Docstoc

Division of Student Affairs

Document Sample
Division of Student Affairs Powered By Docstoc
					Division of Student Affairs

Five Year Plan
2008-2013
Updated September, 2009




     Working collaboratively as advocates for student success.
        Southern Oregon University Mission Statement


    Southern Oregon University is an inclusive campus community dedicated to student
             success, intellectual growth, and responsible global citizenship.


Commitments

Southern Oregon University is committed to

        a challenging and practical liberal arts education centered on student learning,
         accessibility, and civic engagement;

        academic programs, partnerships, public service, outreach, sustainable practices,
         and economic development activities that address regional needs such as health and
         human services, business, and education; and

        outstanding programs that draw on and enrich our unique arts community and
         bioregion.




i
May, 2008




Dear Colleagues:

The Division of Student Affairs works collaboratively with faculty, staff, students,
community partners, and others to continually improve the quality of the SOU
experience. This work occurs within the context of the University’s mission to be
“…an inclusive campus community dedicated to student success, intellectual growth,
and responsible global citizenship.”

Our efforts have been extensive over the last two years and have resulted in
significant improvements in service delivery, campus culture, and our commitment to
fostering student success. SOU now achieves at or above our peer institutions in
four of the five National Survey of Student Engagement (NSSE) benchmarks for
effective educational practice and our students continue to become more engaged in
their college experience in significant and measurable ways.

The goals and initiatives outlined in this five year plan build upon the work already
accomplished and chart a bold course for the future of student life and SOU as a
whole. The plan describes not only NSSE-based improvement targets, but areas of
focus and specific strategies that will enable us to achieve them.

I invite your comments and reactions to our plan, as well as your continued
investment in our students and their success.

                                                           Sincerely,




                                                           Jonathan Eldridge
                                                           Vice President for Student Affairs




             Office of Student Affairs · 1250 Siskiyou Boulevard · Ashland, Oregon 97520-5009
                                                                                                ii
                                 TEL 541-552-6221 · FAX 541-552-8324
         Division of Student Affairs Mission Statement


      Student Affairs advocates for student success. We provide resources and
      individualized service, supporting education and personal development in
                               diverse environments.




iii
                                            Table of Contents
Overview of the Division of Student Affairs ........................................ 1
A Student Success Paradigm .............................................................. 2
A Framework for the Future ................................................................ 2
Recent Progress ................................................................................ 3
Student Life in 2013 ........................................................................... 5
The Division of Student Affairs in the Next Five Years ........................ 6
     NSSE Benchmark—Supportive Campus Environment ............................................ 7
     NSSE Benchmark—Enriching Educational Experiences ......................................... 9
     NSSE Benchmark—Active & Collaborative Learning ............................................. 11
     NSSE Benchmark—Student-Faculty Interaction .................................................... 13
     NSSE Benchmark—Level of Academic Challenge ................................................ 15
Detailed Presentation of the Comprehensive Action Plan .................. 17
  Areas of Focus ........................................................................................................... 17
      Customer service improvement .............................................................................. 18
      Inclusive campus community ................................................................................. 22
      Building a responsive community ........................................................................... 25
      Type, nature, number, and delivery of co-curricular opportunities ......................... 28
      Athletics and recreational opportunities ................................................................. 30
      Influencers .............................................................................................................. 33
      Civic engagement................................................................................................... 34
      Holistic advising...................................................................................................... 35
      Academic culture-building ...................................................................................... 36
      Faculty engagement ............................................................................................... 38
      Residential environments ....................................................................................... 39
      Career development ............................................................................................... 41
Resources Necessary to Support the Action Plan ............................. 43
     Resource Development .......................................................................................... 43
     Staffing ................................................................................................................... 44
     Facilities ................................................................................................................. 44
     Technology ............................................................................................................. 45
Assessment ..................................................................................... 46
References ...................................................................................... 60
Appendices ...................................................................................... 62
          Appendix A: Student Affairs Organizational Chart ........................................ A-1, A-2
          Appendix B: National Survey of Student Engagement,
          Southern Oregon University, Benchmark Comparisons, August 2007 ................ B-1
          Appendix C: National Survey of Student Engagement:
          Overview and Implications for Southern Oregon University ................................. C-1



                                                                                                                                       iv
Overview of the Division of Student Affairs
The Division of Student Affairs works collaboratively with academic units to create an
environment in which students can be active learners, both in and out of the classroom. We
constantly strive to improve the level of intellectual engagement, civic engagement, and
diversity at Southern Oregon University.

Student Affairs departments and programs include the following professionally managed
and staffed areas:

                                                   Academic Support Programs—
                                                    Academic Advising, Disability
                                                    Resources, and Success at Southern
                                                    (TRIO)
                                                   Athletics—Intercollegiate Athletics,
                                                    Recreation, Intramural Sports, and
                                                    Club Sports


       Bookstore—Resource center for products and
        technologies, Apple Computer Center, campus
        center for donations
       Dean of Students—Student Health and
        Wellness Center including Health and
        Counseling Services and Health Education,
        Student Conduct and Student Support Network
       Enrollment Management—Admissions,
        Financial Aid, Registration and Records, Student Accounts
       Student Life—Residential Education and Services including Residential Life,
        Residence Halls, Family Housing, Campus Food Services, Schneider Children’s
        Center; Student Activities and Leadership including Civic Engagement, Leadership
        Development, Student Organizations, Union Management; and Resource Centers




1
A Student Success Paradigm
Our vision is an integrated, coherent, data-driven, institutional approach to the recruitment
and retention-to-graduation of students at Southern Oregon University.
Collectively we are responsible for the coordination of recruitment and retention efforts and
providing services and opportunities designed to assist students in successfully achieving
their academic goals and preparing for career and life success.
We accomplish our work within a paradigm developed through the DEEP (Documenting
Effective Educational Practices) initiative, which illustrates that student success is contingent
upon six conditions present at educationally effective institutions:
     “Living” Mission and “Lived” Educational Philosophy
     Unshakeable Focus on Student Learning
     Environments Adapted for Educational Enrichment
     Clear Pathways to Student Success
     Improvement-Oriented Ethos
     Shared Responsibility for Educational Quality and
        Student Success

A Framework for the Future
As outlined in Project DEEP, there are key characteristics and choices that are
demonstrated by high-achieving institutions to have positive impact on student enrollment,
engagement, and persistence. Those twelve identified for focus based on Southern Oregon
University’s NSSE (National Survey of Student Engagement) and demographic data are:
   1. Put someone in charge
   2. Develop a shared understanding of institutional mission and philosophy
   3. Cultivate an ethic of continuous improvement
   4. Strategically invest in student learning
   5. Front load resources to enhance student
      learning
   6. Tighten the philosophical and operational
      linkages between academic and student affairs
   7. Teach students through the recruitment and
      admission process how to take control of their
      own learning
   8. Teach new students what it takes to succeed
   9. Implement and maintain a comprehensive set of safety nets and early warning
      systems
  10. Create and maintain partnerships for learning
  11. Alter structures to encourage cross-functional activities focused on student success
  12. Use technology to tie elements together
These elements provide the framework within which initiatives are undertaken and
measured.


                                                                                                2
Recent Progress
Major initiatives within the above framework are already both in development and in place.
These initiatives can be tied directly to the twelve points above and include, but are not
limited to:
       Creation of assistive technology coordinator position within existing budget dollars to
        support major advancements in technology to assist students with disabilities (Spring
        2006)
       Successful searches in Housing/Food, Student Activities and Leadership, Financial
        Aid (leading to the Dean of Enrollment Management), and Admissions (Spring 2006-
        Spring 2007)
       Reorganization and remodel of the Student Health & Wellness Center to include
        expanded and integrated counseling services and more efficient and effective patient
        care (Spring 2006-Summer 2007)
       Reinvention of prospective student yield events, summer registration activities, and
        new student orientation to ensure coherence, integration, and measurable learning
        outcomes (Spring 2006-present)
       Assessment of collected data (NSSE, NCHA, CIRP, demographic data) (Spring
        2006-present)
       Reinvention of student planner and handbook focused on academic planning,
        academic resources, and proven success strategies (Fall 2006)
       Transition of Registrar, Admissions, and Financial Aid from Academic Affairs to
        Student Affairs (Fall 2006)
       Introduction of student-focused institution web site (Fall 2006)
       Creation of first-year advising coordinator position, success of which will be
        measured by improving first to second year retention (Fall 2006)
       Participation in the Policy Center for the First Year of College’s “Foundations of
        Excellence” self-study (Fall 2006-Spring 2007)
       Development of a Student Support Network and web-based early warning system to
        coordinate interventions with students experiencing difficulty (Fall 2006-Fall 2007)
       Revamp of recruitment and marketing materials (Fall 2006, Spring 2008)
       External assessment of the Registrar, Admissions, Residence Life, Student Health &
        Wellness Center, Stevenson Union (space allocation), and Dining (Fall 2006-Spring
        2008)
       Implementation of an organized performance review process tied to goals and
        objectives (Spring 2007)
       Reorganization of Student Activities & Leadership (Spring 2007)


3
   Creation of “Raider Reach-Out” web tool to assist with recruitment efforts (Spring
    2007)
   Creation of a position within existing budget dollars
    focused on enrollment analysis (Spring 2007)
   Revision of the Director of Admissions position
    scope (Spring 2007)
   Restructuring of room and board rates (Spring
    2007)
   Location change and remodel of Admissions offices for greater visibility and
    accessibility (Spring-Summer 2007)
   Funding and renovation of the Daniel Meyer Fitness Center (Spring 2007-Fall 2007)
   Development of a “one stop” enrollment services center, physically co-locating under
    one reporting authority Admissions, Financial Aid, Registration & Records, and
    student accounting Business Services functions (Summer 2007)
   Review of student conduct process and need for providing ADA accommodations
    outside of the classroom resulting in new position of Coordinator of Student Conduct
    and Co-curricular Accommodations (Fall 2007)
   Development of an institutional diversity and inclusion strategy (Fall 2007-Spring
    2008)
   Development of a faculty housing pilot program, in conjunction with MBA students
    (Fall 2007-Spring 2008)
   Implementation of Luminis portal technology (Fall 2007-Summer 2008)
   Creation of a Student Affairs Professional Development Committee, charged with
    developing a professional development curriculum (Spring 2008)
                                                     Implementation of Ad-Astra campus-
                                                      wide scheduling software (Spring and
                                                      Summer 2008)
                                                     Improved and increased
                                                      collaborations between Student
                                                      Affairs departments (on-going)
                                                     Substantive discussions begun on
                                                      academic advising for pre-majors (on-
                                                      going)
                                           Development       of  an   integrated
    Community-Based Learning/Civic Engagement curriculum/co-curriculum, including
    the Learn & Serve Grant-funded Community Based Learning Director and VISTA
    AmeriCorps-funded Civic Engagement Coordinator (on-going)
   Increased utilization of technology to streamline financial aid application and review,
    registration, and other enrollment services functions (on-going)




                                                                                          4
Student Life in 2013
In the year 2013, student life at Southern Oregon University will be vibrant, caring,
inclusive, and educationally purposeful. The student experience will be composed of a
coherent and integrated set of commitments, activities, initiatives, and opportunities
that collectively support and enhance student success. Students will persist to
graduation in greater numbers than they did in 2008, with higher levels of achievement,
both in and out of the classroom. They will have a high level of satisfaction with their
overall SOU experience and eagerly report that they would choose SOU again if given
the opportunity. Students will also enter the workforce and/or graduate programs even
more prepared to be leaders and solve the challenges facing an increasingly complex
world.




5
The Division of Student Affairs in the Next Five Years
When conceptualizing a comprehensive plan of action it can be difficult to organize
initiatives in a way that both resonates with mission and vision and also facilitates effective
implementation, tracking, and assessment. The NSSE /Benchmarks of Effective Educational
Practice/ will serve as our guide, with particular attention paid to specific variables within the
benchmarks. This conceptualization will ensure that initiatives remain aligned with our
mission and the Project DEEP Framework.

Southern Oregon University’s 2007 NSSE data show that in four of the five benchmark
areas (listed below) we perform at or above our Carnegie Peers and the entire NSSE
cohort. However, within each benchmark there are specific areas where we perform worse
(see Appendix B, page B-2, for NSSE comparison data).

Additionally, we perform well below both the top 10% and the top 50% NSSE participant
schools in almost every area (Appendix B, page B-8). As we look to improve in all areas—
with a particular focus on our weakest variables that drive student success—we have
established targets that will greatly improve our comparison to the top performing
institutions.

The five NSSE Benchmarks of Effective Educational Practice are listed below, with a
summary of our current performance, specific areas of focus, and performance targets.




                                                                                                 6
NSSE Benchmark—Supportive Campus Environment

2007 Performance
This is the one benchmark in which we perform below both peers and the national sample.
Additionally, we perform significantly worse than top performing institutions.

In 2007, SOU students reported the following:
     Only 53% of first-year students say that their peers are friendly, supportive, and help
       them feel as if they belong.
       Only 8% of first-year students spend more than 15 hours per week participating in co-
        curricular activities. 53% spend no time participating in co-curricular activities.
       Only 27% of first-year students find the administrative personnel and offices helpful,
        considerate, and flexible.
       While 72% of first-year students feel that SOU has a substantial commitment to their
        academic success, only 41% feel well-supported by the institution regarding their social
        needs.

Areas of Focus
           1. Customer service improvement
           2. Inclusive campus community
           3. Building a responsive community
           4. Type, nature, number, and
              delivery of co-curricular
              opportunities
           5. Athletics and recreational
              opportunities
           6. Influencers

Performance Targets
By 2013, be among the top 50% in the NSSE Supportive Campus Environment Benchmark.
Specifically:
    75% of first-year students say that their peers are friendly, supportive, and help them
        feel as if they belong.
       15% of first-year students spend more than 15 hours per week participating in co-
        curricular activities. Only 25% spend no time participating in co-curricular activities.
       60% of first-year students find the administrative personnel and offices helpful,
        considerate, and flexible.
       85% of first-year students feel that SOU has a substantial commitment to their academic
        success, and 65% feel well-supported by the institution regarding their social needs.




7
   NSSE Benchmark – Supportive Campus Environment

   2007 Performance
   This is the one benchmark in which we perform below both peers and the national
   sample. Additionally, we perform significantly worse than top performing institutions.

   Benchmark Item                   2007 Performance            Performance Target

   1. First-year students say       1. 53%                      1. 75%
   that their peers are friendly,
   supportive, and help them
   feel as if they belong.

   2. First-year student            2. 8% more than 15 hours/   2. 15% more than 15 hours/
   participation in co-curricular   week;                       week;
   activities                       53% = 0 hours/week          25% = 0 hours/week

   3. First-year students find      3. 27%                      3. 60%
   administrative personal and
   offices helpful, considerate,
   and flexible.

   4. First-year students feel      4. 72% academic success;    4. 85% academic success;
   SOU has a substantial            41% social needs            65% social needs
   commitment to their
   academic success;
   students feel well
   supported by SOU
   regarding social needs.


Areas of Focus:
           1. Customer service improvement
           2. Inclusive campus community
           3. Building a responsive community
           4. Type, nature, number, and delivery of co-curricular opportunities
           5. Athletics and recreational opportunities
           6. Influencers




                                                                                             8
NSSE Benchmark—Enriching Educational Experiences

2007 Performance
We are currently performing largely at the level of our peers and the national sample. However,
we are performing significantly worse than the top performing institutions.

In 2007, SOU students reported the following:
     Only 53% of first-year students frequently have serious conversations with those of a
       different race.
       61% of first-year students say they frequently have serious conversations with students
        who are different from themselves in terms of their religious, political, or personal beliefs.
       Only 19% of first-year students frequently engage in spiritually enhancing activities such
        as worship, meditation, or prayer.
       By the time they are seniors, 63% of students have participated in community service or
        volunteer work.
       By their senior year, only 18% of students have taken an independent study class.

Areas of Focus
           1. Inclusive campus community
           2. Civic engagement
           3. Holistic advising
           4. Academic culture-building
           5. Type, nature, number, and delivery
              of co-curricular opportunities

Performance Targets
By 2013, be among the top 50% in the NSSE Enriching Educational Experiences Benchmark.
Specifically:
    70% of first-year students frequently have serious conversations with those of a different
        race.
       75% of first-year students say they frequently have serious conversations with students
        who are different from themselves in terms of their religious, political, or personal beliefs.
       25% of first-year students frequently engage in spiritually enhancing activities such as
        worship, meditation, or prayer.
       By the time they are seniors, 90% of students have participated in community service or
        volunteer work.
       By their senior year, 25% of students have taken an independent study class.




9
   NSSE Benchmark—Enriching Educational Experiences

   2007 Performance
   We are currently performing largely at the level of our peers and the national sample.
   However, we are performing significantly worse than the top performing institutions.

   Benchmark Item                2007 Performance               Performance Target

   1. First-year students        1. 53%                         1. 70%
   frequently have serious
   conversations with those of
   a different race.

   2. First-year students        2. 61%                         2. 75%
   frequently have serious
   conversations with students
   who are different from
   themselves in terms of
   religious, political, or
   personal beliefs.

   3. First-year students        3. 19%                         3. 25%
   frequently engage in
   spiritually enhancing
   activities such as worship,
   meditation, or prayer.

   4. By the time they are       4. 63%                         4. 90%
   seniors, students report
   that they have participated
   in community service or
   volunteer work.

   5. By their senior year,      5. 18%                         5. 25%
   students report taking an
   independent study class.


Areas of Focus:
           1. Inclusive campus community
           2. Civic engagement
           3. Holistic advising
           4. Academic culture-building
           5. Type, nature, number, and delivery of co-curricular opportunities




                                                                                            10
NSSE Benchmark—Active & Collaborative Learning

2007 Performance
We are currently performing largely at the level of our peers and the national sample. However,
we are still performing worse than the top performing institutions.

In 2007, SOU students reported the following:
     Only 57% of first-year students frequently discuss readings or ideas from coursework
       outside of class.
        56% of first-year students report that they make frequent presentations in class.
        Only 47% of first-year students work with peers on assignments/projects outside of
         class.
        Only 10% of first-year students frequently participate in service-learning or community-
         based projects in a given year. 60% have never taken part in such activities.
        By their senior year, 44% of students have participated in some form of practicum,
         internship, field experience, co-op, or clinical assignment.
        Only 28% of seniors frequently assist their fellow students by tutoring or teaching them.

Areas of Focus
           1. Academic culture-building
            2. Residential environments
            3. Civic engagement
            4. Type, nature, number, and delivery of
               co-curricular opportunities
            5. Holistic advising

Performance Targets
By 2013, be among the top 50% in the NSSE Active and Collaborative Learning Benchmark.
Specifically:
    70% of first-year students frequently discuss readings or ideas from coursework outside
        of class.
        65% of first-year students report that they make frequent presentations in class.
        60% of first-year students work with peers on assignments/projects outside of class.
        25% of first-year students frequently participate in service-learning or community-based
         projects in a given year. Only 20% have never taken part in such activities.
By their senior year, 60% of students have participated in some form of practicum, internship,
field experience, co-op, or clinical assignment.




11
NSSE Benchmark—Active and Collaborative Learning

2007 Performance
We are currently performing largely at the level of our peers and the national sample.
However, we are still performing worse than the top performing institutions.
Benchmark Item                    2007 Performance              Performance Target

1. First-year students            1. 57%                        1. 70%
frequently discuss readings
or ideas from coursework
outside of class.

2. First-year students report     2. 56%                        2. 65%
that they make frequent
presentations in class.

3. First-year students work       3. 47%                        3. 60%
with peers on assignments/
projects outside of class.

4. First-year students            4. 10% frequently;            4. 25% frequently;
frequently participate in         60% never                     20% never
service-learning or
community-based projects in
a given year.

5. By their senior year,          5. 44%                        5. 60%
students have participated in
some form of practicum,
internship, field experience,
co-op, or clinical assignment.

6. Seniors report they            6. 28%                        6. 35%
frequently assist their fellow
students by tutoring or
teaching them.


Areas of Focus
           1. Academic culture-building
           2. Residential environments
           3. Civic engagement
           4. Type, nature, number, and delivery of co-curricular opportunities
           5. Holistic advising




                                                                                         12
NSSE Benchmark—Student-Faculty Interaction

2007 Performance
We are currently performing largely at the level of our peers and the national sample. However,
we are performing significantly worse than the top performing institutions.

In 2007, SOU students reported the following:
     Only 48% of first-year students say their faculty are available, helpful, and sympathetic.
        By their senior year, only 17% of students have done research with a faculty member.
        68% of first-year students indicate that they frequently get prompt verbal or written
         feedback from faculty members.
        83% of seniors at least occasionally discuss career plans with faculty. But 17% never
         talk with faculty about career plans.
        Only 44% of first-year students at least occasionally spend time with faculty members on
         activities other than coursework.

Areas of Focus
           1. Academic culture-building
            2. Civic engagement
            3. Career development
            4. Type, nature, number, and delivery of
               co-curricular opportunities
            5. Faculty engagement
            6. Holistic advising
            7. Building a responsive community

Performance Targets
By 2013, be among the top 50% in the NSSE Student-Faculty Interaction Benchmark.
Specifically:
    60% of first-year students say their faculty are available, helpful, and sympathetic.
        By their senior year, 25% of students have done research with a faculty member.
        75% of first-year students indicate that they frequently get prompt verbal or written
         feedback from faculty members.
        90% of seniors at least occasionally discuss career plans with faculty. Only 10% never
         talk with faculty about career plans.
        60% of first-year students at least occasionally spend time with faculty members on
         activities other than coursework.




13
                                                 
   NSSE Benchmark—Student-Faculty Interaction

   2007 Performance
   We are currently performing largely at the level of our peers and the national sample.
   However, we are still performing worse than the top performing institutions.

   Benchmark Item                  2007 Performance             Performance Target

   1. First-year students say      1. 48%                       1. 60%
   their faculty are available,
   helpful, and sympathetic.
   2. By their senior year,        2. 17%                       2. 25%
   students have done
   research with a faculty
   member.
   3. First-year students          3. 68%                       3. 75%
   indicate that they frequently
   get prompt verbal or written
   feedback from faculty
   members.
   4. Most seniors at least        4. 83% occasionally;         4. 90% occasionally;
   occasionally discuss career     17% never                    10% never
   plans with faculty. But
   some never talk with faculty
   about career plans.
   5. First-year students at       5. 44%                       5. 60%
   least occasionally spend
   time with faculty members
   on activities other than
   coursework.
 
Areas of Focus
           1. Academic culture-building
           2. Civic engagement
           3. Career development
           4. Type, nature, number, and delivery of co-curricular opportunities
           5. Faculty engagement
           6. Holistic advising
           7. Building a responsive community




                                                                                            14
NSSE Benchmark—Level of Academic Challenge

2007 Performance
We are currently performing largely at the level of our peers and the national sample. However,
we are performing significantly worse than the top performing institutions.

In 2007, SOU students reported the following:
     70% of first-year students feel that SOU places substantial emphasis on academics.
        Only 49% of first-year students frequently work harder than they thought they could to
         meet faculty expectations.
        Only 28% of first-year students spend more than 15 hours per week preparing for class.
         20% spend 5 hours or less.
        Only 30% of first-year students read more than 10 assigned books and packs of course
         readings during the school year. 21% read fewer than 5.
        Only 38% of first-year students report that their exams strongly challenge them to do
         their best work.

Areas of Focus
           1. Academic culture-building
            2. Type, nature, number, and delivery of co-
               curricular opportunities
            3. Holistic advising
            4. Building a responsive community
            5. Faculty engagement

Performance Targets
By 2013, be among the top 50% in the NSSE Level of Academic Challenge Benchmark.
Specifically:
    75% of first-year students feel that SOU places substantial emphasis on academics.
        55% of first-year students frequently work harder than they thought they could to meet
         faculty expectations.
        40% of first-year students spend more than 15 hours per week preparing for class. 10%
         spend 5 hours or less.
        40% of first-year students read more than 10 assigned books and packs of course
         readings during the school year. 15% read fewer than 5.
        50% of first-year students report that their exams strongly challenge them to do their
         best work.




15
    NSSE Benchmark—Level of Academic Challenge

    2007 Performance
    We are currently performing largely at the level of our peers and the national sample.
    However, we are still performing worse than the top performing institutions.

    Benchmark Item                  2007 Performance            Target Performance

    1. First-year students feel     1. 70%                      1. 75%
    that SOU places substantial
    emphasis on academics.
    2. First-year students          2. 49%                      2. 55%
    frequently work harder that
    they thought they could to
    meet faculty expectations.
    3. Hours per week spent by      3. 28% more than 15 hours   3. 40% more than 15 hours
    first-year students in          per week;                   per week;
    preparation for class.          20% spend 5 hours or less   10% spend 5 hours or less
                                    per week                    per week

    4. Number of readings first-    4. 30% more than 10         4. 40% more than 10
    year students report that       assigned books/packs of     assigned books/packs of
    they read during school         course readings;            course readings;
    year.                           21% less than 5 books/      15% less than 5 books/
                                    readings                    readings

    5. First-year students report   5. 38%                      5. 50%
    that their exams strongly
    challenge them to do their
    best work.

Areas of Focus
           1. Academic culture-building
           2. Type, nature, number, and delivery of co-curricular opportunities
           3. Holistic advising
           4. Building a responsive community
           5. Faculty engagement

 




                                                                                             16
Detailed Presentation
of the Comprehensive Action Plan
The twelve areas of focus identified as means to achieve the performance targets in each of the
five NSSE Benchmarks of Effective Educational Practice are detailed below. Action items in
each focus area are coupled with one or more of the following abbreviations, which correspond
to the five benchmarks:
SCE = Supportive Campus Environment
EEE = Enriching Educational Experiences
ACL = Active & Collaborative Learning
SFI = Student-Faculty Interaction
LAC = Level of Academic Challenge

Areas of Focus
     1.  Customer service improvement (SCE)
     2.  Inclusive campus community (SCE, EEE)
     3.  Building a responsive community (SCE, LAC)
     4.  Type, nature, number, and delivery of co-curricular opportunities (SCE, EEE, ACL, SFI,
         LAC)
     5. Athletics and recreational opportunities (SCE)
     6. Influencers (SCE)
     7. Civic engagement (EEE, ACL, SFI)
     8. Holistic advising (EEE, ACL, SFI, LAC)
     9. Academic culture-building (SCE, EEE, ACL, SFI, LAC)
     10. Faculty engagement (SFI, LAC)
     11. Residential environments (ACL, SCE)
     12. Career development (SFI, SCE)


17
1. Customer Service Improvement (SCE)
  1a.   School Spirit and Interdepartmental
        Support of Events and Activities
        Implementation dates: Fall 2007─on-
        going
        Description: Faculty & staff reflect
        campus spirit and values through
        organized institutional opportunities (such
        as Red & Black Fridays).
        Intended outcomes: Increase excitement
        & participation in co-curricular activities.
        2009 status report: Enrollment Services staff and others wear red and black on Fridays
        and red SOU shirts for Raider Registration. All Student Affairs staff are encouraged to
        participate in activities on campus and invite students to them as well. Staff at every
        level participate in a variety of events. Athletics has invited different departments to
        attend athletic events as a group and will be expanding these efforts in 2009-2010.

  1b.   Implementation of Technology
        Implementation dates: Spring 2008─Spring 2013
        Description: Implement a campus-wide scheduling solution (Astra Schedule) in 2008,
        Banner Financial Aid (2010-2011), online housing application process (2010-2011),
        and digital imaging technologies (2011-2012). Additionally, examine the
        implementation of workflow technology for enrollment services.
        Intended outcomes: Improved student services, greater efficiencies, more effective
        utilization of human resources.
        2009 status report: Given the current budget situation, this implementation will be
        significantly delayed unless OUS provides funding specifically for the purchase and
        implementation of Banner Financial Aid. Workflow technology implementation has
        been on the list for a temporary IT Consultant within the ESC but has not yet begun.
        With continued funding of this position unlikely, this project may also be delayed
        indefinitely.

  1c.   Involvement in Professional Organizations
        Implementation dates: Spring 2008─on-going
        Description: Administrative and classified staff throughout the Division of
        Student Affairs will be given opportunities for professional development and
        networking with colleagues via involvement in professional organizations,
        attendance at conferences, and at focused workshops. The initial steps in this
        process are to identify additional resources to support memberships,      registrations,
        and travel expenses and to identify and prioritize those organizations that will have
        the greatest initial impact.
        Intended outcomes: Through exposure to best practices at other institutions and within
        the field of student affairs, SOU staff will implement those practices in our own work,
        thereby enriching our work experiences and the educational experiences of our
        students.
        2009 status report: Enrollment Services, Student Activities & Leadership, Residential
        Life, Bookstore, Student Health & Wellness Center, and other Student Affairs staff
        have been supported in their participation with professional organizations and their


                                                                                              18
           attendance at conferences and training opportunities. Several staff have represented
           SOU well via presentations to state, regional, and national organizations about work
           being done at SOU. Progress in this area will slow dramatically in 2009-2010 due to
           budgetary limitations.

     1d.   Process Innovation/Use of Technology/Continuous Improvement
           Implementation dates: Summer 2008—on-going
           Description: Continue to identify and catalogue areas where improvements and
           efficiencies to process, procedure, policy, and organization will lead to increased
           student success. Each catalogued item will have attached to it a description, action
           plan, resource needs assessment, and a timeline for completion/ implementation.
           Intended outcomes: Increased efficiency, budget savings, and improved customer
           satisfaction.
           2009 status report: Enrollment Services has developed a list of reports that can be
           automated, and work has begun as time allows with the temporary IT Consultant
           position to implement this automation. Lack of funding may curtail this project. Other
           improvements are being made regularly in areas such as the processing of
           scholarships awarded by the SOU Foundation, student registration and grade appeals,
           and others.

     1e.   Development of Programs and
           Services at Medford HEC
           Implementation dates: Summer
           2008—on-going
           Description: Through the
           implementation of the Strategic Plan
           for the HEC, as well as staff training
           and development, student
           experiences at the HEC will be
           enhanced and better/more student
           programs and services will be
           provided.
           Intended outcomes: Improved student services will enrich the student experience, and
           lead to increased retention and graduation rates as well as increased numbers of
           transfer students from RCC to SOU.
           2009 status report: Two HEC staff members have participated in multiple training
           sessions with ESC, Admissions, and Advising staff. This cross-training will continue. A
           Raider Registration program will be held at the HEC for the first time in Summer 2009.
           Additionally, development of an online student orientation program that will encompass
           many of the Raider Registration program elements has begun in collaboration with the
           Director of Distance Education.

     1f.   Identify Specific Areas Needing Improved Customer Service
           Implementation dates: Fall 2008—Summer 2009
           Description: Establish a group to identify which administrative areas need to
           improve customer service (based on survey and other data) and propose
           training and other initiatives to make measurable improvements.
           Intended outcomes: Improved student satisfaction with services and offices.



19
      2009 status report: While data have been gathered from a number of areas, analysis
      and a working plan for improvement has not been undertaken beyond ad-hoc. This
      remains a priority for 2009-2010, and must consider areas across the institution.

1g.   Professional Development Curriculum
      Implementation dates: Fall 2008—on-going
      Description: Through the leadership and direction of the Student Affairs Professional
      Development Committee, research, develop, plan, implement, and assess annual
      professional development and training opportunities. These opportunities, when taken
      together, will address training and development needs of current staff and supplement
      travel/participation at conferences and other events.
      Intended outcomes: Staff within student affairs—and across the institution—will
      embrace development of skills and improvement of performance as keys to
      assisting our students achieve meaningful success.
      2009 status report: All Student Affairs staff were offered the opportunity to participate
      in a year-long series on the 7 Habits of Highly Effective People, Fall 08 - Spring 09. A
      public speaking series has been developed that will be offered every term; the first
      class of participants completed this program in Spring 2009. A leadership and
      supervision workshop was offered for all supervisors in Student Affairs in Fall 2008
      and a student development workshop was developed and presented for several
      departments during Summer–Fall 2008. Many staff across the division have
      participated in these Student Affairs professional development programs and have
      found them to be valuable. Additionally, implementation has begun on a 4-part training
      series for ESC, Admissions, and Academic Support Programs front staff that will cover
      customer service, conflict resolution, and other related topics.

1h.   Staff Awards Program For Outstanding Service
      Implementation dates: Fall 2008—on-going
      Description: Awards will be developed and given to those staff who have
      improved processes, supported students, and made other measurable and
      meaningful contributions to student success—both at the individual and population
      levels.
      Intended outcomes: Improvement of performance and morale.
      2009 status report: Staff awards were presented at the June All-Student Affairs
      monthly meeting. Awards were developed based on input from staff from across the
      division and highlighted exceptional work at all levels. This will continue annually.

1i.   Division-Wide Web/Portal Support and Coherence
      Implementation dates: Fall 2008—on-going
      Description: Funding from across the division allows for the creation of a central
      position charged with overseeing and implementing changes to departmental web
      pages and portal content.
      Intended outcomes: Improved student satisfaction with web content that is
      increasingly integrated, coherent, and developmental.
      2009 status report: The Electronic Communications Coordinator has provided critical
      enhancements to our student communications via the portal, email, and websites, and
      his continued presence will provide ongoing improvement across the division.



                                                                                             20
     1j.   Survey of Medford HEC students
           Implementation dates: Fall 2008—on-going
           Description: Survey HEC students to understand evolving needs & how students need
           to be served in the new facility.
           Intended outcomes: Improve customer service to SOU students taking classes in
           Medford at the Higher Education Center. Improve customer service at the HEC to
           facilitate increased number of transfer students from RCC to SOU.
           2009 status report: The results of a survey completed in December 2008 by the
           Director of the Higher Education Center (HEC) included data related to demographics,
           enrollment behavior, preferred scheduling options, level of satisfaction related to
           quality of instruction and advising, need for student support services, and preferences
           for meeting bookstore needs. This information has been used to tailor student affairs
           staff presence and content at the HEC.

     1k.   Process and Policy Workshops for Faculty & Staff
           Implementation dates: Fall 2008—on-going
           Description: Develop and provide a series of workshops designed to assist faculty and
                                                                 staff      optimally         utilize
                                                                 technology,     including        the
                                                                 MySOU Portal, Banner, SIS,
                                                                 scheduling     software,        etc.
                                                                 Additionally, assist faculty and
                                                                 staff understanding of new,
                                                                 revised, or deleted policies and
                                                                 procedures affecting student
                                                                 enrollment.
                                                                 Intended outcomes: Improve
                                                                 faculty and staff ability to serve
                                                                 and assist students effectively
                                                                 and efficiently and to provide
                                                                 students with current and
                                                                 accurate information.
                                                                 2009 status report: The ESC
                                                                 has      scheduled        monthly
           meetings with the Office Coordinators in all academic departments to discuss current
           issues and develop ideas to make everyone’s workflow smoother and more efficient.
           These have been very positively received and are regularly attended by 15-25 staff
           from across campus. Additionally, IT is working on development of web-videos to help
           faculty understand how to use SIS/Banner; ESC staff have been asked to review and
           comment on these videos, and to assist with the development of others that are
           deemed necessary. This is a very positive development and will be an on-going
           project.

     1l.   Develop a Technology-Based Communication Strategy
           Implementation dates: Fall 2009─on-going
           Description: Oversee technology-based communication both internally and externally
           through the development of a comprehensive and inclusive committee designed not to
           focus on hardware/software, but rather on how to most effectively communicate via the
           many forms of evolving technology.


21
        Intended outcomes: Improve the way the University communicates with students and
        staff via ever-evolving technology. Improve marketing through technology—marketing
        to prospective students, families, community at large, as well as internally between
        campus divisions/departments. Increase enrollment and retention through servicing
        technology needs of our students.
        2009 status report: Enrollment Services has developed a comprehensive
        Communication Plan which is helping to reach this goal. Coordination between the
        ESC and the First Year Administrative Team has begun to incorporate communication
        strategies/plans into this Communication Plan. This work will expand to other
        groups/areas in the coming year.

2. Inclusive Campus Community (SCE, EEE)
  2a.   Development of SOU Chapter of Delta Alpha Pi—An International Honor Society for
        Students with Disabilities
        Implementation dates: Spring 2008—on-going
        Description: Students with exemplary GPAs will be invited to
        join an honor society which recognizes outstanding
        achievement in students with disabilities.
        Intended outcomes: The campus community will recognize
        diverse populations of students for their academic
        achievement; recognize the diversity of scholars and
        scholarship at SOU; and honor diverse populations for
        academic scholarship.
        2009 status report: The Chi chapter of Delta Alpha Pi, an
        international academic honor society for students with
        disabilities, was established on May 19, 2008. The purpose of
        Delta Alpha Pi is to recognize the academic accomplishments of university students
        with disabilities; facilitate development of leadership and advocacy skills; and provide
        opportunities for members to serve as mentors and role models. Delta Alpha Pi
        currently has twelve active members and ten emeritus members.  

  2b.   Implementation of Food Service Consultant Recommendations
        Implementation dates: Summer 2008—Fall 2010
        Description: Reconstruction of the campus dining program based on feedback and
        recommendations to improve quality, better utilize food to bring people together, and
        become financially viable.
        Intended outcomes: Increased interactions between students, faculty, and staff;
        increased commitment to campus dining through concepts of sustainability and
        regional/local products.
        2009 status report: Based on the recommendations of the Food Service consultant’s
        report, an RFP was issued in Spring 2009 to determine whether a contract
        management company would be better able to meet the needs of the SOU population.
        The end result of this process was the selection of Sodexo to manage food services.
        Union employees will remain SOU employees under management of Sodexo. This
        move will accomplish the intended outcomes listed above and position SOU well for
        further housing development.




                                                                                              22
     2c.   Institutional Diversity and Inclusion Plan Implementation
           Implementation dates: Summer 2008—Spring 2013
           Description: With the completion of work by Greg Bell Consulting, SOU is poised to
           focus on specific initiatives that will foster an inclusive, diverse campus community.
           Student Affairs will take the lead in implementing many areas of the University’s
           Diversity & Inclusion Plan, most notably recruitment, retention, and campus climate.
           Intended outcomes: A campus environment that—by its inclusive, caring nature—
           attracts and retains a more diverse group of students and employees, thus enhancing
           the overall educational experience for all students.
           2009 status report: A Diversity Council was created in late 2008 to draft a plan based
           on work accomplished to that point. That plan is still being revised but will be
           integrated into institutional strategic planning later this year.

     2d.   Expanded Engagement of Experiences for Promotion of Diversity, Civic Responsibility
           and Spiritual Growth for Student Athletes
           Implementation dates: Fall 2008─ongoing
           Description: The Department of Intercollegiate Athletics has and will continue to
           provide enriching educational experiences for all student-athletes through the
           recruitment and retention of students and staff of color, civic engagement activities,
           and supporting student-athletes in their spiritual beliefs.
                  Intercollegiate athletics provide numerous opportunities for students on the same
           team but of different background to interact and work together toward a common goal.
                                                   Moreover, the diversity of our staffing in particular
                                                   sports, i.e., football, basketball, and volleyball,
                                                   lends itself to modeling for students of color.
                                                   These experiences are invaluable for all involved
                                                   with     athletics,   from   the   student-athletes
                                                   themselves to those who support our programs,
                                                   and allow them to gain a better cultural
                                                   understanding and awareness.
                                                          Through departmental and individual sport
                                                   activities, and our Student Athlete Advisory
                                                   Committee (SAAC), we have and will continue to
                                                   develop and facilitate civic engagement activities
                                                   that provide our student-athletes opportunities to
                                                   give back to the community. These activities
                                                   range from reading in the schools, visiting
                                                   terminally ill children, campus clean-up days, and
                                                   free sport clinics to providing needy families with
           food baskets during the holiday season. These activities also carry over into modeling
           for youth in our community and integrating students of color within the community.
                  The Department of Intercollegiate Athletics has and will continue to be supportive
           of opportunities our student-athletes have been afforded to grow spiritually through the
           Fellowship of Christian Athletes (FCA) and other spirituality-focused opportunities.
           Intended outcomes: Development of an understanding of different races, cultures, and
           religions, as well as the importance of giving back to the communities in which student
           athletes live. Student-athletes will continue to be advocates for equality and champions
           for those who are less fortunate.


23
      2009 status report: The following excerpt from the newly crafted mission and values
      statement for Athletics illustrates progress in this area from a foundational approach:
      I. Diversity and Gender Equity
            a. Maintain a program that EMBRACES Title IX by providing a rewarding
                experience for both men and women.
            b. Create a dynamic experience for all student-athletes through the strength of
                our DIVERSITY.
            c. To appreciate the inter-relationship and VALUE OF ALL PROGRAMS within
                our athletic department.
            d. To HIRE and RETAIN staff of diverse talents, backgrounds, and ethnicity.
      II. Creating Community
            a. Build COMMUNITY within each athletic team, the Athletic Department, the
                University, and the Rogue Valley.
            b. To ensure our athletic community contains MENTORS, COUNSELORS, and
                ROLE MODELS.
            c. ENGAGE with the community through SERVANT LEADERSHIP.
            The new mission and values statement will be translated into objectives and
      strategies in the three-year plan that will be completed in August 2009. Diverse
      experiences for student-athletes can be achieved in many ways, primarily through their
      interaction with teammates and other student-athletes. Connecting them to other
      organizations on campus was initiated in late 2008 and early 2009, but will be more
      formalized in 09-10. These groups, which include students or clubs associated with the
      Multicultural, Women’s, and Queer Resource Centers, will be invited to attend athletic
      functions as guests and sponsors, to present to student-athletes at leadership council
      and SAAC functions, and to participate in recreational activities sponsored by athletics.
      Those groups have also extended invitations to involve student-athletes in more
      meaningful and coordinated ways in their programs.
            Additionally, the level of engagement with the community through servant
      leadership saw an increase in 2008-09 for student-athletes. The following volunteer
      efforts were undertaken by various teams:
             Relay for Life
             Christmas Adopt a Family (Salvation Army)
             Reading Days
             Holiday Food Basket project
             Free sports clinics (football, basketball, softball, and volleyball)
             Little league/Pop Warner guest coaches (football and softball)
             Campus (McNeal) Clean up
      2009-10 will see student-athletes working more closely with non-profit groups in the
      Rogue Valley (Rotary, Kiwanis, Elks, and Soroptimist clubs) to join in their established
      community programs.

2e.   Social Justice Institute “Train-the-Trainer” Program
      Implementation dates: Summer 2009
      Description: Jamie Washington, the nation’s leading diversity and social justice trainer
      for higher education, has created a social justice training institute. This weeklong
      immersion training is designed to “train-the-trainers” so that campus personnel can go
      back to their institutions and offer on-going, meaningful, and developmental diversity
      and inclusion training.


                                                                                             24
           Intended outcomes: Sending Resource Center Coordinators (and perhaps others) to
           the Institute will position SOU well for achieving the outcomes identified in the Diversity
           and Inclusion Plan.
           2009 status report: Due to spending restrictions, this training opportunity could not be
           pursued at this time, but remains a priority.

     2f.   Social Justice Trainings
           Implementation dates: Fall 2009—on-
           going
           Description: Campus personnel who
           have completed the “train-the-trainer”
           institute will begin implementing
           sessions on campus.
           Intended outcomes: Increase dialogue
           about,      understanding      of,   and
           participation with issues of diversity
           and inclusion on campus on the part of
           students, faculty, and staff.
           2009 status report: Due to the inability
           to complete the training outlined in 2e. implementation is delayed indefinitely.

     2g.   Community Responsibility-Focused Code of Conduct
           Implementation dates: Fall 2009
           Description: Make the institution’s code of student conduct not simply a document that
           lists prohibited conduct and how the University responds to inappropriate behavior, but
           rather a way of illustrating everyone’s responsibilities within a community setting.
           Intended outcomes: Students will develop a richer understanding of the concepts of
           independence and interdependence and responsibility for the welfare of a community.
           This will lead to fewer incidents of inappropriate conduct and a greater sense of
           belonging and investment.
           2009 status report: The Office of Student Affairs has constructed a new code of
           student conduct that is focused on personal freedom, responsibility, and the
           expectations of living within a University community. The revised Code of Conduct is
           easier to understand and provides a clear and developmental approach to resolving
           violations of University policy. The revised Code was vetted through students, faculty,
           staff, and OUS legal counsel.

3. Building a Responsive Community (SCE, LAC)
     3a.   Comprehensive Health History Form
           Implementation dates: Fall 2008—annual
           Description: SOU currently asks students to complete a health history form. An
           expanded form, coupled with early contact with students who have a history of factors
           that traditionally lead to difficulty completing an academic program, will help incoming
           students connect earlier with appropriate resources and allow staff to intervene more
           quickly should issues arise.
           Intended outcomes: Reduce the number of crises that arise each term; improve the
           academic/social success of students at risk of difficulty; better manage caseloads to
           accommodate increased need for periodic assistance.


25
      2009 status report: The Comprehensive Health History form was expanded to gather
      more information on immunization history, veteran status, disability needs, and mental
      health. It was reviewed by the Queer Resource Center and others for diversity
      sensitivity. Additionally, a health education interest inventory was added to assist
      efforts to meet the health education needs of the SOU population. A database within
      the SHWC contains information on who met criteria for Early Outreach efforts.
      Additional work will be undertaken in 2009-2010 to track data and assess
      effectiveness.

3b.   Expansion of Health Education & Promotion Programs
      Implementation dates: Fall 2008—on-going
      Description: Continue to implement the National College Health Assessment in 2008,
      2010, and 2012, building outcome-based health promotion programs on collected
      data. These programs will be designed to address high-need areas and high-risk
      behaviors, and utilize peer-to-peer education whenever possible. A yearly calendar set
      with presentation topics addressing stress overload, coping skills, attending to mental
      wellness within residential halls.
      Intended outcomes: Reduce high-risk behaviors and promote a healthier campus
      population.
                                                          2009 status report: The Health
                                                          Educator position was budgeted
                                                          to increase from 10 months to 12
                                                          months beginning Summer 2009
                                                          to focus efforts on this area but
                                                          was not approved at the Cabinet
                                                          level. This work will be delayed
                                                          as a result, but efforts will be
                                                          continued      through    improved
                                                          communication across student
                                                          life areas.

3c.   Case Management Positions
      Implementation dates: Fall 2009
      Description: Establish a position for oversight of the Comprehensive Health History
      forms, early outreach, student support efforts, and case management of higher acuity
      mental health needs. This position will help inform the potential need for increasing
      direct-service FTE to deal with the rise in higher acuity cases. NOTE: A pilot program
      is being undertaken during the 2008-2009 academic year with financial assistance
      from the OUS Chancellor’s Office. Assessment of this pilot will assist with development
      of a permanent case management position.
      Intended outcomes: More effectively and proactively assist students experiencing a
      wide range of difficulties in order to positively impact retention toward graduation.
      2009 status report: A Mental Health Services Coordinator position was started in 2008-
      09, upon departure of a lead counselor. The position provided oversight of the
      distribution of the Comprehensive Health History (CHH) forms and the Early Outreach
      (EO) project. The Early Outreach project involved the review of all incoming CHH
      forms. Forms were reviewed for pre-existing or existing health or mental health
      conditions indicating that information about services and early engagement with
      service providers may be benefit to the student. Students involved in Early Outreach


                                                                                           26
           are sent a letter of invitation for a ‘get acquainted visit’, encouraged to facilitate release
           of records with current providers, and informed of campus and community resources.
           Data collection on the EO project is in development.
                  Additionally, the Student Success Initiatives Program (SSIP) Pilot Project funded
           by the OUS Chancellor’s office has been very successful. SSIP has met or is in the
           process of meeting the six project goals for 2008-09. SOU has realized improvement
           in first year retention term to term and anticipates a 2% increase in first year retention
           for the year. SSIP case management has shown increased retention of at-risk students
           by 3% through intervention with students flagged by the Early Outreach system. SOU
           has also achieved improvement in the supportive campus environment rating in the
           NSSE data. The addition of an AmeriCorps VISTA Student Success Specialist and the
           SSIP Peer Mentor Program for 2009-10 should produce even greater results. A
           proposal for renewal of the funding from the OUS Chancellor has been made. Should
           that funding not materialize, Housing has budgeted for continuation of the program due
           to its positive impact on residence hall occupancy.

     3d.   Student Intervention Handbook for Faculty
           Implementation dates: Fall 2009
           Description: Expanding on the meetings with academic departments led by the Dean
           of Students, create a resource for faculty that explains common issues, institutional
           resources, and procedures for intervening with students in distress.
           Intended outcomes: Better prepare faculty to be proactive with students experiencing
           difficulty; decrease the time between concerns arising, appropriate referral, and
           resolution of issues.
           2009 status report: The Dean of Students is convening a representative team from
           across campus in July 2009 to start development of a handbook that will provide ready
           access to information related to services and intervention processes.

     3e.   Faculty Advising Leadership
           Implementation dates: Fall 2009—on-
           going
           Description: Faculty will be identified as
           Master Advisors and will be asked to
           assist in training newer faculty in their role
           as developmental advisors.
           Intended outcomes: Faculty will play a
           larger role in developing SOU as a leader
           in academic advising. Student satisfaction
           with advising will measurably increase.

     3f.   Health/Wellness Training Programs
           Implementation dates: Fall 2010—on-going
           Description: Provide fully developed and tested motivation interviewing training each
           year to both resident assistants and residential life professional staff; have inclusive
           trainings annually between resource centers and SHWC staff; and provide twice-yearly
           gatekeeper training on identifying and working with students in distress.
           Intended outcomes: Increase the effectiveness of “gatekeeper” and “safety net”
           students and staff in order to more effectively and proactively assist students
           experiencing a wide range of difficulties.


27
   3g.   Development of a Coaching Model for On-going Academic and Socialization
         Practice throughout a Student’s Tenure at SOU
         Implementation dates: Fall 2010—on-going
         Description: Students, particularly students who require more assistance with
         academic and social mentoring, will receive on-going coaching to develop appropriate
         learning plans for success in college. One-term success courses will be expanded to
         provide one-on-one and group coaching opportunities (some of these coaching
         opportunities may be funded through grant opportunities).
         Intended outcomes: Students will achieve greater academic and social success.

4. Type, Nature, Number, and Delivery of Co-Curricular Opportunities
   (SCE, EEE, ACL, SFI, LAC)
   4a.   Events Management Position
         Implementation dates: Summer 2008
         Description: By reconfiguring and augmenting the catering manager position, an
         Events Management position will be created. This position will play a central
         scheduling software function, event coordination function, and catering oversight
         function.
         Intended outcomes: Greater coherence of the many University-sponsored activities will
         be achieved, resulting in a better, more intentional co-curricular experience for
         students—and a better experience for campus and community members overall.
         2009 status report: The Event Manager position was implemented on a one-year, non-
         renewable basis with the understanding that the work involved would grow and evolve
         over the course of the year. Indeed, the work produced, while vital to the food service
         operation at the University, has strayed significantly from the original description of
         duties. The future of this position will be dependent on funding availability, as a major
         portion of the position’s funding will be lost with the contracting of food services.
         Further institutional conversations about event planning, management, and policy
         development will be needed in the coming months and year.

   4b.   Student Life Team
         Implementation dates: Fall 2008—on-going
         Description: A group of staff and students continually assess and develop plans to
         improve student life on campus. The team effectively markets Student Life to
         prospective and current students. An intentional co-curriculum is developed for SOU
         students.
         Intended outcomes: Departments across campus share in the responsibility for
         continuous improvement of Student Life. Students are offered a wider variety of co-
         curricular opportunities that enhance their educational experience. Greater
         coordination and collaboration between administrative entities enriches the student
         experience and creates a more well-rounded student life program.
         2009 status report: The Student Life team was found to be an ineffective means of
         accomplishing the intended outcomes. Suggestions for improvement to the
         organizational structure of student life were sought during the 2008-2009 academic
         year and the Student Life Steering Committee was established. Based on
         recommendations from the steering committee and others, a reorganization of student
         life is underway. Departments responsible for the co-curricular student life experience
         will be organizationally aligned together with common leadership in the form of the


                                                                                                28
           newly hired Executive Director of Student Life (replaces the Associate Vice President
           for Residential Education & Services).

     4c.   Stevenson Union Community Hub
                                                             Implementation Dates: Fall
                                                             2008─ongoing
                                                             Description: The Stevenson Union is a
                                                             hub of campus life and activities,
                                                             serving as a place for students, faculty
                                                             and staff to meet and engage in the
                                                             educational process. The Union
                                                             provides a comfortable place for
                                                             students to spend their time, connect
                                                             with    each    other    and    access
                                                             opportunities and services. To achieve
                                                             these ends, the recently completed
                                                             Association    of    College    Unions
                                                             International   (ACUI)     consultation
           report will serve as the basis for specific changes and improvements.
           Intended Outcomes: The SU projects a modern image that inspires pride, is a space
           where SOU community members want to meet and spend time, and is a source for
           deepened learning opportunities.
           2009 status report: The Sours Student Leadership Center was renovated to further the
           development of community among student leaders. A Stevenson Union Steering
           Committee was established and members are currently being seated. Assessment
           regarding the use of the Diversions space is being conducted to inform decisions
           regarding the use of this space. The new food service management company has
           expressed interest in assisting with the renovation of Diversions.




29
   4d.   Annual Program and Activity Summit
         Implementation dates: Spring 2009—annual
         Description: Programmers and activity planners from across campus meet annually to
         establish a calendar of events for the following academic year.
         Intended outcomes: Activities and events are appropriately spread throughout the year
         to ensure a regular and vibrant student life.
         2009 status report: It was decided that given current scheduling/calendaring systems
         and without a centralized event management software package yet in place, a
         campus-wide “summit” would not be as productive at this time as meetings with
         individual department chairs. These meetings have begun, although the yield of
         information thus far has been minimal. More work is needed on changing the campus
         culture surrounding advance planning of University events. Much will be achieved in
         this regard once campus-wide event and room scheduling software is implemented.

   4e.   Leadership Development Curriculum
         Implementation dates: Fall 2010
         Description: A formal curriculum is in place for both credit-bearing and co-curricular
         work regarding leadership development.
         Intended outcomes: Various opportunities are presented for students to develop
         leadership skills, including Emerging Leader opportunities for new students, student
         group leadership training, and credit-bearing coursework. Ultimately, students will be
         better able to articulate their leadership skills.

5. Athletics and Recreational Opportunities (SCE)
   5a.   NCAA Division II Feasibility Study and Implementation
         Implementation dates: Fall 2008—Fall 2013
                                                     Description:     The        Department      of
                                                     Intercollegiate Athletics and the University
                                                     as a whole will determine through a
                                                     collaborative process the feasibility of the
                                                     University moving from its current affiliation
                                                     with     the    National      Association   of
                                                     Intercollegiate Athletics (NAIA) to the
                                                     National Collegiate Athletic Association
                                                     (NCAA) Division II.
                                                                The    feasibility    study     will
                                                     encompass a wide range of variables,
         including but not limited to the following: (1) justification and rationale including
         positioning and alignment, marketing and branding, and current standing of the NAIA;
         (2) sport sponsorship taking into consideration the minimum requirements, current
         offerings, and potential additions and/or eliminations; (3) staffing and personnel
         requirements examining current staffing, staffing comparisons, NCAA required and
         recommended staffing, and potential departmental restructuring; (4) financial impact
         including scholarship requirements, personnel comparisons and costs, facility needs
         assessments, travel costs, technology costs, and NCAA and conference affiliation
         dues; (5) academic compliance requirements; (6) institutional control and COE
         oversight; (7) potential conference affiliation options; and (8) the NCAA Division II
         membership process.


                                                                                                  30
                  In an effort to gain a holistic view of the potential move and truly enhance and
           address a supportive campus environment, numerous constituents of the University,
           both internal and external, will be involved in the study. It is understood that there may
           be groups on both sides of the issue; however, the final decision should consider the
           long-term goals and strategic position of the University, and ultimately rest with the
           University’s top administration.
           Intended outcomes: The ultimate outcome of the
           feasibility study is to provide a complete and clear
           picture of Southern Oregon University’s ability to
           transition from its current affiliation with the NAIA
           to membership within the NCAA Division II. As part
           of the outcome, the feasibility study will clearly
           outline the processes in which the University must
           undergo in order to effectively transition to NCAA
           affiliation. Within these processes lie the
           philosophical and financial commitments that must
           be made by both the internal and external
           constituents of the University as well as
           establishing benchmarks for the University to meet
           if the commitment to a transition is made by the
           administration.
           2009 status report: Along with the specific
           examination of the feasibility of a move to NCAA
           DII, the Department of Athletics is engaging in a
           self-study and three-year planning process.
                  The initial phase of this process began in
           March 2009 and consisted of soliciting input from
           the campus community, local media, boosters, supporters, and from former student-
           athletes and coaches. A survey was distributed to these constituents. 274 responses
           were obtained. Focus groups comprised of representatives from the constituents listed
           above were then facilitated in an attempt to gain deeper understanding of the issues
           gleaned from the survey.
                  The second phase, which began in April 2009, consists of the development of a
           clear list of purposes, values, and goals for SOU Athletics by the Athletics Strategic
           Steering Committee. Those purposes, values, and goals will align closely to those
           expressed in the mission of the University and the division of Student Affairs.
                  The third phase, which began in May 2009, is to create goal subcommittees to
           develop strategies and action plans.
                  The fourth phase, which began in June 2009, is to produce the written document
           by which Southern Oregon University can direct the progress of its athletic programs.
           Among many other prominent issues, this document will provide a foundation of
           evidence and opinion for the best course of direction with regard to NCAA or NAIA
           affiliation.

     5b.   Expansion of Intramurals and Recreational Sport Opportunities
           Implementation dates: Fall 2008 – ongoing
           Description: Through a concerted effort among the areas of Intramurals, Recreational
           Sports, Residential Life, and Student Activities and Leadership, the opportunities for
           our students (and faculty and staff) to become involved in intramurals and recreational
           sports will be enhanced. With effective collaboration of the aforementioned areas,


31
      more opportunities will be offered that meet the needs and wants of our student body.
      In order to meet the needs of the student body, various methods of data collection will
      need to be developed and facilitated to solicit input from our students.
      Intended outcomes: The outcomes of the expansion of these opportunities are many;
      however the main outcome will be more opportunities that meet the needs and wants
      of our student body, thus more student participation. This will not only include the
      types of activities offered, but also the days and times of the events to make them
      more conducive to our students’ schedules.
      2009 status report: In March of 2009 a full-time Intramural/Club Sports and Events
      Director was hired. This position will coordinate efforts relevant to 5b and 5c, and work
      closely with the new Executive Director for Student Life on cross-campus recreation
      and student events.

5c.   Expansion of Opportunities for Student Involvement in Athletics
      Implementation dates: Fall 2008─ongoing
      Description: The Department of Intercollegiate Athletics will continue to expand the
      opportunities available for the general student population to be involved in our athletic
      programs. Through an expanded marketing and promotional plan the Department will
      continue to offer pre-game, in-game, and half-time opportunities for students to be
      involved in athletic events.
      Intended outcomes: The ultimate outcome of the expansion of opportunities for student
      involvement in athletics is to provide a sense of “Raider Pride” and affinity with the
      University through athletics. This in turn will enhance our University’s ability recruit and
      retain students, develop a more supportive campus environment, and enhance our
      ability call upon our former students to give back to the University as they become
      alumni.
      2009 status report: The survey and focus group study that has been a prelude to the
      writing of the three-year plan for Athletics has shown that “Raider Pride” and affinity for
      athletics is something the campus is eager to embrace. To date, most of those polled
      feel the lack of on-campus publicity and marketing done on behalf of athletics is the
      primary impediment to that pride and affinity. For example, most students, faculty, and
      staff on campus do not know when home games are happening. This and other issues
      will be addressed in the following ways:
      1. An on-campus focus for the Assistant A.D. for Marketing and Promotion
      2. Support on that front from the Intramural and Event Coordinator
      3. Intramural activities preceding, at half time, and directly after home games
      4. Game promotions and competitions between on-campus entities (residence halls,
           resource centers, academic departments, Student Affairs departments)
      5. Work is being done with the city of Ashland to make exception to the city sign
           ordinance to allow placement of a changeable informational sign at the intersection
           of Wightman and Siskiyou
      6. Three changeable text sandwich boards will be placed at various locations on
           campus to advertise home events
      7. Athletics will allow faculty and staff free admission into home events, as well as
           children six or under
      8. Working with Residence Life to include athletic and intramural activities into the list
           of RA programming




                                                                                                32
     5d.   Expansion of Outdoor Program Offerings
           Implementation dates: Fall 2008—on-going
           Description: Students have the opportunity to engage with
           the Outdoor Program before they even formally begin their
           SOU education and continue to offer quality programs
           throughout their undergraduate experience. Programs
           include Pre-Orientation Outdoor Adventure trips, regular
           events that engage students with our region during all
           seasons, civic engagement in the outdoors, and leadership
           opportunities through the coordination of these events.
           Intended outcomes: Provide opportunity for students to
           experience Southern Oregon’s unique bio-region while
           developing leadership skills, learning about environmental
           impact, and developing a sense of community.
           2009 status report: Participation in Outdoor Program events
           was up roughly 50% over 2008. An Outdoor Adventure learning community was
           developed and marketed during Spring 2009 for implementation in Fall 2009 in
           conjunction with Residential Life. Two pre-orientation extended trips were implemented
           in Fall 2008. These trips will again be offered in Fall 2009. Additionally, New Student
           Orientation river rafting trips occurred during Fall 2008 and were filled to capacity.
           Options for more trips are being explored for Fall 2009. The Outdoor Program also
           received a permanent IBL from the Student Fee Committee. The program now has
           stable funding for its Coordinator position and a small operating budget.

6. Influencers (SCE)
     6a.   Development of a Comprehensive Plan for Parental and Family Involvement
           Implementation dates: Summer 2009
           Description: Catalogue current parent/family interactions and identify priorities for
           expansion, including identification of necessary resources.
                                                                        Intended outcomes:
                                                                        Position SOU to take
                                                                        better advantage of the
                                                                        ability of parents and
                                                                        family members to be key
                                                                        recruitment and retention
                                                                        partners.
                                                                        2009 status report:
                                                                        Research regarding parent
                                                                        programs      at    other
           universities was conducted during Winter 2009. As a result, in Spring 2009 SOU
           contracted with University Parent to provide printed parent guides and online
           newsletters for parents of SOU students beginning Fall 2009. Additionally, a focus
           group for non-traditional students was conducted during Spring 2009 to determine how
           to best reach non-traditional students’ external support network.

     6b.   Development of a Comprehensive Plan for Community Leader Involvement
           Implementation dates: Winter 2009
           Description: Catalogue current community leader interactions and identify priorities for
           expansion, including identification of necessary resources.

33
         Intended outcomes: Position SOU to take better advantage of community resources
         that can be key recruitment and retention partners.
         2009 status report: Delayed until Winter 2010.

   6c.   Development of a Comprehensive Plan for High School & Community College
         Counselor/Leader Involvement
         Implementation dates: Winter 2009
         Description: Catalogue current counselor/leader interactions and identify priorities for
         expansion, including identification of necessary resources.
         Intended outcomes: Position SOU to take better advantage of the high school and
         community college resources that can be key recruitment and retention partners.
         2009 status report: Delayed until Winter 2010.

   6d.   Creation of Parents Advisory Council
         Implementation dates: Summer 2009
         Description: Create a council composed of parents of current students. Engage this
         council in recruitment and retention efforts as appropriate.
         Intended outcomes:
         Position SOU to take better advantage of the ability of parents and family members to
         be key recruitment and retention partners.
         2009 status report: This council will be formed in Fall 2009.

7. Civic Engagement (EEE, ACL, SFI)         




   7a.   Expansion of Alternative Break Program
         Implementation dates: Fall 2008—on-going
         Description: Students have transformational learning opportunities
         during Winter, Spring, and Summer breaks as well as weekends
         while school is in session. The opportunities immerse students in a
         volunteer experience while learning about a specific issue.
         Intended outcomes: Students who participate in Alternative Break
         are transformed into individuals motivated for action in their
         community. They have multiple opportunities to participate in an
         Alternative Break and can find one that fits their schedule and
         interests. Alternative Break participants share their passion with
         the campus to increase the SOU community’s commitment to
         change in action.
         2009 status report: Alternative Spring Break expanded to two trips, one returning to
         New Orleans and the other traveling to Guanajuato, Mexico. Student participants
         increased by 280% and staff participants increased by 50%. External and student
         group funding increased significantly for this program as well. The Student Fee
         Committee established an IBL for Alternative Spring Break for FY10, the first step
         toward permanent funding for this program.

   7b.   Expansion of Regular Student Volunteerism
         Implementation dates: Winter 2009—on-going
         Description: Students participate in individual volunteering in our region on a regular
         basis. Students discover volunteer opportunities through the Civic Engagement
         Program and are appropriately placed in agencies.

                                                                                               34
           Intended outcomes: Students discover their interests, talents and passions while
           providing needed support to our region. Community agencies recognize SOU as a
           source of quality volunteer energy and trust SOU to meet some of their volunteer
           needs. Students develop life habits of engagement with their community.
           2009 status report: The opportunity for students to participate in AmeriCorps Students-
           in-Service was expanded to included nursing students in their clinical rotations, and
           student teachers working in schools identified as serving low-income populations. A
           Civic Engagement learning community in the residence halls was also developed
           during Spring 2009 for implementation in Fall 2009.

     7c.   Expansion of One-Time Service Events
                                                          Implementation dates: Winter
                                                          2009─ongoing
                                                          Description: Service events for 200
                                                          or more students are offered once
                                                          during Fall, Winter, and Spring
                                                          terms.
                                                          Intended       outcomes:    Additional
                                                          students are brought into the Civic
                                                          Engagement Program through low
                                                          commitment opportunities that have
                                                          high visibility. Once participating in
                                                          the program, students will have
                                                          additional awareness and interest in
           a deeper level of commitment to civic engagement.
           2009 status report: Delayed until Winter 2010.

8. Holistic Advising (EEE, ACL, SFI, LAC)
     8a.   Coordinate Academic Progress Expectations
           Implementation dates: Spring 2008—on-going
           Description: Through the work of the Task Force appointed to examine current
           academic progress standards, develop a university-wide understanding of what
           students need to accomplish in order to be considered ‘in good standing’ for all
           purposes at SOU.
           Intended outcomes: Standard policies, and clear and consistent communication with
           students about our expectations of their academic performance.
           2009 status report: This initiative is complete, with on-going review.

     8b.   Improve CAPP—or Equivalent—for Academic Advising
           Implementation dates: Summer 2008—on-going
           Description: Focus significant attention and staff resources toward the full development
           of the CAPP program—or its equivalent, so that it becomes a viable advising tool.
           Intended outcomes: Providing this tool for accurate assessment of students’ progress
           toward graduation is of enormous assistance to faculty advisors, and to students who
           are able to monitor their own progress.
           2009 status report: Much of this work has been completed, but is on-going. The goal is
           to have CAPP work for 90+% of students 90+% of the time.



35
   8c.   Support the Work of the Faculty Senate Academic Advising Committee in Assessment
         of Students and Faculty Relating to Academic Advising Services
         Implementation dates: Fall 2008—on-going
         Description: Expand the current NSSE data by assessing how needs are being met
         through developmental advising.
         Intended outcomes: Campus community will recognize and respond to assessment of
         the use of developmental advising to foster student success.
         2009 status report: Implementation of a full-scale developmental advising strategy is
         not yet in place, but with the newly developed 4-year mandatory advising plan and
         associated requisite documentation of advising goals, the foundation for
         developmental advising has been put in place and should result in improved advising
         and faculty investment in the process. Initial assessment of the reinstitution of the
         Junior/Senior plan suggests that it is working. Continued commitment by faculty and
         others will be required to sustain this, as well as the Freshman/Sophomore advising
         plan being implemented in Fall 2009.




   8d.   Establish Training in All Areas of Campus Community Related to Academic Advising
         Implementation dates: Fall 2009—on-going
         Description: Establish systematic training schedule which builds academic advising
         strategies and processes.
         Intended outcomes: Faculty and staff will complete systematic training in academic
         advising, thus improving its overall quality, increasing student satisfaction, and
         reducing time to degree.
         2009 status report: Training has occurred, largely in the context of preparation for
         Raider Registration programs.

9. Academic Culture-Building (SCE, EEE, ACL, SFI, LAC)
    9a. Increased Involvement of Faculty in the Student Recruitment Process
                                                    Implementation dates: Spring 2008—on-
                                                    going
                                                    Description: The need for increased faculty
                                                    involvement in the student recruitment
                                                    process is well-documented. This includes
                                                    having faculty meaningfully engaged with
                                                    prospective students at on-campus events
                                                    such as Preview Days and Raider
                                                    Registration, as well as having them
                                                    engaged in opportunities at high schools
                                                    and community colleges. It also means
                                                    encouraging greater faculty interest in the


                                                                                             36
           articulation of programs (and courses) with primary transfer partners.
           Intended outcomes: This kind of faculty involvement results in greater prospective
           student interest in SOU, larger incoming freshman and transfer cohorts, and greater
           student retention. Faculty feel greater satisfaction in their own professional
           involvements.

     9b.   Implementation of Learning Center Task Force Recommendations
           Implementation dates: Fall 2008—Spring 2012
           Description: Undertake the development and implementation of a comprehensive
           approach to academic support at SOU. This will likely involve capital, human and other
           resources and need to be phased over time.
           Intended outcomes: Improve the level and coherence of academic support at the
           University and create the backbone of a future “Bridge Program” concept to enhance
           enrollment and academic preparation of a diverse student body.
           2009 status report: Implementation of the Learning Center task force
           recommendations has begun with the relocation of the Writing Center and the Math
           Tutoring Centers to the Hannon Library. The lack of significant capital investment may
           result in an altered timeline and
           approach to implementation, but
           the faculty involved in the
           program have embraced the
           concept      and      have     been
           supportive of these early moves.

     9c.   Academic Integrity Policy
           Implementation dates: Fall 2009
           Description:     Implement        a
           developmental academic integrity
           policy that focuses on every
           student’s obligation to contribute
           honestly to scholarship and
           research. Implementation will include not only policy development, but also
           educational outreach and response to issues of academic dishonesty.
           Intended outcomes: Enhance the academic reputation of SOU and better prepare our
           students for responsible global citizenship.
           2009 status report: The Student Conduct Coordinator and the Office of Student Affairs
           have worked on an individual basis with faculty to address breaches of academic
           integrity. The Dean of Students facilitated presentations on academic integrity policies
           and procedures to individual academic departments and in 2010 will further cement
           protocol for referring acts of academic dishonesty to the Office of the Dean of
           Students.

     9d.   Revision of Admissions Criteria
           Implementation dates: Fall 2009
           Description: Referencing averages rather than minimums for admission consideration
           and encouraging students to strengthen their candidacy by submitting supplemental
           materials at time of application. Our minimum requirements are lower than most other
           OUS institutions and it fosters an impression that we’re far less selective.


37
         Intended outcomes: A shift from the perception that Southern is an “automatic” to the
         more appropriate impression that we have student’s success in mind first. This will be
         a very slow but methodical process of working with the influencers of the region and
         helping them understand we are entering a new era.
         2009 status report: Complete for Fall 2009 applicants. Actual changes to criteria for
         admission are still being pursued.

   9e.   Significant Changes to the Application for Admission
         Implementation dates: Fall 2009
         Description: The application for admission should ask several qualitative questions
         designed to gather useful information for the admission decision. For example: What
         other schools are you applying to and why have you chosen Southern Oregon
         University?
               Language spoken at home (if not English)?
               Do you plan to seek a degree at Southern?
               What is your Senior-year schedule?
               Is there anything about your academic record you would like to explain in greater
               detail?
         Intended outcomes: Implementation of these changes will result in an application that
         must be “read” rather than “processed”. It will allow us to get a better picture of the
         student and not just an indication that they met minimums. This will help produce an
         admit pool with a greater number of students invested in the admissions process.
         2009 status report: This work was completed in Fall 2008 for the entering Fall 2009
         class. These changes have allowed Admissions staff to know significantly more about
         the incoming class than ever before and thus make more informed decisions and
         connect prospective students with appropriate resources more quickly. Additional
         changes to the application may be considered upon further assessment of these
         revisions.

10. Faculty engagement (SFI, LAC)
   10a. Annual Departmental Meeting Presentations
        Implementation dates: Spring 2008—on-going
        Description: Based on needs/issues assessments, have appropriate student affairs
        (and other) staff meet with academic departments to discuss trends, issues,
        procedures, their needs, and how student affairs can assist them with their work.
                                               Intended outcomes: Build stronger relationships
                                               and improve communication with faculty across
                                               the institution, thereby improving the overall
                                               quality of the student experience.
                                               2009 status report: The Advising staff meet with
                                               academic staff/departments on a regular basis
                                               to share information and address questions.
                                               Education and Business representatives have
                                               been invited to advising staff meetings to
                                               discuss changes in curriculum that may impact
                                               advising and transfer issues. Plans are being
                                               finalized to develop a liaison system whereby
        individual advisors will serve as contacts for specific colleges/departments to ensure
        direct lines of communication are opened and maintained and to have direct referral

                                                                                              38
          sources for faculty and students. There is also now regular Enrollment Services (ES)
          leadership participation at College of Arts and Sciences’ (CAS) Chairs monthly
          meetings and the Dean of Enrollment Management now serves on the Academic
          Deans Council, which facilitates much communication and discussion.
               In spring of 2008 the Dean of Students, Director of Campus Public Safety, and
          the Director of the Student Health & Wellness Center presented in departmental
          meetings on “Early Intervention and Crisis in the Classroom.” In spring of 2009, the
          Dean of Students and the Director of Disability Resources presented in departmental
          meetings on “Students at Risk and How We Collaborate to Serve Them.” Feedback
          from these meetings has been overwhelmingly positive and referrals by faculty of
          students experiencing difficulty have increased significantly.

     10b. Faculty Awards and Recognition Program
          Implementation dates: Spring 2009—annual
          Description: Awards will be developed and given to those faculty who have engaged
          with students outside of the classroom, supported student engagement opportunities
          across the institution, and made other measurable and meaningful contributions to
          student success—both at the individual and population levels. 
          Intended outcomes: Highlight faculty contributions and increase collaboration between
          academic and student affairs.
          2009 status report: Omicron Delta Kappa, the newly-revived leadership honorary
          society, awarded faculty with teaching excellence awards in May 2009 at the annual
          Southern Oregon Arts & Research (SOAR). This practice will continue annually.

11. Residential environments (ACL) 
    11a. Residential Facilities Improvements
         Implementation dates: Winter 2008─on going
         2009 status report: These projects have been deferred based on the need to re-
         calibrate the long term plan for housing on campus. Anderson Strickler, a national
         housing consultant, was hired to perform a market analysis on housing demand on
         campus. This market research is now complete, and an analysis of this report will be
         undertaken in Summer 2009 to determine whether new housing should be built and/or
         existing housing should be renovated
         in order to meet the demand. These
         projects remain in the Housing five-
         year plan, but it is not practical to
         complete these projects until there is
         a better sense of the life span of
         existing buildings.
         Description: Re-roof one residence
         hall per year.
         Implementation dates: Fall 2009
         Description: Replace windows in Susanne Homes
         Implementation dates: Fall 2011
         Description: Develop addition family/apartment housing in Old Mill Village
         Intended outcomes: Extend the life of existing residential facilities and expand the
         number of on-campus beds to meet demand.




39
11b. Living-Learning Communities
     Implementation dates: Fall 2009—on-going
     Description: In conjunction with University Seminar/University Studies and the
     Enrollment Services Center, develop an integrated first-year experience centered on
     the residential environment. Additionally, continue to develop Susanne Homes Hall
     into an upper-division community geared toward sophomores, juniors and transfer
     students.
     Intended outcomes: Increase retention to the University and the residence halls.
     2009 status report:
     Living-Learning Communities
     Gender Inclusive
     This floor, located on the first floor of Diamond Hall, currently* has 12 confirmed and 8
     pending residents. The RA of the floor will be undergoing Ally training. The floor is
     going to be co-advised by Janelle Wilson, the director of the Queer Resource Center.
     Diversity programming is going to be an integral role the RA will provide for the floor
     and any other residents that choose to participate.
     Civic Engagement
     This floor currently* has 11 confirmed and 7 pending residents, and will be located in
     Hawthorne Hall. There is a monthly volunteer day with Medford’s Habitat for Humanity
     program taking place on every 4th Saturday. The first trip is planned for the first
     weekend the students are on campus. Other volunteer opportunities for the residents
     include: the Klamath Bird Observatory, mentoring programs through local middle,
     junior, and high schools, and Alternative Spring Break.
     Outdoor Adventure Leadership
     This floor currently* has 17 confirmed and 7 pending residents and will be located in
     Cedar Hall. The floor is going to be advised by Erik Sol, head of the outdoor adventure
     leadership program at SOU. Erik has committed himself to provide both in-house
     programming (taking place on the floor) and also off campus programs in the
     surrounding areas. Several programs are going to be scheduled for the first weeks of
     fall term. Ideally, the floor will develop into a self-programming model where they are
     planning and implementing their own floor programs.
     Honors Hall
     Forest Hall will serve as the Honors Hall this year, and currently* has 35 confirmed and
     7 pending residents. With the second year of this hall, a focus will be placed on
     integrating the core values of the honors program with the daily lives of the residents.
     *As of July 14, 2009




                                                                                            40
     11c. Develop faculty housing
          Implementation dates: Fall 2009-2012
          Description: Rehabilitate existing University properties and/or construct new homes to
          be sold at or below market rate to new faculty/staff, with an agreement that the home
          be sold back to the University at a prearranged percent of market value when the
          faculty member leaves or when tenure is reached.
          Intended outcomes: Attract and retain strong faculty to SOU and increase faculty-
          student interaction outside of the class room.
          2009 status report: SOU contracted with Anderson Strickler consultants to conduct a
          housing feasibility study and market analysis. This work is now complete and will
          inform decisions on the ability of SOU to construct viable faculty housing. Plans for the
          coming year include issuing an RFP to determine the scope and cost of developing
          faculty housing with a private development company.

     11d. Residential Honors College
          Implementation dates: Fall 2010
          Description: In conjunction with the Honors Program, develop an Honors Living
          Learning Center within one or more residence halls.
          Intended outcomes: Offer an improved living/learning experience for our most
          academically engaged students, thereby increasing their retention to graduation.

12. Career development (SFI)
    12a. Promote the benefits of working on-campus
         Implementation dates: Fall 2008—on-going
         Description: Market to students (and their parents) the benefits of on-campus student
         employment, to increase the number of students who are engaged in this manner.
         Intended outcomes: Greater retention to graduation, better academic performance,
         and greater satisfaction with the SOU experience.
         2009 status report: The On-campus Student Employment (OCSE) committee was
         formed in winter 2009. This committee developed a new website, designed to illustrate
                                                the benefits of working on campus, with
                                                sections within the site specific to supervisors
                                                and students with information, discussion of
                                                learning outcomes, and resources. Feedback
                                                from students and staff is currently being
                                                incorporated. New student Orientations,
                                                Preview Days, and Raider Registrations are
                                                possible venues for promoting the program to
                                                students and their families. The committee will
                                                be developing methods of measurement once
                                                program is officially launched in fall 2009.

     12b. Student Employee Supervisor Training
          Implementation dates: Fall 2009—on-going
          Description: Every supervisor of student employees will receive comprehensive
          training on how to supervise, student development theory, effective supervision
          techniques, and how to help students translate their campus work experience into a
          meaningful part of their curricular and career planning.


41
     Intended outcomes: Students will receive addition support as they develop paths to
     graduation and career success.
     2009 status report: The OCSE committee is currently reviewing this process, which
     has been developed by a subcommittee. This training will be piloted in August 2009.

12c. Student Employment Learning Outcomes
     Implementation dates: Fall 2009
     Description: Ensure that all student employment positions have written position
     descriptions that include learning outcomes.
     Intended outcomes: Students will be able to connect their work on campus to skill
     development and career preparation. Student employment will become an important
     part of a student’s development.
     2009 status report: The OCSE committee has developed a template for learning
     outcomes; implementation has been incorporated into the Supervisor Training. A
     subcommittee has also created a web-based student employee training that will be
     completed once a student is hired.

12d. Redesign the allocation of federal work study funds
     Implementation dates: Fall 2009
     Description: By Fall 2009 fully implement the central management of work study
     allocation and re-distribution to departments.
     Intended outcomes: Greater ability to monitor and adjust work study funds to ensure
     that both departments and students are obtaining the resources they need to be
     successful.

12e. Develop a long-range plan for the development and allocation of graduate
     assistantships
     Implementation dates: Fall 2011
     Description: Identify graduate assistantship needs, resources, and policies that will
     support the use of GA’s appropriately across the institution.
     Intended outcomes: Enhance SOU’s ability to support and enhance graduate
     education while at the same time using assistantships to enhance the undergraduate
     experience.




                                                                                        42
Resources Necessary to Support the Action Plan
To fully implement all of the elements of this plan, resources—both financial and personnel—
beyond those currently in existence will be necessary. What follows is an overview of
opportunities for resource development, anticipated staffing needs, facilities enhancements, and
additions to the campus technology infrastructure. The staff, facilities, and technology needs
correspond directly to one or more of the initiatives within the plan.
     Resource Development
       Enrollment Growth
       Each element contained within this plan is designed to have a positive impact on
       enrollment. With enrollment gains will come increased demand for existing services and
       opportunities. This will necessitate additional resources in and of itself. However, it is
       important that a portion of revenue realized from enrollment growth be used to support
       the initiatives within this plan.
       2009 status report: Fall 2008 enrollment was 5.1% greater than Fall 2007 enrollment.
       Current indicators show that Fall 2009 enrollment will increase by at least this amount
       over Fall 2008. Unfortunately, the current state economy, limits placed by the legislature
       on tuition, and Oregon’s model of funding for higher education will likely result in fewer
       resources available to ensure continuation of this trend.
       Fundraising
       There is certainly capacity for development activities within Student Affairs. Some of this
       capacity relates to endowment of programs/offices. Other relates to assistance with
       specific initiatives contained within this plan. Additionally, development of a discretionary
       fund to support students with their individual and group endeavors on an on-going basis
       can have a significant positive impact on student success. Finally, Student Affairs staff
       and students can be of valuable assistance in achieving larger institutional development
       goals.
       2009 status report: Athletics has continued to have success with fundraising for student
       scholarships. However, work has yet to begin on expanding this success to other areas
       within the division. The Learning Commons is a prime target for external financial
       support.
       Grants
       Each year grant opportunities that align well with one or more of the initiatives contained
       within this plan present themselves. Current staffing does not allow for the aggressive
       pursuit of these grants. It is estimated that with dedicated support to grant writing the
       division could obtain $100,000-$500,000 annually in support of priority initiatives.
       2009 status report: Several grants have been written and are being written that speak
       directly to student success. Notice of award on these opportunities will be made later in
       2009. One early success has been the Osher Re-entry Scholars grant, which was
       awarded to SOU in Fall 2008 to support non-traditional aged students in their return to
       higher education. In Fall 2011 SOU will be eligible to turn this award into a $1,000,000
       endowment.
       Student Incidental Fee
       Given the relatively high dollar amount that the student incidental fee currently requires
       of all students, it is not appropriate to assume that the initiatives within this plan can be
       funded through incidental fee increases. Some reallocations of student fees may be
       appropriate at some point, but this plan must be realized through budgeted operations
       increases based on enrollment growth, auxiliary funds, grants, and fundraising efforts.


43
  2009 status report: There is mounting pressure to shift activities that are currently
  student-fee funded to budgeted operations. While the institution’s financial situation does
  not make this feasible now, the conversation with ASSOU will undoubtedly continue and
  may put added pressure on resources in the future.
Staffing
  1. Assistant Director, Civic Engagement, 1.0 FTE
     2009 status report: An additional VISTA staff position has been procured for 2009-
     2010. A permanent solution still must be found in the future.
  2. Assistant Director, Student Activities & Leadership, 1.0 FTE
     2009 status report: A plan was created for this position, but due to the institution’s
     financial situation it was determined that it would not be filled at this time.
  3. Case Manager, Student Health & Wellness Center, 1.0 FTE
     2009 status report: The Coordinator of Student Success Initiatives has begun to fill
     this role in conjunction with the Coordinator of Mental Health Services.
  4. IT Consultant 2, Enrollment Services, 1.0 FTE
     2009 status report: Temporary funding was put toward this position, but only through
     June 2009. No additional resources are currently available to continue this work.
  5. Enrollment Services Associate (ESA), ESC, 1.0 FTE
     2009 status report: An additional Enrollment Services Associate was budgeted in
     Summer 2008 and was hired in Fall 2008. Additionally, with increased workload
     coming into the ESC from the former Extended Campus Programs, another ESA will
     be hired in Summer 2009.
  6. Medford HEC staffing, positions TBD, 1-2 FTE
     2009 status report: Two advisor positions were hired at the HEC in Summer 2008.
  7. Grant writing support division-wide, 0.5-1.0 FTE
     2009 status report: Grant support was funded on a temporary hourly basis during
     2009-2010. This funding will not continue due to budget limitations.

Facilities
  1. Residential Facilities Improvements
     Implementation dates: Winter 2008 –
     on going
     Description: Re-roof one residence
     hall per year.
     Implementation dates: Fall 2009
     Description: Replace windows in
     Susanne Homes
     Implementation dates: Fall 2011
     Description: Develop additional
     family/apartment housing in Old Mill
     Village
     Implementation dates: Fall 2012
     Intended outcomes: Extend the life of existing residential facilities and expand the
     number of on-campus beds to meet demand.
     2009 status report: SOU contracted with Anderson Strickler consultants to conduct a
     housing feasibility study and market analysis. This work is now complete and will
     inform decisions on the future of housing at SOU. Plans for the coming year include


                                                                                           44
          issuing an RFP to determine the scope and cost of developing housing with a private
          development company.
       2. Athletics Facilities Improvements in support of move to NCAA Div. II
          2009 status report: McNeal Hall is receiving a new roof and other modest upgrades
          during Summer 2009. Major renovation of McNeal is not currently funded. Plans
          have been developed to address locker room issues relating to Title IX compliance,
          and will be implemented by 2011.
       3. Learning Center Physical Improvements
          2009 status report: Partitions and furnishings were purchased to allow for the move
          of the Writing Center and Math Tutoring Lab to Hannon Library in Spring 2009.
          Additional improvements to support the full development of the Learning Commons
          have been identified, but funding is not in place.




       4. Community Space Improvements to Stevenson Union
          2009 status report: Improvements were made to the Sours Leadership Center in
          Winter 2009. The University’s new food service contract management company will
          be making significant aesthetic improvements to the dining area at Elmo’s and to
          Raider Aid during Summer 2009.

     Technology
       1. Astra Schedule
          2009 status report: Negotiations continue with Ad Astra. Implementation is expected
          by Spring 2010.
       2. Banner Financial Aid
       3. Digital Imaging (product TBD)
       4. Workflow
       5. Luminis Portal
       2009 status report: The MySOU portal has been implemented and is being used by the
       campus population. New student use is highest and it is expected that MySOU will
       increase in usefulness over the next 3-4 years.


45
Assessment
While the ultimate assessment of effectiveness comes with increased enrollment, enhanced
performance, and improved persistence to graduation, current assessment tools will be used to
gauge the success of these initiatives. The National Survey of Student Engagement (NSSE) will
continue to be our primary assessment tool. In addition to NSSE and others, analysis of use,
surveys of satisfaction, shift in workloads and reduction in cost of delivery of services, and
changes in perception will also be used as measures of intended outcomes.

The five-year performance targets will likely not be achieved in each of the five benchmark
areas in a linear fashion. Some interventions will have immediate and substantial impact on
NSSE performance, while others will effect little change initially. The following charts illustrate
our current NSSE performance in relation to our five-year targets.

    Supportive Campus Environment (SCE):
                              Supportive Campus Environment First-Year Student Benchmark
                                             2007-2009 Actual & 2013 Goal

                       70
                       68
                       66
                       64
                       62
              SCORE




                       60
                       58
                       56
                       54
                       52
                       50
                                   2007               2008               2009              2013
                      Score        57.2               58.9                59.2             65.2
                                                               YEAR




                                   Supportive Campus Environment Senior Benchmark
                                              2007-2009 Actual & 2013 Goal


                       70
                       68
                       66
                       64
                       62
              SCORE




                       60
                       58
                       56
                       54
                       52
                       50
                                   2007               2008               2009              2013
                      Score        57.3                59                 57.7             63.1
                                                               YEAR




                                     




                                                                                                  46
     (SCE:)
                         First-year students say that their peers are friendly, supportive, and help them
                                                       feel as if they belong
                                                  2007-2009 Actual & 2013 Goal

                   80%
                   75%
        PERCENT
                   70%
                   65%
                   60%
                   55%
                   50%
                                  2007                  2008                 2009                 2013
                     %             53%                  53%                  56%                  75%

                                                                  YEAR




                     First-year students spend more than 15 hours per week participating in co-
                                                 curricular activities
                                            2007-2009 Actual & 2013 Goal


                   19%
                   17%
        PERCENT




                   15%
                   13%
                   11%
                    9%
                    7%
                    5%
                                   2007                 2008                 2009                 2013
                     %                8%                10%                  10%                   15%

                                                                  YEAR




                            First-year students spend no time per week participating in co-curricular
                                                            activities
                                                  2007-2009 Actual & 2013 Goal

                   55%
                   50%
                   45%
         PERCENT




                   40%
                   35%
                   30%
                   25%
                   20%
                                   2007                 2008                 2009                 2013
                      %            53%                  47%                  50%                   25%

                                                                   YEAR


                                                                                                             
                                   


47
    (SCE:)
                        First-year students find the administrative personnel and offices helpful,
                                                 considerate, and flexible
                                              2007-2009 Actual & 2013 Goal

                 70%
                 60%
       PERCENT

                 50%
                 40%
                 30%
                 20%
                               2007                  2008                 2009                 2013
                    %           27%                  30%                  30%                  60%

                                                               YEAR




                 First-year students feel that SOU has a substantial commitment to their
                                             academic success
                                      2007-2009 Actual & 2013 Goal


                 90%
                 85%
       PERCENT




                 80%
                 75%
                 70%
                 65%
                                2007                 2008                 2009                  2013
                    %           72%                  73%                  75%                   85%
                                                                YEAR




                   First-year students feel well-supported by the institution regarding their social
                                                        needs
                                            2007-2009 Actual & 2013 Goal

                 70%
                 65%
                 60%
       PERCENT




                 55%
                 50%
                 45%
                 40%
                 35%
                 30%
                                2007                 2008                 2009                  2013
                    %           41%                  40%                   43%                  65%

                                                                YEAR


 
                                


                                                                                                       48
     Enriching Educational Experience (EEE):
                                 Enriching Educational Experiences First-Year Student Benchmark
                                                  2007-2009 Actual & 2013 Goal


                          30
                          28
                          26
              SCORE




                          24
                          22
                          20
                                        2007                 2008                2009                 2013
                         Score             26.5               26                  27.3                29.5
                                                                       YEAR




                                       Enriching Educational Experiences Senior Benchmark
                                                   2007-2009 Actual & 2013 Goal



                          49
                          47
                          45
              SCORE




                          43
                          41
                          39
                          37
                          35
                                        2007                 2008                 2009                2013
                         Score             40.5              40.8                 39.8                    45.6
                                                                       YEAR




                              First-year students frequently have serious conversations with those of a
                                                             different race
                                                     2007-2009 Actual & 2013 Goal

                        75%
                        70%
              PERCENT




                        65%
                        60%
                        55%
                        50%
                                       2007                 2008                 2009                 2013
                          %            53%                  53%                  58%                  70%

                                                                      YEAR
 
                                        




49
 
    (EEE:)

                         First-year students say they frequently have serious conversations with
                      students who are different from themselves in terms of their religious, political,
                                                    or personal beliefs
                                              2007-2009 Actual & 2013 Goal

                80%
                75%
      PERCENT



                70%
                65%
                60%
                55%
                50%
                                2007                  2008                  2009                  2013
                  %             61%                   61%                   67%                   75%

                                                                 YEAR




                      First-year students frequently engage in spiritually enhancing activities such as
                                               worship, meditation, or prayer
                                               2007-2009 Actual & 2013 Goal

                30%
                25%
      PERCENT




                20%
                15%
                10%
                 5%
                 0%
                                2007                  2008                  2009                  2013
                  %             19%                   26%                   23%                   25%
                                                                 YEAR




                       By the time they are seniors, students have participated in community service
                                                      or volunteer work
                                               2007-2009 Actual & 2013 Goal

                100%
                 95%
                 90%
                 85%
      PERCENT




                 80%
                 75%
                 70%
                 65%
                 60%
                 55%
                 50%
                                 2007                 2008                  2009                  2013
                      %          63%                   65%                  56%                   90%
                                                                 YEAR



                                  


                                                                                                           50
            (EEE:)
                          By the time they are seniors, students have taken an independent study class
                                                  2007-2009 Actual & 2013 Goal


                        30%
              PERCENT   25%
                        20%
                        15%
                        10%
                         5%
                         0%
                                      2007                2008                 2009                2013
                          %           18%                  17%                 12%                 25%
                                                                     YEAR




     Active and Collaborative Learning (ACL):
                                 Active and Collaborative Learning First-Year Student Benchmark
                                                  2007-2009 Actual & 2013 Goal


                          50
                          48
                          46
              SCORE




                          44
                          42
                          40
                                       2007                2008                2009               2013
                         Score          45.7                44.1               44.5                45.3
                                                                     YEAR




                                       Active and Collaborative Learning Senior Benchmark
                                                  2007-2009 Actual & 2013 Goal


                          60
                          58
                          56
              SCORE




                          54
                          52
                          50
                                       2007                2008                2009               2013
                         Score          52.6                51.8               54.1                54.3
                                                                     YEAR

                                        




51
    (ACL:)
                           First-year students frequently discuss readings or ideas from coursework
                                                        outside of class
                                                  2007-2009 Actual & 2013 Goal

                 75%
                 70%
       PERCENT

                 65%
                 60%
                 55%
                 50%
                               2007                  2008                 2009                 2013
                   %            57%                  62%                  67%                   70%

                                                               YEAR




                        First-year students report that they make frequent presentations in class
                                              2007-2009 Actual & 2013 Goal


                 70%
                 65%
                 60%
       PERCENT




                 55%
                 50%
                 45%
                 40%
                 35%
                 30%
                               2007                  2008                 2009                  2013
                   %            56%                  45%                  38%                   65%

                                                               YEAR




                       First-year students work with peers on assignments/projects outside of class
                                              2007-2009 Actual & 2013 Goal


                 65%
                 60%
       PERCENT




                 55%
                 50%
                 45%
                 40%
                 35%
                               2007                  2008                 2009                  2013
                   %            47%                  40%                   43%                  60%

                                                                YEAR


                                  




                                                                                                       52
     (ACL:)

                         First-year students frequently participate in service-learning or community-
                                                based projects in a given year
                                                2007-2009 Actual & 2013 Goal

                  30%
                  25%
        PERCENT

                  20%
                  15%
                  10%
                   5%
                   0%
                                 2007                 2008                  2009                  2013
                    %            10%                   10%                   9%                   25%

                                                                 YEAR




                            First-year students have never taken part in service-learning or community-
                                                          based projects
                                                   2007-2009 Actual & 2013 Goal

                  100%
                  80%
        PERCENT




                  60%
                  40%
                  20%
                   0%
                                  2007                 2008                  2009                 2013
                        %         60%                   65%                  65%                  20%
                                                                  YEAR




                         By their senior year, students have participated in some form of practicum,
                                  internship, field experience, co-op, or clinical assignment
                                                 2007-2009 Actual & 2013 Goal



                  65%
                  60%
        PERCENT




                  55%
                  50%
                  45%
                  40%
                                 2007                  2008                 2009                  2013
                    %            57%                   57%                   48%                  60%

                                                                 YEAR




53
       (ACL:)
                          Seniors frequently assist their fellow students by tutoring or teaching them
                                                2007-2009 Actual & 2013 Goal


                   40%

                   35%
         PERCENT


                   30%

                   25%

                   20%
                                  2007                  2008                 2009                2013
                     %            28%                   24%                  23%                 35%

                                                                  YEAR




Student-Faculty Interaction (SFI):
                                 Student-Faculty Interaction First-Year Student Benchmark
                                              2007-2009 Actual & 2013 Goal


                         40
                         38
                         36
           SCORE




                         34
                         32
                         30
                                    2007                  2008                2009                2013
                     Score           35.8                 37.7                36.7                37.1
                                                                    YEAR




                                         Student-Faculty Interaction Senior Benchmark
                                                 2007-2009 Actual & 2013 Goal


                         50
                         48
                         46
           SCORE




                         44
                         42
                         40
                                    2007                  2008                2009                2013
                     Score           43.1                 44.2                45.4                47.4
                                                                    YEAR




                                                                                                         54
     (SFI:)

                           First-year students say their faculty are available, helpful, and sympathetic
                                                 2007-2009 Actual & 2013 Goal


                 65%
                 60%
       PERCENT

                 55%
                 50%
                 45%
                 40%
                               2007                  2008                  2009                  2013
                   %           48%                   50%                   50%                   60%

                                                                YEAR




                         By their senior year, students have done research with a faculty member
                                                2007-2009 Actual & 2013 Goal


                 30%
                 25%
       PERCENT




                 20%
                 15%
                 10%
                  5%
                  0%
                               2007                  2008                  2009                  2013
                   %           17%                   20%                   18%                   25%

                                                                YEAR




                       First-year students indicate that they frequently get prompt verbal or written
                                              feedback from faculty members
                                               2007-2009 Actual & 2013 Goal

                 80%

                 75%
       PERCENT




                 70%

                 65%

                 60%
                               2007                  2008                  2009                  2013
                   %           68%                   70%                   70%                   75%
                                                                YEAR




55
(SFI:)
                         Seniors at least occasionally discuss career plans with faculty
                                          2007-2009 Actual & 2013 Goal


            100%

            95%
  PERCENT


            90%

            85%

            80%
                              2007                  2008                 2009                2013
                  %           83%                   89%                  88%                 90%

                                                              YEAR




                                    Seniors never discuss career plans with faculty
                                            2007-2009 Actual & 2013 Goal


            20%

            15%
  PERCENT




            10%

            5%

            0%
                             2007                  2008                 2009                 2013
              %              17%                   11%                   12%                 10%
                                                              YEAR




                      First-year students at least occasionally spend time with faculty members on
                                              activities other than coursework
                                               2007-2009 Actual & 2013 Goal



            65%
            60%
  PERCENT




            55%
            50%
            45%
            40%
            35%
                             2007                  2008                 2009                 2013
              %              44%                   50%                   41%                 60%

                                                              YEAR




                                                                                                     56
     Level of Academic Challenge (LAC):
                                   Level of Academic Challenge First-Year Student Benchmark
                                                 2007-2009 Actual & 2013 Goal


                          60
                          58
                          56
              SCORE




                          54
                          52
                          50
                                        2007                2008                2009                2013
                         Score          52.5                52.4                52.5                 55.3
                                                                      YEAR




                                          Level of Academic Challenge Senior Benchmark
                                                    2007-2009 Actual & 2013 Goal


                          60
                          58
                          56
              SCORE




                          54
                          52
                          50
                                        2007                2008                2009                2013
                         Score          57.5                57.9                57.4                 58.8
                                                                      YEAR




                                 First-year students feel that SOU places substantial emphasis on academics
                                                         2007-2009 Actual & 2013 Goal


                        80%

                        75%
              PERCENT




                        70%

                        65%

                        60%
                                      2007                 2008                 2009                2013
                          %           70%                  71%                  72%                 75%

                                                                     YEAR




57
(LAC:)

                   First-year students frequently work harder than they thought they could to
                                            meet faculty expectations
                                          2007-2009 Actual & 2013 Goal

             60%

             55%
   PERCENT


             50%

             45%

             40%
                             2007                 2008                 2009                 2013
               %             49%                  55%                  54%                      55%

                                                             YEAR




                    First-year students spend more than 15 hours per week preparing for class
                                           2007-2009 Actual & 2013 Goal


             50%
             45%
   PERCENT




             40%
             35%
             30%
             25%
             20%
                             2007                 2008                 2009                 2013
               %             28%                  31%                   37%                     40%
                                                             YEAR




                   First-year students spend 5 hours per week or less preparing for class
                                        2007-2009 Actual & 2013 Goal


             30%
             25%
   PERCENT




             20%
             15%
             10%
              5%
              0%
                             2007                 2008                 2009                     2013
               %             20%                  13%                   17%                     10%

                                                             YEAR




                                                                                                       58
     (LAC:)

                           First-year students read more than 10 assigned books and packs of course
                                                 readings during the school year
                                                  2007-2009 Actual & 2013 Goal

                 50%
                 45%
       PERCENT

                 40%
                 35%
                 30%
                 25%
                 20%
                                  2007                2008                 2009                 2013
                       %          30%                  32%                 28%                  40%
                                                                 YEAR




                           First-year students read less than 5 assigned books and packs of course
                                                readings during the school year
                                                 2007-2009 Actual & 2013 Goal

                 30%
                 25%
       PERCENT




                 20%
                 15%
                 10%
                  5%
                  0%
                                  2007                2008                 2009                 2013
                   %              21%                 21%                  21%                  15%

                                                                 YEAR




                       First-year students report that their exams strongly challenge them to do their
                                                          best work
                                               2007-2009 Actual & 2013 Goal

                 60%
                 55%
      PERCENT




                 50%
                 45%
                 40%
                 35%
                 30%
                                 2007                 2008                 2009                 2013
                   %              38%                 40%                  47%                  50%

                                                                YEAR




59
References
Chickering, A.W. & Kuh, G. 2005. Creating conditions so every student can learn, Occasional
   Paper #3. National Survey of Student Engagement:
   http://nsse.iub.edu/institute/documents/briefs/DEEP%20Practice%20Brief%203%20Creating
   %20Conditions%20So%20Every%20Student%20Can%20Learn.pdf

Kuh, G., Kinzie, J., Schuh, J., Whitt, E., and Associates. 2005. Student Success in College:
   Creating Conditions That Matter. Jossey Bass & Associates, San Francisco.

National Survey of Student Engagement: http://nsse.iub.edu/index.cfm

Pascarella, E., & Terenzini, P. 2005. How College Affects Students. Jossey Bass & Associates,
   San Francisco.

Project DEEP: http://webdb.iu.edu/Nsse/?view=deep/index
 




                                                                                               60
61
Appendices
Appendix A

Student Affairs Organizational Charts
                                                                               Division of Student Affairs


                                                                                   Vice President for Student Affairs
                                                                                          Jonathan Eldridge

                                                                                                                Executive Assistant



                                                                                                                                                                      Director Athletics
                     Dean of Enrollment                                                                          Executive Director                                                          Director
                                                          Dean of Students                                                                                            and Recreational
                       Management                                                                                 for Student Life                                                          Bookstore
                                                                                                                                                                           Sports



                                                                                               Director                           Director                                                 Assistant
       Academic                                                                                                                                                          Assistant          Director
                        Enrollment          Director          Director                       Residential                      Student Activities
      Advising and                                                                                                                                 Resource Centers   Athletic Director    Bookstore
                      Services Center      Admissions   Disability Resources                 Education &                      and Leadership/
        Support                                                                                                                                                           / Sports
                                                                                              Services                        Stevenson Union
                                                                                                                                                                        Information
                                                                                                                                                                                            Textbook
                                                                                                                                                    Coordinator                             Manager
     Success at                                          Director Student                                                       Associate
                                          Associate                             Operations &         Assistant Director                             Commuter
      Southern       Financial Aid                      Health and Wellness                                                      Director
                                           Director                            Special Projects         R id ti l
                                                                                                        Residential                                  Resource         S i W
                                                                                                                                                                      Senior Woman
        Trio                                                   Center                                                            Student
                                          Recruiting                             Supervisor           Education and                                   Center           Administrator
      Program                                                                                                                 Activities and                                               e-commerce
                                                                                                         Services
                                                                                                                               Leadership
                                                                                                                                                    Coordinator
                      Registration                      Medical Director                                                                            Multicultural
                                           Associate                            Schneider
                      and Records           Director                            Children's                                                           Resource            Coaches             Buyers
                                          Operations                             Center                     Susanne           Supervisor              Center
                                          and Budget                             Director                  Homes and          Stevenson
                                                         Mental H lth
                                                         M t l Health                                                           Union
                                                                                                            Madrone                                 Coordinator
                       Student                             Services                                                            Physical
Vice President for                                                                                                                                                        Director         Accountant
                       Accounts                           Coordinator                                                           Plant                 Queer
   Finance and                                                                  Maintenance                                                                           Intramural and
  Administration
                                                                                                                                                     Resource
                                                                                 Supervisor                                                                             Club Sports
                                                                                                               Area                                   Center
                                                                                                            Coordinator                                                                     Shipping
                     Student Affairs                    Health Educator                                                          Director
                                                                                                           Greensprings                                                                    Supervisor
                       Communi-                                                 Conferences                                      Student            Coordinator
                                                                                                            and Family
                                                                                                                     y                                                 Coordinator
                        cations                                                 Coordinator
                                                                                C di t                                         Publications          Women s
                                                                                                                                                     Women's
                                                                                                             Housing                                                   Community
                      Coordinator                                                                                                                    Resource
                                                                                                            Coordinator                                                Recreational
                                                                                                                                                      Center
                                                        Medical Records                                                                                                  Facility
                                                                                  Business                                    Coordinator
                                                                                  Services                                        Civic
                                                                                                              Area                                 Career Services
                                                           Business                                        Coordinator        Engagement                              Head Athletics
                                                           Manager                                          Cascade             (VISTA)                                  Trainer
                                                                                Food Services
                                                                                   • Sodexo
                                                        Coordinator Student     Management                 Coordinator         Coordinator                            Fitness Center
                                                         Success Initiative      • Classified              Housing and           Outdoor                                  Director
                                                            Programs                 Staff                 Leadership           Programs

                                                                                                                                                                         Business
                                                        Coordinator Student                                                                                              Manager
                                                                                                                                                                              g
                                                         Conduct and Co-
                                                            Curricular
10/30/2009                                               Accommodations                                                                                                                           Page A-1
 
                                                                         Vice President for Student Affairs
                                                                                Jonathan Eldridge


                                                                                                Executive Assistant
                                                                                             Campus Events Manager



                                                                                                                                                                              Director of
                                                                           Director of                                                                   Director of
               Dean of Enrollment                                                                    Associate Vice President for                                              Student
                                                           Dean of        Athletics and                                                    Director of    Student
                 Management                                                                           Residential Education and                                                Health &
                                                           Students       Recreational                                                     Bookstore     Activities &
                                                                                                              Services                                                        Wellness
                                                                             Sports                                                                      Leadership
                                                                                                                                                                                Center


              Enroll-     Enrollment       Director of                    Associate                           Director                       Assistant     Associate             Medical
Academic                                                  Coordinator                         Campus                         Housing &
              ment      Services Center    Admissions                      Director                           Family &                       Director       Director             Director
Advising &                                                of Student                           Food                          Residential
             Analysis                                                     Athlethics                         Apartment                                      Student
 Support                                                  Conduct &                           Services                          Life
             Director                                                      Internal                           Housing                                     Activities &
                                                         Co-Curricular
                                                          Accommo-          Affairs                                                                       Leadership            Clinical
                                                                                                                                             Textbook
                        Financial Aid      Associate       dations                                                                           Manager                           Supervisor
Success at                                 Director of                                       Director       Coordinator      Director of                                           of
 Southern                                  Outreach,
                                           Outreach                        Assistant        Residential     Conferences      Residence
                                                                                                                                                            Director           Counseling
                                           Transfer &    Coordinator        Athletic          Dining                            Life                                            Services
                        Registration                                                                                                          Buyers        Student
                                           Programs      Commuter         Director for
                        & Records                                                                                                                         Publications
                                                          Resource       Development                       Coordinator of
                                                           Center        & Marketing                        Schneider                       Accountant                            Health
                                                                                                                              Housing
                                                                                            Director of     Children's         Office                                            Educator
                         Student           Associate                                                                                                      Coordinator
                                                                                            Retail Food       Center          Manager
                         Accounts          Director of   Coordinator       Coaches                                                                         of Civic
                                                                                             Services
                                          Operations &
                                          O     ti       Multicultural                                                                                   Engage-ment
                                                                                                                                                         E            t
                                                          Resource                                                                                                               Medical
                                            Budget                                                                                                         (VISTA)               Records
                                                           Center         Director of                        Business         Housing
                                                                           Intramural                        Manager        Maintenance
                                                         Coordinator     & Club Sports                                       Supervisor
                                           Communi-                                         Director of                                                   Stevenson
                                                           Queer
                                            cations /                                         Sports                                                        Union
                                                          Resource
                                           Marketing                                       Information                                                   Physical Plant
                                                           Center
                                                                         Coordinator                                                                      Supervisor
                                                                                                                                                          S       i
                                                                         Community/
                                                         Coordinator     Recreational
                                                          Women's          Facility       Fitness Center
                                                          Resource                            Director
                                                           Center

                                                                         Head Athletics
                                                         Coordinator        Trainer
                                                                            T i             Business
                                                          Disability                        Manager
                                                         Services for                                                                                               Division of Student Affairs
                                                          Students                                                                                                                  6/25/2008




Page A-2
 
Appendix B

National Survey of Student Engagement
Southern Oregon University ─ Benchmark Comparisons, August 2009
              Southern Oregon University




Benchmark Comparisons
August 2009
                                                                                                                                                                                                                         NSSE 2009 Benchmark Comparisons




    Interpreting the Benchmark Comparisons Report
    To focus discussions about the importance of student engagement and to guide institutional improvement efforts, NSSE created
    five Benchmarks of Effective Educational Practice: Level of Academic Challenge, Active and Collaborative Learning, Student-
    Faculty Interaction, Enriching Educational Experiences, and Supportive Campus Environment. This Benchmark Comparisons
    Report compares the performance of your institution with your selected peers or consortium. In addition, page 9 provides two other
    comparisons between your school and (a) above-average institutions with benchmarks in the top 50% of all NSSE institutions and
    (b) high-performing institutions with benchmarks in the top 10% of all NSSE institutions. These displays allow you to determine if
    the engagement of your typical student differs in a statistically significant, meaningful way from the average student in the se
    comparison groups. They also provide more insight into how the student experience varies on your campus and in comparison
    groups. More detailed information about how benchmarks are created can be found on the NSSE Web site at
    www.nsse.iub.edu/2009_Institutional_Report/.



    Class and Sample                Statistical Significance                                                                                                                                                                                                   Effect Sizea
    Means are reported for          Benchmarks with mean differences that are larger than would be expected by                                                                                                                                                 Effect size indicates the
    first-year students and         chance alone are noted with one, two, or three asterisks, denoting one of three                                                                                                                                            practical significance of the
    seniors. Institution-           significance levels (p<.05, p< .01, and p<.001). The smaller the significance level,                                                                                                                                       mean difference. It is
    reported class levels           the smaller the likelihood that the difference is due to chance. Please note that                                                                                                                                          calculated by dividing the
    are used. All randomly          statistical significance does not guarantee that the result is substantive or                                                                                                                                              mean difference by the
    selected students are           important. Large sample sizes (as with the NSSE project) tend to produce more                                                                                                                                              pooled standard deviation. In
    included in these               statistically significant results even though the magnitude of mean differences may                                                                                                                                        practice, an effect size of .2 is
    analyses. Students in           be inconsequential. It is recommended to consult effect sizes to judge the practical                                                                                                                                       often considered small, .5
    targeted or locally             meaning of the results.                                                                                                                                                                                                    moderate, and .8 large. A
    administered                                                                                                                                                                                                                                               positive sign indicates that
    oversamples are not                                                                                                                                                                                                                                        your institution’s mean was
    included.                               Level of Academic Challenge (LAC)                                                                                                                                                                                  greater, thus showing an
                                            Mean Comparisons                                                                                                   NSSEville State University compared with:
                                                                                                                                                                                                                                                               affirmative result for the
                                                                                        NSSEville State                          Mid East Public                           Carnegie Class                                   NSSE 2009
                                                                                                                                                                                                                                                               institution. A negative sign
                                              Clas s                                               M ean   a                   M ean   a
                                                                                                                                           S ig   b
                                                                                                                                                      Ef f ect
                                                                                                                                                      S iz e     c
                                                                                                                                                                          M ean   a
                                                                                                                                                                                       S ig   b
                                                                                                                                                                                                   Ef f ect
                                                                                                                                                                                                   S iz e     c
                                                                                                                                                                                                                        M ean   a
                                                                                                                                                                                                                                     S ig   b
                                                                                                                                                                                                                                                Ef f ect
                                                                                                                                                                                                                                                S iz e     c   indicates the institution lags
                                            First-Year
                                            Senior
                                                                                                   47.9
                                                                                                   52.2
                                                                                                                                53.6
                                                                                                                                57.1
                                                                                                                                           ***
                                                                                                                                           ***
                                                                                                                                                      -.41
                                                                                                                                                      -.36
                                                                                                                                                                          53.1
                                                                                                                                                                          56.9
                                                                                                                                                                                       ***
                                                                                                                                                                                       ***
                                                                                                                                                                                                   -.39
                                                                                                                                                                                                   -.33
                                                                                                                                                                                                                        53.7
                                                                                                                                                                                                                        57.0
                                                                                                                                                                                                                                     ***
                                                                                                                                                                                                                                     ***
                                                                                                                                                                                                                                                -.43
                                                                                                                                                                                                                                                -.34
                                                                                                                                                                                                                                                               behind the comparison group,
                                                                                                                                                                                                                                                               suggesting that the student
                                                 a
                                                     We ighte d by ge nde r, e nro llm e nt s ta tus , a nd ins titutio na l s ize .
                                                 b
                                                     * p<.05 ** p<.01 ***p<.001 (2-ta ile d).
                                                 c
                                                     M e a n diffe re nc e divide d by the po o le d s ta nda rd de via tio n.


    Mean                                                                                                                                                                                                                                                       behavior or institutional
    The mean is the weighted
                                            Distributions of Student Benchmark Scores
                                                                First-Year                                                                                                                        Senior
                                                                                                                                                                                                                                                               practice represented by the
                                                                                                                                                                                                                                                               item may warrant attention.
                                             100                                                                                                      100

    arithmetic average of the
    student level benchmark
    scores.                                   75                                                                                                       75




                                              50                                                                                                       50




    Benchmark Description                     25                                                                                                       25

                                                                                                                                                                                                                                                               Box and Whiskers Charts
    & Survey Items
                                                                                                                                                                                                                                                               A visual display of first-year and
    A description of the                        0                                                                                                         0
                                                                                                                                                                                                                                                               senior benchmark score
    benchmark and the individual
                                                        NSSEville State Mid East Public                Carnegie Class            NSSE 2009                           NSSEville State Mid East Public              Carnegie Class    NSSE 2009

                                                 No te : Ea c h bo x a nd whis ke r c ha rt plo ts the 5th (bo tto m o f lo we r ba r), 25th (bo tto m o f bo x), 50th (m iddle line ), 75th (to p o f bo x), a nd 95th (to p o f uppe r ba r)                 dispersion for your institution
    items used in its creation is                pe rc e ntile s c o re s . The do t s ho ws the be nc hm a rk m e a n. S e e pa ge 2 fo r a n illus tra tio n. S e e pa ge s 10 a nd 11 fo r pe rc e ntile va lue s .

                                                                                                                                                                                                                                                               and your selected comparison or
    provided.                               Level of Academic Challenge (LAC) Items
                                            Challenging intellectual and creative work is central to student learning and collegiate quality. Colleges and universities promote high levels                                                                    consortium groups.
                                            of student achievement by emphasizing the importance of academic effort and setting high expectations for student performance.
                                                    Preparing for class (studying, reading, writing, doing homework or lab work, etc. related to academic program)
                                                    Number of assigned textbooks, books, or book-length packs of course readings
                                                    Number of written papers or reports of 20 pages or more; number of written papers or reports of between 5 and 19 pages; and
                                                    number of written papers or reports of fewer than 5 pages
                                                    Coursework emphasizes: Analysis of the basic elements of an idea, experience or theory
                                                    Coursework emphasizes: Synthesis and organizing of ideas, information, or experiences into new, more complex interpretations
                                                    and relationships
                                                    Coursework emphasizes: Making judgments about the value of information, arguments, or methods
                                                    Coursework emphasizes: Applying theories or concepts to practical problems or in new situations
                                                    Working harder than you thought you could to meet an instructor's standards or expectations
                                                    Campus environment emphasizes: Spending significant amount of time studying and on academic work.




                                                                                                                                                                                                                                            95th Percentile
    Box and Whiskers Key
    A box and whiskers chart is a concise way to summarize the variation
                                                                                                                                                                                                                                            75th Percentile
    of student benchmark scores. This display compares the distribution
    of scores at your institution, in percentile terms, with that of your                                                                                                                                                                   50th Percentile/Median (Bar)
    comparison groups. The ends of the whiskers show the 5th and 95th                                                                                                                                                                       Mean (Dot)
    percentile scores, while the box is bounded by the 25th and 75th                                                                                                                                                                        25th Percentile
    percentiles. The bar inside the box indicates the median score, and the
    dot shows the mean score.
                                                                                                                                                                                                                                            5th Percentile

a
    See Contextualizing NSSE Effect Sizes at www.nsse.iub.edu/pdf/effect_size_guide.pdf for additional information.                                                                                                                                                              Page B-2
                                                                                                              NSSE 2009 Benchmark Comparisons
                                                                                                               Southern Oregon University


Level of Academic Challenge (LAC)
Mean Comparisons                                                                                       Southern Oregon University compared with:


                                                   SOU                               ADP                          Carnegie Class                                 NSSE 2009
                                                                                                   Effect                                     Effect                                     Effect
                                                           a                     a           b            c             a              b             c              a             b             c
  Class                                             Mean                  Mean         Sig         Size          Mean            Sig          Size           Mean           Sig          Size

First-Year                                          52.5                  50.8          *           .12          53.1                        -.05            53.7                       -.09
Senior                                              57.4                  55.3          *           .14          56.9                         .04            57.0                        .03
     a
         Weighted by gender, enrollment status, and institutional size.
     b
         * p<.05 ** p<.01 ***p<.001 (2-tailed).
     c
         Mean difference divided by the pooled standard deviation.


Distributions of Student Benchmark Scores
                     First-Year                                                                                                            Senior
  100                                                                                            100




   75                                                                                             75




   50                                                                                             50




   25                                                                                             25




     0                                                                                             0
                   SOU                  ADP            Carnegie Class     NSSE 2009                             SOU                    ADP             Carnegie Class     NSSE 2009

     Note: Each box and whiskers chart plots the 5th (bottom of lower bar), 25th (bottom of box), 50th (middle line), 75th (top of box), and 95th (top of upper bar) percentile scores. The
     dot shows the benchmark mean. See page 2 for an illustration. See pages 10 and 11 for percentile values.



Level of Academic Challenge (LAC) Items
Challenging intellectual and creative work is central to student learning and collegiate quality. Colleges and universities promote high levels of
student achievement by emphasizing the importance of academic effort and setting high expectations for student performance.
         Preparing for class (studying, reading, writing, doing homework or lab work, etc. related to academic program)
         Number of assigned textbooks, books, or book-length packs of course readings
         Number of written papers or reports of 20 pages or more; number of written papers or reports of between 5 and 19 pages; and
         number of written papers or reports of fewer than 5 pages
         Coursework emphasizes: Analysis of the basic elements of an idea, experience or theory
         Coursework emphasizes: Synthesis and organizing of ideas, information, or experiences into new, more complex interpretations
         and relationships
         Coursework emphasizes: Making of judgments about the value of information, arguments, or methods
         Coursework emphasizes: Applying theories or concepts to practical problems or in new situations
         Working harder than you thought you could to meet an instructor's standards or expectations
         Campus environment emphasizes: Spending significant amount of time studying and on academic work.



                                                                                                                                                                          Page B-3
                                                                                                              NSSE 2009 Benchmark Comparisons
                                                                                                               Southern Oregon University


Active and Collaborative Learning (ACL)
Mean Comparisons                                                                                       Southern Oregon University compared with:


                                                   SOU                               ADP                          Carnegie Class                                 NSSE 2009
                                                                                                   Effect                                     Effect                                     Effect
                                                           a                     a           b            c             a              b             c              a             b             c
  Class                                             Mean                  Mean         Sig         Size          Mean            Sig          Size           Mean           Sig          Size

First-Year                                          44.5                  41.4        ***           .18          43.3                         .07            43.2                        .08
Senior                                              54.1                  51.5         *            .15          51.5             **          .15            51.0            **          .18
     a
         Weighted by gender, enrollment status, and institutional size.
     b
         * p<.05 ** p<.01 ***p<.001 (2-tailed).
     c
         Mean difference divided by the pooled standard deviation.


Distributions of Student Benchmark Scores
                     First-Year                                                                                                            Senior
  100                                                                                            100




   75                                                                                             75




   50                                                                                             50




   25                                                                                             25




     0                                                                                             0
                   SOU                  ADP            Carnegie Class      NSSE 2009                            SOU                    ADP             Carnegie Class     NSSE 2009

     Note: Each box and whiskers chart plots the 5th (bottom of lower bar), 25th (bottom of box), 50th (middle line), 75th (top of box), and 95th (top of upper bar) percentile scores. The
     dot shows the benchmark mean. See page 2 for an illustration. See pages 10 and 11 for percentile values.



Active and Collaborative Learning (ACL) Items
Students learn more when they are intensely involved in their education and asked to think about what they are learning in different settings.
Collaborating with others in solving problems or mastering difficult material prepares students for the messy, unscripted problems they will
encounter daily during and after college.

         Asked questions in class or contributed to class discussions
         Made a class presentation
         Worked with other students on projects during class
         Worked with classmates outside of class to prepare class assignments
         Tutored or taught other students (paid or voluntary)
         Participated in a community-based project (e.g., service learning) as part of a regular course
         Discussed ideas from your readings or classes with others outside of class (students, family members, co -workers, etc.)




                                                                                                                                                                          Page B-4
                                                                                                              NSSE 2009 Benchmark Comparisons
                                                                                                               Southern Oregon University


Student-Faculty Interaction (SFI)
Mean Comparisons                                                                                       Southern Oregon University compared with:


                                                   SOU                               ADP                          Carnegie Class                                 NSSE 2009
                                                                                                   Effect                                     Effect                                     Effect
                                                           a                     a           b            c             a              b             c              a             b             c
  Class                                             Mean                  Mean         Sig         Size          Mean            Sig          Size           Mean           Sig          Size

First-Year                                          36.7                  36.2                      .03          35.2                         .08            34.6                        .11
Senior                                              45.4                  44.4                      .05          41.7             **          .18            42.0            **          .17
     a
         Weighted by gender, enrollment status, and institutional size.
     b
         * p<.05 ** p<.01 ***p<.001 (2-tailed).
     c
         Mean difference divided by the pooled standard deviation.


Distributions of Student Benchmark Scores
                     First-Year                                                                                                            Senior
  100                                                                                            100




   75                                                                                             75




   50                                                                                             50




   25                                                                                             25




     0                                                                                             0
                   SOU                  ADP            Carnegie Class      NSSE 2009                            SOU                    ADP             Carnegie Class     NSSE 2009

     Note: Each box and whiskers chart plots the 5th (bottom of lower bar), 25th (bottom of box), 50th (middle line), 75th (top of box), and 95th (top of upper bar) percentile scores. The
     dot shows the benchmark mean. See page 2 for an illustration. See pages 10 and 11 for percentile values.



Student-Faculty Interaction (SFI) Items
Students learn firsthand how experts think about and solve practical problems by interacting with faculty members inside and outside the
classroom. As a result, their teachers become role models, mentors, and guides for continuous, life-long learning.
         Discussed grades or assignments with an instructor
         Talked about career plans with a faculty member or advisor
         Discussed ideas from your readings or classes with faculty members outside of class
         Worked with faculty members on activities other than coursework (committees, orientation, student -life activities, etc.)
         Received prompt written or oral feedback from faculty on your academic performance
         Worked on a research project with a faculty member outside of course or program requirements




                                                                                                                                                                          Page B-5
                                                                                                              NSSE 2009 Benchmark Comparisons
                                                                                                               Southern Oregon University


Enriching Educational Experiences (EEE)
Mean Comparisons                                                                                       Southern Oregon University compared with:


                                                   SOU                               ADP                          Carnegie Class                                 NSSE 2009
                                                                                                   Effect                                     Effect                                     Effect
                                                           a                     a           b            c             a              b             c              a             b             c
  Class                                             Mean                  Mean         Sig         Size          Mean            Sig          Size           Mean           Sig          Size

First-Year                                          27.3                  24.6        ***           .21          27.1                         .02            28.0                       -.05
Senior                                              39.8                  38.7                      .06          38.5                         .07            40.8                       -.06
     a
         Weighted by gender, enrollment status, and institutional size.
     b
         * p<.05 ** p<.01 ***p<.001 (2-tailed).
     c
         Mean difference divided by the pooled standard deviation.


Distributions of Student Benchmark Scores
                     First-Year                                                                                                            Senior
  100                                                                                            100




   75                                                                                             75




   50                                                                                             50




   25                                                                                             25




     0                                                                                             0
                   SOU                  ADP            Carnegie Class     NSSE 2009                             SOU                    ADP             Carnegie Class     NSSE 2009

     Note: Each box and whiskers chart plots the 5th (bottom of lower bar), 25th (bottom of box), 50th (middle line), 75th (top of box), and 95th (top of upper bar) percentile scores. The
     dot shows the benchmark mean. See page 2 for an illustration. See pages 10 and 11 for percentile values.



Enriching Educational Experiences (EEE) Items
Complementary learning opportunities enhance academic programs. Diversity experiences teach students valuable things about themselves and
others. Technology facilitates collaboration between peers and instructors. Internships, community service, and senior capstone courses provide
opportunities to integrate and apply knowledge.

         Participating in co-curricular activities (organizations, campus publications, student government, social fraternity or sorori ty, etc.)
         Practicum, internship, field experience, co-op experience, or clinical assignment
         Community service or volunteer work
         Foreign language coursework / Study abroad
         Independent study or self-designed major
         Culminating senior experience (capstone course, senior project or thesis, comprehensive exam, etc.)
         Serious conversations with students of different religious beliefs, political opinions, or personal values
         Serious conversations with students of a different race or ethnicity than your own
         Using electronic medium (e.g., listserv, chat group, Internet, instant messaging, etc.) to discuss or complete an assignment
         Campus environment encouraging contact among students from different economic, social, and racial or ethnic backgrounds
         Participate in a learning community or some other formal program where groups of students take two or more classes together

                                                                                                                                                                          Page B-6
                                                                                                              NSSE 2009 Benchmark Comparisons
                                                                                                               Southern Oregon University


Supportive Campus Environment (SCE)
Mean Comparisons                                                                                       Southern Oregon University compared with:


                                                   SOU                               ADP                          Carnegie Class                                 NSSE 2009
                                                                                                   Effect                                     Effect                                     Effect
                                                           a                     a           b            c             a              b             c              a             b             c
  Class                                             Mean                  Mean         Sig         Size          Mean            Sig          Size           Mean           Sig          Size

First-Year                                          59.2                  61.1                    -.10           61.6              *         -.13            61.6             *         -.12
Senior                                              57.7                  59.6                    -.10           58.9                        -.06            58.2                       -.03
     a
         Weighted by gender, enrollment status, and institutional size.
     b
         * p<.05 ** p<.01 ***p<.001 (2-tailed).
     c
         Mean difference divided by the pooled standard deviation.


Distributions of Student Benchmark Scores
                     First-Year                                                                                                            Senior
  100                                                                                            100




   75                                                                                             75




   50                                                                                             50




   25                                                                                             25




     0                                                                                             0
                   SOU                  ADP            Carnegie Class     NSSE 2009                             SOU                    ADP             Carnegie Class     NSSE 2009

     Note: Each box and whiskers chart plots the 5th (bottom of lower bar), 25th (bottom of box), 50th (middle line), 75th (top of box), and 95th (top of upper bar) percentile scores. The
     dot shows the benchmark mean. See page 2 for an illustration. See pages 10 and 11 for percentile values.



Supportive Campus Environment (SCE) Items
Students perform better and are more satisfied at colleges that are committed to their success and cultivate positive working and social relations
among different groups on campus.
         Campus environment provides the support you need to help you succeed academically
         Campus environment helps you cope with your non-academic responsibilities (work, family, etc.)
         Campus environment provides the support you need to thrive socially
         Quality of relationships with other students
         Quality of relationships with faculty members
         Quality of relationships with administrative personnel and offices




                                                                                                                                                                          Page B-7
                                                                      NSSE 2009 Benchmark Comparisons
                                                                       With Highly Engaging Institutions



Interpreting the Top 10% and Top 50% Comparisons
This section of the NSSE Benchmark Comparisons report allows you to estimate the performance of your average student
in relation to the average student attending two different institutional peer groups identified by NSSE for their high levels
of student engagement: (a) those with benchmark scores placing them in the top 50% of all NSSE schools in 2009 and (b)
those with benchmark scores in the top 10% for 2009.a These comparisons allow an institution to determine if the
engagement of their students differs in significant, meaningful ways from students in these high performing peer groups.



Example
                                                                   NSSEville State compared with
                                 NSSEville            NSSE 2009                           NSSE 2009
                                   State               Top 50%                             Top 10%
                                  Mean        Mean     Sig Effect size              Mean Sig     Effect size
                           LAC     57.1        55.8     *           .10              60.5  ***         -0.28
              First-Year




                           ACL     50.3        45.8    ***          .28              50.7              -0.02
                           SFI     37.3        37.2                 .01              42.0  ***         -0.24
                           EEE     21.8        30.0    ***         -.63              34.4  ***         -0.98
                           SCE     60.9        64.7    ***         -.21              69.7  ***         -0.49


NSSEville State CAN conclude...
w The average score for NSSEville State first-year students is slightly above (i.e., small positive effect size)
   that of the average student attending NSSE 2009 schools that scored in the top 50% on Level of Academic
   Challenge (LAC).
w The average NSSEville State first-year student is as engaged (i.e., not significantly different) as the average
   student attending NSSE 2009 schools that scored in the top 10% on Active and Collaborative Learning (ACL).
w It is likely that NSSEville State is in the top 50% of all NSSE 2009 schools for first-year students on Level of
   Academic Challenge (LAC) and Active and Collaborative Learning (ACL). a

NSSEville State CANNOT concludea...
w NSSEville State is in the top half of all schools on the Student-Faculty Interaction (SFI) benchmark for first-year
  students.a
w NSSEville State is a "top ten percent" institution on Active and Collaborative Learning (ACL) for first-year
  students.a


For additional information on how to understand and use the Top 50% and Top 10% section of the benchmark report, see
www.nsse.iub.edu/2009_Institutional_Report/.
a   Precision-weighted means (produced by Hierarchical Linear Modeling) were used to determine the top 50% and top
    10% institutions for each benchmark, separately for first-year and senior students. Using this method, benchmark
    scores of institutions with relatively large standard errors are adjusted substantially toward the grand mean of all
    students, while those with smaller standard errors receive smaller corrections. Thus, schools with less stable data,
    though they may have high scores, may not be identified among the top scorers. NSSE does not publish the names
    of the top 50% and top 10% institutions because of our commitment not to release individual school results and
    our policy against the ranking of institutions.




                                                                                                                           Page B-8
                                                                                                               NSSE 2009 Benchmark Comparisons
                                                                                                                With Highly Engaging Institutions
                                                                                                                 Southern Oregon University



                                                                   SOU compared with                                                        First-Year       Senior
                                                    NSSE 2009                                  NSSE 2009
                           SOU                       Top 50%                                    Top 10%                            Level of Academic Challenge
                           Mean   a
                                        Mean    a
                                                     Sig   b
                                                                Effect size   c
                                                                                   Mean    a
                                                                                                Sig   b
                                                                                                          Effect size   c
                                                                                                                                              (LAC)
                                                                                                                            100                  100
                 LAC       52.5          56.8         ***              -.33         58.9         ***             -.49
    First-Year




                 ACL       44.5          47.8         ***              -.20         51.7         ***             -.42
                  SFI      36.7          39.1          *               -.12         43.7         ***             -.34       75                    75
                 EEE       27.3          31.0         ***              -.28         32.8         ***             -.40
                 SCE       59.2          66.2         ***              -.39         69.1         ***             -.54
                                                                                                                            50                    50
                 LAC       57.4          60.1         ***              -.19         62.8         ***             -.40
                 ACL       54.1          55.7                          -.10         59.1         ***             -.29
Senior




                  SFI      45.4          48.8         **               -.16         54.2         ***             -.40       25                    25
                 EEE       39.8          48.1         ***              -.47         54.2         ***             -.84
                 SCE       57.7          64.1         ***              -.34         67.5         ***             -.53
                                                                                                                             0                    0
                                                                                                                                   First-Year              Senior


                                                               Active and Collaborative Learning                                    Student-Faculty Interaction
                                                                            (ACL)                                                             (SFI)
                                            100                                   100                                       100                   100


                                             75                                    75                                        75                    75


      Legend                                 50                                    50                                        50                    50
                 SOU
                 Top 50%                     25                                    25                                        25                    25

                 Top 10%
                                              0                                    0                                          0                        0
     This display compares                                      First-Year                            Senior                        First-Year             Senior
     your students with those
     attending schools that
     scored in the top 50%
     and top 10% of all NSSE                                Enriching Educational Experiences                                     Supportive Campus Environment
     2009 institutions on a                                              (EEE)                                                                (SCE)
     particular benchmark.                  100                                   100                                       100                   100


                                             75                                    75                                        75                    75


                                             50                                    50                                        50                    50


                                             25                                    25                                        25                    25


                                              0                                    0                                          0                        0
                                                                First-Year                            Senior                        First-Year             Senior


Note: Each box and whiskers chart plots the 5th (bottom of lower bar), 25th (bottom of box), 50th (middle line), 75th (top of box), and 95th (top of upper bar)
percentile scores. The dot shows the benchmark mean. See page 2 for an illustration. See pages 10 and 11 for percentile values.
a
     Weighted by gender, enrollment status, and institutional size.
b
     * p<.05 ** p<.01 ***p<.001 (2-tailed).
c
    Mean difference divided by the pooled standard deviation.                                                                                              Page B-9
                                                                                                               NSSE 2009 Benchmark Comparisons
                                                                                                               Detailed Statistics and Effect Sizes a
                                                                                                                  Southern Oregon University

First-Year Students
                                                                                                                                                            Reference Group
                                                                  Mean Statistics                    Distribution Statistics                              Comparison Statistics
                                                                                                          Percentiles d                         Deg. of      Mean                    Effect
                                                              Mean       SD b     SEM c        5th     25th 50th 75th            95th       Freedom e        Diff.       Sig. f       size g

LEVEL OF ACADEMIC CHALLENGE (LAC)
                                SOU      (N = 291)            52.5       12.9        .8        31       44      52       62       75

                                ADP                           50.8       13.9        .3        28       41      51       61       73               2,152      1.7        .048             .12
                    Carnegie Class                            53.1       13.5        .1        31       44      53       63       75              56,606      -.6        .426         -.05
                        NSSE 2009                             53.7       13.5        .0        32       44      54       63       75            212,995       -1.2       .130         -.09
                           Top 50%                            56.8       13.0        .0        35       48      57       66       78              81,418      -4.3       .000         -.33
                           Top 10%                            58.9       12.9        .1        37       50      59       68       79              22,291      -6.4       .000         -.49

ACTIVE AND COLLABORATIVE LEARNING (ACL)
                                SOU      (N = 309)            44.5       14.7        .8        24       33      43       52       67

                                ADP                           41.4       16.7        .4        14       29      38       52       71                  438     3.0        .001             .18
                    Carnegie Class                            43.3       16.9        .1        19       33      43       52       72                  312     1.2        .166             .07
                        NSSE 2009                             43.2       16.6        .0        19       33      43       52       71                  309     1.3        .123             .08
                           Top 50%                            47.8       16.6        .1        24       38      48       57       76                  311     -3.3       .000         -.20
                           Top 10%                            51.7       17.5        .1        24       38      52       62       81                  327     -7.3       .000         -.42

STUDENT-FACULTY INTERACTION (SFI)
                                SOU      (N = 293)            36.7       16.6       1.0        11       22      33       44       67

                                ADP                           36.2       19.3        .4        11       22      33       47       72                  424      .5        .622             .03
                    Carnegie Class                            35.2       18.6        .1        11       22      33       44       72                  296     1.5        .118             .08
                        NSSE 2009                             34.6       18.4        .0        11       22      33       44       72            215,211       2.1        .053             .11
                           Top 50%                            39.1       19.2        .1        11       27      39       50       78                  296     -2.4       .016         -.12
                           Top 10%                            43.7       20.6        .2        17       28      39       56       83                  318     -7.0       .000         -.34

ENRICHING EDUCATIONAL EXPERIENCES (EEE)
                                SOU      (N = 284)            27.3       11.0        .7        11       19      26       35       46

                                ADP                           24.6       13.0        .3         7       15      23       33       46                  419     2.7        .000             .21
                    Carnegie Class                            27.1       13.5        .1         8       17      25       35       50                  287      .3        .702             .02
                        NSSE 2009                             28.0       13.4        .0         8       18      27       36       51                  284     -.7        .262         -.05
                           Top 50%                            31.0       13.4        .0        11       22      30       39       54                  285     -3.7       .000         -.28
                           Top 10%                            32.8       13.7        .1        12       23      32       41       56                  291     -5.5       .000         -.40

SUPPORTIVE CAMPUS ENVIRONMENT (SCE)
                                SOU      (N = 281)            59.2       18.4       1.1        31       47      58       72       92

                                ADP                           61.1       19.5        .5        31       47      61       75       94               2,000      -1.8       .139         -.10
                    Carnegie Class                            61.6       18.9        .1        31       50      61       75       94              53,528      -2.4       .034         -.13
                        NSSE 2009                             61.6       18.8        .0        31       50      61       75       92            202,436       -2.3       .038         -.12
                           Top 50%                            66.2       18.1        .1        36       56      67       78       94              64,679      -7.0       .000         -.39
                           Top 10%                            69.1       18.3        .2        36       58      69       83       97              14,852      -9.9       .000         -.54

 a
     All statistics are weighted by gender, enrollment status, and institutional size.
 b
     Standard deviation is a measure of the average amount the individual scores deviate from the mean of all the scores in the distribution.
 c
     The 95% confidence interval for the population mean is equal to the sample mean plus/minus 1.96 times the standard error of the mean.
 d
     A percentile is the point in the distribution of student-level benchmark scores at or below which a given percentage of benchmark scores fall.
 e
     Degrees of freedom used to compute the t-tests. Values vary for the total Ns due to weighting and the equal variance assumption.
 f
     Statistical significance represents the probability that the difference between the mean of your institution and that of the comparison group occurred by chance.
 g
     Effect size is calculated by subtracting the comparison group mean from the school mean, and dividing the result by the pooled standard deviation.

                                                                                                                                                                              Page B-10
                                                                                                               NSSE 2009 Benchmark Comparisons
                                                                                                               Detailed Statistics and Effect Sizes a
                                                                                                                  Southern Oregon University

Seniors
                                                                                                                                                            Reference Group
                                                                  Mean Statistics                    Distribution Statistics                              Comparison Statistics
                                                                                                          Percentiles d                         Deg. of      Mean                    Effect
                                                              Mean       SD b     SEM c        5th     25th 50th 75th            95th       Freedom e        Diff.       Sig. f       size g

LEVEL OF ACADEMIC CHALLENGE (LAC)
                                SOU      (N = 288)            57.4       12.9        .8        36       49      58       66       80

                                ADP                           55.3       15.1        .4        29       45      56       66       79                  455     2.1        .014             .14
                    Carnegie Class                            56.9       14.3        .1        33       47      57       67       80                  290      .5        .500             .04
                        NSSE 2009                             57.0       14.3        .0        33       48      57       67       80                  288      .4        .608             .03
                           Top 50%                            60.1       13.7        .1        37       51      61       70       82              73,921      -2.7       .001         -.19
                           Top 10%                            62.8       13.3        .1        40       54      63       72       84              15,644      -5.4       .000         -.40

ACTIVE AND COLLABORATIVE LEARNING (ACL)
                                SOU      (N = 290)            54.1       15.8        .9        29       43      52       67       81

                                ADP                           51.5       17.1        .4        24       38      52       62       81               1,810      2.6        .017             .15
                    Carnegie Class                            51.5       17.4        .1        24       38      52       62       81                  292     2.5        .007             .15
                        NSSE 2009                             51.0       17.4        .0        24       38      52       62       81                  290     3.1        .001             .18
                           Top 50%                            55.7       16.9        .1        29       43      57       67       86              66,728      -1.6       .097         -.10
                           Top 10%                            59.1       17.2        .1        33       48      57       71       89                  303     -5.0       .000         -.29

STUDENT-FACULTY INTERACTION (SFI)
                                SOU      (N = 287)            45.4       20.4       1.2        17       28      44       56       83

                                ADP                           44.4       21.1        .5        17       28      44       56       83               1,758      1.0        .473             .05
                    Carnegie Class                            41.7       20.8        .1        11       28      39       56       83              66,488      3.7        .003             .18
                        NSSE 2009                             42.0       20.9        .0        11       28      39       56       83            237,662       3.5        .005             .17
                           Top 50%                            48.8       21.3        .1        17       33      44       61       89              53,207      -3.4       .007         -.16
                           Top 10%                            54.2       22.0        .2        22       39      56       72       94                  309     -8.7       .000         -.40

ENRICHING EDUCATIONAL EXPERIENCES (EEE)
                                SOU      (N = 288)            39.8       16.8       1.0        17       26      39       50       70

                                ADP                           38.7       17.6        .5        11       25      39       50       69               1,719      1.0        .360             .06
                    Carnegie Class                            38.5       17.9        .1        11       25      37       51       69              64,624      1.3        .222             .07
                        NSSE 2009                             40.8       18.2        .0        13       28      40       54       72                  288     -1.1       .276         -.06
                           Top 50%                            48.1       17.8        .1        18       36      48       61       77              72,821      -8.3       .000         -.47
                           Top 10%                            54.2       17.1        .1        25       43      55       66       81              15,389     -14.4       .000         -.84

SUPPORTIVE CAMPUS ENVIRONMENT (SCE)
                                SOU      (N = 284)            57.7       17.6       1.0        30       47      58       70       86

                                ADP                           59.6       19.5        .5        25       47      61       72       94                  433     -1.9       .100         -.10
                    Carnegie Class                            58.9       19.5        .1        25       44      58       72       92                  286     -1.1       .276         -.06
                        NSSE 2009                             58.2       19.3        .0        25       44      58       72       92            227,292       -.5        .643         -.03
                           Top 50%                            64.1       18.8        .1        33       53      64       78       94              61,648      -6.4       .000         -.34
                           Top 10%                            67.5       18.5        .2        36       56      69       81       97              15,220      -9.8       .000         -.53

 a
     All statistics are weighted by gender, enrollment status, and institutional size.
 b
     Standard deviation is a measure of the average amount the individual scores deviate from the mean of all the scores in the distribution.
 c
     The 95% confidence interval for the population mean is equal to the sample mean plus/minus 1.96 times the standard error of the mean.
 d
     A percentile is the point in the distribution of student-level benchmark scores at or below which a given percentage of benchmark scores fall.
 e
     Degrees of freedom used to compute the t-tests. Values vary for the total Ns due to weighting and the equal variance assumption.
 f
     Statistical significance represents the probability that the difference between the mean of your institution and that of the comparison group occurred by chance.
 g
     Effect size is calculated by subtracting the comparison group mean from the school mean, and dividing the result by the pooled standard deviation.

                                                                                                                                                                              Page B-11
Appendix C

National Survey of Student Engagement
Overview and Implications for Southern Oregon University
                                                                             Presentation Overview
                                                                    An Introduction: NSSE & Student Engagement
   National Survey of Student                                       2009 NSSE & Selected SOU Results
   Engagement: Overview and                                         Using Our NSSE Data
   p                          g
 Implications for Southern Oregon                                   Questions & Discussion
             University



                     Appendi




                                                                 Foundations of
                                                                 Student Engagement
                                                                 Time on task (Tyler, 1930s)
                                                                 Quality of effort (Pace, 1960-70s)
An Introduction:                                                 Student involvement (Astin, 1984)
                                                                                     (           )

NSSE and the Concept of                                          Social, academic integration (Tinto, 1987, 1993)
Student Engagement                                               Good practices in undergraduate education
                                                                     (Chickering & Gamson, 1987)

                                                                 College impact (Pascarella, 1985)
                                                                 Student engagement (Kuh, 1991, 2005)
                                                                                                                     Appendi




What Really Matters in College:                                      The Student Engagement Trinity
Student Engagement
                                                                      What students do -- time and energy
         Because individual effort and                                 devoted to educationally purposeful
         involvement are the critical                                  activities
         determinants of impact,
         i tit ti
         institutions should focus on the
                       h ld f         th                              What institutions do -- using effective
         ways they can shape their                                     educational practices to induce students to
         academic, interpersonal, and                                  do the right things
         extracurricular offerings to                                 Educationally effective institutions channel
         encourage student engagement.                                 student energy toward the right activities
         Pascarella & Terenzini, How College Affects
         Students, 2005, p. 602
                                                       Appendi                                                       Appendi




                                                                                                                    Page C-1
                                                                                   NSSE Survey Content
 National Survey of
 Student Engagement                                                       Student Behaviors in College
 (pronounced “nessie”)

                                                                             Institutional Actions
                                                                              And Requirements
                                                                              A dR      i       t
                                                                                                                     Student Learning
          College student survey that assesses the                                                                    & Development
          extent to which students engage in                             Student Reactions to College
          educational practices associated with high
          levels of learning and development
                                                                              Student Background
                                                                                  Information




                                                            Appendi




Seven Principles of                                                   NSSE Indicators of
Good Practice in                                                      Effective Educational Practice
Undergraduate Education
(Chickering & Gamson, 1987; Pascarella & Terenzini, 2005)                                                               Active &
                                                                         Level of Academic                            Collaborative
   Student-faculty contact                                                 Challenge                                   Learning

   Active learning                                                                                   Enriching
                                                                                                     Educational
   Prompt feedback                                                                                  Experiences

   Time on task
   High expectations                                                    Student – Faculty                                 Supportive
                                                                                                                            Campus
                                                                            Interaction
   Experiences with diversity                                                                                            Environment


   Cooperation among students                                                                                                      Appendi




          Why a National Survey?                                                    NSSE Project Scope
                                                                       Nearly 1,400 different                     Year      Institutions
 Refocus conversations about
                                                                        colleges and universities
  undergraduate quality to what                                                                                    2001          321
  matters most                                                         50 states, Puerto Rico, and
                                                                        Canada                                     2002          367
 Enhance institutional
                                                                                                                   2003          437
  improvement efforts                                                  Data from more than
                                                                        2,395,000 students                         2004          473
 Foster comparative and
  consortium activity                                                                                              2005          529
                                                                       Institutions include
 Inform accountability efforts                                                                                    2006          557
                                                                        Historically Black Colleges and
 Provide systematic national                                           Universities, Hispanic-Serving             2007          610
  data on “good educational                                             Institutions, Tribal Colleges,             2008          769
  practices”                                                            and single-gender colleges                 2009          640
                                                            Appendi                                                                 Appendi




                                                                                                                                   Page C-2
                Survey Administration                                                                       How Valid is Self-Reported Data?
 Administered to random                                                                                   Research Confirms Self-Reported Data Validity
  samples of first-year &                                                                                    When Following Conditions Exist…
  senior students                                                                                           Requested information is known to respondents
 Paper & Web-based                                                                                         Questions are clear and unambiguous
  survey (SOU used Web                                                                                      Respondents take questions seriously and thoughtfully
  administration only)
                                                                                                            Answering does not threaten, embarrass, or violate
 Flexible to accommodate                                                                                    privacy or compel a socially desirable response
  consortium questions
                                                                                                                The NSSE survey instrument was
 Multiple follow-ups to                                                                                       designed to meet these conditions
  increase response rates
                                                                                                          For more details, see: NSSE Psychometric Portfolio at
                                                                                                          http://nsse.iub.edu/html/NSSE_Psychometric_Portfolio.cfm
                                                                                                Appendi                                                                                                          Appendi




                                                                                                                       NSSE 2009 Institutions
                                                                                                                      by Carnegie Classification
                                                                                                                               (SOU is classified as a Master’s-L institution)

                                                                                                             30%


                                                                                                                                                     25%
                                                                                                             25%
                                                                                                                                                           22%                                           23%




 NSSE 2009 & Selected SOU
                                                                                                             20%                                                                                   19%
                                                                                                                                                                                             18%
                                                                                                                                                                                       16%                     NSSE
                                                                                                                                                                                                               Schools

 Results
                                                                                                             15%
                                                                                                                                                                 12% 12%
                                                                                                                              10%                                                                              All 4-year
                                                                                                             10%                                                                8%                             Schools
                                                                                                                         6%         7%                                     7%
                                                                                                                                         6%
                                                                                                                    5%                         5%
                                                                                                              5%



                                                                                                              0%
                                                                                                                    RU/VH     RU/H       DRU        Master’s L Master’s M Master’s S   Bac/A&S Bac/Diverse

                                                                                                                                                Carnegie Classification


                                                                                                                                                                                                                 Appendi




                NSSE 2009 Respondents                                                                                         NSSE 2009 Institution
                 by Race and Ethnicity                                                                                          Response Rates
                                            NSSE 2009
                                           Respondents
                                                                 NSSE 2009
                                                                 Population
                                                                                        National                SOU’s response rate = 34% (up from
 African American/Black                          9%                  11%                  12%                    33% in 2008)
 Amer. Indian/Alaskan Native                     1%                   1%                   1%
 Asian/Asian Amer./Pacific Isl.                  6%                   6%                   7%
 Caucasian/White                                 75%                 68%                  67%                  A
                                                                                                               Average Institutional Response Rates
                                                                                                                       I tit ti    lR         R t
 Hispanic                                        7%                  10%                  10%
 Other                                           1%                   1%                    -                   36% for all NSSE 2007 institutions
 Multiracial/Ethnic                             <1%                  <1%                    -
                                                                                                                31% for Paper mode institutions
 International                                   5%                   2%                   3%
                                                                                                                37% for Web-only institutions
 Totals may not sum to 100% due to rounding. NSSE 2009 population data are provided by
 participating institutions. U.S. percentages are unweighted and based on data from the 2008 IPEDS
 Institutional Characteristics and Enrollment File. IPEDS and NSSE categories for race and ethnicity
                                                                                                                34% for Web+ institutions
 differ. Percentages exclude students whose ethnicity was unknown or not provided.

                                                                                                Appendi




                                                                                                                                                                                                               Page C-3
             Possible Modes of Comparing
                                                                                                                  Levels of Significance
                     NSSE Results
            Year-to-year institutional comparison                                                           For purposes of comparing our means
                                                                                                             results to our peer group, the following
            Vs. all NSSE institutions                                                                       significance levels/labels were employed:

            Vs. our consortium group                                                                      05
                                                                                                     p ≥ .05 = no significance

            Vs. Carnegie peer institutions                                                          p < .05 = weak significance

            Vs. top 10% or top 50% engaging                                                         p < .01 = solid significance

                    institutions                                                                     p < .001 = high significance




                         SOU NSSE RESULTS - FIRST-YEAR STUDENTS                                                    SOU NSSE RESULTS - SENIOR STUDENTS
                           Level of Academic Challenge Benchmark                                                    Level of Academic Challenge Benchmark
                                   0.2% increase from 2008                                                                 0.9% decrease from 2008
                      1.1% negative differential vs. Peers (no significance)                                   0.8% positive differential vs. Peers (no significance)
             53.2                                                                                      58


                                                                                                      57.8
              53

                                                                                                      57.6

             52.8
                                                                                                      57.4
   RE




                                                                                            RE
SCOR




                                                                                         SCOR




             52.6                                                                                     57.2


                                                                                                       57
             52.4

                                                                                                      56.8

             52.2
                                                                                                      56.6


              52                                                                                      56.4
                                                    FY                                                                                        SR
        2008 SOU                                    52.4                                         2008 SOU                                    57.9
        2009 SOU                                    52.5                                         2009 SOU                                    57.4
        2009 PEERS                                  53.1                                         2009 PEERS                                  56.9
                                                   GROUP                                                                                    GROUP


                                                                               Appendi                                                                                    Appendi




                         SOU NSSE RESULTS - FIRST-YEAR STUDENTS                                                    SOU NSSE RESULTS - SENIOR STUDENTS
                          Active & Collaborative Learning Benchmark                                               Active & Collaborative Learning Benchmark
                                   0.9% increase from 2008                                                                  4.4% increase from 2008
                      2.8% positive differential vs. Peers (no significance)                                   5% positive differential vs. Peers (solid significance)
             44.6                                                                                     44.6

             44.4                                                                                     44.4

             44.2                                                                                     44.2

              44                                                                                       44

             43.8                                                                                     43.8
   RE




                                                                                            RE
SCOR




                                                                                         SCOR




             43.6                                                                                     43.6

             43.4                                                                                     43.4

             43.2                                                                                     43.2

              43                                                                                       43

             42.8                                                                                     42.8

             42.6                                                                                     42.6
                                                    FY                                                                                        FY
        2008 SOU                                    44.1                                         2008 SOU                                    44.1
        2009 SOU                                    44.5                                         2009 SOU                                    44.5
        2009 PEERS                                  43.3                                         2009 PEERS                                  43.3
                                                   GROUP                                                                                    GROUP


                                                                               Appendi                                                                                    Appendi




                                                                                                                                                                         Page C-4
                         SOU NSSE RESULTS - FIRST-YEAR STUDENTS                                                      SOU NSSE RESULTS - SENIOR STUDENTS
                           Student-Faculty Interaction Benchmark                                                     Student-Faculty Interaction Benchmark
                                  2.7% decrease from 2008                                                                    2.7% increase from 2008
                      4.3% positive differential vs. Peers (no significance)                                   8.9% positive differential vs. Peers (solid significance)
              38                                                                                        46


             37.5
                                                                                                        45

              37
                                                                                                        44
             36.5


              36                                                                                        43
   RE




                                                                                             RE
SCOR




                                                                                          SCOR
             35.5                                                                                       42

              35
                                                                                                        41
             34.5

                                                                                                        40
              34


             33.5                                                                                       39
                                                    FY                                                                                         SR
        2008 SOU                                    37.7                                          2008 SOU                                    44.2
        2009 SOU                                    36.7                                          2009 SOU                                    45.4
        2009 PEERS                                  35.2                                          2009 PEERS                                  41.7
                                                   GROUP                                                                                     GROUP


                                                                                Appendi                                                                                     Appendi




                         SOU NSSE RESULTS - FIRST-YEAR STUDENTS                                                      SOU NSSE RESULTS - SENIOR STUDENTS
                         Enriching Educational Experiences Benchmark                                               Enriching Educational Experiences Benchmark
                                    5% increase from 2008                                                                    2.5% decrease from 2008
                      0.7% positive differential vs. Peers (no significance)                                    3.4% positive differential vs. Peers (no significance)
             27.5                                                                                       41


                                                                                                       40.5

              27
                                                                                                        40


                                                                                                       39.5
             26.5
   RE




                                                                                             RE
SCOR




                                                                                          SCOR




                                                                                                        39

              26
                                                                                                       38.5


                                                                                                        38
             25.5

                                                                                                       37.5


              25                                                                                        37
                                                    FY                                                                                         SR
        2008 SOU                                    26                                            2008 SOU                                    40.8
        2009 SOU                                    27.3                                          2009 SOU                                    39.8
        2009 PEERS                                  27.1                                          2009 PEERS                                  38.5
                                                   GROUP                                                                                     GROUP


                                                                                Appendi                                                                                     Appendi




                         SOU NSSE RESULTS - FIRST-YEAR STUDENTS                                                     SOU NSSE RESULTS - SENIOR STUDENTS
                         Supportive Campus Environment Benchmark                                                  Supportive Campus Environment Benchmark
                                   0.5% increase from 2008                                                                 2.2% decrease from 2008
                     3.9% negative differential vs. Peers (weak significance)                                   2% negative differential vs. Peers (no significance)
              62                                                                                       59.5


             61.5

                                                                                                        59
              61


             60.5
                                                                                                       58.5
              60
   RE




                                                                                             RE
SCOR




                                                                                          SCOR




             59.5
                                                                                                        58
              59


             58.5
                                                                                                       57.5

              58


             57.5                                                                                       57
                                                    FY                                                                                         SR
        2008 SOU                                    58.9                                          2008 SOU                                     59
        2009 SOU                                    59.2                                          2009 SOU                                    57.7
        2009 PEERS                                  61.6                                          2009 PEERS                                  58.9
                                                   GROUP                                                                                     GROUP


                                                                                Appendi                                                                                     Appendi




                                                                                                                                                                           Page C-5
SOU’s Primary Drivers of Student
                                                                                                                  SOU NSSE Results
  Satisfaction/Dissatisfaction                                                                                   First-Year Students
         “Talked about career plans with a faculty                                          “Talked about career plans with a faculty member or
          member or advisor”                                                                  advisor” (1 = never, 2 = sometimes, 3 = often, 4 = very often)
         “Quality of relationships with faculty                                             0.5% decrease from 2008
          members”                                                                           1% negative differential vs. Peers (no significance)
         “Worked with faculty members on activities                                                 4.0

          other than coursework (committees,                                                         3.5


          orientation, student life, etc.)”                                                          3.0




                                                                                            MEAN
                                                                                                     2.5                                        2.20   2.19   2.22        2005 SOU
                                                                                                                                  2.08
         “Worked harder than you thought you could
                                                                                                                 2.03
                                                                                                     2.0                 1.87                                             2006 SOU
                                                                                                                                                                          2007 SOU
          to meet an instructor’s standards or
                                                                                                     1.5
                                                                                                                                                                          2008 SOU
                                                                                                     1.0

          expectations”                                                                                                                 GROUP
                                                                                                                                                                          2009 SOU
                                                                                                                                                                          2009 PEERS



                                                                                                                                                                              Appendi




                           SOU NSSE Results                                                                       SOU NSSE Results
                               Seniors                                                                           First-Year Students
 “Talked about career plans with a faculty member or                                        “Quality of relationships with faculty members” (1 =
  advisor” (1 = never, 2 = sometimes, 3 = often, 4 = very often)                                     unfriendly, unsupportive, sense of alienation, to 7 = friendly, supportive,
                                                                                                     sense of belonging)
 0.4% decrease from 2008                                                                    1.3% decrease from 2008
  5.6% positive differential s ee s (weak significance)
 5 6% pos t e d e e t a vs. Peers ( ea s g ca ce)                                            1 1%                       vs
                                                                                             1.1% positive differential vs. Peers (no significance)
                                                                                                                                   (    i ifi      )
       4.0                                                                                         7.0
                                                                                                   6.5
       3.5                                                                                         6.0
                                                                                                                5.25    5.37     5.33       5.37       5.30   5.24
                                                                                                   5.5
       3.0                                                                                         5.0
                            2.48
                                                2.57   2.56                                        4.5
                                     2.41                     2.42
MEAN




                                                                                            MEAN




                    2.44                                                     2005 SOU                                                                                    2005 SOU
       2.5                                                                                         4.0
                                                                             2006 SOU              3.5                                                                   2006 SOU
       2.0                                                                                         3.0
                                                                             2007 SOU                                                                                    2007 SOU
                                                                                                   2.5
       1.5                                                                   2008 SOU              2.0                                                                   2008 SOU
                                                                                                   1.5
       1.0
                                                                             2009 SOU              1.0                                                                   2009 SOU

                                            GROUP                            2009 PEERS                                                 GROUP                            2009 PEERS



                                                                                  Appendi                                                                                     Appendi




                           SOU NSSE Results                                                                       SOU NSSE Results
                               Seniors                                                                           First-Year Students
 “Quality of relationships with faculty members” (1 =                                       “Worked with faculty members on activities other
         unfriendly, unsupportive, sense of alienation, to 7 = friendly, supportive,             than coursework (committees, orientation, student
         sense of belonging)
                                                                                                 life, etc.)” (1 = never, 2 = sometimes, 3 = often, 4 = very often)
 1.2% decrease from 2008
                                                                                             11.9% decrease from 2008
  2 9%                       vs
 2.9% positive differential vs. Peers (weak significance)
                                       (   k i ifi       )
        7.0
                                                                                             4.05.5% negative differential vs. Peers (no significance)
        6.5
                     5.78    5.60    5.74       5.71   5.64
        6.0                                                    5.48                                3.5
        5.5
        5.0                                                                                        3.0
        4.5
MEAN




                                                                                            MEAN




                                                                              2005 SOU                                                                                   2005 SOU
        4.0                                                                                        2.5
        3.5                                                                   2006 SOU                                                                                   2006 SOU
        3.0                                                                                        2.0                           1.68       1.76
        2.5                                                                   2007 SOU                                                                 1.55   1.64       2007 SOU
        2.0                                                                                                     1.40    1.44
                                                                              2008 SOU             1.5                                                                   2008 SOU
        1.5
        1.0                                                                   2009 SOU             1.0                                                                   2009 SOU

                                            GROUP                             2009 PEERS                                                GROUP                            2009 PEERS



                                                                                  Appendi                                                                                     Appendi




                                                                                                                                                                            Page C-6
                               SOU NSSE Results                                                                 SOU NSSE Results
                                   Seniors                                                                     First-Year Students
   “Worked with faculty members on activities other                                     “Worked harder than you thought you could to meet
       than coursework (committees, orientation, student                                  an instructor’s standards or expectations” (1 = never, 2 =
       life, etc.)” (1 = never, 2 = sometimes, 3 = often, 4 = very often)                          sometimes, 3 = often, 4 = very often)

   1.6% increase from 2008                                                              1.1% decrease from 2008
  4.0 3.9% positive differential vs. Peers (no significance)                            3.0% negative differential vs. Peers (no significance)
                                                                                             4.0

        3.5                                                                                  3.5

        3.0                                                                                  3.0
                                                                                                                                        2.66   2.63   2.71
                                                                                                                             2.52
MEAN




                                                                                      MEAN
                                                                        2005 SOU                             2.42    2.39                                    2005 SOU
        2.5                                                                                  2.5
                                                                        2006 SOU                                                                             2006 SOU
                                1.78
                                        1.88       1.83   1.86   1.79
        2.0             1.77                                                                 2.0
                                                                        2007 SOU                                                                             2007 SOU
        1.5                                                             2008 SOU             1.5                                                             2008 SOU

        1.0                                                             2009 SOU             1.0                                                             2009 SOU

                                               GROUP                    2009 PEERS                                                  GROUP                    2009 PEERS



                                                                            Appendi                                                                             Appendi




                               SOU NSSE Results                                                                 SOU NSSE Results
                                   Seniors                                                                     First-Year Students
   “Worked harder than you thought you could to meet                                    “Overall, how would you rate the quality of academic
    an instructor’s standards or expectations” (1 = never, 2 =                            advising at SOU” (1 = poor, 2 = fair, 3 = good, 4 = excellent)
              sometimes, 3 = often, 4 = very often)
                                                                                         2.5% increase from 2008
   0.8% increase from 2008
                                                                                          3.9% egat e differential s ee s (weak significance)
                                                                                         3 9% negative d e e t a vs. Peers ( ea s g ca ce)
   3.9% negative differential vs. Peers (weak significance)
        4.0                                                                                  4.0

        3.5                                                                                  3.5
                                                                                                                                                      3.04
                                                                 2.79                                                        2.81       2.85   2.92
        3.0                                               2.68
                        2.64            2.67       2.66                                      3.0
                                                                                                            2.63     2.61
                                2.53
MEAN




                                                                                      MEAN




                                                                        2005 SOU                                                                             2005 SOU
        2.5                                                                                  2.5
                                                                        2006 SOU                                                                             2006 SOU
        2.0                                                                                  2.0
                                                                        2007 SOU                                                                             2007 SOU
        1.5                                                             2008 SOU             1.5                                                             2008 SOU

        1.0                                                             2009 SOU             1.0                                                             2009 SOU

                                               GROUP                    2009 PEERS                                                  GROUP                    2009 PEERS



                                                                            Appendi                                                                             Appendi




                               SOU NSSE Results                                                                 SOU NSSE Results
                                   Seniors                                                                     First-Year Students
   “Overall, how would you rate the quality of academic                                 “How would you evaluate your entire educational
    advising at SOU” (1 = poor, 2 = fair, 3 = good, 4 = excellent)                        experience at SOU” (1 = poor, 2 = fair, 3 = good, 4 = excellent)
   2.1% increase from 2008                                                              1.0% increase from 2008
    0.3% egat e differential s ee s (no significance)
   0 3% negative d e e t a vs. Peers ( o s g ca ce)                                         % egat e differential s ee s (no significance)
                                                                                         2.2% negative d e e t a vs. Peers ( o s g ca ce)
          4.0                                                                                4.0

          3.5                                                                                3.5
                                                                                                                                        3.08   3.11   3.18
                         2.88           2.85              2.89   2.90                                       2.97             3.00
          3.0                    2.84              2.83                                      3.0
                                                                                                                     2.89
 MEAN




                                                                                      MEAN




          2.5
                                                                        2005 SOU                                                                             2005 SOU
                                                                                             2.5
                                                                        2006 SOU                                                                             2006 SOU
          2.0                                                                                2.0
                                                                        2007 SOU                                                                             2007 SOU
          1.5                                                           2008 SOU             1.5                                                             2008 SOU
          1.0                                                           2009 SOU                                                                             2009 SOU
                                                                                             1.0
                                                                        2009 PEERS                                                                           2009 PEERS
                                               GROUP                                                                                GROUP


                                                                            Appendi                                                                             Appendi




                                                                                                                                                               Page C-7
                                               SOU NSSE Results                                                                                                                               SOU NSSE Results
                                                   Seniors                                                                                                                                   First-Year Students
           “How would you evaluate your entire educational                                                                                                     “If you could start again, would you go to SOU” (1 =
            experience at SOU” (1 = poor, 2 = fair, 3 = good, 4 = excellent)                                                                                           definitely no, 2 = probably no, 3 = probably yes, 4 = definitely yes)

           1.0% decrease from 2008                                                                                                                             1.3% increase from 2008
           2.8% negative differential vs. Peers (weak significance)                                                                                            2.5% negative differential vs. Peers (no significance)
                4.0                                                                                                                                                  4.0

                3.5
                                        3.12                                          3.13       3.10          3.19                                                  3.5
                                                                                                                                                                                                                                      3.07        3.11          3.19
                                                        3.06          3.02                                                                                                                  3.01
                                                                                                                                                                                                        2.87          2.93
                3.0                                                                                                                                                  3.0
         MEAN




                                                                                                                                                             MEAN
                                                                                                                                    2005 SOU                         2.5                                                                                                             2005 SOU
                2.5
                                                                                                                                    2006 SOU                                                                                                                                         2006 SOU
                2.0                                                                                                                                                  2.0
                                                                                                                                    2007 SOU                                                                                                                                         2007 SOU
                                                                                                                                                                     1.5
                1.5                                                                                                                 2008 SOU                                                                                                                                         2008 SOU
                                                                                                                                    2009 SOU                         1.0                                                                                                             2009 SOU
                1.0
                                                                             GROUP                                                  2009 PEERS                                                                               GROUP                                                   2009 PEERS


                                                                                                                                           Appendi                                                                                                                                          Appendi




                                                                                                                                                                               S OU NS S E  AS PIRATIONAL  G OAL S  ‐ F IRS T‐YE AR S TUDE NTS
                                               SOU NSSE Results                                                                                                             “Talked about career plans with a faculty member or advisor” (1 = never, 
                                                   Seniors                                                                                                                                  2 = sometimes, 3 = often, 4 = very often)
                                                                                                                                                                                           2009 goal = 2.18 (exceeded goal by 0.5% )
           “If you could start again, would you go to SOU” (1 =                                                                                                     4.00
                      definitely no, 2 = probably no, 3 = probably yes, 4 = definitely yes)
           0.6% decrease from 2008                                                                                                                                  3.50


           0.9% negative differential vs. Peers (no significance)                                                                                                   3.00
                                                                                                                                                     ME AN




                4.0                                                                                                                                                  2.50
                3.5
                                        3.11                                          3.16       3.14          3.17
                                                       3.01           2.92                                                                                           2.00
                3.0
        MEAN




                                                                                                                                    2005 SOU
                2.5
                                                                                                                                    2006 SOU                         1.50
                2.0
                                                                                                                                    2007 SOU
                1.5                                                                                                                 2008 SOU                         1.00
                                                                                                                                    2009 SOU
                                                                                                                                                                             2005    2006     2007    2008     2009   2010    2011      2012   2013      2014   2015   2016   2017   2018
                1.0
                                                                             GROUP                                                  2009 PEERS                      ME AN     2.03   1.87      2.08   2.20     2.19   2.24     2.30     2.35   2.41      2.47   2.53   2.60   2.66   2.73
                                                                                                                                                                                                                                  YEAR
                                                                                                                                           Appendi                                                                                                                                          Appendi




                              S OU NS S E  AS PIRATIONAL  GOAL S  ‐ S E NIOR S TUDE NTS                                                                                         S OU NS S E  AS PIRATIONAL  G OAL S  ‐ F IRS T‐YE AR S TUDE NTS
                        “Talked about career plans with a faculty member or advisor” (1 = never,                                                                                  “Quality of relationships with faculty members” (1 = unfriendly, 
                                        2 = sometimes, 3 = often, 4 = very often)                                                                                                  unsupportive, sense of alienation, to 7 = friendly, supportive)
                                       2009 goal = 2.54 (exceeded goal by 0.8% )                                                                                                              2009 goal = 5.44 (missed goal by 2.6% )
                 4.00                                                                                                                                                7.00


                 3.50                                                                                                                                                6.00


                 3.00                                                                                                                                                5.00
ME AN




                                                                                                                                                     ME AN




                 2.50                                                                                                                                                4.00


                 2.00                                                                                                                                                3.00


                 1.50                                                                                                                                                2.00


                 1.00                                                                                                                                                1.00
                         2005    2006      2007       2008     2009   2010    2011      2012   2013     2014   2015   2016   2017   2018                                     2005    2006     2007    2008     2009   2010    2011      2012   2013      2014   2015   2016   2017   2018
                ME AN     2.44   2.48          2.41   2.57     2.56   2.60     2.66     2.73   2.80     2.87   2.94   3.01   3.09   3.17                            ME AN     5.25   5.37      5.33   5.37     5.30   5.49     5.55     5.60   5.66      5.72   5.77   5.83   5.89   5.95
                                                                                  YEAR                                                                                                                                            YEAR
                                                                                                                                           Appendi                                                                                                                                          Appendi




                                                                                                                                                                                                                                                                                        Page C-8
                         S OU NS S E  AS PIRATIONAL  G OAL S  ‐ S E NIOR S TUDE NTS                                                                      S OU NS S E  AS PIRATIONAL  G OAL S  ‐ F IRS T‐YE AR S TUDE NTS
                        “Quality of relationships with faculty members” (1 = unfriendly,                                                               “Worked with faculty members on activities other than coursework” (1 = 
                         unsupportive, sense of alienation, to 7 = friendly, supportive)                                                                          never, 2 = sometimes, 3 = often, 4 = very often)
                                    2009 goal = 5.85 (missed goal by 3.6% )                                                                                            2009 goal = 1.8 (missed goal by 13.9% )
         7.00                                                                                                                                   4.00


         6.00                                                                                                                                   3.50


         5.00                                                                                                                                   3.00
ME AN




                                                                                                                               ME AN
         4.00                                                                                                                                   2.50


         3.00                                                                                                                                   2.00


         2.00                                                                                                                                   1.50


         1.00                                                                                                                                   1.00
                 2005     2006   2007   2008   2009   2010   2011   2012   2013   2014   2015   2016   2017   2018                                      2005   2006   2007    2008   2009   2010   2011   2012      2013   2014   2015   2016   2017      2018
        ME AN    5.78     5.60   5.74   5.71   5.64   5.91   5.97   6.03   6.09   6.15   6.21   6.27   6.34   6.40                             ME AN    1.40   1.44   1.68    1.76   1.55   1.86   1.93   1.99      2.06   2.14   2.21   2.29   2.37          2.45
                                                                YEAR                                                                                                                                  YEAR
                                                                                                                     Appendi                                                                                                                                         Appendi




                    S OU NS S E  AS PIRATIONAL  GOAL S  ‐ S E NIOR S TUDE NTS                                                                             S OU NS S E  AS PIRATIONAL  G OAL S  ‐ F IRS T‐YE AR S TUDE NTS
                “Worked with faculty members on activities other than coursework” (1 =                                                                       “Worked harder than thought you could to meet instructor’s 
                           never, 2 = sometimes, 3 = often, 4 = very often)                                                                               expectations” (1 = never, 2 = sometimes, 3 = often, 4 = very often)
                               2009 goal = 2.02 (missed goal by 7.9% )                                                                                                2009 goal = 2.62 (exceeded goal by 0.4% )
         4.00                                                                                                                                   4.00


         3.50                                                                                                                                   3.50


         3.00                                                                                                                                   3.00
ME AN




                                                                                                                               ME AN




         2.50                                                                                                                                   2.50


         2.00                                                                                                                                   2.00


         1.50                                                                                                                                   1.50


         1.00                                                                                                                                   1.00
                 2005     2006   2007   2008   2009   2010   2011   2012   2013   2014   2015   2016   2017   2018                                      2005   2006   2007    2008   2009   2010   2011   2012      2013   2014   2015   2016   2017      2018
        ME AN    1.78     1.77   1.88   1.83   1.86   2.09   2.16   2.24   2.32   2.40   2.48   2.57   2.66   2.75                             ME AN    2.42   2.39   2.52    2.66   2.63   2.68   2.73   2.78      2.84   2.90   2.96   3.01   3.07          3.14
                                                                YEAR                                                                                                                                  YEAR
                                                                                                                     Appendi                                                                                                                                         Appendi




                     S OU NS S E  AS PIRATIONAL  GOAL S  ‐ S E NIOR S TUDE NTS
                      “Worked harder than thought you could to meet instructor’s                                                                   Student Affairs 5 Year Plan Targets:
                   expectations” (1 = never, 2 = sometimes, 3 = often, 4 = very often)                                                          Supportive Campus Environment Elements
                                2009 goal = 2.78 (missed goal by 3.6% )
         4.00


         3.50


         3.00                                                                                                                                                          Supportive Campus Environment First-Year Student Benchmark
                                                                                                                                                                                        Baseline, 2009Data,
                                                                                                                                                                                   2007 Baseline 2009Data & 2013 Goal
ME AN




         2.50                                                                                                                                     70
                                                                                                                                                  68
                                                                                                                                                  66
         2.00                                                                                                                                     64
                                                                                                                                                  62
                                                                                                                                       SCORE




                                                                                                                                                  60
         1.50
                                                                                                                                                  58
                                                                                                                                                  56
         1.00                                                                                                                                     54
                 2005     2006   2007   2008   2009   2010   2011   2012   2013   2014   2015   2016   2017   2018                                52
                                                                                                                                                  50
        ME AN    2.64     2.53   2.67   2.66   2.68   2.84   2.89   2.95   3.01   3.07   3.13   3.20   3.26   3.32                                                     2007                                  2009                                  2013
                                                                                                                                                Score                  57.2                                  59.2                                      65.2
                                                                YEAR
                                                                                                                                                                                                             YEAR
                                                                                                                     Appendi                                                                                                                                         Appendi




                                                                                                                                                                                                                                                                 Page C-9
              Student Affairs 5 Year Plan Targets:                                                                                           Student Affairs 5 Year Plan Targets:
           Supportive Campus Environment Elements                                                                                         Supportive Campus Environment Elements




                                         Supportive Campus Environment Senior Benchmark                                                        First-year students say that their peers are friendly, supportive, and help them feel as if they
                                                     Baseline,    Data
                                               2007 Baseline 2009 Data, & 2013 Goal                                                                                                  Baseline,        Data,
                                                                                                                                                                      belong - 2007 Baseline 2009 Data & 2013 Goal


            70                                                                                                                           80%
            68
                                                                                                                                         75%
            66
            64                                                                                                                           70%




                                                                                                                               PERCENT
            62
SCORE




            60                                                                                                                           65%
            58
                                                                                                                                         60%
            56
            54                                                                                                                           55%
            52
            50                                                                                                                           50%
                                  2007                               2009                                2013                                              2007                                 2009                                  2013
           Score                  57.3                                57.7                               63.1                              %               53%                                   56%                                  75%

                                                                     YEAR                                                                                                                       YEAR
                                                                                                                     Appendi                                                                                                                      Appendi




              Student Affairs 5 Year Plan Targets:                                                                                           Student Affairs 5 Year Plan Targets:
           Supportive Campus Environment Elements                                                                                         Supportive Campus Environment Elements




                   First-year students spend more than 15 hours per week participating in co-curricular activities                              First-year students spend no time per week participating in co-curricular activities - 2007
                                                     Baseline,     Data,
                                              - 2007 Baseline 2009 Data & 2013 Goal                                                                                        Baseline,      Data,
                                                                                                                                                                           Baseline 2009 Data & 2013 Goal


                                                                                                                                         55%
          19%
                                                                                                                                         50%
          17%
                                                                                                                                         45%
          15%
PERCENT




                                                                                                                               PERCENT




                                                                                                                                         40%
          13%

          11%                                                                                                                            35%

          9%                                                                                                                             30%

          7%                                                                                                                             25%

          5%                                                                                                                             20%
                                2007                                2009                                 2013                                              2007                                 2009                                  2013
            %                    8%                                  10%                                 15%                               %               53%                                   50%                                  25%
                                                                    YEAR                                                                                                                        YEAR
                                                                                                                     Appendi                                                                                                                      Appendi




              Student Affairs 5 Year Plan Targets:                                                                                           Student Affairs 5 Year Plan Targets:
           Supportive Campus Environment Elements                                                                                         Supportive Campus Environment Elements




                     First-year students find the administrative personnel and offices helpful, considerate, and                               First-year students feel that SOU has a substantial commitment to their academic success -
                                            flexible - 2007 Baseline 2009 Data & 2013 Goal
                                                            Baseline,     Data,                                                                                                 Baseline,     Data,
                                                                                                                                                                           2007 Baseline 2009 Data & 2013 Goal


          70%                                                                                                                            90%
          65%
          60%                                                                                                                            85%
          55%
                                                                                                                               PERCENT
PERCENT




          50%                                                                                                                            80%
          45%
          40%                                                                                                                            75%
          35%
          30%                                                                                                                            70%
          25%
          20%                                                                                                                            65%
                               2007                               2009                                2013                                                 2007                                  2009                                  2013
            %                  27%                                 30%                                60%                                  %               72%                                   75%                                   85%
                                                                  YEAR                                                                                                                          YEAR
                                                                                                                     Appendi                                                                                                                      Appendi




                                                                                                                                                                                                                                              Page C-10
              Student Affairs 5 Year Plan Targets:                                                                                                 Student Affairs 5 Year Plan Targets:
           Supportive Campus Environment Elements                                                                                              Enriching Educational Experiences Elements




                          First-year students feel well-supported by the institution regarding their social needs - 2007                                          Enriching Educational Experiences First-Year Student Benchmark
                                                         Baseline 2009 Data & 2013 Goal
                                                         Baseline,     Data,                                                                                                        Baseline,     Data,
                                                                                                                                                                               2007 Baseline 2008 Data & 2013 Goal


          70%
          65%                                                                                                                                         30

          60%                                                                                                                                         28
PERCENT




          55%                                                                                                                                         26




                                                                                                                                     SCORE
          50%                                                                                                                                         24
          45%                                                                                                                                         22
          40%                                                                                                                                         20
                                                                                                                                                                         2007                             2009                             2013
          35%
                                                                                                                                                     Score               26.5                             27.3                             29.5
          30%
                                     2007                                 2009                                 2013
            %                         41%                                  43%                                 65%
                                                                          YEAR                                                                                                                        YEAR
                                                                                                                           Appendi                                                                                                                 Appendi




              Student Affairs 5 Year Plan Targets:                                                                                                 Student Affairs 5 Year Plan Targets:
          Enriching Educational Experiences Elements                                                                                           Enriching Educational Experiences Elements




                                              Enriching Educational Experiences Senior Benchmark                                                     First-year students frequently have serious conversations with those of a different race - 2007
                                                      2007 Baseline 2009 Data & 2013 Goal
                                                           Baseline,     Data,                                                                                                      Baseline,     Data,
                                                                                                                                                                                    Baseline 2009 Data & 2013 Goal


                                                                                                                                               75%

                     49
                                                                                                                                               70%
                     47
                                                                                                                                     PERCENT




                     45                                                                                                                        65%
SCORE




                     43
                                                                                                                                               60%
                     41
                     39                                                                                                                        55%
                                            2007                             2009                              2013
                    Score                    40.5                            39.8                               45.6                           50%
                                                                                                                                                                  2007                                2009                                2013
                                                                                                                                                 %                53%                                58.0%                                70%
                                                                           YEAR                                                                                                                      YEAR
                                                                                                                           Appendi                                                                                                                 Appendi




              Student Affairs 5 Year Plan Targets:                                                                                                 Student Affairs 5 Year Plan Targets:
          Enriching Educational Experiences Elements                                                                                           Enriching Educational Experiences Elements




                      First-year students say they frequently have serious conversations with students who are                                       First-year students frequently engage in spiritually enhancing activities such as worship,
                                                                   religious, political,
                       different from themselves in terms of their religious political or personal beliefs - 2007                                                   meditation or prayer - 2007 Baseline 2009 Data & 2013 Goal
                                                                                                                                                                    meditation,                 Baseline,      Data,
                                                   Baseline, 2009 Data, & 2013 Goal

                                                                                                                                               30%
          80%
                                                                                                                                               25%
          75%
                                                                                                                                               20%
                                                                                                                                     PERCENT




          70%
PERCENT




                                                                                                                                               15%
          65%

          60%                                                                                                                                  10%

          55%                                                                                                                                  5%

          50%                                                                                                                                  0%
                                      2007                                  2009                                 2013                                             2007                                 2009                                2013
                %                      61%                                 67.0%                                 75%                             %                19%                                 23.0%                                25%

                                                                           YEAR                                                                                                                      YEAR
                                                                                                                           Appendi                                                                                                                 Appendi




                                                                                                                                                                                                                                                  Page C-11
              Student Affairs 5 Year Plan Targets:                                                                                         Student Affairs 5 Year Plan Targets:
          Enriching Educational Experiences Elements                                                                                   Enriching Educational Experiences Elements




                    By the time they are seniors, students have participated in community service or volunteer                                  By the time they are seniors, students have taken an independent study class - 2007 Baseline,
                                           work - 2007 Baseline 2009 Data & 2013 Goal
                                                       Baseline,                                                                                                                         Data,
                                                                                                                                                                                    2009 Data & 2013 Goal


          100%                                                                                                                         30%
           95%
                                                                                                                                       25%
           90%
           85%                                                                                                                         20%




                                                                                                                             PERCENT
PERCENT




           80%
           75%                                                                                                                         15%

           70%
                                                                                                                                       10%
           65%
           60%                                                                                                                         5%
           55%
                                                                                                                                       0%
           50%                                                                                                                                               2007                                2009                                2013
                                  2007                                2009                                2013
                                                                                                                                         %                   18%                                12.0%                                 25%
                %                  63%                               56.0%                                90%
                                                                                                                                                                                                YEAR
                                                                     YEAR
                                                                                                                   Appendi                                                                                                                        Appendi




              Student Affairs 5 Year Plan Targets:                                                                                         Student Affairs 5 Year Plan Targets:
            Active & Collaborative Learning Elements                                                                                     Active & Collaborative Learning Elements




                                  Active and Collaborative Learning First-Year Student Benchmark                                                                     Active and Collaborative Learning Senior Benchmark
                                                    Baseline,      Data,
                                               2007 Baseline 2009 Data & 2013 Goal                                                                                                Baseline,     Data,
                                                                                                                                                                             2007 Baseline 2009 Data & 2013 Goal


                                                                                                                                         60
                    50

                    48                                                                                                                   58

                    46                                                                                                                   56
                                                                                                                             SCORE
SCORE




                    44
                                                                                                                                         54
                    42
                                                                                                                                         52
                    40
                                        2007                           2009                              2013
                 Score                  45.7                           44.5                              45.3                            50
                                                                                                                                                              2007                                2009                                2013
                                                                                                                                        Score                 52.6                                51.8                                54.3
                                                                     YEAR                                                                                                                         YEAR
                                                                                                                   Appendi                                                                                                                        Appendi




              Student Affairs 5 Year Plan Targets:                                                                                         Student Affairs 5 Year Plan Targets:
            Active & Collaborative Learning Elements                                                                                     Active & Collaborative Learning Elements




                     First-year students frequently discuss readings or ideas from coursework outside of class -                                First-year students report that they make frequent presentations in class - 2007 Baseline, 2009
                                                      Baseline,     Data,
                                                2007 Baseline 2009 Data & 2013 Goal                                                                                                    Data,
                                                                                                                                                                                       Data & 2013 Goal

          75%                                                                                                                          70%
                                                                                                                                       65%
          70%
                                                                                                                                       60%
PERCENT




                                                                                                                             PERCENT




          65%                                                                                                                          55%
                                                                                                                                       50%
          60%
                                                                                                                                       45%
                                                                                                                                       40%
          55%
                                                                                                                                       35%
          50%                                                                                                                          30%
                                 2007                               2009                                2013                                                 2007                                2009                                2013
            %                    57%                                67%                                 70%                              %                   56%                                 38%                                  65%
                                                                   YEAR                                                                                                                         YEAR
                                                                                                                   Appendi                                                                                                                        Appendi




                                                                                                                                                                                                                                             Page C-12
              Student Affairs 5 Year Plan Targets:                                                                                           Student Affairs 5 Year Plan Targets:
            Active & Collaborative Learning Elements                                                                                       Active & Collaborative Learning Elements




                    First-year students frequently work with peers on assignments/projects outside of class - 2007                                First-year students frequently participate in service-learning or community-based projects in a
                                                    Baseline,
                                                    Baseline 2009 Data & 2013 Goal                                                                                                         Baseline,
                                                                                                                                                                         given year - 2007 Baseline 2009 Data & 2013 Goal

          65%                                                                                                                            30%

          60%                                                                                                                            25%

          55%                                                                                                                            20%
PERCENT




                                                                                                                               PERCENT
          50%                                                                                                                            15%

          45%                                                                                                                            10%

          40%                                                                                                                            5%

          35%                                                                                                                            0%
                                2007                                 2009                                 2013                                                 2007                                 2009                                2013
            %                    47%                                 43%                                  60%                              %                   10%                                   9%                                 25%
                                                                    YEAR                                                                                                                           YEAR
                                                                                                                     Appendi                                                                                                                        Appendi




              Student Affairs 5 Year Plan Targets:                                                                                           Student Affairs 5 Year Plan Targets:
            Active & Collaborative Learning Elements                                                                                       Active & Collaborative Learning Elements




                     First-year students have never taken part in service-learning or community-based projects -                                   By their senior year, students have participated in some form of practicum, internship, field
                                                     Baseline,       Data,
                                                2007 Baseline 2009 Data & 2013 Goal                                                                     experience, co-op,                               Baseline,      Data,
                                                                                                                                                        experience co op or clinical assignment - 2007 Baseline 2009 Data & 2013 Goal

          100%                                                                                                                           65%

          80%                                                                                                                            60%
PERCENT




                                                                                                                               PERCENT




          60%                                                                                                                            55%


          40%                                                                                                                            50%


          20%                                                                                                                            45%


           0%                                                                                                                            40%
                                 2007                                 2009                                2013                                                 2007                                 2009                                2013
                %                 60%                                 65%                                 20%                              %                   57%                                  52%                                 60%
                                                                     YEAR                                                                                                                          YEAR
                                                                                                                     Appendi                                                                                                                        Appendi




              Student Affairs 5 Year Plan Targets:                                                                                                 Student Affairs 5 Year Plan Targets:
            Active & Collaborative Learning Elements                                                                                              Student-Faculty Interaction Elements




                     Seniors frequently assist their fellow students by tutoring or teaching them - 2007 Baseline,                                                    Student-Faculty Interaction First-Year Student Benchmark
                                                         2009 Data & 2013 Goal
                                                              Data,                                                                                                                 Baseline,        Data,
                                                                                                                                                                               2007 Baseline 2009 Data & 2013 Goal


          40%                                                                                                                              40


                                                                                                                                           38
          35%
PERCENT




                                                                                                                                           36
                                                                                                                               SCORE




          30%
                                                                                                                                           34

          25%
                                                                                                                                           32

          20%                                                                                                                              30
                                2007                                 2009                                 2013                                                  2007                                 2009                               2013
            %                    28%                                 23%                                  35%                             Score                 35.8                                 36.7                               37.1
                                                                    YEAR                                                                                                                             YEAR
                                                                                                                     Appendi                                                                                                                        Appendi




                                                                                                                                                                                                                                                   Page C-13
                     Student Affairs 5 Year Plan Targets:                                                                                      Student Affairs 5 Year Plan Targets:
                    Student-Faculty Interaction Elements                                                                                      Student-Faculty Interaction Elements




                                           Student-Faculty Interaction Senior Benchmark                                                       First-year students say their faculty are available, helpful, and sympathetic - 2007 Baseline,
                                                    Baseline,       Data,
                                               2007 Baseline 2009 Data & 2013 Goal                                                                                                     Data,
                                                                                                                                                                                  2009 Data & 2013 Goal

            50                                                                                                                          65%

            48                                                                                                                          60%




                                                                                                                              PERCENT
            46                                                                                                                          55%
SCORE




            44                                                                                                                          50%


            42                                                                                                                          45%


            40                                                                                                                          40%
                                  2007                               2009                                2013                                               2007                                 2009                                 2013
           Score                  43.1                               45.4                                47.4                             %                 48%                                  50%                                   60%
                                                                     YEAR                                                                                                                       YEAR
                                                                                                                    Appendi                                                                                                                     Appendi




                     Student Affairs 5 Year Plan Targets:                                                                                      Student Affairs 5 Year Plan Targets:
                    Student-Faculty Interaction Elements                                                                                      Student-Faculty Interaction Elements




                    By their senior year, students have done research with a faculty member - 2007 Baseline, 2009                               First-year students indicate that they frequently get prompt verbal or written feedback from
                                                          Data,
                                                          Data & 2013 Goal                                                                                       faculty members - 2007 B
                                                                                                                                                                 f    lt       b               li         Data,        Goal
                                                                                                                                                                                           Baseline, 2009 D t & 2013 G l

          30%                                                                                                                           80%

          25%
                                                                                                                                        75%
          20%
PERCENT




                                                                                                                              PERCENT




          15%                                                                                                                           70%

          10%
                                                                                                                                        65%
          5%

          0%                                                                                                                            60%
                                2007                                2009                                 2013                                               2007                                 2009                                 2013
            %                    17%                                 18%                                 25%                              %                 68%                                  70%                                  75%
                                                                   YEAR                                                                                                                         YEAR
                                                                                                                    Appendi                                                                                                                     Appendi




                     Student Affairs 5 Year Plan Targets:                                                                                      Student Affairs 5 Year Plan Targets:
                    Student-Faculty Interaction Elements                                                                                      Student-Faculty Interaction Elements




                    Seniors at least occasionally discuss career plans with faculty - 2007 Baseline, 2009 Data, &                                 Seniors never discuss career plans with faculty - 2007 Baseline, 2009 Data, & 2013 Goal
                                                             2013 Goal
                                                                                                                                        20%
          100%

                                                                                                                                        15%
          95%
                                                                                                                              PERCENT
PERCENT




                                                                                                                                        10%
          90%


          85%                                                                                                                           5%



          80%                                                                                                                           0%
                                 2007                                2009                                2013                                               2007                                 2009                                 2013
                %                 83%                                88%                                 90%                              %                 17%                                  12%                                   10%
                                                                    YEAR                                                                                                                        YEAR
                                                                                                                    Appendi                                                                                                                     Appendi




                                                                                                                                                                                                                                               Page C-14
                   Student Affairs 5 Year Plan Targets:                                                                                         Student Affairs 5 Year Plan Targets:
                  Student-Faculty Interaction Elements                                                                                         Level of Academic Challenge Elements




                  First-year students at least occasionally spend time with faculty members on activities other                                                   Level of Academic Chalenge First-Year Student Benchmark
                                    th coursework - 2007 B
                                    than             k           li         Data
                                                             Baseline, 2009 D t & 2013 G l
                                                                                       Goal                                                                                       Baseline, 2009 D t & 2013 G l
                                                                                                                                                                             2007 B   li         Data,      Goal


          65%                                                                                                                           60


          60%                                                                                                                           58
PERCENT




          55%                                                                                                                           56




                                                                                                                            SCORE
          50%                                                                                                                           54

          45%                                                                                                                           52

          40%                                                                                                                           50
                              2007                                2009                                2013                                                  2007                                2009                              2013
            %                 44%                                 41%                                 60%                              Score                52.5                                52.5                              55.3
                                                                 YEAR                                                                                                                           YEAR
                                                                                                                  Appendi                                                                                                                    Appendi




                   Student Affairs 5 Year Plan Targets:                                                                                         Student Affairs 5 Year Plan Targets:
                  Level of Academic Challenge Elements                                                                                         Level of Academic Challenge Elements




                                       Level of Academic Chalenge Senior Benchmark                                                             First-year students feel that SOU places substantial emphasis on academics - 2007 Baseline,
                                           2007 B    li         Data,      Goal
                                                 Baseline, 2009 D t & 2013 G l                                                                                                          Data,        Goal
                                                                                                                                                                                   2009 D t & 2013 G l


            60                                                                                                                        80%


            58
                                                                                                                                      75%
                                                                                                                            PERCENT




            56
SCORE




                                                                                                                                      70%
            54

                                                                                                                                      65%
            52


            50                                                                                                                        60%
                               2007                                2009                                2013                                                2007                                2009                               2013

          Score                                                                                                                         %                  70%                                  72%                               75%
                               57.5                                57.4                                58.8
                                                                   YEAR                                                                                                                       YEAR
                                                                                                                  Appendi                                                                                                                    Appendi




                   Student Affairs 5 Year Plan Targets:                                                                                         Student Affairs 5 Year Plan Targets:
                  Level of Academic Challenge Elements                                                                                         Level of Academic Challenge Elements




                    First-year students frequently work harder than they thought they could to meet faculty                                    First-year students spend more than 15 hours per week preparing for class - 2007 Baseline,
                                     expectations - 2007 B
                                            t ti              li
                                                         Baseline, 2009 D t & 2013 G l
                                                                        Data,        Goal                                                                                            Data,       Goal
                                                                                                                                                                                2009 D t & 2013 G l


          60%                                                                                                                         50%

                                                                                                                                      45%
          55%
                                                                                                                                      40%
PERCENT




                                                                                                                            PERCENT




          50%                                                                                                                         35%

                                                                                                                                      30%
          45%
                                                                                                                                      25%

          40%                                                                                                                         20%
                              2007                                2009                                2013                                                 2007                                2009                               2013
            %                 49%                                 54%                                 55%                               %                  28%                                  37%                               40%
                                                                 YEAR                                                                                                                         YEAR
                                                                                                                  Appendi                                                                                                                    Appendi




                                                                                                                                                                                                                                            Page C-15
                 Student Affairs 5 Year Plan Targets:                                                                                     Student Affairs 5 Year Plan Targets:
                Level of Academic Challenge Elements                                                                                     Level of Academic Challenge Elements




                First-year students spend 5 hours per week or less preparing for class - 2007 Baseline, 2009                             First-year students read more than 10 assigned books and packs of course readings during
                                                    Data,        Goal
                                                    D t & 2013 G l                                                                                         th school year - 2007 B
                                                                                                                                                           the h l                    li        Data,       Goal
                                                                                                                                                                                 Baseline, 2009 D t & 2013 G l


          30%                                                                                                                      50%

          25%                                                                                                                      45%

          20%                                                                                                                      40%
PERCENT




                                                                                                                         PERCENT
          15%                                                                                                                      35%

          10%                                                                                                                      30%

          5%                                                                                                                       25%

          0%                                                                                                                       20%
                            2007                                2009                                2013                                              2007                                 2009                                2013
            %               20%                                 17%                                 10%                              %                30%                                  28%                                  40%
                                                               YEAR                                                                                                                       YEAR
                                                                                                               Appendi                                                                                                                  Appendi




                 Student Affairs 5 Year Plan Targets:                                                                                     Student Affairs 5 Year Plan Targets:
                Level of Academic Challenge Elements                                                                                     Level of Academic Challenge Elements




                First-year students read less than 5 assigned books and packs of course readings during the                              First-year students report that their exams strongly challenge them to do their best work -
                                     school year - 2007 B
                                       h l                   li        Data,
                                                        Baseline, 2009 D t & 2013 G l
                                                                                  Goal                                                                              2007 B     li        Data,       Goal
                                                                                                                                                                          Baseline, 2009 D t & 2013 G l


          30%                                                                                                                      60%

          25%                                                                                                                      55%

          20%                                                                                                                      50%
PERCENT




                                                                                                                         PERCENT




          15%                                                                                                                      45%

          10%                                                                                                                      40%

          5%                                                                                                                       35%

          0%                                                                                                                       30%
                            2007                                2009                                2013                                              2007                                 2009                                2013
            %               21%                                 21%                                 15%                              %                38%                                  47%                                  50%
                                                               YEAR                                                                                                                       YEAR
                                                                                                               Appendi                                                                                                                  Appendi




                                                                                                                                                             Using NSSE Data


           Using Our                                                                                                                                                             Areas of
                                                                                                                                                                                 Effective
                                                                                                                                                                                Educational
           NSSE Data                                                                                                                                                             Practice

                                                                                                                                                                                Areas for
                                                                                                                                                                               Institutional
                                                                                                                                                                              Improvement




                                                                                                                                                                                                                                        Appendi




                                                                                                                                                                                                                                       Page C-16
           Internal Campus Uses                                                     External Campus Uses
                                                                           Assess status vis-à-
                                             Program
                                                                            vis peers,                                     OUS

                             Enrollment
                                           Development      1ST Year        competitors                                                  Fund
                                                           and Senior                                     Parents
                            Management                                                                                                  Raising
                                                           Experience      Identify, develop,
                         Institutional                        Academic         k t distinctive
                                                                            market di ti ti            Media                              Prospective
                           Research                                                                                                        Students
                                          Institutional        Affairs
                                                                            competencies                                Public
                                         Improvement                                                                Accountability
                           Student                            Learning     Provide evidence of        NWCCU
                                                                                                                                             Alumni
                            Affairs                          Assessment
                                                                            accountability for
                                Peer                        Faculty         good processes               Focus on                        State
                                                                                                        Right Things                    Policy
                             Comparison
                                            Academic
                                                          Development
                                                                            (while awaiting                            Performance      Makers
                                            Advising                        improvement in                              Indicators

                                                                            outcomes)
                                                                Appendi                                                                       Appendi




                   Project DEEP                                               Key Characteristics & Choices
    Documenting Effective                                                                          High achieving institutions:
      Educational Practice                                                                            Put someone in charge
                                                                                                      Develop a shared understanding of institutional
                                                                                                       mission and philosophy
 NSSE data show that some                                                                            Cultivate an ethic of continuous improvement
                                                                                                       Strategically invest in student learning
  institutions achieve at levels                                                                   
                                                                                                      Front load resources to enhance student
  higher than demographics                                                                             learning
                                                                                                      Tighten the philosophical and operational
  would suggest they should                                                                            linkages between academic and student affairs
                                                                                                      Teach students through the recruitment and
                                                                                                       admission process how to take control of their
 There are common                                                                                     own learning
  characteristics and attributes                                                                      Teach new students what it takes to succeed
                                                                                                      Implement and maintain a comprehensive set of
  shared by these institutions                                                                         safety nets and early warning systems
                                                                                                      Create and maintain partnerships for learning
                                                                                                      Alter structures to encourage cross-functional
                                                                                                       activities focused on student success
                                                                                                      Use technology to tie elements together

                                                                Appendi                                                                       Appendi




   NSSE-Based Pre-Enrollment Initiatives                                      NSSE-Based Retention Initiatives
                          Preview Events                                                           Pre-Enrollment
                              Contact with faculty                                                      Establish realistic expectations
                              Focus on intellectual engagement                                          Focus on “driver” areas
                          Raider Registration                                                      Early Intervention
                              Individualized advising                                                   Health & Disability Report Form
                              D fi liberal arts
                               Define lib l                                                              Student Support Network
                              Students learn & practice                                                 Early Alert web form
                               processes/procedures                                                 Academic Support
                          New Student Orientation                                                       ESC
                                Academic content                                                        Learning Center study
                                Civic engagement                                                        Focus on “driver” areas
                                Diversity infused throughout                                       Co-Curricular
                                Model reflecting on activities                                          Civic Engagement
                                                                                                         Student Life/”Culture” study
                                                                Appendi                                                                       Appendi




                                                                                                                                            Page C-17
DEEP Best-Practice Action Items                                DEEP Best Practice Action Items
              Teach students through the                                   Help faculty members to become familiar
               recruitment & admission process how                           with different learning styles & to adapt
               to take control of their own learning                         their pedagogical approaches accordingly
              Use orientation programs & first-year                        Set & maintain high expectations for
               seminars to help students discover                            student performance
               their preferred learning approaches &
               abilities                                                    Clarify what students need to do to
                                                                             succeed d
              Assess students’ prior learning from
               work & life experiences as well as from                      Strengthen support for individualized
               formal and informal educational                               majors & independent studies
               activities & build on those talents,
               abilities, & knowledge                                       Make meaningful time for students

              Provide prompt, detailed, and                                Hold students accountable for taking their
               personalized feedback                                         share of the responsibility for their
                                                                             learning
              Weave diversity into the curriculum
               including out-of-class assignments                           Help students map out a path to success

                                                     Appendi                                                       Appendi




 Student success is
everybody’s business.
                      --George Kuh
                 Di t of th Center for Postsecondary
                 Director f the C t f P t            d
          Research at Indiana University Bloomington and
                                         founder of NSSE
                                                               Questions & Discussion




                                                                                                               Page C-18

				
DOCUMENT INFO