november 26, 2018 re: notice of academic and student ......re: notice of academic and student...

BOARD OF TRUSTEES

6 22 7 U n i vers i ty o f Ore go n, E ug e ne OR 9 74 03- 1 2 66 | (5 4 1) 3 4 6- 31 6 6 | t ru stee s . uo r eg o n. e d u | t r us tee s @u or eg o n. e du

An equal-opportunity, affirmative-action institution committed to cultural diversity and compliance with the Americans with Disabilities Act

November 26, 2018

TO: The Board of Trustees of the University of Oregon

FR: Angela Wilhelms, Secretary

RE: Notice of Academic and Student Affairs Committee Meeting

The Academic and Student Affairs Committee of the Board of Trustees of the University of Oregon will hold a meeting on the date and at the location set forth below. Subjects of the meeting will include: the provost’s standing report, an update on the online education initiative, an update on the student success initiative, and a discussion about fall 2018 enrollment and financial aid/scholarship reports.

The meeting will occur as follows:

Monday, December 3, 2018 at 10:30 a.m. Ford Alumni Center, Giustina Ballroom

The meeting will be webcast, with a link available at www.trustees.uoregon.edu/meetings.

The Ford Alumni Center is located at 1720 East 13th Avenue, Eugene, Oregon. If special accommodations are required, please contact Jennifer LaBelle (541) 346-3166 at least 72 hours in advance.

http://www.trustees.uoregon.edu/meetings

BOARD OF TRUSTEES

6227 Univers i t y of Oregon, Eugene OR 97403-1266 T (541) 346-3166 t rustees .uoregon.edu

An equal-opportunity, affirmative-action institution committed to cultural diversity and compliance with the Americans with Disabilities Act

Board of Trustees | Academic and Student Affairs Committee Public Meeting | December 3, 2018 @ 10:30 a.m.

Ford Alumni Center | Giustina Ballroom

Convene - Call to order, roll call- Approval of September 2018 minutes (Action)

Provost’s Quarterly Report

1. Annual Enrollment and Financial Aid/Scholarship Report: Roger Thompson, Vice President forStudent Services and Enrollment Management; Jim Brooks, Associate Vice President and Director ofFinancial Aid and Scholarships

2. Student Success Initiative – Semi-Annual Report: Dennis Galvan, Interim Vice Provost and Dean forUndergraduate Studies; Doneka Scott, Associate Vice Provost for Student Success

3. Online and Hybrid Education – Initiative Update: Carol Gering, Associate Vice Provost for Onlineand Hybrid Education

Meeting Adjourns

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Agenda Item #1

Annual Report on Enrollment & Scholarship/Financial Aid

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Entering Class 2018

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Enrollment – New Entering Freshmen

3,9714,146

4,0423,942

4,209

2,000

2,500

3,000

3,500

4,000

4,500

Fall 2014 Fall 2015 Fall 2016 Fall 2017 Fall 2018

Includes fall and summer freshman startsUO SSEM Research and Assessment, 11/19/2018

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Average High School GPAEntering Freshmen

3.583.61

3.583.55

3.59

3.20

3.25

3.30

3.35

3.40

3.45

3.50

3.55

3.60

3.65



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Domestic Minority as Percentage of Entering Freshmen

27% 28%

31%

34%36%

10%

15%

20%

25%

30%

35%

40%



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Freshman Racial/Ethnic DiversityFall 2018

White58%

Asian or Pacific Islander

8%

Black3%

Hispanic15%

Native American0.5%

Two or More Races9%

International or Unknown

4%Unknown2%

Domestic Minority

36%

Federal methodology.Includes fall and summer freshman startsUO SSEM Research and Assessment, 11/19/2018

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First Generationas Percentage of Entering Freshmen

34% 33% 34%31%

40%

20% 21% 22% 21%

26%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%


Resident Domestic Nonresident


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How is 2019 Looking?Freshman Applications at Point-in-Time (November 15)

7,6368,371 8,577

10,104

12,576

0

2,000

4,000

6,000

8,000

10,000

12,000

14,000


Point-in-time applications from production data.UO SSEM Research and Assessment, 11/19/2018

24% more freshman

applications at point-in-time

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Stronger Applicant PoolFreshman 3.80+ High School GPA Applications at Point-in-Time

2,1832,456

2,831

4,210

5,691

0

1,000

2,000

3,000

4,000

5,000

6,000


Uses point-in-time high school GPA to ensure apples-to-apples comparison.UO SSEM Research and Assessment, 11/19/2018

35% more freshman

applications with a 3.80+ HSGPA

at point-in-time

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Board of Trustees MeetingFord Alumni CenterDecember 3, 2018

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Federal Pell Grant, 21,665,074, 13%

FSEOG, 1,342,540, 1%

TEACH Grant, 103,999, 0%

Federal Work Study, 1,367,907, 1%

Loans, 142,786,194, 85%

Federal Student Aid

Federal Pell Grant FSEOG TEACH Grant Federal Work Study Loans

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2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

23,026,751 23,026,751 22,503,392 22,335,358 23,820,624

7,260,716 7,446,988 8,006,058 8,086,6528,018,167

28,705,119 30,021,358 30,700,000 32,982,280

37,700,000

1,400,0001,400,000

DO

LLAR

S

ACADEMIC YEAR

INSTITUTIONAL, FEDERAL, STATE GRANTSFederal State Institutional GIG

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2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

28,705,119 30,021,358 30,700,00032,982,280

37,700,000

1,400,000

1,400,000

DO

LLAR

S

ACADEMIC YEAR

INSTITUTIONAL AID BUDGET

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0

5,000,000

10,000,000

15,000,000

20,000,000

25,000,000

30,000,000

35,000,000

40,000,000

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

14,734,50017,348,206

20,072,07122,319,504

24,146,034

6,843,052

6,638,561

7,176,758

8,049,463

9,693,094

715,626

664,805

667,994

783,868

825,724

2,696,529

2,325,514

1,871,497

1,673,388

1,666,516

676,191

607,210

497,986

671,866

682,101

2,431,593

2,308,219

2,238,093

2,253,563

2,037,548

DOLL

ARS

ACADEMIC YEAR

INSTITUTIONAL AID EXPENDITURES

Diversity Excellence Scholarship

Graduate School Remissions

International Remissions

Unfunded Mandates

Need Based Scholarships

Merit Based Scholarships

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415 440 415 450395

523 542

703 702646

800

0

100

200

300

400

500

600

700

800

900

2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018

1. Financial support2. Academic support3. Social support

Headcount in 2015 and 2016 are fall fourth week for consistency.

Source: University of Oregon Enrollment Research

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Year Round Pell

End of originating Federal Perkins Loans

HEA, FERPA and PTAC data sharing guidance

2017 -2018 Graduating Class:◦ 44% with debt◦ Average Debt of Borrowers: $25,729

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Questions?

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Agenda Item #2

Student Success Initiative

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StudentSuccessUpdateForUOBoardofTrustees

DennisGalvanInterimViceProvostandDean,UndergraduateStudies

ViceProvostforInternationalAffairs3December2018

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Overview

1. Studentsuccessteam&commitment2. Measuringourprogress,assessingouractions3. Currentoutcomes4. Immediatenextsteps5. Keycollaborations

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1.Studentsuccessteam&commitment

UndergradStudies(UGS)duringmyyearasinterim(sinceSept2017)…first,mybackground:• UOfacultysince2001• HermanTeachingAwardWinner2008• Extensiveadvising,mentoringexperience,including6yearsasundeclaredstudentadvisor• FulbrightResearchScholar(Senegal)2009-10• ViceProvostforInternationalAffairssince2012• InternationalAffairsmanagesstudyabroad,oneofourmostsuccessfulhigh-impactpractices,with11.4%increasein4-yeargraduationrate (seeAppendixAslides)

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1.Studentsuccessteam&commitment

Undergrad Studies(UGS)duringmyyearasinterim(sinceSept2017)• TakestockofUGSdivision,workingcloselywithkey leadership,especiallyAVPDoneka Scott

• Reorganize UGS toalignunits,stafffullywithstudentsuccessmission(seeneworgchart,seeAppendixBslide)

• ReorganizeUGSleadershipteamintosixgroupstotacklemostcurrentstudentsuccesstasks(seestudentsuccessworkinggroups,AppendixC)

• Developuniversalwrap-around advisingplanincollaborationwithCASandinsynchwithTykeson Hall(seeslide14fornewdeployment ofadvisorstoachieve300:1ratioofstudentstoprofessionaladvisors)

• Expand collaborationwithkeysisterunits(EnrollmentMgt,Student Life,EquityandInclusion)

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1.Studentsuccessteam&commitmentOurcommitmenttoeveryUOundergrad--1. Meetyouwhereyouareonarrival,regardlessof

academicpreparedness,incomingHSGPA,race,ethnicity,religion,nationalorigin,numberofgenerationsofuniversityinfamily

2. Makesureyoudevelopapersonalconnectiontoaprofessionaladvisor,onafirst-namebasis

3. Helpyoufindacommunitytowhichyoubelong(academic,social,orbasedonidentityorinterest)

4. Helpyouconnectcuriosities,intereststomajorselectionandcareer path

5. Inspire youtopursuehigh-impactcapstoneexperience6. Betheretosupportyouateveryturninyouracademic

career24 of 59

2.Measuringourprogress

• Everyinterventionmustbebackedwithempiricaldata todemonstrateusefulnessofinvestmentoftime,energy,resources• Representsatransition inhowwedobusiness;weareatanearlystage,withmuchyettocome• Slidesbelowshow–

• Currentmeasurableprogress• Comingmajorinterventions• Planstodevelopmetricsforexistingandnewinterventions

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3.Currentmeasurableprogress

• Initialfocusinstudentsuccess(especially2015to2017)onincreasingthe4-yeargraduationrate• Thisinvolved:

• Identificationofat-riskstudents• OnTrack,OnTimemessagingcampaigns• Targetedadvisingtostudentsonprobation,lowGPA,takinglowcredits,inhigh-riskpopulations

• TargetedsupportincourseswithhighratesofD,F,NorWgrades

• Systematizingadvisingpractices,note-sharing• ExpansionofAcademicResidential Communities andFirst-YearInterestGroups

• Bottomlinemeasurementofimpact:4yeargraduationrate.Wearebeginningtoseeinitialpositivesigns(seeslides8-9)

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4and6yeargraduationratetrends

41.1%44.3% 43.5% 45.6%

50.3% 49.9% 51.9% 52.9%56.1% 57.4%*

66.5% 68.1% 67.1% 69.1%71.6% 72.0% 72.1% 72.8%*

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

FTFT2005 FTFT2006 FTFT2007 FTFT2008 FTFT2009 FTFT2010 FTFT2011 FTFT2012 FTFT2013 FTFT2014

4Year&6YearGradRates

4yeargraduationrate 6yeargraduationrate

*Fall 2018dataispreliminaryandnotfinal.27 of 59

FouryeargradratevsHSGPAAvg High School GPA

3.48 3.49 3.50 3.51 3.52 3.53 3.54 3.55 3.56 3.57 3.58 3.59 3.60

Gra

duat

ion

wit

hin

4 Ye

ars

43

44

45

46

47

48

49

50

51

52

53

54

55

56

57

58

Fall 2014

Fall 2013

Fall 2012

Fall 2011

Fall 2010Fall 2009

Fall 2008

Fall 2007

Fall 2006

Avg High School GPA x Graduation within 4 Yearssince Fall 2006

DRAFT 10/26/2018Retention and Graduationnumbers are based onpreliminary numbers fromthe Registrar's Office.This includes retention tosecond year for the 2017cohort, graduation withinfour years for the 2014cohort, and graduationwithin six years for the2016 cohort.Please contactInstitutional Research for ..

X axisAvg High School GPA

Y axisGraduation within 4

Start History withFall 2006

Avg High..Fall 2..Fall 2..Fall 2..Fall 2..Fall 2..Fall 2..Fall 2..Fall 2..Fall 2..Fall 2..Fall 2..Fall 2.. 3.55

3.583.613.583.603.573.593.523.543.493.503.50

Graduati..

57.4156.1552.8851.9349.9150.3045.6143.5044.25

• Abovetrendlineforlastcohort(F14)

• ReflectsUGSfocustodate• F15HSGPA=3.61,trendlinesuggests~56.2%4yrgradrate,unlesswecontinuetooutperformtrend

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Moregranularmetrics

Wedonotyethavemetricsforalltheinterventionsweundertookorbeganin2015-17toaddress4-yrgradrate,butareworkingrapidlytodevelopnewmetricsasneeded.

Seetableonnextslidesummarizingstatusofmetric,byintervention.

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Measuringkeyinterventions:statusIntervention Metric Metricstatus

At-riskidentification Predictiveaccuracy- comparethoseidentified asat-risktothosewhoactuallydropout,gotlowGPA,tooklongtimetodegree

Indevelopment, firstelementsbyMarch2019

Advisingoutreachtoatriskpopulations

Foreachpopulation, impacton-- 4yr gradrate;retention;GPA

In development,readybyMarch2019

Messaging campaigns Focus groupstosurveystudentimpactbymessage,medium

In development,readybySeptember2020

HighDFNWinterventions Reduce DFNWrateinkeyclassesTutoringgradeimpact

First-yearInterestGroups (FIGs) Impact on4-yeargradrate&retention

Complete: FIGscorrelatewith9.7%avg increasein4yrgradrate;3.5%increaseinyear2retention*

AcademicResidential Communities Impact on4-yeargradrate&retention

Complete:ARCs correlatewith7%increaseinyear2retention**;First4yrgradratecohortdatain2020

Useofsystematizedadvisingcoordination,notetakingtool

Nometricplannedbc ofmeasurementcost,ubiquityatsuccessful peerinstitutions

n/a

*FIGdata:averages2002-2012cohorts,FIG&nonFIGgroupspairedbyHSGPA&SAT**ARCdata– propensityscorematching,2015-17cohorts 30 of 59

4.Immediatenextsteps

• Firsttosecondyearretention=85.2%forFall2017cohort…addresswithnewprograms• Buildonsuccessfulefforts,toaddressbothretentionandgraduationrate:

ProgramFour yeargraduation

rateimpactYear2retention

rateimpact

PathwayOregon (wrap-aroundadvising) +13.0% +12.1%

First-yearInterestGroups(FIGs) +9.7% +3.5%

AcademicResidentialCommunities(ARCs)

TBD(programtoonew) +7.0%

Pathwaydata:comparisonwithPell-eligible, non-PathwayOregonians,2014-17;FIGdata:averages2002-2012cohorts,FIG&nonFIGgroupspairedbyHSGPA&SAT;ARCdata– propensityscorematching,2015-17cohorts

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Totakethenextstepstoimprovegraduationandretentionrates,twonewmajorinterventions:1. Universalwrap-aroundadvisingat300:1

studenttoadvisorratio(PathwayOregonadvisingforall)

2. Universalfirst-yearexperience(buildingonknownsuccessofFIGsandARCs)

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Universalwrap-aroundadvising• Wrap-around:Holisticengagementwithstudent’sacademic,financial,residential,personal,andotherchallenges andneeds;dependentoncreatinganearly,trustingrelationshipwithaprofessionaladvisor

• Professionaladvising:conductedbyadvisorsforwhomadvising itself isacalling,forwhichtheyhavetrainedandcontinuetoengageinprofessionaldevelopment.

• Faculty cansupportstudents intheirclasses andprovidecriticalmentorship,butarenotadvisingprofessionalsandcannotsubstitute forthem,especially usingfractionsoffacultyFTE.WehavereliedheavilytothispointonfractionalfacultyFTEforadvising.

• Ourcurrentstudenttoadvisorratio=~800:1

• Nationalbestpracticestandard=300:1

• PathwayOregon ratio=425:1;closeenoughtooffermanywrap-aroundservices;correlateswith14%increase in4-yeargraduationrate

• President’sSchil’s recentinvestment getsuscloseto300:1

• 23newadvisors,plussupportstaffwillbehiredbyJuly2019,intimeforTykesonopening

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Tykeson Hall OregonHallExistingwrap-aroundProgram FTE StPathway 6 2500

TrioSSS 3 350

AEC 6 1200

Athletics(Jcq) 4.5 500

Total 20.5 4550

Primary typesofadvisingExploring&1st-yearexpPre-major,Pre-careerAt-risk,crisis&specialty

Redeployedforwrap-around

Program FTE Students

OfficeofAcademicAdvising

11 11,950

Primary typesofadvising

At-riskCrisisSpecialtyTransferHigh-performance

Redeployed forwrap-aroundProgram FTE StCMAE 5 1500

ISSS 9 3000

Total 14 4500

Primary typesofadvisingExploring&1st-yearexp;Pre-major;Pre-careerAt-risk,crisis&specialty

Newwrap-around


OAATeaminThemeClusters

15 11,950


Exploring1st-yearexperiencePre-majorPre-career

NewCASmajoradvisors

Program FTE Stdnt

CAS majoradvisorsinthemeclusters

16 10,521


MajorPre-career

Careercenter reimagined


Careeradvisors 8-12 21,000(allschools andcolleges)


CareerdevelopmentResume&interviewprepEmployerrelations

OtherLocationsonCampusLCB SOJC COD COE SOMD LAW CHC

Major(+somecareer)advisors- FTE 6 5 2 2 1 n/a n/a

Students (majors)served 3377 2371 1262 937 342 n/a n/a

Physical&organizationallocationofwrap-around(&other)advisors

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Metricsforwrap-aroundadvising• Weexpecttoseeincreasesinretentionratesand4yeargraduationrateasuniversalwraparoundadvisingtakeseffect• Retentionrate,termtoterm:earliestimpactWinter2020;yeartoyear:Fall2020

• 4yeargradrate,firstcohortimpacted:Fall2019,graduationFall2023

• Wemayalsoseeincreasesincarryingload&UOGPA,althoughnon-advisingfactorsmayconfoundimpact(measurablebyWinter2020)• Assumingadvisorcaseloadsprovereasonablystable,wewillalsotrackretention,gradrate,carryingload,GPAbyadvisor(byWinter2020)

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Universalfirst-yearexperience(FYE)• Comparatorinstitutionsuseauniversalfirstyearcourse(&relatedco-curricularexperiences)toensuresmoothtransitiontosuccessfulacademicpath.• UGS&partnersbuildingafirst-yearexperienceprogramforallstudentsaroundsevenkeyelements:1. Wrap-aroundadvising2. Socialbelonging3. Collegeknowledge&academicconfidence4. Cohesive&compellingcorecurriculum5. Co-curricularopportunities6. Careerawareness7. Gatewaytolaterhigh-impactpractices

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Definitionsfor7FYEelements1. Wrap-aroundadvising - Acomprehensiveandholisticadvising

strategythatsupportsthewholestudent,accomplishedwiththeindustrystandardstudent-advisorratioofapproximately300:1.

2. Socialintegration/senseofbelonging– Studentsuccesscomparativedatasuggest thatifastudentdevelopsasenseofbelongingwithinthefirstseveralweeks,theyaremorelikelytopersisttograduation.

3. Collegeknowledgeandacademicconfidence– Givestudentsopportunitiestounderstandcampusnorms,practices,andpolicies;acclimatetothecampusenvironment;accessavailablecampusresources;andbuildtheirconfidenceacademically.

4. Cohesive&compellingcorecurriculum– Coreeducationalcourses&pathwaysthatengagestudentinterests,curiositiesandneedsinacoordinatedway.

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Definitionsfor7FYEelements5. Co-curricularopportunities - Co-curricularexperiencesprovide

balancewithinastudent’scollegeexperience;opportunitiesforself-awareness asstudentsdeveloptheircorevaluesandlifeperspectives;connectionandasenseofplacewithinthecampuscommunity.

6. Careerawarenessandexposure – Helpstudentsexplorecareeropportunitieswithintheirinterestareaandacademicpathviainfosessions,jobshadowing,internships,andcareerseminars.

7. Gatewaytolaterhighimpactpractices- High-impactpracticeparticipation(e.g.,servicelearning,internships,leadershipopportunities,research,writing-intensivecourses,studyabroad)increasespersistencetograduation.FYEhelpsstudentsplanandpreparefortheselater,high-impactexperiences.

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FYEdevelopment

Wrap-AroundAdvising SocialBelonging CohesiveCore

CurriculumCollegeKnowledge

&AcademicConfidence

GatewaytoHighImpactPractices

Co-CurricularOpportunities

CareerAwareness&Exposure

Phase2,2018-19:Builduniversalfirstyearcourses(fromFIGs,ARCs)centeredon:

Phase1:Underway2018-19

Phase3,2019-20:Integratetheseadditionalcomponents:

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Build1st-yearcoursefromexistingprograms

CollegeConnection Seminar (1cr)

CoreEdCourse (4cr)

CoreEdCourse (4cr)

Non-residential Residential

Sprin

gWinter

Fall

ResidentialNon-residential

Seminar (1cr)

CoreEdCourse (4cr)

Seminar (1cr)

CoreEdCourse (4cr)

Seminar (2cr)

CoreEdCourse (4cr)

ExistingFirst-yearInterestGroups(FIGs)

ExistingAcademicResidentialCommunities(ARCs)

FIGscorrelatewith3.5%increaseyr 2retention9.7%increasein4yrgradrate

ARCscorrelatewith7.0%increaseyr 2retention4yr gradrateTBD(ARCstoonew)

FIGsandARCscurrentlyorganizedaroundacompellingthemeofinteresttofirst-yearstudents

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Build1st-yearcoursefromexistingprograms

CollegeConnection Seminar (1cr)

CoreEdCourse (4cr)

CoreEdCourse (4cr)

Non-residential Residential

Sprin

gWinter

Fall

ResidentialNon-residential Non-residential Residential

Seminar (1cr)

CoreEdCourse (4cr)

WR121(4cr)

Seminar (2cr)

CoreEdCourse (4cr)

CoreEdCourse (4cr)

Seminar (1cr)

CoreEdCourse (4cr)

CoreEdCourse

Seminar (1cr)

CoreEdCourse (4cr)

WR121(4cr)

Seminar (2cr)

CoreEdCourse (4cr)

CoreEdCourse (4cr)

Seminar (1cr)

Seminar (1cr)

Seminar (2cr)

FIGsexpandedintoyearlong,28creditprogram

ARCsexpandedintoyearlong,28-creditprogram

Default4creditprogram(mandatory)

Allthreefirst-yearcourseoptionsorganizedaroundcompellingthemesofinteresttostudents

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FYEcoursemetricsForallthreetracks(expandedFIGs,expandedARCs,default4-creditpath)keymetricscontinuetoinclude:• Retentiontoyear2• Fouryeargraduationrate• ImprovedUOGPA• IncreasedcarryingloadsafterFYE

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5.Keycollaborations

UGSworkscloselywith–1. StudentServices&EnrollmentManagement

(SSEM)tomeetstudentswheretheyareandsupporttheirsuccessassoonastheyarriveoncampus

2. StudentLifetoensurebelongingandaddressstudent’sholisticneeds(e.g.,health,well-balancedlifeasstudent)

3. Equity&Inclusiontoaddresstheneedsofsomeofourmostat-riskstudents

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Diagram,timelineofkeycollaborations

Coreacademicsupportservices

Convocation Commencement

Usediscomfortforgrowth

Student’sTimeatUO

Goals:UGSSSEMStudentLife

Schools&Colleges

DEI

Meetingthemweretheyare

Straight,enticingcoreed,majorpath

Degreeprogress

1 Graduateontime2 Retention3 Skillsw/major4 Placement5 Challenge->Growth

Careerpreparation&development

Job+grad schoolplacement

At-riskintervention

Sub-populationsupportservices

Partners:

At-riskidentification

12

12

12

125 53

1 2

1 2

HIPchallengesforgrowth 4 5

4 5

3 4 5

Enhancebelonging

125

HIPearlyinspiration

12 5

3 Skilldevelop’t&recognition 5

34

125

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AppendixA:

StudyAbroadImpactonStudentSuccess

Propensityscorematches(similarpairsofstudents)PropensityScoreMatchingCriteria

CohortStudentCount

StudyAbroad

UnderrepPct

BlackPct

HispanicPct

PellPct

FemalePct FGPct ResPct

MeanHSGPA

MedianHSGPA

MeanFTGPA

MedianFTGPA

STEMPct

ProfPct

EOY2DebtPct

MeanEOY2Debt

No 8.7% 1.5% 3.4% 15.2% 58.1% 0.0% 63.2% 3.61 3.65 3.26 3.33 6.6% 36.4% 47.6% $19,175Yes 7.6% 0.4% 4.2% 10.8% 63.8% 0.0% 52.6% 3.61 3.66 3.27 3.33 7.6% 31.3% 38.7% $18,890No 13.6% 1.7% 5.0% 12.6% 55.7% 0.0% 49.3% 3.55 3.57 3.22 3.25 9.8% 38.3% 46.2% $22,120Yes 8.3% 1.2% 4.0% 12.8% 62.9% 0.0% 47.2% 3.56 3.61 3.33 3.40 7.4% 34.0% 42.8% $22,612No 9.1% 1.1% 2.7% 18.1% 60.2% 16.6% 57.0% 3.61 3.65 3.28 3.33 14.7% 31.4% 42.3% $22,929Yes 6.7% 0.2% 3.2% 19.4% 67.6% 18.1% 54.7% 3.63 3.65 3.29 3.36 12.6% 29.5% 46.3% $24,681No 14.4% 1.1% 7.0% 17.3% 60.1% 15.9% 43.5% 3.55 3.54 3.26 3.33 10.0% 42.4% 46.5% $29,799Yes 14.9% 1.8% 7.6% 17.2% 66.4% 13.1% 40.6% 3.59 3.62 3.33 3.36 10.5% 36.2% 44.6% $28,178No 16.0% 2.0% 7.8% 19.3% 67.4% 14.7% 46.8% 3.67 3.68 3.32 3.35 15.9% 40.7% 50.1% $27,513Yes 14.0% 1.2% 7.3% 17.9% 68.3% 15.5% 43.8% 3.68 3.70 3.36 3.43 13.9% 38.7% 41.3% $27,651No 17.0% 2.8% 7.2% 18.9% 67.0% 17.3% 48.1% 3.64 3.68 3.29 3.33 13.5% 35.5% 44.6% $28,726Yes 14.0% 0.9% 7.2% 17.3% 67.1% 14.7% 46.9% 3.66 3.68 3.33 3.42 11.7% 39.0% 38.8% $27,400

2007

572

605

542

525

580

473

2012

2011

2010

2009

2008

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AppendixA:

StudyAbroadImpactonStudentSuccess

Matchedpairresults:yes/noonstudyabroadImpactofStudyAbroad

CohortStudentCount

StudyAbroad

DebtatGradPct

MeanDebtatGrad

MeanDebtSAminusnoSA

MeanTTD

MeanTTDSAminusnoSA

MedianTTD

UOGradPct

Y3GradPct

Y4GradPct

Y4GR%SA

minusnoSA

Y5GradPct

Y5GR%SA

minusnoSA

Y6GradPct

Y6GR%SA

minusnoSA

No 55.8% $39,707 4.49 4.00 93.0% 1.5% 59.4% 84.4% 89.9%Yes 50.7% $34,873 -4834.00 4.33 -0.16 4.00 97.3% 2.3% 68.5% 9.1% 93.2% 8.8% 96.2% 6.3%No 52.8% $45,734 4.54 4.00 94.5% 1.0% 57.9% 84.3% 91.2%Yes 49.3% $44,989 -745.00 4.28 -0.26 4.00 98.6% 1.0% 73.8% 15.9% 95.7% 11.4% 97.9% 6.7%No 49.0% $42,263 4.40 4.00 95.8% 2.3% 65.9% 88.2% 93.7%Yes 51.4% $46,109 3846.00 4.24 -0.16 4.00 97.0% 1.7% 75.2% 9.3% 93.5% 5.3% 96.8% 3.1%No 51.7% $55,552 4.43 4.00 93.7% 0.4% 62.9% 86.2% 91.3%Yes 48.9% $51,062 -4490.00 4.24 -0.19 4.00 97.0% 1.3% 76.9% 14.0% 93.4% 7.2% 96.3% 5.0%No 54.2% $52,666 4.27 4.00 92.6% 2.3% 67.9% 89.9% 92.6%Yes 46.4% $48,200 -4466.00 4.17 -0.10 4.00 97.2% 3.0% 79.3% 11.4% 95.5% 5.6% 97.2% 4.6%No 50.3% $54,125 4.24 4.00 91.4% 0.7% 68.9% 91.4% 91.4%Yes 43.4% $49,856 -4269.00 4.16 -0.08 4.00 96.0% 3.3% 77.6% 8.7% 96.0% 4.6% 96.0% 4.6%

Averages -2493.00 -0.16 11.4% 7.2% 5.0%

2007 473

2008 580

2009 525

2010 542

2011 605

2012 572

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AppendixB:

UndergradStudiesNewOrgStructure

First-YearExperiencesCluster

ViceProvost&DeanforUndergraduateStudies(1.0)

AVPStudentSuccessDoneka Scott

1FTEAdminManagerMaeveAnderson

+3FTE

BusinessManagerLieslJohnson+3.5FTE

Office ofAcademicAdvising,Asst VPKimberlyJohnson16FTE+ st workers

AccessibleEducationCenterSeniorDirectorHillaryGerdes

11.2FTE

TutoringCenterTBD

6FTE +st workers

HealthProfessionsProgram(HPP)

2 FTE

PathwayOregonGrantSchoonover

7FTE

TRIOStudentSupportServicesTaraParillo

5FTE

UGSCentralAdmin

ARCs,KevinHatfield(0.4UGS;0.6Housing)

AVPExperientialLearningJoshSnodgrass(0.5)ManagesCURE,

DistinguishedScholarships

FIGsAmyHughesGiard

2.6FTE

McNairScholarsProgramTBD

1.49FTECommon ReadingJulieVoelker-Morris

(.25)

UndergradResearch1.49FTE

AVPAcademicExcellenceRon Bramhall (0.5)

FromOtP;workswithUGStoimplementProvostcoreed,curriculumstrategy

Advising&AcademicSupportCluster

11.2 FTE

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AppendixC:UGSStudentSuccessWorkingGroups

AssignmentsOAA

Path-way SSS

TykesonDirector AEC

CURE/ODS FIGs ARCs

CommReadng Tutorng

AVPAcExcellnc TEP SAIL Maeve Total#

Kimberly Lori Grant Tara TBD Hilary Josh Amy Kevin Julie TBD Ron Lee Lara Maeve

First YearExperiencex x chair x x 5

OnTrack.OnTime.(Degreeprogress) chair x x x x 5

AdvisingExpansionchair x x x x 5

Tutoring/Academicsupport? chair x x 3

HighImpactPracticesintegration(includingparticipation,expandingpipeline)

x chair x x 4

Tools(SSC,Guide,ETS,DegreeWorks) x x x chair 4

onhowmanytaskforces? 1 2 2 2 3 2 2 2 2 1 2 2 1 1 1chairinghowmany? 1 1 0 0 0 0 1 1 0 0 1 0 0 0 1

• UGSunitleadersassignedtocrosspollinatediscussion, instillnewformsofcollaboration,universalizeownershipofstudentsuccess

• VPD(Dennis)andleadAVP(Doneka)floatamongallsixworkinggroups

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Agenda Item #3

Online Education Initiative

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DR. CAROL GERING ASSOCIATE VICE PROVOST FOR ONLINE AND DISTANCE EDUCATION

Dr. Carol Gering has recently joined the University of Oregon (UO) as Associate Vice Provost for Online and Distance Education. She comes to UO with more than twenty-five years of experience in higher education. Most recently Gering served for six years as the Executive Director of eLearning & Distance Education at the University of Alaska Fairbanks (UAF). Her accomplishments in that position included doubling the number of online programs, managing an organizational restructuring, redeveloping revenue models, and achieving year-over-year enrollment growth despite

budget cuts. Gering earned a bachelor’s degree from Southern Nazarene University in 1980, a master’s degree in curriculum and instruction from UAF in 2008, and a Ph.D. in the interdisciplinary field of Online Education and Psychology, also from UAF, in 2017.

Carol’s work in distance education in Alaska began long before her appointment as director of UAF eLearning. In a state that is geographically challenged by size, climate, and extreme terrain, distance education was crucial to the university’s mission. Carol joined the Center for Distance Education (CDE) at UAF at a time when faculty members and students exchanged paper-based lessons and feedback through postal mail, email or fax. She helped put UAF’s first courses online in the late ‘90s and early 2000s. What started as an experiment grew rapidly as student demand for online courses increased. Gering helped to establish a robust team of instructional designers and support staff. During her time at CDE and UAF eLearning, distance education evolved from one-off courses to a fully developed online initiative focused on strategic growth and thoughtful enrollment management. UAF now grants online certificates and degrees, both undergraduate and graduate level, in a range of subjects.

Carol was born and raised in the small town of Cleo Springs, Oklahoma, the youngest of four children. Although neither of her parents attended college, her oldest brother was already in college when she was born and served as a role model, encouraging her to pursue higher education. After completing their undergraduate degrees, she and her husband, Alan, moved to Colorado, where they spent eight years and started a family before eventually landing in Alaska. Their three adult children still reside in Alaska.

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Online Educationat the UNIVERSITY OF OREGON

December 3, 2018

Carol GeringAssociate Vice Provost

for Online and Distance Education

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Introduction

Three things you should know:1. I value student access to higher education2. I am passionate about empowering students to

be successful3. I am excited to join UO at this specific point in

time: I welcome the challenge of shaping UO’s online presence

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Early Impressions

What I’ve observed during my first weeks here:• Dedicated faculty and staff• Energy and excitement for moving forward• Commitment to quality• Pockets of innovation• Non-standardized approaches to online delivery

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Immediate Priorities

Critical first steps:1. Commission an implementation team2. Conduct a strategic scan

• Inventory existing resources• Analyze gaps• Evaluate opportunities

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What You Can Expect

By the end of Spring 20191. Finalized strategic plan that clearly articulates:

• Values• Priorities• Financial model• Metrics of success

2. Implementation plan to build infrastructure and address critical gaps:• Instructional design and media production• Exam capacity• Accessibility• Open Education Resource (OER) support• Student call/chat center• e-learning track in the TEP Summer Institute

3. First SPM cohort of 25 students55 of 59

What You Can Expect

By the end of Fall 20191. 30 new or upgraded courses piloted as a result of

the course design call and summer institute2. 6% increase in online course enrollment

over the previous year3. Course development underway for the first

credit-bearing recovery courses

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What You Can Expect

By the end of Spring 20201. Cohesive, predictable experience for students and

faculty:• Common processes• Visible support services,

with extended hours for student assistance• Equitable access to resources

2. Intentional enrollment management:• Targeted course development• Strategic scheduling• Initial investment in digital marketing

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What You Can Expect

By the end of Spring 20211. Robust portfolio of course offerings designed to

enhance student success2. Three online/hybrid programs in areas of UO’s

distinctive academic expertise3. Comprehensive online program support, including:

• Instructional design• Quality assessment• Digital marketing• Recruiting• Advising and Student Success Coaching

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Resources

• Start-up capital is being used now for initial infrastructure investments.

• We will work within established campus systems to create a sustainable model for the future; this will very likely include some sort of fee, which is a common practice in online delivery.

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november 26, 2018 re: notice of academic and student ......re: notice of academic and student...

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