Unweighted 3.0 GPA 2. Unweighted 3.0 GPA

3.10 Concurrent Enrollment (Junior Admission) Old Policy New Policy (3.10.3.A.1) Research Universities Research Universities 1. ACT/SAT at 83 percentile ; OR 1. ACT/SAT at 67 percentile; OR 2. Unweighted 3.5 GPA 2. Unweighted 3.0 GPA and class rank top 33.3% Regional Universities Regional Universities 1. ACT/SAT at 72 percentile; OR 1. ACT/SAT at 50 percentile; OR 2. Unweighted 3.5 GPA 2. Unweighted 3.0 GPA and class rank top 50% Community College Community College 1. ACT/SAT at 58 percentile; OR 1. ACT/SAT at 42 percentile; OR 2. Unweighted 3.5 GPA 2. Unweighted 3.0 GPA

3.10 Concurrent Enrollment (Homeschool Admission) Old Policy New Policy (3.10.3.A.2) Admission eligibility is contingent Home schooled students and upon age. students from unaccredited high schools shall have completed enough high school coursework to be equivalent to an individual who is classified as a junior or senior at an accredited high school.

3.10 Concurrent Enrollment (Acceptable Admission Exams) Old Policy New Policy (3.10.3.A.1) The following are acceptable admission exams: 1. Only the national ACT or SAT exams 1. National ACT or an acceptable national are acceptable. preparatory ACT instrument that is listed in the Academic Affairs Procedures Handbook; 2. One residual ACT per year (from November 1 to October 31), which is only valid at the institution at which it was administered; or 3. A national SAT or an acceptable national preparatory SAT instrument that is listed in the Academic Affairs Procedures Handbook.

3.10 Concurrent Enrollment (Course Placement) Old Policy New Policy (3.10.3.B.1) 1. Attain the requisite ACT 1. Attain the requisite ACT subject score; subject score. 2. Attain the requisite SAT subject score; or 3. Satisfy an entry level assessment and course placement measure that is in accordance with the institution’s State Regents approved assessment plan.

3.10 Concurrent Enrollment (Workload) Old Policy New Policy (3.10.3.B.2) 1. The workload (high school and 1. The workload (high school and college combined) cannot college combined) cannot exceed exceed 19 credit hours; 19 credit hours; however, students however, students wishing to wishing to exceed these limits exceed these limits may may petition the selected higher petition the selected higher education institution. education institution. 2. Non-academic high school units 2. Does not explicitly exclude non- are excluded from the workload academic courses from the calculation. work load calculation.

3.10 Concurrent Enrollment Policy (Off-Campus Courses) New Policy 1. 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: 2. Specifying that the expectations in off-campus concurrent courses should be the same as on-campus courses; 3. Adhering to HLC’s faculty qualification requirements; 4. Providing an orientation and professional development for faculty; 5. Evaluating faculty; and 6. Creating an MOU between the higher education institution and the off-campus location.

3.10 Concurrent Enrollment policy Remains the Same  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. NOTE: Concurrent enrollment student transcripts are not to have academic suspension or notice denotations for those students who fall below the retention standard.

3.10 Concurrent Enrollment Tuition Waiver (not academic policy ) Budget and Fiscal Affairs policy (4.18.5.k.3)  Oklahoma high school seniors.  Up to six credit hours of tuition only per semester (including summer).  Only for students who have completed the junior year and have not graduated.  Home-schooled students eligible for one academic year only.

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 by December 1.

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.  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 Two years ago, changes were made to the State Regents’ 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.  Recently, Congress passed Public Law 114-315, which modifies 38 U.S.C. 3679(c). These amendments go 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, 2017.

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.  Recent revisions to this policy were approved by the State Regents on May 26, 2017.

3.11 Undergraduate Transfer and Articulation policy Revisions: Transcript Definition Updated  "Transcript" for the purpose of this policy is defined as the official document issued by a state system institution or an Oklahoma technology center with student information that is a complete and accurate reflection of a student's academic career. At minimum, an official transcript must include essential elements as referenced by the American Association of Collegiate Registrars and Admission Officers Academic Record and Transcript Guide. Detailed information is available in the State Regents’ Academic Affairs Procedures Handbook and online.  We are working detailing the required data elements and creating a transcript template.

3.11 Undergraduate Transfer and Articulation policy Revisions: Career Tech Transfer  The recent revisions allow State System institutions to accept Oklahoma technology center transfer course work through a Statewide Technical Course 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 Revisions: 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 Revisions: Requirements for Career Tech Transfer Credit  A Student who successfully completes Oklahoma technology center courses and/ or programs listed on the Statewide Technical Course 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 Revisions: Transcripting Career Tech Transfer Work All Career Tech Transfer work awarded though the Statewide Agreement will be:  posted on the official college transcript as a grade of "S" or "P" at the receiving institution; and  identified by source and method on the official college transcript.

3.6 Contractual Arrangements Between Higher Education Institutions & Other Entities policy Purpose and General Issues The purpose of the Contractual Arrangements Between Higher  Education Institutions and Other Entities policy is to ensure that appropriate assurances and sufficient information are received to document institutional compliance with the standards and requirements within State Regents policy and within Higher Learning Commission (HLC) Criteria, Assumed Practices, and Obligations of Affiliation.  This policy addresses contractual relationships with a variety of entities, not just tech centers.  Contractual arrangements are limited to technical programs (AAS and technical certificates).  All credit awarded through contractual arrangements shall be identified by source and method on the transcript.

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 contact;  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 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.

3.16 Credit for Prior Learning policy Making Changes to the PLA Matrix http://www.osrhe.edu/admin-fac/academic-forms /

Teacher Education Dr. Goldie Thompson Policy Director of Oklahoma Teacher Connection

Teacher Education Policy Areas to be Covered 3.2 1 .3 Criteria for Admission  3.2 1 .4 The 4x12 and Other Requirements  3.2 1 .6 Guidelines for Teacher Preparation Faculty  3.2 1 .7 Guidelines for Participation on Residency  Year Committees 3.22 Oklahoma Teacher Connection 

Teacher Education Policy Teacher Education  Alignment with the Office of Educational Quality and Accountability (OEQA) policy.  3.2 1 .3 Criteria for admission to a teacher education program in Oklahoma:  3.0 or higher in all Liberal Arts and Sciences courses  PRAXIS Core Academic Skills for Educators  Oklahoma General Education Test (OGET)

Teacher Education Policy Teacher Education 3.2 1 .4 Stresses the completion of the 4x12 degree  requirements: English, Mathematics, Science and Social Studies. Other requirements:   Oklahoma Subject Area Tests (OSAT)  Clinical Field Experience – Minimum 45 hours/12 week student teaching internship  Numerous Evaluations and Assessments  Portfolio Requirements – Teacher Competencies, State and National Standards, as well as Dispositions  Oklahoma Professional Examination (OPTE)

Teacher Education Policy Teacher Education  3.2 1 .6 Guidelines for Teacher Preparation Faculty  Teach regularly scheduled classes in a state accredited school(s) and/or perform a professionally appropriate role at the school site(s) which involves direct contact with students. A minimum of 10 clock hours per school year.  Faculty members are expected to incorporate their varied common school classroom experiences into their teacher preparation program.  Empowering students with teaching skills and strategies for diverse classrooms.

Teacher Education Policy Teacher Education  3.2 1 .7 Guidelines for Participation on Residency Year Committees  A residency committee may consist of a mentor teacher(s), principal / assistant principal(s), other administrator(s), or a higher education faculty member inside or outside the teacher education unit.  Teacher education faculty members participating on residency committees are expected to have expertise and experience in the teaching field of the resident teacher.

Teacher Education Policy Teacher Education  3.2 2 Oklahoma Teacher Connection  Recruitment, retention and placement of teachers in the public schools of the State of Oklahoma  Funding of grants for campus-based recruitment, retention and placement programs  OTC Collegiate Grant Program  Establishment and development of recruiting programs for potential teachers – including pre-collegiate curricular courses  Teach Oklahoma  Lead Oklahoma  Educators Rising

Oklahoma Mathematics Success Initiative

Math Success Initiative http://www.okhighered.org/complete-college- america/math-success.shtml Goal 1 : Improve mathematics preparation of students entering college. Goal 2 : Reform mathematics remediation to be more effective. Goal 3 : Strengthen mathematics preparation for all majors.

Strategic Priorities 1. Improve transition between high school math preparation and college math performance. 2. Reform remediation to be more effective by improving vertical alignment and offering corequisites and modules. 3. Improve course placement by using multiple assessments. 4. Create multiple pathways that are standardized by discipline.

1. Transition between high school and college • Identify root causes to lack of math preparation • Develop tools to use at the local level • Encourage an on-going process for communication • Offer math in the 12 th grade

2. Reform remediation • Complete College America Corequisite at Scale Initiative • State Regents approved guidelines (June 2016) • Institutional work plans (Nov. 2016) • Support for math and English faculty (spring/summer 2017) • Implement in 2017-2018 at scale

Corequisite at Scale State Regents commitment to CCA • 90% of all remedial students attend an institution that offers a corequisite model • Over 75% of remedial students enroll in corequisite remediation • Gateway completion rates improve 100-150% over baseline by race, age and Pell status

3. Improve course placement • Revised Assessment and Remediation policy does not require another test and allows multiple measures • CCA Multiple measures webinar (May 2017) • ACT Course Placement Study (Fall 2017)

4. Create multiple pathways

Math Pathways Task Force Recommendations 1. Establish statewide college meta-majors and corresponding math pathways, ensuring transferability across institutions 2. Increase student engagement and the teaching of applications in gateway math classes 3. Increase support for important academic success skills in gateway math classes 4. Provide faculty and advisor professional development and resources 5. Improve student preparation, including efforts in K-12 education and remediation reform

Mathematics Success Initiative Next Steps • Develop at least three Math Pathways: Quantitative Reasoning, Statistics, College Algebra (Pre-Calculus), Modeling for Business Calculus • CEP-Develop student learning outcomes • Transfer and Applicability Work Group (Spring-Fall 2017) • Designing Math Pathways Workshop (Spring-Fall 2017) • Train teachers for 12 th grade transitional math (Summer 2017) • Meta-Majors meeting (Fall 2017) • Calculus pathway (Spring 2018)

Course Equivalency Project Kyle Foster Coordinator for Academic Affairs Initiatives 85

Course Equivalency Project The Course Equivalency Project (CEP) was established in  1995. Faculty appointed by the presidents review course  equivalencies in disciplines selected by the COI annually. The state transfer tables are updated after final verification and approval by the State Regents. Additions, deletions and modifications of coursework take  place at September Faculty Meetings. COI members may submit changes for disciplines that do not meet in person that year. Private institutions may only add their courses if they  attended that discipline’s Faculty Meeting. 86

Course Equivalency Project 8,032 courses/50 disciplines on the 2017-18 state matrix  table Each meeting requires a COI facilitator and selection  of a chair from the faculty group Standard: 75% common course content and  expected learner outcomes New for 2017-18: Student Learning Outcomes for CEP  Courses www.OKCourseTransfer.org  87

Institution We are here! Review May-Augus t Faculty Review September Institution 2 nd Review October-December Council on Instruction Approval February CEP State Regents Approval March Cycle Matrix Posted Online Overview April 88

Kyle Foster Coordinator for Academic Affairs Initiatives kfoster@osrhe.edu | (405) 225-9163 89

Program Update for COI Policy Workshop July 13, 2017

The Reach Higher initiative provides adult degree completion programs in flexible, non-traditional formats.  Bachelor of Science in Organizational Leadership  Associate in Arts in Enterprise Development  Associate in Science in Enterprise Development Available at 8 universities and 14 community colleges and technical branches across the state.

REACH HIGHER Current Status 4,102 Program Graduates For 2-Year and 4-Year Institutions

REACH HIGHER Program Survey  92.1% worked full-time during the program  55.3% indicated that the degree resulted in higher pay and/or work promotion.  97.3% stated that they would recommend Reach Higher to a colleague, friend, or family member  65% believed that the Reach Higher program was the only way in which they could have continued their education  65% believed that the Reach Higher program was the only way in which they could have continued their education  89.5% felt that the Reach Higher faculty cared about adult students and their success in the program  94.8% believed they received an excellent education

REACH HIGHER Two-Year Expansion  An opportunity for additional existing programs at two-year institutions to be considered for “Reach Higher Endorsement.”  The expansion broadens the program to include the associate in applied science degree programs and the transfer degree programs which are offered in a non-traditional format, which could be online, flexible scheduling, or other means of providing quality instruction to the adult learner.

REACH HIGHER Two-Year Expansion  The Reach Higher Endorsement Request Form will be submitted to the Council of Instruction’s 2 -Year Council.  Upon approval, the Council of Instruction’s 2 -Year Council will forward the endorsed program to the Two-Year Reach Higher Council to be included in promotional and other events associated with Reach Higher.

REACH HIGHER Two-Year Expansion  The Two-Year Reach Higher Council will also discuss implementation and tracking of the programs on the individual campuses.  The Two-Year Reach Higher Council is composed of Reach Higher Coordinators from each of the participating two-year institutions . 96

REACH HIGHER Policy Issues Resident Credit 2-Year Institutions  General Education requirements (37 credit hours) can be satisfied by credit earned at an Oklahoma institution participating in the Course Equivalency Project (CEP). Courses taken from the CEP listings will fulfill resident credit requirements.  Core courses/major requirements (23 credit hours) must include 15 of the final credit hours from Oklahoma institutions participating in the Reach Higher associate degree completion program including the 12 Oklahoma community colleges and 2 Oklahoma technical branches accredited by the Higher Learning Commission.

REACH HIGHER Policy Issues Substitutions  Institutions may allow course substitutions within a content area if the course is equal to or higher in rigor and consistent with institutional practice for course substitutions in such content areas for other degree programs at the institution.

REACH HIGHER Policy Issues Resident Credit 4-Year Institutions  All 10 core courses in the Bachelor of Science in Organizational Leadership (775) program are considered resident credit regardless of the institution of record for the instruction. Course Substitutions  None of the core courses may be substituted for other courses or through Prior Learning Assessment.

REACH HIGHER Professional Development and Teamwork Reach Higher coordinators and faculty members continue to meet each semester for professional development opportunities. OSRHE staff partners with other departments within the agency to offer valuable adult learner resources from speakers such as Chelsea Hunt, Student Portal Coordinator, pictured left. Faculty members, pictured right, also meet each semester to discuss their common courses offered at institutions across the state.