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University of Northern Iowa Higher Learning Commission Accreditation Review

Appendix J: Foundations of Excellence® Current Practices Inventory


 Table A1 - First-Year Students by Term and Full-Time/Part-Time Status. Enter the number of first-time and continuing students meeting the CPI First-Year Student Cohort (FY Cohort) definition in the prior academic year by term and full-time/part-time status. First-time refers to first time at your institution. Continuing refers to enrolled students who are not first-time, but who have not yet achieved sophomore status. Use the institution’s definition of full-/part-time status and census files for each term. There will be duplication of students across terms. This chart shows the size of the FY Cohort in each term.

 

First-Year Students

Summer
All Sessions

Fall

Winter
(Qtr System Only)

Spring

First-Time Full-Time

 

1932

 

28

First-Time Part-Time

22

55

 

6

Continuing Full-Time

14

771

 

81

Continuing Part-Time

84

54

 

730

Comments

 

 

 

 

 

Table A2 - First-Year Student Unduplicated Headcount. Use data from Table A1 to create an unduplicated headcount of first-year students served in any term of the previous academic year based on the CPI FY Cohort definition. This table shows the number of first-year students served across an academic year.

 

 

Academic Year Total

TOTAL First-Year Student Cohort (FY Cohort)

2812

Comments

 

 

 

Table B - Inventory of First-Year Programs/Interventions: For each program/intervention, identify the following:

  • Name: Provide the campus-specific name for the program/intervention.
  • Description: Provide a summary description.
  • % of FY Cohort: Provide a “best estimate” of the percentage of students (Table A2, FY Cohort) that are served prior to attainment of sophomore status.
  • Administrative Home: Name the unit that has responsibility for administering this program/intervention.
  • Summarize Goals: Summarize the program/intervention’s key explicit or implicit goals.
  • Comments: Provide any comments that will be helpful to the task force members (e.g., new, to be phased out starting next year, under review).

“After the Game" Program

Description:

Tutoring Program: Partners Honors Students with Student-Athletes. 

% of 1st-Yr Students:

1% 

Administrative Home:

University Honors Program and Athletic Academic Advising 

Summarize Goals:

Achieve higher grades, and maximize time effectiveness and study strategies. 

Additional Comments:

This is a voluntary program and is reviewed each semester, and it was created in response to a low team GPA. 

 

Bash with Ben

Description:

Fall welcome party 

% of 1st-Yr Students:

0% 

Administrative Home:

Summarize Goals:

UNI students, faculty and staff joined UNI President Ben and Pat Allen for the third annual Bash with Ben, a fall campus celebration, from 11:30 a.m. to 1 p.m., on Thursday, Sept. 4. The event featured the Allens, NISG President Pernell Cezar and new Athletic Director Troy Dannen, with a picnic lunch inside Maucker Union (the event was moved from the Campanile Plaza due to rain).  

Additional Comments:

http://www.uni.edu/pres/bashwithben/ 

  

Career Decision Making Course

Description:

Course: Helps students explore majors and careers. 

% of 1st-Yr Students:

2% 

Administrative Home:

Academic Advising 

Summarize Goals:

Understand career development and decision making, expand awareness of personal interests and abilities, and increase knowledge of available majors, careers, and career paths. 

Additional Comments:

 

CHAMPS/Life Skills Course

Description:

Course: Helps student-athletes explore strategies for success. 

% of 1st-Yr Students:

3% 

Administrative Home:

HPELS and Athletic/Academic Advising 

Summarize Goals:

Strengthen critical thinking, study strategy, and communication skills, time and stress management, and develop appreciation for diversity and multi-cultural perspectives. Understand NCAA academic eligibility requirements and social and behavioral expectations. 

Additional Comments:

This course has been offered as an experimental class, and HPELS will decide this fall if it is going to be continued. 

  

Dive-in Days

Description:

Orientation Program: Helps students socialize and teaches necessary life skills. 

% of 1st-Yr Students:

7% 

Administrative Home:

Department of Residence 

Summarize Goals:

Enhance students’ transition, establish peer groups, encourage identity development, and enhance academic and social success. 

Additional Comments:

  

Email Communications to Deciding Advisees (Bi-Weekly)

Description:

E-Mail: It addresses transitional and career development topics. 

% of 1st-Yr Students:

21% 

Administrative Home:

Academic Advising 

Summarize Goals:

Address transitional and career development topics, help them integrate skills into major and career development, and establish connection with their advisor. 

Additional Comments:

  

Exploring Majors and Student Activities Fair (October)

Description:

Fair: Helps students explore various majors and student organizations. 

% of 1st-Yr Students:

4% 

Administrative Home:

Academic Advising 

Summarize Goals:

Help students learn about curricular and co-curricular programs and opportunities available to them. 

Additional Comments:

  

First Year Seminar for Business Majors - 100:059

Description:

Course: Required for all freshman majoring in business. 

% of 1st-Yr Students:

25% 

Administrative Home:

College of Business Administration 

Summarize Goals:

Advising, integrate assessment, and make a connection between academics and professional preparation. 

 

Additional Comments:

This program is new and will begin fall semester, 2008.

 

 

Freshman Intake Model

Description:

Program outcomes focus on helping first-year students define their goals, make sound educational choices and address transitional needs. 

% of 1st-Yr Students:

43% 

Administrative Home:

Academic Advising 

Summarize Goals:

Fall 2008 - At beginning of the semester there were 548 new freshmen from four colleges participating in this new program, in addition to 282 new deciding freshmen. During the first year, Academic Advising has a number of learning outcomes around four topical areas:

Personal responsibility and growth
Utilization and understanding of resources
Curriculum integration
Relational development 

Additional Comments:

 

Gaining Panther Success (GPS) Mentoring Program

Description:

Mentor Program: Helps students from diverse backgrounds enhance their academic and social skills. 

% of 1st-Yr Students:

4% 

Administrative Home:

The Center for Multicultural Education and the Academic Learning Center 

Summarize Goals:

Ease the academic and social transition, and increase the retention and graduation rates. 

Additional Comments:

The GPS Mentoring Program began its programming in the Spring 2005 semester. In 2005-2006, the GPS Mentoring Program became an academic-year (rather than semester) program. 

  

General Chemistry Enrollment Management

Description:

Enrollment Management: Make sure that certain courses are available when necessary to ensure timely graduation. 

% of 1st-Yr Students:

13% 

Administrative Home:

Department of Chemistry and Biochemistry 

Summarize Goals:

Help ensure access to courses needed by students to fulfill their program of study.  

Additional Comments:

This is an "unofficial" assignment for the professor, but it extends out of her work with orientation. 

  

General Chemistry I-II

Description:

Course: For high-achieving students - It covers material from Gen Chem I&II in one semester. 

% of 1st-Yr Students:

1% 

Administrative Home:

Department of Chemistry and Biochemistry 

Summarize Goals:

Recruit students to the chemistry & biochemistry major, and prepare students for higher level courses. 

Additional Comments:

  

Greek Life

Description:

% of 1st-Yr Students:

0% 

Administrative Home:

Summarize Goals:

The Greek community at the University of Northern Iowa has a long, rich tradition of supporting student involvement and development. Since 1935, students have chosen to become members of fraternities and sororities at UNI because of the advantages these organizations provide. Greek societies can be traced back to their beginnings to a group of young students in 1776. These societies were founded on the ideals of leadership, community service, and friendship. Each of our Greek organizations at UNI continue to uphold these ideals. 

Additional Comments:

http://www.uni.edu/maucker/greeklife/ 

Health Aide Program

Description:

Health Focused Program: Helps and support students when they become ill or injured in the Residence Halls. 

% of 1st-Yr Students:

50% 

Administrative Home:

Wellness & Recreation Services 

Summarize Goals:

Provide residence hall students resources, information and direction when they have health needs. 

Additional Comments:

  

Honors Peer Program

Description:

Mentor Program: Helps students make the social and academic transition. 

% of 1st-Yr Students:

4% 

Administrative Home:

University Honors Program 

Summarize Goals:

Establish communities where new students can begin to make social and academic connections.  

Additional Comments:

  

Individual Appointments with Advisors

Description:

Advising: Deciding students meet with their advisor to discuss first-year transition issues. 

% of 1st-Yr Students:

21% 

Administrative Home:

Academic Advising 

Summarize Goals:

Help students understand the advising process, LAC requirements, their degree audit, and how to locate and use basic UNI information resources. 

Additional Comments:

  

International Orientation and Registration Program

Description:

Orientation Program: Helps familiarize students with campus and local culture. 

% of 1st-Yr Students:

8% 

Administrative Home:

Office of Admissions 

Summarize Goals:

Ease social and academic transition, encourage connections, and help students learn about the campus and community culture. 

Additional Comments:

We are looking for opportunities to collaborate with other orientation programs on campus to enable our students to have more interaction with American students and to benefit from the campus-wide programming efforts. 

 

Jump Start Program

Description:

Orientation Program: Assists students from diverse backgrounds in making a smooth transition to UNI. 

% of 1st-Yr Students:

7% 

Administrative Home:

Office of the Vice President for Student Affairs as of FY10 

Summarize Goals:

Increase retention and graduation rates, monitor academic progress, and ensure academic success. 

Additional Comments:

The Jump Start Program began serving transfer students in 2000, with the majority of these students reaching sophomore or junior status their first semester at UNI.  

Liberal Arts Core - Category 1

Description:

The liberal arts experience in the Liberal Arts Core exposes students to the broad areas of knowledge embodied in the whole of the environment and liberates students to further develop the knowledge, skills, and values necessary to live thoughtful, creative and productive lives. 

% of 1st-Yr Students:

100% 

Administrative Home:

Academic Affairs 

Summarize Goals:

We experience the benefits of liberal learning by pursuing intellectual work that is honest, challenging, and significant, and by preparing ourselves to use knowledge and power in responsible ways. 

Additional Comments:

Category 1 is entitled 'Core competencies' and as such provides the foundation of all learning which comes thereafter. Category 1 focuses on core learning skills in the areas of writing, speaking and listening and mathematical reasoning.  

  

Major Meetings

Description:

Group Advising: Reps from academic departments provide info to students interested in a new major. 

% of 1st-Yr Students:

7% 

Administrative Home:

Academic Advising 

Summarize Goals:

Students will explore and learn about different curricular and co-curricular programs and opportunities. 

Additional Comments:

The Deciding Meetings also focused on the major/career decision-making process including some activities, how to read the degree audit, how to declare a major and registration preparation. 

  

Math Center

Description:

Tutoring Program: Provide group and individual math assistance to students (especially those in LAC math courses). 

% of 1st-Yr Students:

35% 

Administrative Home:

Academic Learning Center 

Summarize Goals:

Provide math services that are appropriate to meet students’ developmental needs and goals. 

Additional Comments:

The Math Center has not been fully functioning since the most recent Math Coordinator left UNI several years ago. A new Math Coordinator is beginning August 25, 2008. The Math Lab in Wright Hall, under direction of the Department of Mathematics, will probably continue to provide some support for students in these courses, at least for the 2008-2009 academic year, in addition to tutoring upper-level math courses. 

  

Meet and Greet Advisor/Advisee Meetings

Description:

Advising: Initial group meeting of advisors with deciding advisees. 

% of 1st-Yr Students:

21% 

Administrative Home:

Academic Advising 

Summarize Goals:

Learn about advising expectations, partnership of Advisor and Advisee, and about academic resources.  

Additional Comments:

  

New Student Orientation

Description:

Orientation Program: Helps students make the social and academic transition. 

% of 1st-Yr Students:

97% 

Administrative Home:

Office of the Vice President for Student Affairs 

Summarize Goals:

Introduce students to academic culture, encourage involvement, familiarize students with campus, and encourage peer interactions.  

Additional Comments:

 

New Student Orientation Advising

Description:

Advising: Coordinates university-wide advising for 23 orientation programs. 37 faculty and staff advisors meet with individual students on day 2 of freshman summer orientation for advising. 

% of 1st-Yr Students:

98% 

Administrative Home:

Academic Advising 

Summarize Goals:

Understand academic culture, foster social and academic connections, ease transition, and introduce them to the advising process. 

Additional Comments:

  

PAIR Plus

Description:

Advising: Expand upon current program to better support academic success. 

% of 1st-Yr Students:

50% 

Administrative Home:

Department of Residence 

Summarize Goals:

Provide residence life and PAIR staff more direction for supporting students’ academic success. 

Additional Comments:

This is a new program. It includes recognizing those students who do well; reaching out to those students who are struggling and direct them to appropriate offices on campus; refocusing the PAIRs’ energies and attention; and attempting to engage students in identifying goals, committing to them, and following through on them. 

  

Peer Academic Advisors in Residence (PAIRs) Program

Description:

Advising: Provides academic advising and academic transition resources to students. 

% of 1st-Yr Students:

50% 

Administrative Home:

Academic Advising and Department of Residence 

Summarize Goals:

Set personal and academic goals, find out-of-class involvement opportunities, and increase knowledge of prospective majors. 

Additional Comments:

In a Spring 2008 survey of Residence Hall Students in the 8 Halls that house freshmen, 77.6% of the students who responded said that the PAIR Program and resources were important to their success as a student and nearly 96% were aware of the program.  

  

Pre-Registration Walk-ins (November/December) (April/May)

Description:

Advising: Unscheduled meetings with students preparing to register for classes. 

% of 1st-Yr Students:

21% 

Administrative Home:

Academic Advising 

Summarize Goals:

Read degree audit and degree components, understand resources for registration, and understand steps to selecting a major. 

Additional Comments:

  

Preview Day Presentation

Description:

Advising/Recruitment: Program for prospective students visiting UNI. 

% of 1st-Yr Students:

50% 

Administrative Home:

Office of Admissions 

Summarize Goals:

Learn process to discovering majors, understand role of advisors, and learn to access resources. 

Additional Comments:

 

Proactive Student Success Program (*Program is new this fall, so they don't have an official name yet)

Description:

Advising/Tutoring: Helps incoming "at-risk" student-athletes achieve academic success. 

% of 1st-Yr Students:

1% 

Administrative Home:

Athletic Academic Advising 

Summarize Goals:

Increase retention in this “at-risk” category, and empower students to achieve academic goals. 

Additional Comments:

  

Reading and Learning Center

Description:

Courses/Tutoring: The center provides academic support for all students through a variety of programs. 

% of 1st-Yr Students:

20% 

Administrative Home:

Academic Learning Center 

Summarize Goals:

Provide reading and learning services that are appropriate to meet students’ developmental needs and goals. 

Additional Comments:

  

Residence Life Programming

Description:

Programs and Services for students living on campus. 

% of 1st-Yr Students:

90% 

Administrative Home:

Dept of Residence 

Summarize Goals:

Provides support for students academic, personal, and social needs. Provides a variety of services and educational programs aimed at helping students succeed. Specialized housing options available for first-year students, through Springboard program. 

Additional Comments:

  

Springboard

Description:

Residence Life: All first-year students living together in an on-campus community. 

% of 1st-Yr Students:

10% 

Administrative Home:

Department of Residence 

Summarize Goals:

Enhance students’ transition, encourage identity development, enhance social and academic success. 

Additional Comments:

There are eight residence hall houses in five residence halls. 

Student Disability Services

Description:

Provides individualized assistance for students with learning and physical disabilities. 

% of 1st-Yr Students:

5% 

Administrative Home:

Counseling Center 

Summarize Goals:

Provides individualized assistance to students with a variety of physical disabilities and learning disabilities. Seeks to enhance the overall academic, career, and personal development of each student with a disability.

SDS collaborates with students who have disabilities in an effort to coordinate support services and programs that enable equal access to an education and university life.  

Additional Comments:

 

Student Support Services

Description:

Advising Program: Intensive, individualized support for first-generation, low-income, and disabled students. 

% of 1st-Yr Students:

2% 

Administrative Home:

Academic Learning Center 

Summarize Goals:

Increase retention, graduation rates, and the academic and social standing of this particular population. 

Additional Comments:

  

Student-Athlete Mentoring Program

Description:

Advising Program: Helps select student-athletes achieve personal, career, and academic goals/standards. 

% of 1st-Yr Students:

1% 

Administrative Home:

Athletic Academic Advising 

Summarize Goals:

Help students achieve success both personally and academically. 

Additional Comments:

  

Welcome Letter from Provost and NISG President

Description:

Advising Program: Helps students explore majors, careers, academic assistance, and campus involvement. 

% of 1st-Yr Students:

100% 

Administrative Home:

Office of the Executive Vice President and Provost 

Summarize Goals:

Establish an early connection with students, and inform them of the support services available. 

Additional Comments:

  

Welcome Week

Description:

Orientation Program: Helps students get acquainted with campus and CV community. 

% of 1st-Yr Students:

100% 

Administrative Home:

Office of the Vice President for Student Affairs 

Summarize Goals:

Help ease the transition, establish peer groups, and help them get acquainted with the campus and community. 

Additional Comments:

 


Table C New Student Retention Rates. In completing this table, use data from the cohort of first-year students entering IN THE PREVIOUS FALL ONLY.

 

New Students

Fall-to-Spring Retention Rate (%)

Fall-to-Fall Retention Rate (%)

First-time, Full-time students

92.2%

82.6%

First-time, Part-time students

84.4%

71.6%

 

 

Table D1 - FY Cohort Student Profile: Identify the approximate number and percentage of FY Cohort students in each subpopulation listed below (see Table A2 for the FY Cohort total).

 

Previous Academic Year

 

Number

% of Total

Placed into only one developmental course

13

1%

Placed into two or more developmental courses

 

 

Played on an intercollegiate athletic team

81

5%

Lived on campus

1166

70%

Received financial aid

296

18%

Enrolled with Advanced Placement Credits

191

12%

Entered as a first-generation college student

89

5%

Entered college at age 25 or older

2

 

Entered as a veteran

 

 

Entered while on active duty in the military

 

 

Comments

 

 

 

Table D2 - FY Cohort Gender Information: Identify the approximate number and percentage of FY Cohort students by gender (see Table A2 for the FY Cohort total).

 

 

Previous Academic Year

Number

% of Total

Male

1099

39%

Female

1713

61%

Unknown/Other

 

 

Total

 

100%

Comments

 

 

 

Table D3 - FY Cohort Race/Ethnicity Information: Identify the approximate number and percentage of FY Cohort students in each racial/ethnic category in the table below (see Table A2 for the FY Cohort total). NOTE: Race/Ethnicity categories are identical to IPEDS categories.

 

 

Previous Academic Year

Number

% of Total

Nonresident alien

38

1%

Black, non-Hispanic

78

2%

American Indian/Alaska Native

12

 

Asian

34

1%

Hispanic/Latino

44

2%

Native Hawaiian/Other Pacific Islander

 

 

White, non-Hispanic

2535

92%

Race/ethnicity unknown

32

2%

Other

 

 

Total

 

100%

Comments

At UNI, Asian and Pacific Islander ethnic groups are combined.

 

Table E – Inventory of Committees and Councils: For each committee or council, please identify the following:

  • Name: Provide the campus-specific name for the committee/council.
  • Responsibility: Describe the committee/council’s realm of responsibility for the first year.
  • Who Appoints: Name who appoints the committee/council.
  • Comments: Provide any comments about this committee/council that will be helpful to the task force members (e.g., new, to be phased out starting next year, under review).

Name

Responsibility

Who Appoints

Comments

Committee on Admission and Retention

Considers admission, readmission, and retention of students, and also participates in the administration of admissions policies.

The Office of the Registrar

 

English Department Writing Committee

Advises Department on writing curriculum, in process of developing assessment procedures for Liberal Arts Core writing courses.

English Department Chair

Committee considers Liberal Arts Core courses, writing intensive courses, and the broader philosophy of writing across the curriculum in the disciplines.

Faculty Senate

Functions may take the following forms: policy, formation, integration and coordination, consultation, and adjudication.

Committee members are elected by university voting faculty.

 

Honors Advisory Board

Provides advice and oversight for all components of the Honors Program.

Director of the Honors Program, Deans of the Colleges, Advising, and Admissions.

http://www.uni.edu/committees/honors-advisory-board

Liberal Arts Core Committee

Monitors and improves the LAC by monitoring the needs for student registration, enrollment, grading practices, etc. for each area of the LAC, and also initiates or receives proposals from Colleges for changes in the LAC program.

Voting members are appointed by each college, the library, the Faculty Senate, and NISG. Non-voting

 

Minority Recruitment Team

To help with recruiting and retaining minority students at UNI.

Roland Carrillo

 

 

 

 

 

Multicultural Coordinating Council

 

 

 

Discuss issues, changes, policies, and so forth, that affect or effect minority students and staff at UNI.

Kathy Peters

 

Orientation Coordinating Committee

To raise awareness about the orientation and transition-related programming.

Vice President of Student Affairs and Associate Provost

In its first year, the coordinating committee focused on new student programming for Fall Semester 2008. We will continue to meet each academic year to discuss programming across departments, and to identify areas for collaboration.

Student Information System Evaluation Team

Evaluates requirements for a new Student Information System at UNI. The new SIS will facilitate smooth transitions and the best possible service to users.

Jan Hanish, the Assistant VP for Outreach and Special Programs

The system will support functional needs (e.g., registration, grade reporting, student recordkeeping, application for enrollment processing, financial aid awarding, student billing, and degree auditing). It also stores data essential to academic advising, Regents reporting, international enrollment reporting, space scheduling, career services, alumni relations, etc.

Teacher Education Scholarship Committee

Administers a scholarship program for entering freshmen majoring in either elementary or secondary teaching majors.

Office of Teacher Education

The number and amount of scholarship funding varies annually.

Undergraduate Academic Advising Council

Advise the Executive Vice President and Provost with regard to any aspect of academic advising at UNI.

The Executive Vice President and Provost

The Advising Council has just completed its first year (2007-08). Representatives include someone from each of the Colleges and Academic Advising.

Wellness and Recreation Advisory Committee

Maximize use of the Student Health and Activity Fees, provide input regarding programs/services offered, and serve as a liaison between WRS and the campus community.

Kathy Green

 

 

Table F – Inventory of First-Year Policies: Indicate the following for each identified policy:

  • Name: Name or identify each policy.
  • Description: Provide a brief description of the policy.
  • Date: Indicate the approximate date when the policy was first established or most recently modified.
  • % of FY Cohort: Report or estimate the percentage of students (Table A2, FY Cohort) who are directly affected by the policy.
  • Monitor/Enforcement: Describe how compliance is monitored and/or the policy is enforced.
  • Authority: Identify who has authority to: 1) modify or revoke the policy and 2) enforce the policy.
  • Comments: Provide any comments about this policy that will be helpful to the task force members.

Name

Description

Date

% of FY Cohort

Monitor/ Enforcement

Authority

Comments

Academic Ethics Policy

Policy on cheating & plagiarism

1983

100%

Vice President for Academic Affairs

VP Academic Affairs

http://www.uni.edu/pres/policies/301.shtml

Academic Regulations

Catalog description of academic policies

2007

100%

Vice President for Academic Affairs

VP Academic Affairs & Faculty Senate

http://www.uni.edu/pubrel/ catalog/acadreg.shtml

Drug & alcohol policy

Drug-free workplace & learning environment policy

1992

100%

Dean of Students & Public Safety

Dean of Students

http://www.uni.edu/pres/policies/413.shtml

First Year (Freshman) Designated Academic Advisors

Advisor Assignment for First Year (Freshman) Students

 

100%

Academic Advising

Academic Advising

Academic Advising contacts every academic department each year to designate first-year (freshman) advisors for student assignments. For Fall 2008, 138 faculty or staff advisors were identified for first-year (freshman) student assignments.

Goals for UNI Writing Courses

Sets goals and outcomes for writing courses in the English Department

2006

45%

ad hoc

Coordinator of Writing Programs

 

 

 

Sexual Assault/  Sexual Misconduct Policy

 

 

 

 

This policy defines unacceptable sexual conduct and directs victims where to seek assistance.

 

 

 

2004

100%

UNI's Violence Intervention Services - weblink at "http://www.uni.edu/wellrec/wellness/sexualabuse/index.html"

VP for Educ. & Stud. Services

See complete policy at the following website:
"http://www.uni.edu/pres/policies/315.shtml"

 

 

 

Student Conduct Rules

 

 

 

 

 

The University values an educational environment built on three core principles.

2006

100%

Dean of Students or Student Conduct Administrator

VP for Educ. & Stud. Services

http://www.uni.edu/policies/302

 

Student Rights

Rights of students related to student affairs, student records, and the classroom

1994

100%

Dean of Students; VP for Academic Affairs

VP for Educational & Student Services

http://www.uni.edu/deanofstudents/studentrights

Use of Computer Resources Policy

Appropriate uses of campus information systems

2003

100%

Vice President for Information Technology

VP for Information Technology

http://www.uni.edu/pres/policies/954.shtml

 

Table G1 - Inventory of High Enrollment First-Year Courses: Identify at least five courses that enroll the largest number of students from the FY Cohort. Course enrollment should be based on the campus's census file for each term of the last academic year.

Note to Liaisons: If this table includes two similar courses, you may substitute another high-enrollment first-year course for consideration. So that committees can complete certain performance indicators, high enrollment courses must also be identified on the FoEtec Administration Page > FoEtec Setup.

  • Course Name: Provide the campus-specific course name.
  • Academic Terms: Enter the total number of students from the FY Cohort enrolled for each course in each term.
  • Year Total: Automatically calculated FY Cohort total for all terms (duplicated headcount).
  • Comments: Provide any comments that will be helpful to the task force members.

 

Academic Terms

Course Name

Summer
All Sessions

Fall

Winter
(Qtr System only)

Spring

Year Total

Ex: English 101

40

1000

60

900

2000

Course 1:College Writing and Research

13

846

 

503

1362

Course 2:Oral Communication

18

667

 

511

1196

Course 3:Introduction to Psychology

10

857

 

312

1179

Course 4:Humanities I

13

693

 

283

989

Course 5:World Geography

 

478

 

309

787

Comments

 

 

 

 

 

 

Table G2 – DFWI Percentage for High Enrollment Courses: For at least the first five courses identified in Table G1, enter the number of students from the FY Cohort who earned a very low grade (a grade of D or equivalent), failed the course (a grade of F or equivalent), received a grade indicating withdrawal, or received a grade of “incomplete” in the course. The percent DFWI will be automatically calculated using this information. Additional courses may be listed in the comments section, if desired.

  • Course Name: Provide the campus-specific course name used in Table G1.
  • DFWI Grades (or equivalent) by Term: For each term, determine the total number of students from the FY Cohort with final grades of D, F, W, or I.
  • Total Enrollment: Provide the total number of students from the FY Cohort that received a final grade in each course listed.
  • Percent DFWI: Automatically calculated percentage of FY Cohort students in high enrollment courses receiving DFWI grades.
  • Comments: Provide any comments that will be helpful to the task force members.

 

DFWI Grades by Term

Course Name

Summer
All Sessions

Fall

Winter
(Qtr System only)

Spring

Total Enrollment

Percent DFWI

Ex: English 101

5

250

10

100

2000

18%

Course 1:College Writing and Rearch

4

117

 

66

1362

14%

Course 2:Oral Communication

7

59

 

73

1196

12%

Course 3:Introduction to Psychology

7

228

 

68

1179

26%

Course 4:Humanities I

9

143

 

99

989

25%

Course 5:World Geography

 

81

 

36

787

15%

Comments

 

 

 

 

 

 

 

Table G3 (optional) – DFWI Percentage for Moderate and Low Enrollment Courses: DFWI percentages can be high in courses that do not enroll large numbers of first-year students. Calculate the DFWI percentage for all courses enrolling any FY Cohort students. Report below the five courses with the largest DFWI percentage for FY Cohort students (do not repeat large enrollment courses from Table G2).

  • Course Name: Provide the campus-specific course name.
  • Annual FY Cohort Enrollment: Calculate the annual enrollment by summing the FY Cohort enrollment for each term of an academic year. This will result in a duplicated headcount (a student enrolled in the same course in the fall and the spring will receive two grades, and as such, should be counted twice in the annual FY Cohort enrollment.)
  • DFWI Grades for FY Cohort: Determine the annual count of DFWI grades for the FY Cohort for each course.
  • Percent DFWI: The percentage is calculated as a ratio of DFWI grades for FY Cohort students divided by annual enrollment of FY Cohort students in the course.
  • Comments: Provide any comments that will be helpful to the task force members.

Course Name

Annual FY Cohort Enrollment

DFWI Grades for FY Cohort

Percent DFWI by FY Cohort

Comments

Course 1:Physics for Everyday Life

87

33

38%

 

Course 2:India

16

6

38%

 

Course 3:Calculus I

167

56

34%

 

Course 4:Life, the Natural World

291

74

25%

 

Course 5:Introduction to Economics

123

29

24%

 

 

Table H1 - Pre-Term: Information is generally collected from a prospective student’s first contact through initial matriculation to the campus. Example sources: admissions office, departmental recruiting, SAT/ACT profile data, etc. Identify first-year assessments conducted prior to the first day of class.

 

Data/Assessment

Description

Location of Database

Comments

ACT-COMPASS

Given to incoming freshmen to assess student preparedness for college-level work.

Designated Academic Learning Center staff

COMPASS has been administered to new students associated with the Jump Start and Student Support Services Programs since Fall 2000. Starting with the students who took the assessment in the fall of 2005, data have been collected in order to run correlations among ACT/SAT scores, COMPASS scores, first and second semester GPA, and grades earned in specific courses (620:002; 620:005; 680:021; 680:022; 680:023; 800:004; 800:023; 800:072) in the first two semesters at UNI. The purpose is to determine whether course placements based on these variables were appropriate.

College Student Inventory (CSI)

Used to understand the non-cognitive factors that impact incoming students, and it identifies the strengths and needs of incoming students, and it provides early feedback on preparedness.

Kathy Peters

The College Student Inventory has been administered since Fall 2001 to new UNI students involved in the Jump Start Program, Strategies for Academic Success, advisees in the Academic Learning Center, and advisees in the Student Support Services Program. Advisors and students meet to discuss the results and create an educational plan. The College Student Inventory is also used in conjunction with the StrengthsQuest and COMPASS activities conducted with new students.

 

 

Table H2 - First Year: During the first year of college, data are regularly collected and added to student records automatically or are collected through surveys, focus groups, portfolios, and other data collection methods. Example sources: assessment office, registrar’s records, first-year seminars, academic departments, academic advising, student affairs, etc.

 

Data/Assessment

Description

Location of Database

Comments

Academic Advising Assessment (Declared/Undeclared)

Deciding students, first year and subsequent, were asked to evaluate their advising experience.

Academic Advising       (V Drive)

Deciding students were asked to do this evaluation at the point they declared a major, and declared students were asked to do the evaluation after their appointment with an Academic Advising advisor.

American Chemical Society General Chemistry Standardized Exam

This is a standardized exam and is used as the final exam for General Chemistry I-II.

Shoshanna Coon (Chemistry and Biochemistry) has the data from 2002-2007.

Since the same exam has been given to substantially the same population of students (mostly first-years) since the 1990s, it serves as a metric of first-year student performance.

Educational Benchmarking, Inc. (EBI)

This is a national satisfaction survey that is conducted annually by the Department of Residence in November.

 

We receive data results in spring semester and comparative data (with 6 schools we select; our Carnegie class; and nationally) in late spring.

General Chemistry I-II Nomenclature Test

A test of chemical nomenclature that students can repeat up to 3 times to improve their score.

Shoshanna Coon (Chemistry and Biochemistry)

The test is equivalent each year, and trends have been noticed in performance of students that correlate with overall class performance.

Honors Program: First-Year Survey

Assess the student's experience as related to preferred program outcomes.

University Honors Program: Jessica Moon

 

International Orientation Week Evaluation

Request feedback from students regarding their experience with orientation and arrival to UNI.

International Admissions

Survey results are compiled each year and used by the office to evaluate the program.

Peer Academic Advisor in Residence (PAIR) Survey

All residents in halls with a PAIR were surveyed about their experience with the PAIR program.

Department of Residence

829 students completed the survey, and 328 were freshmen. 96% of the respondents were aware of the PAIR program and 48% had utilized it.

Six-Week New Student Survey

Helps measure progress toward learning outcomes as well as participation in orientation-related activities.

Office of the Vice President for Student Affairs

This survey will continue to be offered each fall. It is helpful to sort data by type of orientation program, in order to determine which specific areas might need further development.

 

 

 

 

 

Speed Reading Efficiency Scores

 

 

 

 

 

 

 

 

Reading rate and

comprehension are assessed at the beginning, middle, and end of the course, using multiple (equivalent) forms of the Diagnostic Reading Test.

 

 

 

 

Reading & Learning Center, Academic Learning Center

 

Students begin the course reading 200-250 words per minute with 70% comprehension and then double to triple reading efficiency. A strong factor is individual instructor, and a weak factor is number of class periods per week (i.e., more class periods = greater gains).

 

StengthsQuest

Identifies an individual’s top five themes of talent and provides programming to help them discover, develop, and apply their talents in academics, career, and beyond.

Academic Learning Center

StrengthsQuest has been administered since 2006 to new students associated with Jump Start, GPS Mentoring, and Student Support Services programs, and to students taking Strategies for Academic Success - used in conjunction with the College Student Inventory and COMPASS.

Student Expectations for Advisors

Surveyed students in Psychology and Humanities classes to gain information on student expectations of advisors.

Academic Advising (V Drive)

176 freshman completed the survey. Topics included: scheduling, guidance in decision making, educational planning, career information, understanding the LAC, University procedures, referrals, academic success assistance, availability, etc.

Student Support Services Needs Survey

New participants were asked to respond to items that allow staff to identify needs and develop strategies that address these needs.

Student Support Services staff

 

 

Table H3 - Subsequent Years: Understanding what happened in the first year often requires data collection at later points. For example, data on retention, ultimate choice of major, or various learning outcomes must be collected at points after the first year. Example sources: registrar’s records, enrollment management records, assessment office, etc.

 

Data/Assessment

Description

Location of Database

Comments

Exit Interviews of Graduating Chemistry and Biochemistry Seniors

Exit interviews of graduating Chemistry and Biochemistry seniors.

Shoshanna Coon (Chemistry and Biochemistry).

There are some older reports (before 2005, likely) in the Department Head’s office, but no report was generated for several years before the 2008 report.

First Year Student Survey

Survey administered to students who were enrolled at the institution, but who decided not to return despite being eligible to do so. The survey attempts to determine what caused the student NOT to return to UNI.

Office of the Registrar

The student’s responses are tracked, and helps the institution determine how best to respond to future students’ needs.

Honors Program: Senior Survey

Assess the student's experience as related to preferred program outcomes.

University Honors Program: Jessica Moon

 

Measure of Academic Proficiency and Progress (MAPP)

A standardized test of reading, writing, mathematics and critical thinking skills, and understanding of content in the humanities, social sciences, and natural sciences.

Office of Academic Assessment and the Office of Institutional Research

It was instituted at UNI to provide measures of student achievement in the LAC, although the data has uses beyond that. Data will be made available for faculty and staff use by September 2008. Workshops related to the data are also being planned by the Office of Academic Assessment for the 2008-2009 school year.

National Survey of Student Engagement (NSSE)

Deals with questions related to student engagement on the campus (e.g., academic activities, supportive campus environment, interaction with faculty, etc).

Office of Academic Assessment and the Office of Institutional Research

Instituted at UNI to provide measures of student achievement in the LAC, but the data has uses beyond that. Data will be made available for faculty and staff use by September 2008. Workshops related to the data are also being planned by the Office of Academic Assessment for the 2008-2009 school year.