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Long-Term Goal 2:
Innovative High Quality Programs

Long-Term Goal 2: Innovative High Quality Programs. Develop, deliver, and continually improve high quality academic programs appropriate for a Metropolitan University.

1. Data Sources for Measuring Achievement of Long-Term Goal 2

SIUE has two primary sources of information to measure achievement of Long-Term Goal 2: the results of accreditation reviews and graduates' perceptions of the quality of their programs. Accordingly, Appendix 2 includes information on the accreditation status of SIUE programs which have recognized accrediting bodies, and information from the baccalaureate follow-up surveys of one, five, and nine-year-out graduates.

A secondary measure of Long-Term Goal 2 is the University's own evaluation of its assessment program. The Undergraduate Assessment Committee and the Graduate Council have evaluated the assessment programs of undergraduate and graduate programs, respectively. The undergraduate evaluations are displayed in Appendix 2.

Finally, Appendix 2 includes data on items that may be leading indicators of changes in quality (e.g., percentage of credit hours taught by full-time faculty).

2. Status in Achieving Long-Term Goal 2

What characteristics can be expected of the programs of a Premier Metropolitan University? First and foremost, academic quality should be expected and demonstrated through pass rates on licensure examinations in fields in which they are available, and the programs eligible for accreditation should be accredited to demonstrate their academic quality to the citizens of the region and to academic peers throughout the nation. Secondly, the program should serve the needs of the metropolitan area. Lastly, graduates should be either employed or enrolled in post baccalaureate programs.

SIUE's program inventory seems to closely match the needs of southwestern Illinois at the baccalaureate, master's and professional degree levels. Full implementation of the Doctor of Pharmacy degree improves the match between SIUE's programs and regional needs as does the Fall 2011 implementation of the Doctor of Nursing Practice (DNP) and the Education Doctorate in Educational Leadership (Ed.D.).

Nursing NCLEX scores matched the national average pass rate of 87% in 2008; however, in 2009, NCLEX scores decreased to 77% while the national average increased to 88%. In response, the School of Nursing revised its process of evaluating applicants' information and the Undergraduate Curriculum Committee increased the importance attached to the end of course standardized tests that students are required to take. From 10/09 - 9/10 the NCLEX pass rate increased by 8% to 85%. The most recent information from 10/10 - 3/11 shows a pass rate of 90%, which is above the current national average of 87%. In 2009, the overall pass rate for first time test takers of the Certified Nurse Anesthetist exam was 83%. Testing information for 2010 and 2011 has not been received from ANCC for those taking the Certified Nurse Anesthetist exam. However, self-reports indicate an overall pass rate of 100% in both 2010 and 2011. The Advanced Practice Nurses (Family Nurse Practitioners) first time test takers achieved a 100% pass rate in 2009. Testing information for 2010 and 2011 has not been received from ANCC, and self-reporting for 2010 is incomplete. Self reports for 2011 from January to May show a 95% pass rate for Family Nurse Practitioners.

For the National Dental Board Examination, Part I, the Class of 2012 had a 94% pass rate, the Class of 2013 a 100% pass rate and the Class of 2014 a 94% pass rate. All students who retook the exam passed on the second attempt. For the National Dental Board Examination, Part II, the Class of 2010 had a 92% pass rate, the Class of 2011 a 98% pass rate and the Class of 2012 a 98% pass rate.

The School of Pharmacy pass rates for the North American Pharmacist Licensure Examination (NAPLEX) continue to be above the national average. From 05/01/10-8/31/10, SIUE had a pass rate of 95.77% with a national pass rate of 92.39%. From 09/01/10 - 12/31/10, SIUE had a pass rate of 100% with a national pass rate of 72.20%. From 05/01/11- 8/31/11, SIUE had a pass rate of 100% with a national pass rate of 94.16%.

Graduates of SIUE report high perceptions of quality of their programs. For example, in 2009 about 84% of one-year-out graduates reported that SIUE prepared them adequately to well for their jobs and 96% said they were prepared to seek advanced degrees. Ninety-five percent of one-year-out graduates reported that their education at SIUE was "average to among the best when compared to that of friends at other schools." The most recent five-year-out graduates' responses indicate a decrease in the perception that their degrees prepared them for a career path (from 92% to 86%) and that their degrees prepared them for additional degrees (from 95% to 92%). However, their perception that their SIUE education was "average to among the best" increased from 93% to 95%. The table on specialized accreditation in Appendix 2 shows that nearly all of the SIUE programs that could achieve specialized accreditation have done so.
SIUE has had a formal assessment program in place since the late 1980s. With an earlier start and a long-term commitment to assessment compared to many institutions across the nation, SIUE has gained a national reputation for its assessment work. A vigorous examination of 2010 Senior Assignment processes revealed that 4% are in need of significant improvement. This percentage has remained relatively unchanged since 2006 except for a one year increase to 8% in 2008. The percentage of faulty indicating that the senior assignment is useful in improving curriculum has increased 30% from Fall 1998 to Fall 2010 (from 29% to 59%).
In terms of leading indicators, the data on percentage of credit hours taught by full-time faculty show a mostly level pattern from Fall 2006 to Fall 2010 (ranging from 78% to 81%) with Fall 2006 and Fall 2009 reflecting the highest percentages, both at 81%. The percentage of credit hours taught by tenured and tenure-track faculty was 50% in Fall 2010, a decrease from Fall 2009 (54%).

3. Highlights from FY11 in Pursuit of Long-Term Goal 2 include:
Initial implementation of Health Sciences baccalaureate degree/specializations recommendations.

Instructional Services collaborated with departments to increase Supplemental Instruction course members and types of courses and sections served.

Obtained approvals for the Doctor of Education Degree (Ed.D.) in Educational Leadership and the Doctor of Nursing Practice (DNP).

Implemented portal.

The University Quality Council is developing and implementing AQIP Action Projects addressing retention. These projects emerged from the HLC Strategy Forum.

In order to enhance the Residence Life Experience throughout the residence halls, the Focused Interest communities were distributed throughout the three first-year residence halls.

University Housing implemented an online reservation process for housing assignments.

Expanded MAP-Works to include SOAR and Athletics.

University Housing, along with Counseling and Health Services, the University Police and Kimmel Leadership Center, presented the One Night Alcohol Awareness Program; approximately 700 students attended the program.

Housing Collaborated with the Gardens at SIUE to design and launch the Eco House, a nine bed upper-class Focused Interest Community.

The Early Childhood Center was awarded a $55,000 "Preschool for All" grant to provide free pre-K services to 20 at-risk 3-5 year olds (primarily student families); this included parenting service home visits, parenting workshops, professional development for the ECC staff and over $3,000 in equipment.

The ECC was awarded $305,595 over a four-year period through the U.S. Department of Education to support access to postsecondary education through the provision of quality childcare services to low-income families.

4. Short-Term Goals and Plans

Fiscal Year 2012
During FY12, SIUE will focus on the following short-term goals and plans relative to Long-
Term Goal 2:

a. Hire a Director of Interdisciplinary Health Sciences and continue implementation of Health Sciences baccalaureate degree/specializations recommendations.

Responsibility: Provost and Vice Chancellor for Academic Affairs, Associate Provost for Academic Planning and Program Development

Source of Funds: Existing staff time and budget

Rationale: Providing targeted degrees to meet undergraduate students' interests and needs will enhance retention and graduation rates.

b. Complete curriculum and obtain approval for a baccalaureate degree in Integrative Studies.

Responsibility: Associate Provost for Academic Planning and Program Development, Director of General Education

Source of Funds: Existing staff time and budget

Rationale: To design a Bachelor of Integrative Studies Degree with high educational integrity and functional flexibility

c. Hire an Honors Director and define honors curricular and co-curricular experiences.

Responsibility: Provost and Vice Chancellor for Academic Affairs, Associate Provost for Academic Planning and Program Development

Source of Funds: Existing staff time and budget

Rationale: To enhance student, recruitment, success and retention

d. Expand the Undergraduate Research and Creative Activities (URCA) program.

Responsibility: Provost and Vice Chancellor for Academic Affairs, Assistant Provost for Academic Innovation and Effectiveness

Source of Funds: Existing staff time and budget

Rationale: To enhance student recruitment, success and retention

e. Collect and analyze data for the Council of Graduate Schools (CGS) Completion and Attrition in STEM Master's Programs grant.

Responsibility: Acting Associate Provost for Research and Dean of the Graduate School, Assistant Provost for Academic Innovation and Effectiveness

Source of Funds: Grant funds

Rationale: Understand causes for attrition in STEM master's programs to more effectively impact retention

f. Finalize a University-wide strategic plan for online learning.

Responsibility: Provost and Vice Chancellor for Academic Affairs, Associate Vice Chancellor for Information Technology/Chief Information Officer

Source of Funds: Existing staff time and budget

Rationale: To effectively deliver strategic online education

g. Finalize a General Education assessment plan that includes NSSE, Senior Assignment and a new authentic assessment.

Responsibility: Assistant Provost for Academic Innovation and Effectiveness, Director of General Education

Source of Funds: Existing staff time and budget

Rationale: To ensure continuous quality improvement in the
General Education curriculum

h. Organize and present the first SIUE Continuous Improvement Conference.

Responsibility: Assistant Provost for Academic Innovation and Effectiveness, Director of Assessment

Source of Funds: Existing staff time and budget

Rationale: To share innovative assessment and continuous
improvement activities within the University community

h. Develop the policies, procedures and infrastructure for the Graduate School administration and conferring of interdisciplinary post-graduate degrees.

Responsibility: Acting Associate Provost for Research and Dean of the Graduate School, Associate Provost for Academic Planning and Program Development, Graduate Council

Source of Funds: Existing staff time and budget

Rationale: A standardized format will enable the University to run these programs most effectively and efficiently

i. Achieve successful re-accreditation or re-approval of Art Therapy, Business, Music, Theater and Public Administration programs.

Responsibility: Provost and Vice Chancellor for Academic Affairs, Deans of Business and CAS

Source of Funds: Existing staff time and budget

Rationale: The University is committed to maintaining high quality programs.

j. Obtain approval for the Master's of Healthcare Informatics.

Responsibility: Associate Provost for Academic Planning and Program Development

Source of Funds: Existing staff time and budget

Rationale: This degree will meet a significant and pressing need in the healthcare community.

k. Prepare for the National Association for the Education of Young Children (NAEYC)
Accreditation by focusing on areas of needed improvement that have been identified by past studies.

Responsibility: VCSA

Source of Funds: Funds have been budgeted, and staff time

Rationale: This is an organization that accredits Early Childhood Centers and ensures that we are providing the best service possible for our clients.

l. Campus Recreation will utilize past benchmark strategies, focus groups and user satisfaction surveys to develop a plan to address the needs of an expanded free weight room.

Responsibility: VCSA

Source of Funds: Existing staff time and budget.

Rationale: As enrollment increases, the use of the Student Fitness Center has dramatically increased including the free weight room.

m. Health and Counseling Services is planning for the addition of a health education professional to coordinate and expand outreach programs.

Responsibility: VCSA

Source of Funds: Funds have been budgeted for this position

Rationale: This will enhance our proactive measures for physical and mental health education and free the present staff to focus on their primary duties.

n. Health and Counseling Services will implement a quality assurance program for its clients.

Responsibility: VCSA

Source of Funds: Existing staff time and budget

Rationale: This is an assessment strategy to ensure the best service to our clients.

o. Continue to use and improve "RSS feeds" in Public Affairs.

Responsibility: Vice Chancellor for University Relations, Assistant Vice Chancellor, Marketing & Communications

Source of Funds: Existing staff time and budget

Rationale: The use of new technology will continue to build awareness of and interest in SIUE.