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Transcript of Dr. Duane C. Anderson, - East Central University 04 4 22 0 Fall 04 4 26 0 Spring 05 1 27 0 Summer 05...
Dr. Duane C. Anderson, Provost and Vice President for Academic Affairs
Ms. Marian L. Anderson,Director, Academic Advising Center
Ms. Claudia Hisle, Director, Transfer Students
Ms. Renee Hogue,Director, NASNTI
EAST CENTRAL UNIVERSITYADA, OKLAHOMA
One of 11 senior universities in Oklahoma
serving primarily the east central section of
the state
Founded 1909
34 undergraduate degree programs with 73 majors
9 master’s degree
programs
165 full time faculty
EAST CENTRAL UNIVERSITYADA, OKLAHOMA
Strategic Initiatives
1. Technology2. Responsiveness to Student Needs3. Serving Off –Campus Students
External Funding Required
The overriding goals of the First Title III Project at East Central University were:
to improve student success and
to increase institutional self-sufficiency.
Workstations & Servers
Buildings: Administration
Education Wiring &
Interconnect Administration
Library Education
Faust/ Horace Mann
Workstations & Servers
Phys. & En. Sci. Faust
Wiring & Interconnect
Phys. & En. Sci. Fentem
Science Hall
Workstations & Servers Fentem
Applied Science Kerr Center Wiring &
Interconnect Applied Science
Instr. Music Kerr Center University
Center Student Center
Workstations & Servers Student
Computer Lab Upgrade
Mainframe
Workstations & Servers
Administration Student
Assessment Lab Refinement
YearOne
Year Two
Year Three
Year Four
Year Five
Technology
Established a model academic advising system that improved student retention and created an assessment-based comprehensive "first year" system to ensure consistent academic improvement.
Title III Grant:
“Strengthening Institutions”
1993 -1998
Title III Grant:
“Strengthening Institutions”
1993 -1998
Two activities coordinated new technology and procedures with existing systems and procedures.
1. Outcomes Assessment Plan
CPT placement test
2. Individualized Student Academic Plan & Service
Beginning Freshman Advising Form (BFA)
3. Curriculum Revision Model
Advisor meetings with retention activities
became Freshman Seminar 4. Academic Advising Center
Title III Grant:
“Strengthening Institutions”
1993 -1998
Title III
student
Title III Advisor
Retention Activities
2nd Semester students go to major advisor
Student has three
contacts on campus
Title III Advising Center
Title III Advisor
Major Advisor
Student Retained“The frequency and quality of contact with
faculty, staff, and other students is an
Important independent predictor of student
Persistence.” Vincent Tinto
Title III Grant:
“Strengthening Institutions”
1993 -1998
SSN: 555-55-550 NAME: Joe StudentCATALOG YR. 97-98 ADMISSION: RegularHIGH SCHOOL NAME: Ada High School ASSESSMENT DATE 1997-08-18HS GPA 3.00 HS RANK: PERCENTILE : YEAR OF GRADUATION 9:6ECU MAJOR: Undecided UndergraduateAdvisor: Anderson HIGHEST COMPOSITE ACT SCORE: 22
*May be selected from different ACT test dates**Beginning Freshman (mew stiudents who have attempted six hours or less, excluding 0-level course work completedas concurrent student) are required to successfully remedied curricular deficiencies within the allotted time frame inaccordance with admission requirements:
Summer Provisional --summer onlyAlternative Criteria and Adult Admission --first 24 hours attempted including 0-levelSummer Probation --no deficience exists. You must enroll in ENG 1113 and a college level math class (0-level)
you must complete both with a grade of C or tetter to continue.It is highly recommended that students with only skill deficiencies should remedied with the same time frameas students with curricular deficiencies.
Note #1 If your major indicates Math 1315 as General Education course you MUST fisrtt pass Math 0213. If you majorindicates Math 1413 as General Education course you may enroll directly in Math 1413, aalthough Math 0123 isrecommedned.
AREA *act cpt science DEFICIENCIES COURSE PLACEMENT Scr scr score **curricular skills Developmental College credit
ENGLISH 23 117 ENG 1113
MATH 16 056 See Note #1 Below See Note #1 Below
Reading 24 105
Science 25
Title III Grant:
“Strengthening Institutions”
1993 -1998
Freshman Seminar
University Studies 1001Fall 1999 - Spring 2000
East Central UniversityAda, Oklahoma
The FreshmanSeminar
Workbook
Freshman Seminar
Feedback from advisors and students was used to create on-line data screens which were available to all faculty advisors for all students.
ECU Faculty Advisors have student information at a touch of a key “
Electronic Folders”
Title III Grant:
“Strengthening Institutions”
1993 -1998
Title III Grant:
“Strengthening Institutions”
1993 -1998 On-line Student DataECU Student Data UPDATED: 9/24/97 12:47:04 AM - (Grade History)
ECU Student Data UPDATED: 9/24/97 12:47:04 AM - (Advisement Form)
ECU Student Data UPDATED: 9/24/97 12:47:04 AM -(Schedule)
ECU Student Data UPDATED: 9/24/97 12:47:04 AM -(General Data)
Four Screens per studentCascade, Tile, or Single Screen
82% of Faculty were trained to deal with “at -risk” students.
Faculty had access to student information for all their advisees.
Faculty received regular updates on policies related to advising.
Title III Grant:
“Strengthening Institutions”
1993 -1998
Title III technology was institutionalized into
the ECU infrastructure
Technology across campus
Faculty computers
Student computer labs
Computer literate faculty and student body
Title III Grant:
“Strengthening Institutions”
1993 -1998
Title III programs were
institutionalized to improve services
to students and faculty
Academic Advising Center
New Advisor Training
Advisor handbook-- printed and on-line
Entry level assessment
Special Freshman Advisors
Title III Grant:
“Strengthening Institutions”
1993 -1998
Title III Grant:
“Strengthening Institutions”
1993 -1998
Title III curriculum changes were
institutionalized as part of the General
Education for all undergraduates
UNIV 1001, Freshman Seminar,
Required first semester
UNIV 3001, Gen Ed Seminar, required after 45 hours
Improved Infrastructure
Improved Services
Improved Curriculum
Title III Grant:
“Strengthening Institutions”
1993 -1998
Title III Grant:
“Strengthening Institutions”
1993 -1998
The first Title III Grant prepared the University, the faculty and the students for the 21st
century and for what the next grant would bring.
Title III Strengthening Institutions Grant
• 2001-2006
• One year unfunded extension
Positions Paid by Grant:
Project Director (1.0 FTE)Instructional Design Specialist (1.0 FTE)
Telecommunications Technician (1.0 FTE)Project Secretary (1.0 FTE)
Data Collections Specialist (.5 FTE)
Grant Goals
• Establish the Center for Excellence in Teaching and Learning
• Train 10 ECU faculty annually to implement technology into course curriculum
• Assist faculty in the creation and implementation of model courses in pedagogy and technology innovation
• Further support and enhance faculty efforts by installing a minimum of two Smart Classrooms annually.
Faculty Training
• Use of computers (for those who needed it)
• Blackboard Training
• Use of related software (Microsoft Office, PresenterOne, Lesson
Builder, Respondus, StudyMate, Front Page)
• Creation and delivery of one enhanced course (no reduced seat time) required of each participant
• Faculty training for faculty who were not participants (afternoon and summer workshops)
Categories for Courses Containing Web CT Component
• Three stages (one per semester):
• Create and deliver an enhanced course
• Create and deliver a blended course **
• Then faculty desiring to do so may create and deliver online courses**
** Course must be reviewed and approved for delivery prior to being taught.
Faculty Training Component
Year # of Faculty Trained
2001-2002 11
2002-2003 12
2003-2004 10
2004-2005 12
2005-2006 10
Totals 54
Goal # 3
• Assist faculty in the creation and implementation of model
courses in pedagogy and technology innovation
Blended & Online Course Development
Online Total Blended Total
Fall 02 5
Spring 03 5 10 1 1
Summer 03 3 13 0
Fall 03 0 0
Spring 03 5 18 1 2
Summer 04 4 22 0
Fall 04 4 26 0
Spring 05 1 27 0
Summer 05 13 40 2 4
Fall 05 9 49 2 6
Blended & Online Course Development (Cont.)
Online Total Blended Total
49 6
Spring 06 4 53 11 17
Summer 06 13 66 0
Fall 06 0 5 22
Spring 07 3 69 0
Summer 07 5 74 1 23
Fall 07 3 77 23
↓ ↓
Today 205 186
Spring 2010 Web CT Overview
• Blended Courses Delivered: 39
• Online Courses Delivered: 60
• Enhanced Courses Delivered: 270
• Total Shell Creation for Spring 2010: 369
Goal # 4
Further support and enhance faculty efforts by
installing a minimum of two Smart Classrooms annually.
Components in Smart Classrooms
• Computer and monitor (first Sympodium Yr 5)
• Mounted ceiling projector
• CD/DVD players
• Document camera
• Secure cabinets
Secure Cabinets
• Three sizes:
– Single sided
– Double sided
– ADA compliant
– Designed by the telecommunications technician
– Manufactured by OK Corrections Industry
Smart ClassroomsGrant Year Grant $ University
$Other
SourcesTotal
2001-2002 CETL Lab
2002-2003 Year 2 5 10 15
2003-2004 Year 3 4 6 10
2004-2005 Year 4 2 7 1 10
2005-2006 Year 5 3 3
2006-2007 Extension 0 8 3 11
AdditionalRooms
4 4 8
14 35 8 57
As of Today 69
Institutionalized Components of CETL
• Center for Excellence in Teaching and Learning
• Instructional Design Specialist Position
• Telecommunication Technician Position
• Web Classes
• Smart Classrooms
October 1, 2003 –September 30, 2008
Plus One Year Extension
Three Funded Positions:
Project DirectorTransfer Enrollment Manager
Portal Manager
Funded by U.S. Department of Education
Participating Institutions:
East Central University
Murray State College
Seminole State College
Eastern Oklahoma State College
Service Area for Murray, Eastern, and Seminole State Colleges
#
#
#
Schools
#SeminoleState College
#Murray StateCollege
#Eastern OklahomaState College
0 25 50 75 100 Mi les
O K L A H O M A N
East Central University
FIRST:
Create Transfer Enrollment Center at each of the four institutions with a Transfer Enrollment Manager to provide academic advisement, leading to increased transfer numbers, increased retention, and increased graduation rates.
Each staffed by a Transfer Enrollment Manager
ECU’s TEM made one trip monthly to each of the partner institutions to work with the respective
TEM and to meet with prospective students
Online staff meetings were conducted weekly
Provide academic advisement
SECOND:
Provide opportunities for academic dialogue leading to the development of articulation agreements and to a seamless transition from community colleges through graduation at ECU
1. Programs and Concentrations to be articulated were identified by the four Vice Presidents for Academic Affairs
2. Proposed Articulation Agreements were drawn up by the Transfer Enrollment Manager
3. Proposed Agreements were submitted to faculty at partner institutions for their consideration.
4. Faculty from all four institutions met at ECU to discuss, revise, and approve the finalized version of each articulation agreement.
THIRD:
Develop and deploy a portal for ease of communication and dissemination of information between ECU and its partner institutions.
Initial contact with students
Connectivity of Office of Admissions and with Transfer Enrollment Center
Unofficial assessment of transfer credits—transfer matrix
Academic advising in regard to selected major
Selection of and enrollment in courses
Contact with financial aid
Contact with housing
Campus Tour
Federal Compliance Information
Introduction of services and offices
Enrollment Procedures for Transfer Day
Meet with advisor to enroll
Campus Tour
Sign up for Tiger Transfer Orientation
Introduction of Transfer Enrollment Center staff Enrollment Procedureso Dropping and adding courseso Overload permissionso Future enrollmentso Requests for course substitutionso Degree Checks—when and how
Campus Tour Library Tour Hands-On Technology Training
◦ Campus Computers◦ Student E-mail◦ Blackboard◦ MyECU Portal◦ Online Library Research
Comparison of One-Year Fall-to-Fall Retention of Students from
Partner Institutions vs. Non-Partner Institutions
0.00
10.00
20.00
30.00
40.00
50.00
60.00
70.00
80.00
Yr 2003 Yr 2004 Yr 2005 Yr 2006 Yr 2007 Yr 2008
65.54 64.88 65.4568.75
71.01 67.67
52.78 52.79
59.79
53.1658.71
66.30
Partner
Non-Partner
Comparison of One-Year Fall-to-Fall Retention of Students from
Partner Institutions vs. Total Transfer Enrollment
0.00
10.00
20.00
30.00
40.00
50.00
60.00
70.00
80.00
Yr 2003 Yr 2004 Yr 2005 Yr 2006 Yr 2007 Yr 2008
65.54 64.88 65.4568.75
71.01 67.67
58.52 58.3662.72
59.8864.32
66.88
Partner
Total Transfer
Campus Visitation & Tours
Special advisement/Advisors for Transfer Students
Transfer Enrollment Day
Transfer Orientation
Articulation Agreements
Transfer Enrollment Center ◦ Bridging Experiences
◦ Articulation Agreements
Staff Positions:◦ Transfer Director
◦ Transfer Enrollment Manager
◦ Portal Manager
ECU’s Commitment to Transfer Students
Native American-Serving Non-Tribal Institutions
2008-2010
Costs Allowable Under the College Costs Reduction
and Access Act (CCRAA)
Goal
To further improve and expand
ECU’s capacity to serve Native
American and low-income
students through the
development, implementation
and sustainment of a targeted,
student success program
Objective 1
To significantly improve Native
American and low-income student
access to targeted, culturally-
integrated student support services
Native American Student Center
• Identification
• Admissions
• Enrollment
• Academic Advisement
• Financial Aid Advisement
• Scholarship Coordination
• Tribal Liaison
Tribal Cooperative Agreements
Culturally Integrated
Student Support Services
Culturally Integrated
Student Support Services
Retention Efforts
• Early Warning Student Worker Program
• Native Cultures Living-Learning Community
• One-on-one Contact with the First Year Experience
Coordinator and Retention Specialist
• Campus Activities
Objective II
To significantly improve Native
American student success through
increased access to learner-centered
instructional environments
Allowable Renovations
Update Classrooms
Whiteboards
Technology
• Center for Academic Engagement
University Honors Center
Service Learning Center
Writing Center
• Native American Student Center
Offices for project staff
Student resource/lounge area
• Classrooms
Upgraded Classrooms
Hayes Native American
Studies Center
New Furniture & Technology
English & Language Class
Informal Café Seating
Faculty Development
Model Lessons Through the Center for Excellence in Teaching and Learning
• Fall Cohort – eight courses
Developed during fall 2009 semester
Implementing during spring 2010
semester
• Spring Cohort – nine courses
Developing during spring 2010 semester
Implement during fall 2010 semester
• Faculty incentives
Three hours release time during
development semester
Stipend following implementation
Opportunity to obtain learner-centered
resources for revised course
Learner-Centered Principles SeriesConsulting Team from Sage Road Solutions
• Two-day fall 09 colloquium: introduction to
learner-centered principles
• Four-day winter 09 institute: hands-on syllabus
development
• Two-day spring 10 colloquium: presentation of
course redesign
• One-day best practices fall 10 forum: wrap-up and
discussion of course redesign successes
• Faculty incentives
Stipend for attending each workshop
Opportunity to obtain learner-centered
resources for revised course
Colleen Carmean, PhD
Arizona State University
Patricia McGee, PhD
University of Texas
Faculty Development
Revised CoursesAssessment & Program
Development
General Physics I Methods of Math - Intermediate
Classification Systems II General Botany *Native American Health Issues
Composition I General Chemistry I Non-Western Literature
Composition II General Humanities I Philosophy
Criminal Justice Issues in Indian
Country
General Zoology Lab Principles of Marketing
Early Western Civilization *Healing Rituals of Oklahoma
Tribes
Responding to Literature
Earth Science Hollywood Indians Russian
Education Psychology Information Literacy Survey of Exceptional Children
Ethnic Literature Juvenile Justice System Survey of Math
Freshman Success 1001 Methods of Early Childhood
Education
Survey of Multicultural Art
Fundamentals of English Methods of Elementary Natural
Science
*Tribal Politics
General Education Seminar Methods of Elementary Language
Arts
United States Government
Faculty Development
Flex Vision Presenter
Student Response System
Smart Pen
Netbooks
Magiscope*Three new courses developed
Project Staff
Renee Hogue – Project Director
Shawna Jackson – Retention Specialist
Trish Frasher – Data Collection Specialist
Kyle Gardner – 1st Year Experience Coordinator
First Title III Grant
• Infrastructure
• Services
• Curriculum
• Advising Center
o Director
o Programmer
First Title III Grant
• Infrastructure
• Services
• Curriculum
• Advising Center
o Director
o Programmer
#2 Title III Grant – CETL
• CETL Lab
• Smart Classrooms
• Web Courses
• Faculty Training
o Instructional Technology
Design Specialist
o Telecommunications
Specialist
First Title III Grant
• Infrastructure
• Services
• Curriculum
• Advising Center
o Director
o Programmer
#2 Title III Grant -
CETL
• CETL Lab
• Smart Classrooms
• Web Courses
• Faculty Training
o Instructional Technology
Design Specialist
o Telecommunications
Specialist
#3 Title III Grant – CO-OP
• Transfer Center
• TEM
• Bridging Experience
• Articulations
• Portal
o Director
o TEM
o Programmer/Analyst
First Title III Grant
• Infrastructure
• Services
• Curriculum
• Advising Center
o Director
o Programmer
#2 Title III Grant -
CETL
• CETL Lab
• Smart Classrooms
• Web Courses
• Faculty Training
o Instructional Technology
Design Specialist
o Telecommunications
Specialist
#3 Title III Grant –
CO-OP
• Transfer Center
• TEM
• Bridging Experience
• Articulations
• Portal
o Director
o TEM
o Programmer/Analyst
#4 Title III Grant -
Voices
• Renovations
• Culturally
Integrated
Student Support
Services
• Faculty
Development/
Learner Centered