A. Long-Term Goal 1: Engaged Students and Capable Graduates. Attract a diverse student body, including traditional, non-traditional, commuter, and residential scholars, and nurture, educate and graduate students who achieve the objectives for baccalaureate, graduate, and professional degrees.
1. Data Sources for Measuring Achievement of Long-Term Goal 1
SIUE participates in two annual surveys that yield data on student engagement. The first, the National Survey of Student Engagement (NSSE), surveys freshmen and seniors about their academic behavior and their perceptions of SIUE. NSSE is relatively new, with only five years of data available. Over the long term, however, the NSSE study should provide excellent data to monitor student engagement.
The second survey covers SIUE alumni one, five, and nine years after completing their degrees. The survey of alumni also covers their perceptions of the quality of their experiences at SIUE and how those experiences compare with those of graduates of other institutions. Accordingly, the alumni survey yields alumni perceptions of the quality of their experiences at SIUE. The alumni survey has existed sufficiently long to provide a longitudinal analysis.
SIUE also has extensive data on student persistence measure of student engagement. The most important of these measures are the second year return rate and the six-year graduation rate.
SIUE has limited data that directly measure the extent to which graduates are "capable" at an all-university level. Individual programs, particularly those in professional fields like nursing, dental medicine, accounting, and engineering, do have data on how their students compare to those from other programs on a state and national level.
In addition to speaking to "engaged students and capable graduates," Long-Term Goal 1 also speaks to attracting a diverse student body. Accordingly, it is appropriate to monitor various components of the SIUE student body to identify trends that might be emerging. Factors to monitor include race, ethnicity, gender, geographical origin, and academic preparation.
Appendix 1 contains data from NSSE, data from the baccalaureate follow-up studies, and data about various measures of enrollment and diversity. Where available, data are also displayed for peer institutions. In the case of NSSE data, SIUE can be compared with data from a coalition of urban universities. (The number of institutions in this coalition is growing, and will continue to grow, as NSSE comes into wider use.) In the case of baccalaureate follow-up data, SIUE can be compared with other Illinois public institutions that also conduct such studies under the direction of the Illinois Board of Higher Education. Likewise, there is extensive data available on second year retention rate and six-year graduation rates at various universities in the state and nation.
2. Status in Achieving Long-Term Goal 1
What is the appropriate level of accomplishment on student engagement and achievement for a premier Metropolitan University? "Premier" suggests that SIUE should aspire to be significantly above the mean on appropriate measures of student engagement and accomplishments.
Are SIUE students "engaged"? The data from NSSE suggest that SIUE undergraduate students, both freshmen and seniors, are as engaged as those at other urban institutions participating in the NSSE project.
One area in which SIUE seniors stand out above their counterparts is in the percent reporting having a culminating senior experience; a clear reflection of SIUE's senior assignment requirement (82% for SIUE vs. 63% for peers). For the third consecutive year, U.S. News & World Report named SIUE among America's Best Colleges for our Senior Assignment Program, our integrative learning experience required of all seniors prior to graduation. SIUE again joins the ranks of 13 elite universities on the list; including Brown, Harvard, MIT, Duke and Princeton.
In terms of persistence as a measure of engagement, about 75% of new freshmen in fall 2005 returned for fall 2006. As shown in Appendix 1, that percentage is just below the highest persistence rate achieved. SIUE's six-year graduation rate has also shown an increase over the past four years, moving from 38% for the class entering in fall 1996 to 46% for the class entering in fall 2000. The Fall 2000 six year persistence rate is the highest rate achieved to date. This improved rate compares favorably to urban institutions nationally, which historically have had a six-year graduation rate from 37% to 40%.
Are SIUE graduates "capable"? While SIUE has little university-wide data on student achievement, the baccalaureate follow-up studies provide data about the graduates' perceptions of their capabilities. The data in Appendix 1 show that high percentages of graduates believe that their SIUE education has significantly improved their skills and knowledge in areas fundamental to a baccalaureate education, and the strength of that belief has held steady in recent years. For example, 95% of the year 2005 graduates said that SIUE significantly strengthened their critical thinking skills. For most of the benchmarks available, SIUE compares favorably with its Illinois metropolitan public peers in the five-year-out results. Of special note, the percentage of five-year-out graduates (those who graduated in 2000) who believe that SIUE helped to develop their understanding of diverse people is 88%, significantly above the metropolitan peer value of 60% (the most recent peer data available).
3. Highlights from FY07 in Pursuit of Long-Term Goal 1.
Highlights of FY07 in pursuit of long-term goal 1 include:
a. Implemented New Freshman Seminar courses for 50% of the new freshmen entering in FY07. Developed additional New Freshman Seminar courses for 100% of the new freshmen entering in FY08.
b. The AASCU team visited SIUE on April 11-13, 2007 and the report was received in mid May. The team's overall findings support the direction the University is taking in addressing retention and graduation issues and specific recommendations about advising, the New Freshman Seminar, and faculty expectations and rewards are currently being examined.
c. Reviewed and assessed current university and major program admissions requirements to ensure that criteria are appropriate for assessing potential success and that no criteria are unnecessarily exclusive or have an adverse effect on any particular group of groups of participants.
d.A task force, Culture of Academic Success (CAS), developed recommendations to address freshman to senior year retention challenges.
e. CAS recommendations resulted in the development of the Cougar Village Sophomore Village learning community to help 64 residence hall students transition to independent living and address confidence issues in their choice of major/career.
f. CAS recommendations also developed the Bluff Hall QWEST focused-interest community that provided an opportunity for 84, undecided major, students to focus on career investigation.
g. The Parent Connection program was developed and implemented to engage parents in their SIUE student's learning, social and cultural experiences.
h. The Chancellor's Literary Society program was developed and implemented for the entering Fall 06 freshman class to promote reading as essential for academic success and life-long learning.
i. Currently, the Community Service and the Student Leadership Program is organized into one unit. A plan has been developed to separate these essential programs to give each the necessary focus, resources and emphasis. The Assistant Director who is responsible for both areas will then focus on expanding our volunteer and service learning opportunities as well as encouraging greater civic engagement.
j. Bluff Hall was opened for students who wished to enroll in Summer 07 classes and reside on campus.
k. Based upon revenue generated in FY 07 from the new Technology Fee, additional digital library materials can now be purchased.
4. Short-Term Goals and Plans
Fiscal Year 2008
During FY 08 SIUE will focus on the following short-term goals and plans relative to Long-Term Goal 1.
a. Implement integration process for Academic Affairs and Student Affairs units into the Student Academic Success Center.
Responsibility: Provost and Vice Chancellor for Academic Affairs,
Vice Chancellor for Student Affairs, Student Success Center Steering Committee
Source of Funds: Existing staff time
Rationale: To enhance student retention and success.
b. Through refocusing and restructuring, develop a strong collaboration and effectiveness among Academic Advising, Instructional Services, and Student Opportunities for Academic Results (SOAR) in their transition from the College of Arts and Sciences to the Office of the Provost.
Responsibility: Provost and Vice Chancellor for Academic Affairs Associate Provost for Academic Planning and Program Development, Dean of Arts and Sciences
Source of Funds: Existing staff time
Rationale: To enhance student retention and success.
c. Develop and implement a university-wide Academic Advising Plan to more actively and effectively meet student progression needs.
Responsibility: Provost and Vice Chancellor for Academic Affairs Associate Provost for Academic Planning and Program Development
Source of Funds: Existing staff time
Rationale: To enhance student retention and success.
d. Implement new admissions and financial aid strategies to enhance diversity of the entering freshman class including restructuring of the Johnetta Haley Scholars Academy.
Responsibility: Provost and Vice Chancellor for Academic Affairs, Assistant Vice Chancellor for Enrollment Management
Source of Funds: Existing staff time and reallocation of existing scholarships/fellowships
Rationale: Provide new opportunities for underrepresented students by more efficiently using current resources.
e. Develop, implement, and/or strengthen School and College initiatives to increase student diversity.
Responsibility: Provost and Vice Chancellor for Academic Affairs, Asst. Vice Chancellor for Enrollment Management, Academic Deans
Source of Funds: Existing staff time and budget
Rationale: To enhance diversity throughout the University including traditionally underrepresented majors.
f. Review and revise the University Enrollment Management Plan.
Responsibility: Provost and Vice Chancellor for Academic Affairs, Assistant Vice Chancellor for Enrollment, Management
Source of Funds: Existing staff time
Rationale: Current Plan extended through 2007. It is now appropriate to revise a strategic enrollment management plan that includes undergraduate, graduate, and professional students in all programs to effectively respond to enrollment initiatives and demands.
g. Develop a strategic approach through the creation of a new Office of Educational Outreach improving (a) student access to and success in SIUE academic programs and (b) enhance enrollment at off campus locations in both undergraduate and graduate programs.
Responsibility: Provost and Vice Chancellor for Academic Affairs Associate Provost for Academic Planning and Program Development
Source of Funds: Existing funds
Income funds: $60,000
IBHE Performance Contract (Proposed): $325,000
Rationale: To restructure and reorient current and planned campus efforts in order to coordinate and expand the University's academic resources enabling undergraduate, graduate and professional students (often limited by preparation, time, place or resources) to complete their educational or professional goals in credit-based programs.
h. Develop and promote a Culture of Academic Success with a focus on the sophomore year experience.
Responsibility: Vice Chancellor for Student Affairs, Associate Provost for Academic Planning and Program Development
Source of Funds: Existing
Rationale: Increase graduation rates and improve retention.
i. Implement the reorganization of the Student Leadership program.
Responsibility: Vice Chancellor for Student Affairs
Source of Funds: Existing
Rationale: Better prepare our students for leadership positions, both on campus and within their off-campus careers. A new leadership position will be posted in the spring and a new hire will be made by the summer.
j. Develop support for Military returning to campus.
Responsibility: Vice Chancellor for Student Affairs
Source of Funds: Existing
Rationale: Support mechanisms are necessary to meet the needs of our students returning from the military.
k. Develop plans and initiatives to increase international student enrollment on campus and strengthen international education
Responsibility: Vice Chancellor for Student Affairs
Source of Funds: Existing
Rationale: Develop initiatives that will recruit international students as well as expand and promote study abroad opportunities
l. Increase Alumni Association membership.
Responsibility: Vice Chancellor for University Relations, Director of Alumni Affairs
Source of Funds: Existing staff time
Rationale: To increase the number and quality of alumni connections to SIUE.