southeastern oklahoma state university durant, …carmine.se.edu/hlc/self-study report...

Southeastern Oklahoma State University Durant, Oklahoma

Institutional Degree Completion and Academic Plans

2013-2014

Prepared for the Oklahoma State Regents for Higher Education

21st Edition

16 September 2013

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Southeastern Oklahoma State University Institutional Degree Completion and Academic Plans for 2013-2014

Introduction

Southeastern Oklahoma State University is guided by its mission that enables students to reach their highest potential, and develop skills and habits that promote values for career preparation, responsible citizenship, and lifelong learning. To complement its mission Southeastern has articulated Vision 2015 that will continue to exemplify an innovative and responsive spirit that nurtures excellence in the education of its students. Southeastern pledges to all its constituencies to effectively respond to changing technologies, economics, and demographics to better meet their needs. Southeastern’s Vision 2015 and Strategic Planning Chart and Model are provided at the end of the document.

A. The Completion Agenda

1. Focus on Readiness. Higher education and K-12 will work together to develop and implement a strategy that seeks to identify students not on target to be college-ready by graduation and targets activities in the 11th and 12th grades to reduce remediation demands in the transition from high school to college.

High-impact strategies

How will we do it?

Who will be responsible?

What is timetable?

Measures of success?

Progress from last report?

Focu

s o

n R

ead

ine

ss

Connect Teacher Education Faculty with area School District leaders to develop cooperative college preparation programs

Host a Readiness Summit of SE faculty and area high school teachers, principals, and school district superintendents on the SE Campus

Department Chairs and faculty of English, Sciences, and Math’s Learning Center Staff

Implementation rescheduled for 2

nd and 3

rd year.

Increased entrance exam scores for new freshmen from targeted area high schools

Not Applicable

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2. Transform Remediation. Every Oklahoma institution will implement transformational models of remedial placement and support through a statewide phased implementation and refinement process.


How will we do it?


What is timetable?



Tran

sfo

rm R

em

ed

iati

on

Assign Retention Task Force and others for a study group to create and integrate transformational remedial models.

Summer Intensive Remedial Camps for incoming freshmen. Embedded remediation in 1000 level courses.

Enrollment Management Student Support Services Key faculty in remedial subjects

Ongoing and under continuous review.

Increased success rates with freshmen and transfer students. Increased remedial student retention rates

25 students enrolled in an intensive 2-week workshop in math or reading in summer 2013 and 15 enrolled in Composition I pilot program in fall 2013; 65.8% 1

st to 3

rd

semester retention for these students

Add external consultants to work with groups to analyze and review remediation programs at SE

Build support network through state, regional, and national networks

Academic Affairs Business Affairs Faculty

1 Academic Year and ongoing; under continuous review.

Introduction of new and transformative remediation programs at SE

Consultation by Don Pitchford of ACT regarding identification of specific subject area deficiencies during admission process and by Dr. Betsy Barefoot regarding the 1

st

year experience.

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3. Build Bridges to Certificates and Degrees. Develop, implement, or expand a “Program Equivalent Project” that bridges Career Tech course completion to certificate and Associate in Applied Science (AAS) Degree completion in the community colleges. Projects may also include college and university partnerships in reverse-transfer initiatives for certificate and associate degree completion.


How will we do it?


What is timetable?



Bu

ild B

rid

ges

to C

ert

ific

ate

s an

d D

egr

ees

Innovative integration of degrees (Majors and Minors)

Examining current majors and minors in all disciplines and creating cross-disciplinary options through Curriculum Committee and Academic Council

Academic Affairs; academic departments

1 Academic year and ongoing; under continuous review

Increased retention and graduation rates

Developing articulation agreements with 2-year partners with A.A. and A.A.S. programs in Early Intervention Childhood Program and other industry-based degree programs

Degree Options in Emerging Programs with Community College through 2+2 Articulation Agreements

Create new and marketable degrees for new/ returning students with A.A. or A.S. degrees from degrees currently offered

Academic Affairs Community Colleges

1 Academic year and ongoing; under continuous review.

Increased retention and graduation rates.

Developing 2+2 Articulation Agreements with Murray State College for Early Intervention Childhood Development program and with Grayson College for Occupational Safety and Health program

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4. Reach Higher for Adult Completion. Further expand and develop Reach Higher as a degree and certificate completion effort that involves the entire system of postsecondary education.


How will we do it?


What is timetable?



Re

ach

Hig

her

fo

r A

du

lt C

om

ple

tio

n

Use high-visibility digital billboard and movie theater pre-show ad campaigns for increased awareness of Reach Higher

Contracting with digital billboard and national movie theater marketing company

OSRHE and 9 participating institutions

Ongoing and under continuous review.

Web analytics of marketing strategy

Expansion of movie theatre marketing strategies to include Sherman, and Paris, TX, and Ardmore, OK

Incorporate Reach Higher with other recruiting opportunities to non-traditional and community college transfer students

Site visits; speaking engagements; recruiting materials to be sent along with regular SE materials

OSRHE and 9 participating institutions; SE Recruiting; Assistant Dean of Distance and Adult Education

Ongoing and under continuous review; targeting specific markets and industries.

Increased number of emails and phone calls inquiring about Reach Higher at SE

Continuing efforts to market RH via site visits to industries in service region and increasing its awareness in North Texas

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5. Other Local Institutional Priority Areas for Degree Completion.


How will we do it?


What is timetable?



Oth

er

Loca

l In

stit

uti

on

al P

rio

rity

Are

as

Tribal and Industry Partnerships

By meeting and listening to the needs of industry and tribal leaders in the region, SE will gain new partnerships and strengthen existing ones

Academic Affairs, Southeastern Foundation, Faculty and Staff

Ongoing and under continuous review; continued implementation in stages.

Increased numbers of students returning through employer incentives. Partnerships in funding of new and existing programs.

19 Leadership courses approved to be offered as part of Choctaw U, a partnership between SE and the Choctaw Nation; B.A. in Communication (Leadership option) is currently under review for Choctaw U students

Graduate student cohorts for M.Ed. degree in Education Administration

Recruit participants from area K-12 schools. Cohort program was explained to superintendents. Brochures were mailed to each public school campus in the SE service area and distributed during school visits.

Department of Education and Instructional Leadership, School of Graduate and University Studies, Field Experiences Coordinator and Educational Administration Program Coordinator.


Increased student enrollment in graduate studies programs.

For the January 2013 cohort program start, six new students began in Texas and eleven new students began in Oklahoma.

M.Ed. in Mathematics

18 hours of program targeted to meet Oklahoma Elementary Mathematics Specialist Certification (OEMS); approved by OCTP

Department of Mathematics at SE and Colbert Public Schools participating in a Math and Science Partnership Mini-Grant


Program participants successful in achieving OEMS certification.

11 in-service teachers currently enrolled in program

Develop a comprehensive plan to attract and retain international students

Collaborative partnership between Student Affairs and Academic Affairs.

Enrollment Management, Academic Affairs, and faculty.

1 Academic Year and ongoing; development will be multi-phased.

Increased number of international students enrolled

New initiative started this year.

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B. Summarize academic programs and services in the following areas:

1. Priorities/Programs. List the institution’s academic priorities for the 2013-2014 year and the planned activities that will be used to achieve these priorities. Please include, if appropriate, how these academic priorities relate to high priority academic programs and any new academic program requests to be submitted in the 2013-2014 year and the corresponding budget priorities/needs to be requested. Attach budget need documentation.

a. Priorities/Programs

ACCREDITATION Regional Accreditation The Higher Learning Commission (HLC) is scheduled to conduct a comprehensive evaluation visit for continued accreditation at Southeastern on February 24-26, 2014. During the past year, the self-study coordinator and steering committee have been working on the self-study report. Two reports, the Institutional Data Update and the Substantive Change Application for an Additional Location (new location for program delivery at Grayson College South Campus in Van Alstyne, Texas) were submitted to HLC in April and July of 2012, respectively. Specialized Accreditation Southeastern is committed to academic excellence and several disciplines have achieved specialized accreditation. Listed below are current activities regarding specialized accreditation:

Association to Advance Collegiate Schools of Business (AACSB)—The John Massey School of Business (JMSB) received initial AACSB accreditation in 2009; this accreditation applies to all undergraduate and graduate programs. The next maintenance of accreditation review is scheduled for October 27-29, 2013; the year of record for the review is 2012-2013.

National Association of Schools of Music (NASM)—Music programs at Southeastern have been accredited by NASM since 1978. A team completed a visit for continued accreditation on March 24-26, 2013; Southeastern is preparing its final response to the Commission Action Report from NASM and it will be acted upon in November 2013.

Aviation Accreditation Board International (AABI)—On July 31, 2013, Southeastern received notice that the interim report was accepted by the AABI Board of Trustees and no further action is required until the next visit in 2017. Undergraduate aviation programs at all four locations (Durant Campus, Tinker Air Force Base, Oklahoma City Community College, and Rose State College) are accredited until 2017. The Aviation Sciences Institute is preparing to seek AABI accreditation for the M.S. in Aerospace Administration and Logistics.

Council for the Accreditation of Counseling and Related Educational Programs (CACREP)—In July 2012, Southeastern was notified that the M.A. in Clinical Mental Health Counseling was accredited by CACREP for eight years. The next visit will be in 2020.

National Council for Accreditation of Teacher Education (NCATE)—Teacher Education programs at Southeastern were accredited by NCATE in October 2010. The next visit will be in 2017.

The Department of Occupational Safety and Health is researching the feasibility of achieving accreditation by the Accreditation Board for Engineering and Technology (ABET). The department chair attended the annual ABET symposium in Spring 2013 that provided information regarding ABET accreditation.

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NEW PROGRAM DEVELOPMENT Choctaw University Representatives from the Office of the Academic Affairs and Choctaw Nation have successfully developed a new academic partnership called Choctaw University. Students enrolled in the Executive Leadership Training Program of the Choctaw Nation have the option to targeted courses for university credit. To support this initiative, 19 new courses in Leadership (LEAD prefix) have been developed to be offered in an eight-week format. Southeastern also is developing a Leadership Option for the B.A. in Communication designed to articulate with the overall objectives and outcomes of the Choctaw University program. Bachelor of Science in Liberal and Applied Studies The Bachelor of General Studies (BGS) was modified into the Bachelor of Science in Liberal and Applied Studies (BSLAS) to support this partnership and better meet the needs of our students. The BSLAS allows students to design a course of study that suits their individual educational goals. It empowers students to have more control over the college academic experience, and, because of the broad-based curriculum, allows them to exercise creativity and innovation as they plan for their own careers. Bachelor of Science in Organizational Leadership (Reach Higher) Southeastern is expanding its marketing of Reach Higher into movie theatres in Sherman and Paris, Texas, and Ardmore, Oklahoma. Reach Higher is presented at recruiting fairs, job fairs, and various civic and industry organizations thus creating greater awareness of degree completion options available at Southeastern. Sustain Current and Develop New Outreach Initiatives Southeastern currently is authorized to deliver degree programs at six off-campus locations in Oklahoma and one location in Texas. On July 23, 2013, Southeastern was notified that its Substantive Change Application for an Additional Location for Grayson College South Campus in Van Alstyne, Texas was approved by the Higher Learning Commission. Southeastern currently is preparing the request to be submitted to OSRHE. For the two out-of-state locations, Southeastern uses a financial model that requires all expenditures for program delivery must be offset by on-site revenues. Southeastern uses a combination of fulltime anchor faculty at the off-campus locations, distance education modes of delivery from the main campus, and the hiring of on-site adjunct faculty to deliver these programs in a cost-effective manner. Review of the Academic Policies and Procedures Manual Last year, Southeastern initiated a comprehensive review of its Academic Policies and Procedures Manual (APPM). This collaborative effort of the Office of Academic Affairs and the Faculty Senate has made good progress; the reviewed chapters have been updated so that they accurately reflect current practices, more clearly define policies and procedures, and make processes more consistent and efficient. The 2012-13 effort focused primarily on revising the tenure/promotion policy; changes will be applied to applications for tenure/promotion in 2013-14. Additional chapters will be reviewed and revised during 2013-14.

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

a. Current Status

Overall, use of technology by faculty, staff, and students continues to increase. Table 1 provides the numbers of faculty/instructors using different types of instructional technologies. The percentage of faculty using Blackboard for instructional purposes increased from 68% in 2011-2012 to 74% last year. The percentage of faculty teaching internet courses also increased during the same time period, from 39% to 47%. The decrease in use of IETV by faculty is due, at least in part, to the increase in number of internet courses being taught. Table 1. Numbers of faculty/instructors (n = 253) using different types of technology at Southeastern from Summer 2012 to Spring 2013.

Technology Faculty (prior year ) Percentage (prior year)

SMART Classroom 132 (133) 52% (42%)

Blackboard 188 (215) 75% (68%)

Internet Course 124 (93) 49% (37%)

IETV 21 (41) 8% (13%)

Since July 1, 2008, the CIDT continues to function with only one Instructional Technology Specialist (ITS). In addition, the CIDT secretary retired in June 2012 and has not been replaced. The secretarial duties automatically became additional responsibility of the ITS. The ITS manages and supports Southeastern’s learning management system (Blackboard) system. Table 2 documents that types of services provided by the ITS but it does not truly reflect the time spent by this individual.

Table 2. Types of services provided by the Center for Instructional Development and Technology from Summer 2011 to Spring 2012.

Total Contacts

CIDT Services - Summer 2012

Individual consultations, walk-ins, phone calls, lab usage 235

Group workshops 0

Email responses (6-1-12 through 7-31-12) 543

CIDT Services - Fall 2012


Group workshops 9


CIDT Services - Spring 2013


Group workshops 7


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The Blackboard Learning Management System was first implemented at Southeastern in Spring 2002. Since that time, the numbers of faculty, courses, and students using this system have increased dramatically (Table 3). Table 3. Numbers of faculty, courses, and students that used the Blackboard Learning Management System in Spring 2002 (first year of use) compared to Spring 2013 per Historical Enrollment Report in CampusConnect.

Spring 2002 Spring 2013 % Change

Total Bb Students 1152 3343 +290%

Total Bb Courses 74 521 +704%

Total Bb Faculty 42 188 +448%

The ITS has a multitude of responsibilities including but not limited to:

staying current with new technologies to enhance teaching and learning,

managing of all Blackboard courses (i.e., creates all Bb courses manually, uploads student files, troubleshoots issues regarding students not being placed correctly in their respective Bb classes),

providing support to all Blackboard users,

creating and maintaining webpages for Bb Support, Faculty Workshops, and Bb tutorials,

planning, preparing, administering, and supporting major upgrades to the latest version of Blackboard for Spring 2014,

providing faculty training workshops on effective use of the Blackboard system to enhance teaching and learning in face-to-face, blended, and online courses,

providing faculty workshops on current classroom technologies used for enhancing teaching and learning,

providing technology-on-campus information to new students enrolled in College Success classes,

serving on numerous committees, including Distance Education Council, HLC Steering Committee, Harvard Professional Development Committee,

providing Blackboard data for various institutional reports,

providing support for numerous organizations utilizing Blackboard for the purpose of disseminating information within their SE organizations,

providing instructional technology/Blackboard information as a guest speaker for various classes on and off campus,

attending IT conferences to gain knowledge regarding incorporating interactive content in online classes for pedagogical purposes

participating in scheduled webinars for professional development,

presenting at the annual faculty symposium

performing the secretarial responsibilities for the CIDT, and

working closely with the Office of Disability Services to ensure faculty are properly trained regarding ADA compliancy as related to Bb courses.

Assessment Management System Southeastern invested in an assessment management system (TaskStream) during the last academic year. This cloud-based system will greatly facilitate the collection, interpretation, and

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dissemination of assessment results used for accreditation, strategic planning, continuous improvement, and demonstration of student learning/achievement. In 2012-13, program outcomes assessment was completed using TaskStream; assessment of the general education program also is being completed in TaskStream. Online Student Support To better serve our students, Southeastern has partnered with “Smarthinking” to provide on-demand student support via the internet. This 24/7 service is available to all students whenever they need assistance; it is especially useful to our online and non-traditional students whose schedules preclude them from using our face-to-face tutoring on campus. Last year, students logged 710 interactions totaling over 470 hours on Smarthinking.

b. Future Plans

(Noting plans for research/innovation, teaching/learning, and service, and how these plans are developed, including how local needs are determined and plans for addressing are developed) Southeastern will continue and expand its use of technology to sustain and grow course and program offerings at off-campus locations as well as to improve on-campus programming in Durant. On December 6, 2013, the Higher Learning Commission granted Southeastern the ability to offer up to 100% of its programs by distance education after reviewing our Distance Delivery Confirmation Form: Confirmation of Institutional Eligibility for Distance Delivery Approval. However, it is not the intent or goal of Southeastern to offer 100% of our academic programing by distance education; this classification was an artifact of the change in definition for distance education by the Department of Education and the Higher Learning Commission. Southeastern will strategically use distance education to provide greater educational opportunities that better serve students in our service area. Distance education provides the ability to serve students at multiple sites simultaneously so that sufficient numbers can be achieved to be cost-effective. Further, anchor and adjunct faculty at off-campus locations can deliver courses to the main campus to strengthen programmatic offerings. This has the potential to provide a greater array of courses without substantially increasing the overall cost.

3. Academic Efficiencies—faculty sharing, partnership collaboration, course redesign, program downsizing

or deletion, etc., that have direct impact on budget, cost savings, efficiencies, the academic enterprise and describe how those decisions were made.

a. Current Status

Southeastern has explicitly committed in the scope and function of its mission statement to “Share human, academic, and technological resources with schools, industries, and public agencies through economic development, partnerships, and outreach activities.” Southeastern has been successful in maintaining our historic partnerships as well as fostering and creating new collaborative efforts with both old and new partners; such activities often result in academic efficiencies. Listed below are several notable examples. Off-Campus Activities In addition to its main campus in Durant, Southeastern delivers academic programs to six other locations in Oklahoma and one location in Texas; one additional location in Texas is pending

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approval by OSRHE. Southeastern has anchor faculty with primary job responsibilities at the University Center of Southern Oklahoma in Ardmore and Southeastern-McCurtain County Campus in Idabel. These faculty not only deliver courses at their respective off-campus sites, they also deliver courses to the main campus via either the internet or IETV. The Aviation Sciences Institute couples the use of anchor faculty and adjuncts to deliver both undergraduate and graduate aviation programs at Tinker Air Force Base, Oklahoma City Community College, and Rose State College. Collectively, enrollment in online courses and at off-campus locations accounts for between 25-30% of the total semester credit hour production each year. Distance education via IETV and/or the internet provides efficiencies for both synchronous and asynchronous delivery of courses and programs to sites and/or individuals that might not otherwise be served. Faculty have invested much time and effort to transition from face-to-face to these other modes of delivery; additionally, several IETV courses have been converted to internet courses. Table 4 lists the numbers of unique faculty/instructors, courses, and total sections of courses offered in the last academic year. Southeastern will continue to use the model of anchor faculty, on-site adjunct instructors, and distance education to meet the needs and demands of students at off-campus locations. Table 4. Numbers of faculty/instructors and courses/sections offered by Southeastern in 2012-2013 via IETV and the internet.

Delivery Mode Faculty/Instructors Courses Sections

IETV 21 43 169

Internet 124 224 821

The cohort model has been used to deliver the various options of the M.Ed. degree at off-campus sites; these efforts include use of anchor faculty, on-site adjunct instructors, and distance education. Southeastern has delivered to M.Ed.--Reading Specialist and M.Ed.--School Administration to off-campus locations in the past and new cohorts are being recruited. The M.Ed.—Mathematics Specialist now contains an 18-hour block of courses that prepares individuals for certification as an Oklahoma Elementary Mathematics Specialist (OEMS); this block of courses has been approved by OCTP. As part of this initiative, Southeastern is participating in a Math and Science Partnership Mini-Grant with Colbert Public Schools to recruit Bryan County teachers as candidates for OEMS certification. As a result of scholarships awarded through the grant, 11 teachers are currently enrolled in graduate classes required for OEMS certification. To better meet the needs of students and the region, Southeastern developed a B.S. in Early Intervention and Child Development; this program is currently offered only at the University Center of Southern Oklahoma in Ardmore. Except for a couple of courses, this program is available online. Southeastern is now exploring the possibility of offering this program at several other outreach locations. Degree Completion Southeastern is one of the nine Oklahoma public universities participating in Reach Higher. This collaborative effort allows working adults an opportunity to earn a Bachelor of Science degree in

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b. Future Plans

The Aviation Sciences Institute is preparing for the online delivery of the M.S. in Aerospace Administration and Logistics in addition to its face-to-face delivery in the Oklahoma City metro

Organization Leadership (BSOL). Second, Southeastern offers a Bachelor of Liberal and Applied Science (BSLAS; formerly the BGS). During the last five years, this program has consistently ranked in the top three programs for number of graduates. Each year, Southeastern attempts to contact former Southeastern students that stopped out to inform them about the both of these degree programs. A similar campaign was made to contact graduate students that stopped out before completing their master’s degree. 2+2 Articulation Agreements Another efficiency that greatly benefits students has been the development and maintenance of up-to-date 2+2 program articulation agreements with two-year colleges. Currently, Southeastern has customized articulation guides for students at nine schools in Oklahoma and four schools in Texas (Table 5). Table 5. Two-year colleges with 2+2 agreements with Southeastern by state.

Oklahoma Texas

Carl Albert State College Collin County Community College

Eastern Oklahoma State College Grayson County College

Murray State College North Central Texas College

Northeastern Oklahoma A&M College Paris Junior College

Oklahoma City Community College

Oklahoma State University—Okmulgee

Rose State College

Seminole State College

Tulsa Community College

Other Efficiencies

The SOSU/ECU Nursing project showcases the collaborative effort of two neighboring universities to better serve students in the region. Students are able to receive a Bachelor of Science in Nursing on Southeastern’s campus because of this unique partnership.

Southeastern has partnered with the George Kaiser Family Foundation to provide Pre-Medical Studies Scholarships that will better prepare targeted Southeastern students for admission to the University of Oklahoma’s School of Community Medicine at Tulsa.

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

The Southeastern Oklahoma Leadership Development Program (SOLD) provides numerous opportunities for professional development on campus. In the last two years, almost 50 SOLD programs have been delivered to enhance the skills and knowledge of participants in an efficient and cost-effective manner.

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area. Increased deployments have delayed several students in the military and Department of Defense from graduating from this program on schedule. The online option will provide them an opportunity to continue their coursework and graduate on schedule regardless of their location. Please note that courses and programs are carefully reviewed to ensure that academic quality is not negatively impacted by either the mode of delivery or the delivery location. Such considerations will ultimately lead to increases in number, diversity, and availability (greater flexibility in scheduling) of programs to students throughout our service area.

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

a. Include the number of courses sent to and received from other institutions, including only

electronic courses. Detail the productivity in those courses and programs, as well as the breakdown between upper division and lower division courses.

Southeastern faculty have invested much time and energy in the conversion of face-to-face to distance education courses in the last few years (see Table 4). Many of the new courses are also being developed with a distance education mode of delivery. Southeastern sent 41 undergraduate courses (165 sections) to off-campus locations via IETV from Summer 2012 to Spring 2013 (Table 6). Unique section numbers were assigned to each off-campus location to monitor enrollment trends. Over 1,300 students were enrolled in these courses. Table 6. Number of undergraduate courses and student enrollment for IETV courses delivered by Southeastern to other institutions and off-campus locations.

Course Prefix

Number of Courses (sections)

Headcount*

Lower Division

Upper Division

Total

Lower Division

Upper Division

Total

BLAW 1(5) 1(5) 41 41

BUS 2(8) 2(8) 56 56

CHTW 4(17) 2(2) 6(19) 104 6 110

CJ 1(2) 6(15) 7(17) 22 114 136

EDUC 2(27) 2(27) 243 243

ELED 3(16) 3(16) 104 104

GEOG 1(1) 1(1) 12 12

POSC 1(2) 1(2) 13 13

PSY 6(31) 6(31) 293 293

SOC 1(6) 4(8) 5(14) 69 69 138

SPED 1(8) 6(17) 7(25) 68 55 123

TOTAL 10(61) 31(104) 41(165) 518 751 1269

*Headcount = total number of students enrolled; individuals may be counted more than once. Additionally, Southeastern sent 2 graduate courses (2 sections) to off-campus locations via IETV from Summer 2012 to Spring 2013 (Table 7). Unique section numbers were assigned to each off-

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campus location to monitor enrollment trends for graduate courses; 26 students were enrolled in these courses. Table 7. Number of graduate level IETV courses and student enrollment for courses delivered by Southeastern to other institutions and off-campus locations.

Course Prefix Number of Courses (sections) Headcount*

EDAD 2(2) 26

Total 2(2) 26

*Headcount = total number of students enrolled; individuals may be counted more than once. Overall, there is a downward trend in use of IETV to deliver programming to off-campus sites (81 unique courses three years ago and only 41 courses this past year). However, the trend for use of internet courses to serve off-campus locations is increasing. Southeastern offered 177 internet courses (751 sections) to undergraduates last academic year (Table 8). Unique section numbers were assigned to each off-campus location to monitor enrollment trends. The duplicated headcount for internet courses was almost 9,300 students. Table 8. Number of undergraduate courses and student enrollment for web-based courses delivered by Southeastern to other institutions and off-campus locations.

Course Prefix

Number of Courses (sections)

Headcount*

Lower Division

Upper Division

Total

Lower Division

Upper Division

Total

ACCT 2(5) 3(5) 5(10) 25 60 85

ART 2(3) 2(3) 4(6) 65 34 99

BIM 1(9) 1(5) 2(14) 56 24 80

BIOL 3(14) 3(14) 410 410

BLAW 1(3) 1(3) 16 16

BUS 2(10) 1(5) 3(15) 103 54 157

CIS 4(13) 12(28) 16(41) 246 271 517

CJ 1(3) 7(25) 8(28) 19 229 248

COMM 3(10) 11(17) 14(27) 222 396 618

CS 2(2) 2(2) 18 18

ECON 2(8) 2(8) 177 177

EDUC 1(3) 3(32) 4(35) 14 274 288

ELED 2(5) 2(5) 13 13

ENG 2(13) 3(53) 5 (66) 206 263 469

FIN 1(4) 1(5) 2(9) 15 28 43

GEOG 1(3) 1(3) 116 116

HPER 1(9) 17(101) 18(110) 206 1018 1224

HUM 2(13) 2(13) 160 160

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LEAD 4(6) 4(6) 81 81

MATH 3(11) 2(18) 5(29) 214 99 313

MKT 5(16) 5(16) 174 174

MNGT 12(57) 12(57) 799 799

MUS 3(6) 3(6) 189 189

NS 2(3) 2(4) 4(7) 32 47 79

ORGL 7(15) 7(15) 121 121

ORIE 1(1) 1(1) 18 18

PHIL 1(3) 1(3) 54 54

POSC 1(2) 1(2) 2(4) 62 32 94

PSCI 1(3) 1(3) 111 111

PSY 4(20) 14(94) 18(114) 330 874 1204

SCIE 1(1) 1(1) 8 8

SFTY 2(15) 1(12) 3(27) 200 153 353

SGER 2(6) 2(6) 69 69

SOC 2(7) 5(14) 7(21) 179 192 371

SPAN 2(5) 2(5) 93 93

SPED 1(13) 1(13) 94 94

THTR 3(5) 1(3) 4(8) 150 92 242

TOTAL 58(220) 119(531) 177(751) 3847 5443 9290

*Headcount = total number of students enrolled; individuals may be counted more than once. Southeastern offered 48 internet courses (70 sections) at the graduate level last academic year (Table 9). Unique section numbers were assigned to each off-campus location to monitor enrollment trends. The duplicated headcount for internet courses was over 700 students. Table 9. Number of graduate level web-based courses and student enrollment for courses delivered by Southeastern to other institutions and off-campus locations.

Course Prefix Number of Courses (sections) Headcount*

ACCT 1(4) 23

BIM 1(2) 14

BUS 3(7) 43

CIS 2(3) 11

CS 1(1) 7

ECON 1(3) 24

EDUC 4(7) 39

ELED 6(6) 30

FIN 1(1) 9

HPER 4(4) 86

MATH 6(6) 47

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MKT 1(2) 14

MNGT 5(10) 70

SFTY 11(13) 293

SPED 1(1) 3

TOTAL 48(70) 713

*Headcount = total number of students enrolled; individuals may be counted more than once. From Summer 2012 to Spring Semester 2013, Southeastern received 15 nursing courses from East Central University (Table10). This collaborative effort provided students an opportunity to achieve a Bachelor of Science in Nursing on Southeastern's campus. Duplicated headcount in these courses last year was 336. Table 10. Number of courses and student enrollment for IETV courses delivered by another institution (East Central University) and received by Southeastern.

Course Prefix

Number of Courses Headcount*

Lower Division

Upper Division

Total

Lower Division

Upper Division

Total

Nursing 4 11 15 84 252 336

*Headcount = total number of students enrolled; individuals may be counted more than once. Southeastern also received courses from off-campus locations that were delivered by our anchor faculty or adjunct instructors at these sites. Since these courses were delivered by Southeastern faculty, they were included in Tables 6 and 7.

b. Provide detailed information about how the learning site is ascertaining and meeting employer

needs and student demands.

Southeastern utilizes a variety of methods to identify and meet the needs of employers and students. These techniques include but are not limited to the following:

Collaboration with community college partners

Market studies

Discipline-specific advisory councils

Interactions with high school and community college counselors

Discussions with local governmental officials and area State legislators

Interactions with the Choctaw and Chickasaw Nations

Examination of current enrollment trends and patterns

Review of publications regarding job market trends (high vs. low demand degree)

Contact by federal government regarding potential contract work (e.g., cohort development for aviation programs in Oklahoma City area)

Job fairs hosted on campus

Input from the Center for Regional Economic Development

c. Describe in detail planned changes in locations to send or receive courses and programs (i.e.

branch campuses or off-campus locations, etc.).

Southeastern was approved by HLC to use Grayson College South Campus in Van Alstyne, Texas,

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as an additional location for program delivery on July 23, 2013. Southeastern currently is preparing to submit the request to the OSRHE for approval. It is hoped that courses will be offered at this location starting in January 2014.

C. Provide the institution’s 2013, 2014, 2015 projections for fall headcount enrollment and annual FTE by undergraduate and graduate separately.

Fall 2013: Undergraduate Headcount: 3468

Fall 2013: Graduate (if applicable) Headcount: 372

2013 Annual FTE: 3364

Fall 2014: Undergraduate Headcount: 3485 (+ 0.5%)

Fall 2014: Graduate (if applicable) Headcount: 374 (+0.5%)

2014 Annual FTE: 3381 (+0.5%)

Fall 2015: Undergraduate Headcount: 3502 (+0.5%)

Fall 2015: Graduate (if applicable) Headcount: 376 (+0.5%)

2015 Annual FTE: 3398 (+0.5%)

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SE Strategic Planning Chart and Model

southeastern oklahoma state university durant, …carmine.se.edu/hlc/self-study report...

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