Goal 1: Academic Excellence
Foster evidence-based best practices in teaching and learning supported by scholarly activities and professional development
Strategy: Core Outcome, Information Literacy Course, and Assessment
Person responsible for implementation: Robyn Hartman, Forsyth Library
Summary:
Forsyth Library has an approved course under development to meet the information literacy (IL) common learning outcome found in the proposed FHSU core. The course will include assessment which can potentially serve as a model for other curricular areas that may be addressing the IL outcome directly
DESIRED OUTCOMES
Measure program learning outcome achievements for 80 % of degree programs and 80 % of common learning outcomes associated with the FHSU core by 2024.
Strategy: Program Learning Outcome Assessment
Units responsible for implementation: Advanced Education Programs, Agriculture, Applied Business, Applied Technology, Biological Sciences, Chemistry, Communication Sciences and Disorders, Communication Studies, Computer Science, Geosciences, Health and Human Performance, History, IDS, Leadership Studies, Management, Mathematics, Modern Languages, Music and Theatre, Nursing, Philosophy, Physics, Psychology, Social Work, Sociology, and Teacher Education
Summary:
57% of programs completed assessment activities and submitted complete assessment reports for the 2018 calendar year
DESIRED OUTCOMES
Measure program learning outcome achievements for 80 % of degree programs and 80 % of common learning outcomes associated with the FHSU core by 2024.
Strategy: Expand Knowledge Base on Assessment
Units responsible for implementation: Academic Colleges
Summary:
Each college sent at least one faculty member to an assessment conference.
DESIRED OUTCOMES
Measure program learning outcome achievements for 80 % of degree programs and 80 % of common learning outcomes associated with the FHSU core by 2024.
Strategy: Professional Development
Units responsible for implementation: Academic Colleges
Summary:
Each college sent at least one faculty member to an assessment conference.
Desired Outcome Baseline and Benchmarks:
Department/Contact |
Summary |
Applied Business Stacey Smith |
Faculty in ABS are supported and encouraged by the department to attend professional department opportunities. ABS faculty are active in professional development days, MDC workshops, TILT trainings, research activities, etc. Results from the professional development opportunities are evident in the classroom and other department initiatives. |
Art and Design Karrie Simpson Voth |
From 2014–2019, our department went from having 66% of our faculty engaged in professional development activities to over 91%. These activities include not only exhibitions (regional, national, and international) but also many other activities such as: professional grants, presentations at national conferences, publishing, national teaching awards, and service to the community. |
Desired Outcome Baseline and Benchmarks:
Department/Contact |
Summary |
Economics, Finance and Accounting Dosse Toulaboe |
The Department of Economics, Finance, and Accounting faculty participated in numerous faculty development activities for the 2018-2019 academic year, and 89% of department faculty either had a publication, paper presentation, or attended professional development conferences beyond those offered at FHSU. |
Forsyth Library Deb Ludwig |
During FY 2019, 100% of library faculty participated in professional development activities by attending professional conferences and workshops relevant to library and learning services. |
Geosciences Laura Wilson |
During FY 2019, 87.5% of GSCI faculty participated in professional development activities by attending off-campus conferences/workshops. |
Informatics Angela Walters |
93% of all faculty/staff engaged in annual professional development activities. |
Leadership Studies Brett Whitaker |
One hundred percent of our faculty have engaged in annual professional development activities in each of the past five years. Professional development is included in our annual statement of responsibilities and merit review process, including the merit spreadsheet. |
Strategy: Entrepreneurship Faculty Fellows Program
Person responsible for implementation: David Snow, Robbins College of Business and Entrepreneurship
Summary:
The Entrepreneurship Faculty Fellows program was created to foster and celebrate inter-disciplinary collaboration around creativity, innovation, and entrepreneurship. We are focused on the role of entrepreneurial thinking and acting within any discipline or academic area on the Fort Hays State University campus. The program launched in the fall of 2018.
DESIRED OUTCOME
By 2022, at least 75% of all teaching faculty will engage in annual professional development activities supporting best practices in teaching, scholarship, and service
Strategy: Open Educational Resources (OER) Mini Conference
Persons responsible for implementation: Deb Ludwig and Claire Nickerson, Forsyth Library; Andrew Feldstein, Technology Innovation and Learning Technologies; and OER Committee
Summary:
Forsyth Library, in partnership with TILT and the Office of the Provost, hosted an OER mini-conference for faculty fall 2018. Forty-eight faculty attended and 32 took a next step of reviewing an open textbook in their discipline for the Open Textbook Network.
DESIRED OUTCOMES
By 2022, at least 75% of all teaching faculty will engage in annual professional development activities supporting best practices in teaching, scholarship, and service.
Strategy: Open Educational Resources (OER) Sprint
Persons responsible for implementation: Deb Ludwig and Claire Nickerson, Forsyth Library; Andrew Feldstein, Technology Innovation and Learning Technologies; and OER Committee
Summary:
Forsyth Library and TILT designed and piloted a new OER faculty “sprint” for faculty planning to adapt or author new open textbooks to help faculty learn more about open licensing and editing. The sprint is designed to be a multi-day intensive immersion into OER and will be held the week after finals each semester.
DESIRED OUTCOMES
By 2022, at least 75% of all teaching faculty will engage in annual professional development activities supporting best practices in teaching, scholarship, and service.
Strategy: Professional Development
Person responsible for implementation: Brett Zollinger, College of Arts, Humanities and Social Sciences
Summary:
Since 2008, Sociology increased its annual monetary guarantee of faculty development support from $200 to $1,000. These funds are available to each core faculty member. Also, the department began offering an additional $500 per year to faculty for activity likely to lead to a publication.
DESIRED OUTCOMES
By 2022, at least 75% of all teaching faculty will engage in annual professional development activities supporting best practices in teaching, scholarship, and service.
Strategy: Professional Development Day
Person responsible for implementation: Nicole Frank, Teaching Innovation and Learning Technologies
Summary:
The fall 2018 Professional Development Day included 43 sessions and had an attendance of 275 faculty and staff. Sessions were placed into teaching, advising, research, and instructional technology tracks. The spring 2019 Professional Development Day included 30 sessions and had an attendance of 256 faculty and staff. The spring PDD also included electronic attendance scanning for the first time, with the 256 attendees at the event participating in a total of 936 session instances. Sessions at the spring PDD were placed in work/life balance- based tracks. Sessions for both professional development days were solicited using a CFP and were facilitated directly by the faculty and staff who submitted proposals.
DESIRED OUTCOMES
By 2022, at least 75% of all teaching faculty will engage in annual professional development activities supporting best practices in teaching, scholarship, and service.
Strategy: Social Belonging Faculty Development
Persons responsible for implementation: Jill Arensdorf, Office of the Provost and Academic Affairs and Tim Crowley, Academic Affairs; and Andrew Feldstein, Technology Innovation and Learning Technologies
Summary:
A Curatr faculty development intervention was developed in 2018 to provide training to faculty instructing the top-10 courses to first-time full-time faculty on the concept of social belonging. The target was to improve underrepresented DUWI%rates by 2 percentage points per year over two years for a total closure of our underrepresented achievement gap by 4 percentage points at the end of the project in May 2020. Fourteen instructors participated in training in 2018-2019.
An analysis of this intervention after one year reveals some progress in four of the seven courses represented by the training cohort. An unforeseen benefit of this intervention is that white student DUWI% also improved – in some cases, significantly.
Additional cohorts of faculty will be offered the training opportunity in fall 2019 and spring 2020.
DESIRED OUTCOMES
By 2022, at least 75% of all teaching faculty will engage in annual professional development activities supporting best practices in teaching, scholarship, and service.
Goal 2: Student Success
Create opportunities for all students and empower them to identify, evaluate and achieve their goals while becoming engaged global citizens
Strategy: Affordability/Open Education Resource (OER) Grants
Persons responsible for implementation: Deb Ludwig and Claire Nickerson, Forsyth Library
Summary:
Using donor funding, Forsyth Library has provided five one-time grants over the past three years totaling a
$10,000 investment estimated to save students $55,000/year. The grants program is ongoing and complements the OER professional development initiatives listed under Goal 1: Academic Excellence.
Research indicates that textbook costs are a growing issue for students and a factor to consider in student success initiatives.
https://www.sciencedirect.com/science/article/pii/S0099133316301409
DESIRED OUTCOMESBy june 2024, increase the university persistence rates and graduation rates for all degree-seeking classifications by an average of 4 percentage points.
Strategy: Affordability/Online Bookstore
Person responsible for implementation: Edie McCracken, Student Affairs
Summary:
The transition to the FHSU Online Bookstore took place in summer 2018. Fall 2018 was the first full semester of Online Bookstore use the by FHSU community. Over the course of the 2018-2019 academic year, the number of units purchased by students increased by 3,561 compared to the 2016-2017 academic year (no data is available from 2017-2018 for comparison). The average book price fell from $70.53 in 2016-2017 to $58.27 in 2018-2019, an average of $12.16 in savings per book.
DESIRED OUTCOMES
By june 2024, increase the university persistence rates and graduation rates for all degree-seeking classifications by an average of 4 percentage points.
Strategy: Advising
Person responsible for implementation: Academic advisors
Summary:
Department/Contact |
Summary |
Academic and Career Exploration Patricia Griffin |
The Access to Success program began in the fall 2014 semester. This year will mark the fifth year of implementation for this intervention. All first-time full-time freshman students are required to complete this program. Academic Advising and Career Exploration became responsible for this intervention in fall 2018.
Frequency data on program participation by students and advisors are available from AACE. The AACE office and Provost’s office held a series of focus groups for internal stakeholders in spring 2019 to gather feedback on the Access to Success program and UNIV 101 Freshman Seminar. Many good suggestions were provided by FHSU faculty and staff.
A piece of important correlating data from the UNIV 101 pre-/post-assessment indicates that interaction with advisors is the most successful engagement outcome and is an important testament to the basic structure and success of the Access to Success program. AACE will improve this intervention in the coming year significantly and will be programmed into Workday. |
Department/Contact |
Summary |
Economics Finance Accounting Dosse Toulaboe |
First-Time Advisor Workshop Overview: This workshop provides new faculty members with the basic advising information needed to navigate the advising process. It is the first in a series of advising workshops designed to help faculty members assist students in a proactive advising approach.
Emerging Advisor Workshop: The Transfer Student Overview. This workshop provides all faculty members with the advising information needed to help transfer students. It is best suited for faculty members who are in second-year and beyond advising and designed to help advise transfer students.
Other workshops overview: The following are suggested workshop ideas to provide additional information to continue to develop the faculty member’s advisory knowledge base. A new topic is covered every semester on a schedule rotation.
Workshops: A Different Path Advising and Tenure The Legal Side of Advising Prospective Visits and Orientation |
Enrollment Management Dennis King retained at 76%, which is |
Over the past two years, Early Tiger Alert has improved through better communication and changes in operations. The use of the ETA system has increased by 363%. Students flagged in the system are higher than our current freshman retention rate. |
Geosciences Laura Wilson |
In fall 2016, we centralized all undergraduate advising with one advisor, and our undergraduate retention rates have significantly improved. We have also been working on increasing graduation rates for our MS students (and reducing the number of years it takes to complete the degree). Some of the progress made with the MS program resulted in recruiting higher-performing students into the program. Additionally, by centralizing undergraduate advising, graduate faculty have more time to advise graduate students. |
Robbins College of Business and Entrepreneurship Melissa Hunsicker Walburn |
The leadership team worked with professional advisors in creating a general, college-wide advising handbook that is accessible to all faculty. Individual departments then provided specific training for new faculty, as well as any faculty members who needed to refresh their advising knowledge. This has created positive comments of appreciation from faculty for the specialized approach to RCOBE programs. The intent was to improve advising and create good experiences for students and contribute to improved graduation rates. |
Department/Contact Summary |
|
Teacher Education Chris Jochum |
Beginning in fall 2018 and continuing into fall 2019, Teacher Education has restructured its advising protocol to better meet the needs and assist in the retention of new students (first-time and transfer), and those closer to degree completion. |
DESIRED OUTCOMES
By June 2024, increase the university persistence rates and graduation rates for all degree-seeking classifications by an average of 4 percentage points.
Strategy: Student Support/Tutoring
Person responsible for implementation: Academic units
Summary:
Department/Contact |
Summary |
Academic Affairs Kenton Russell |
UNIV 101 has been required of all entering first-time, full-time freshman students who are within 12 months of high school graduation since the fall 2014 semester. Fall 2019 will mark the fifth year of implementation at FHSU. Fall-to-fall persistence of first-time, full-time freshman students continues to improve incrementally. A pre-/post- assessment of the course has been conducted for the past three years. The assessment identified the following areas of success: academic advising, class attendance, test taking strategies, social media usage, conflict management, and stress reduction. Opportunities for improvement indicated by this assessment are: use of Writing Center, Health & Wellness Services, tutoring/supplemental instruction, Career Services, AACE, highlighting readings not understood, asking professors about readings not understood, and community service engagement. |
Department/Contact |
Summary |
English Eric Leuschner Mathematics Keith Dreiling |
An initiative from the AASCU Re-Imagining the First-Year project – Co-Requisite Remediation aims to provide additional support sections to at-risk students.
English and mathematics students completing co-requisite courses are retained, improve their time-to- degree, and are more successful in the following sequential course (ENG 102 or MATH 110) than students who complete the remedial course only.
Both departments have been supportive of this initiative, but a decision to scale this to serve more students has not been made. ENG 102 and MATH 110 DUWI% rates have remained flat in recent years, but did improve over the course of the RFY project.
One disturbing fact is that only 39% of our 2018 first-time freshman cohort enrolled in ENG 102 and only 27% of this cohort enrolled in a MATH course that will fulfill general education requirements. |
Honors College Kevin Amidon |
The Honors College was established in fall 2015. This will be the fifth year of operation for the college, and the university’s first class graduated in May 2019. The Honors College has grown from 10 students in its first class to an expected 90-100 students this fall. It was formed in order to support high-achieving students. It is similar to a living and learning community in that these students have the option to live together on a floor in Victor E. Village. Programming is offered to support their interests and development in addition to additional academic requirements. Honors College students are highly engaged in campus activities. Students have the opportunity to work with faculty advisors in order to prepare them for nationally competitive awards. In 2019-2020, FHSU produced its first Truman Award finalist.
The Honors College successfully completed an ROI review in the 2019-2020 academic year. Approximately 90% of Honors College students are retained in the following fall. The university has successfully completed a national search for the next director, who will begin in August 2019. |
Music and Theatre Ben Cline |
The music theory sequence has the lowest pass rates among music courses. We’ve implemented a required tutoring course for students to take concurrently with the first semester of theory and identified a student tutor for all theory students. The desired outcome is to see an improvement in theory course pass rates by June 2024. |
DESIRED OUTCOME
By June 2024, increase the university persistence rates and graduation rates for all degree-seeking classifications by an average of 4 percentage points.
Strategy: Curriculum/Upward Facing Articulations
Person responsible for implementation: Trey Hill, College of Health and Behavioral Sciences
Summary:
To provide incentives for retention and success, the Department of Psychology has developed four upward- facing articulation partnership agreements with Oklahoma State University, Kansas City University, Midwestern University, and the California Schools of Professional Psychology. These partnerships provide our students with various combinations of seamless transfer, preferred acceptance, or guaranteed spots in their programs (assuming minimum qualifications are met).
DESIRED OUTCOMES
By June 2024, increase the university persistence rates and graduation rates for all degree-seeking classifications by an average of 4 percentage points.
Strategy: Curriculum/Credit for Prior Learning
Person responsible for implementation: Marcus Porter, Academic Programs and Student Success
Summary:
In 2017, we hired a half-time credit for prior learning (CPL) coordinator to help the university make progress on improving institutional and system-level goals related to CPL. CPL policies have been developed and many processes that have helped students make progress toward degree completion have improved. After two years, we now have a strong CPL portfolio process with increasing departmental participation, an improved process for awarding credit by examination, credit by documentation, and military credit articulations. We are the most responsive university to system-level goals for CPL. Having a robust systematic CPL process helps us meet
HLC criteria and provides a significant edge in terms of enrollment management and student success for adult learners. As the processes and policies mature, we will continue to see improvement across the institution and more credit awards for prior learning. Credit achievement is a critical component in student success efforts.
DESIRED OUTCOMES
By June 2024, increase the university persistence rates and graduation rates for all degree-seeking classifications by an average of 4 percentage points.
Strategy: Orientation/Hispanic College Institute
Person responsible for implementation: Taylor Kriley, Student Affairs
Summary:
Fort Hays State University’s Hispanic College Institute (HCI) is a free, four-day residential program which prepares high school Hispanic and Latina/x/o students to access and succeed in higher education. The majority of the curriculum provides opportunities to get connected with Hispanic and Latina/x/o community leaders, college students, and university leaders who can relate to the students’ experiences and challenges. We have designed the curriculum to build a pipeline of support by offering a first-year track and second-year track. The second-year was new this year and was designed to help students build their college toolkit. Students start their exploration and begin to dream in year-one. They create the foundation for their dream in year-two. After four years, the program has already engaged about 275 Hispanic or Latina/x/o high school juniors and seniors from across the states of Kansas, Colorado, Missouri, Nebraska, and Oklahoma.
Recruitment & Retention Facts:
- 2016 cohort:
- 24% of institute participants matriculated to FHSU
- 100% of the institute participants who started at FHSU in fall 2017 enrolled for their second year in fall 2018.
- 2017 cohort:
- 35% of institute participants matriculated to FHSU.
- On average, a 10% increase in how likely participants are to go to college after participating in Major themes which emerged from student surveys include:
- Self-confidence to succeed
- Pride in being a Latino/Latina student
- Importance of networking
- Importance of family
- Importance of making a college “familia”
- Scholarship, financial aid, and financing college
- Being more open-minded to others
- Setting goals and working to achieve them
- Being involved in college
- College application process
DESIRED OUTCOMES
By June 2024, increase the university persistence rates and graduation rates for all degree-seeking classifications by an average of 4 percentage points.
Strategy: Orientation/Living and Learning Communities
Person responsible for implementation: Taylor Kriley, Student Affairs
Summary:
In the period since our last quality checkup, FHSU has been intentional about creating living and learning communities (LLCs) to improve first-year student success. The divisions of Student Affairs and Academic Affairs collaborate on the thematically grouped LLC model. Students live in common space in the residence halls
and enroll in common course sections taught by core FHU faculty. Processes have been designed around the creation, population, and management of LLCs in the Division of Student Affairs.
First-year success rates for this targeted population have exceeded the overall FHSU first-time, full-time persistence rate. In 2017, FHSU will offer 18 LLCs to its incoming freshman class that historically enrolls an average of approximately 925 students. LLC participants have averaged about 240 students per year, or about 25% of each incoming freshman class. LLC students had the same ACT average as the non-LLC students when they joined. However, LLC students show consistently higher GPA averages than the non-LLC students and the gap is growing.
Learning Community Retention:
year-cnt -% |
||
2011 |
NA |
82.14% |
2012 |
NA |
78.08% |
2013 |
NA |
67.44% |
2014 |
201/141 |
70.15% |
2015 |
305/223 |
73.11% |
2016 |
215/169 |
78.60% |
2017 |
249/200 |
80.32% |
2018 |
287/227 |
79.09% |
DESIRED OUTCOMES
By June 2024, increase the university persistence rates and graduation rates for all degree-seeking classifications by an average of 4 percentage points.
Strategy: Experiential Learnings
Persons responsible for implementation:
Department/Contact |
Summary |
Applied Technology Kim Stewart |
The Department of Applied Technology initiated a career day specifically for our technology students. The goal was to connect business and industry leaders with technology students and engage them in conversation with companies when they are freshmen and sophomores. This interaction led to summer internships. Involving students in internship programs early in their college experience will help with retention. The Applied Technology Career Day was started three years ago with 14 companies attending the first event. The second year drew 24 companies, and in fall 2018, 35 companies were here to recruit our students. Findings: summer 2019, 14 students completed upper level internships and 23 worked as entry level interns. A total of 37 of our technology students worked as interns this summer. |
Career Services Lisa Karlin |
In reviewing data from our most recent senior NSSE survey, FHSU is considerably trailing both our peer institutions and all NSSE respondents on two important data points relating to the high-impact practice of internships: % of students who have done or are in progress with an internship. FHSU = 30 FHSU Peers = 40 NSSE Data = 49 % of students who do not plan to do an internship FHSU = 28 FHSU Peers = 22 NSSE Data = 17 Highlights of accomplishments from this past year: Coordination and execution of 32 internships for academic year 2018-2019 were funded through FHSU Foundation gifts. Of these, each college at FHSU had at least one student participate in an internship. The execution of these internships included managing 55 employer applications, 125 student applications and scheduling 98 on-campus interviews. The Internship Coordinator and Career Services staff handled all HR related functions for the interns, including student employee onboarding, internship orientation, timesheet tracking and Workday input. At the conclusion of the internship, each intern |
Department/Contact |
Summary |
gave a short presentation to a class or student organization regarding their internship experience. These were scheduled through the Internship Coordinator. In the coming academic year, the Internship Coordinator will coordinate and execute a rebooted internship program, the RCOBE Werth Internships. |
|
International Student Services Stacey Lang |
During the first year of operations under the leadership of the Study Abroad Coordinator, an additional 90 students were able to take advantage of study away opportunities. Given the scheduled trips for fall 2019, this number will increase again next year. Growth in this area has occurred through increased marketing efforts, including video, class presentations, and hard copy materials. The ability for students to utilize the FHSU social media outlets to tell their stories generated wide response. |
Strategy: BA in Environmental Geoscience
Person responsible for implementation: Laura Wilson, Werth College of Science, Technology and Mathematics
Summary:
Geosciences just added a new BA degree with enrollment starting fall 2019. This is a hybrid of our geology and geography curricula and can be completed online as well as on campus. The addition of this degree is also facilitating the development/redevelopment of GSCI courses for the VC to expand our geology offerings (since only our gen-ed geology courses are currently available online). This degree program has good potential for growing enrollment, particularly from VC students.
DESIRED OUTCOMES
By December 2019, create a strategic enrollment plan to address projected enrollment for the university over the next five years.
Strategy: Music Window Recruiting
Person responsible for implementation: Ben Cline, College of Arts, Humanities and Social Sciences
Summary:
Music and Theatre has implemented a two-year software program to help modernize and automate the recruiting processes. This was coupled with a revised merit standards initiative that rewards faculty for increased recruiting efforts. The outcome will be to increase the number of majors in the program.
DESIRED OUTCOMES
By December 2019, create a strategic enrollment plan to address projected enrollment for the university over the next five years.
Strategy: RN to BSN
Person responsible for implementation: Jenny Manry, College of Health and Behavioral Sciences
Summary:
Nursing has revised the RN to BSN curriculum to consist of eight-week courses and monthly admissions. This has increased enrollment. Data is still pending for this year to see final results.
DESIRED OUTCOMES
By December 2019, create a strategic enrollment plan to address projected enrollment for the university over the next five years.
Strategy: Concentration in Cybersecurity
Person responsible for implementation: Angela Walters, Robbins College of Business and Entrepreneurship
Summary:
New program offering starting FY 2019. The goal is to engage a larger community of learners through applied degrees, certificates, and certification preparation.
DESIRED OUTCOMES
By December 2019, create a strategic enrollment plan to address projected enrollment for the university over the next five years.
Strategy: Online PR and Advertising Minor
Person responsible for implementation: Scott Robson, College or Arts, Humanities and Social Sciences
Summary:
Department faculty went through a virtual course development process to create all the courses needed for the minor concentration in Public Relations and Advertising. Courses started rolling out beginning in fall 2018. All courses needed for the minor in PR/Advertising will be available virtually on a rotational basis as of fall 2019.
DESIRED OUTCOMESBy December 2019, create a strategic enrollment plan to address projected enrollment for the university over the next five years.
Strategy: Colby BSW Cohort
Person responsible for implementation: Tim Davis, College of Health and Behavioral Studies
Summary:
We received a $95,000 grant to launch a BSW Cohort Program in Colby to address the shortage of licensed social workers and addictions counselors in Northwest Kansas. The program will begin in August 2019. There are currently 11 students enrolled in the program with another three students in the application process.
DESIRED OUTCOMES
By December 2019, create a strategic enrollment plan to address projected enrollment for the university over the next five years.
Strategy: AAS Degree Program
Person responsible for implementation: Brett Whitaker, College of Arts, Humanities and Social Sciences
Summary:
The college developed an innovative new AAS degree program to articulate with military students.
DESIRED OUTCOMES
By December 2019, create a strategic enrollment plan to address projected enrollment for the university over the next five years.
Strategy: MSE/Elementary Education
Person responsible for implementation: Chris Jochum, College of Education
Summary:
In the fall of 2019, the TE Department will launch an MSE with a concentration in elementary education, which was also approved by KSDE and will lead to state teaching licensure in Kansas. As of the time of this submission, the program has already accepted/approved close to 20 students.
DESIRED OUTCOMES
By December 2019, create a strategic enrollment plan to address projected enrollment for the university over the next five years.
Strategy: Online Certification Programs in Education
Person responsible for implementation: Chris Jochum, College of Education
Summary:
Working closely with school districts, quality teacher candidates were identified who can pursue courses/ licensure in order to later be employed as full-time teachers in their rural, Kansas communities. This also includes marketing and offering the Para Pathway Program and associated InPLACE scholarship opportunities. Online certification programs include Elementary Education (undergraduate and graduate), Early Childhood Unified (undergraduate) and Elementary Education/Special Education (undergraduate).
DESIRED OUTCOMES
By December 2019, create a strategic enrollment plan to address projected enrollment for the university over the next five years.
Strategy: Online Certificate Programming
Person responsible for implementation: Brenda Hoopingarner, College of Health and Behavioral Sciences
Summary:
During the early part of academic year 2017-2018, the Department of Allied Health strategically focused on online certificate programming as a driver of workforce development and implementation. Specifically, the main focus was to expand and develop beyond the 21-month BS sonography program to incorporate a dedicated online cardiac certificate program. This was in large part due to the regional shortage of qualified cardiac sonographers.
There has been an increase in the number of sonographers pursuing the cardiac credential through FHSU. This has been largely due to the testimonies of our recent graduates that were shared with interested students. To date, 15 students have enrolled in the Diagnostic Cardiac Sonography Certificate Program with 10 successfully completing it. The program is set at a maximum of six students per session. Five students are currently enrolled. Among those, 10 have completed the curriculum, five have successfully passed their cardiac registry and have become credentialed cardiac sonographers, filling a need in regional hospitals, and the others are preparing or are scheduled to complete the examination.
In addition, course offerings in administrative/management topics were expanded to enhance course offerings for the online bachelors of medical diagnostic imaging program. This also enabled the development of a healthcare administration certificate in imaging. While most course expansion has assisted in enrollment for the bachelor’s degree, five imaging professionals recently opted to complete the certificate program. This enabled them to advance into supervisory or administrative roles in the imaging departments where they are employed.
DESIRED OUTCOMES
By December 2019, create a strategic enrollment plan to address projected enrollment for the university over the next five years.
Strategy: Arts Entrepreneurship Certificate
Person responsible for implementation: Karrie Simpson Voth, College of Arts, Humanities and Social Sciences
Summary:
We set forth new goals for recruiting students which involved identifying two new recruiters, one of which is a new faculty member who is highly connected with the K–12 education field. This individual is rebuilding
the art education program. We have also added several certificates, the first being an arts entrepreneurship certificate, which involved cooperation from other department chairs and faculty to help create the program. The popularity of that certificate led us to develop certificates in other program areas. The creation of the Artful Minds Learning Community (embarking in its third year) has attracted students. Our learning community has grown each year by several students. We are at full capacity this coming academic year.
Through our goals, we also re-created the Professional Development in Studio Art course that is facilitated by one core instructor. Other department faculty members contribute to one session throughout the semester, to lead the program and ensure consistency, variety, and the sharing of faculty strengths. This leads to an increase in the preparedness and success of students after graduation. We are also reviving the photography program with a new hire and implementing a new concentration in motion graphics and animation. We have hired a seasoned professional. This is an area of need we have had for several years. No other KBOR institution offers this program. We also will partner with the Department of Informatics. This strengthens both departments.
DESIRED OUTCOMES
By December 2019, create a strategic enrollment plan to address projected enrollment for the university over the next five years.
Strategy: New Emphases in MSE Program
Person responsible for implementation: Brooke Moore, College of Education
Summary:
- New emphases in the MSE program:
- Chemistry – approved/launched spring 2019
- Elementary Education – approved and launched fall 2019
- Spanish – initiated spring 2019
- Business – initiated summer 2019
- New Enriched Educational Experiences (e.g., certificates/badges)
- Leadership in Autism, under development by faculty in AEP and Leadership Studies and coming Spring 2020
- Superintendent/District Leadership Data Administration/Management developed by AEP department chair, faculty in AEP, and superintendent partners across rural western Kansas, and coming Spring 2020
- New emphasis in Ed.S. — Digital Leadership under development by a multi-disciplinary team and coming spring 2020
DESIRED OUTCOMES
By December 2019, create a strategic enrollment plan to address projected enrollment for the university over the next five years.
Goal 4: Resources and Infrastructure
Maintain and improve infrastructure and resources to keep pace with growth
Strategy: Journey Campaign
Person responsible for implementation: Jason Williby, FHSU Foundation
Summary:
2016-2021: $100M comprehensive campaign with four pillars: scholarships, academics, athletics, and student life
DESIRED OUTCOMES
Commit 30 % of annual overall revenue growth to improve facilities and infrastructure for the next five fiscal years.
Strategy: Adding Redundancy to Network Authentication
Person responsible for implementation: Mark Griffin, Technology Services
Summary:
This summer we have added the necessary servers to do network authentication at our backup site on the campus of Wichita State University. This required getting the necessary licenses to configure the required virtual servers to do network authentication for FHSU users. Should FHSU experience a network outage, or some kind of disaster in the FHSU data center, users would still be able to login to any of our cloud available services and continue doing much of their work. Our available cloud services include, but are not limited to: Workday, Blackboard, and Office 365 (email).
DESIRED OUTCOMES
Commit 30 % of annual overall revenue growth to improve facilities and infrastructure for the next five fiscal years.
Strategy: Blackboard SaaS
Person responsible for implementation: Mark Griffin, Technology Services
Summary:
Last fall, 2018, we migrated our Blackboard China servers from Managed Hosting in Singapore, and self-hosted in Hong Kong to Blackboard’s Software as a Service (SaaS) system in China. This has provided a faster and more reliable Blackboard system for our faculty and students in China. It has also relieved FHSU technology staff from having to do system updates and much of the necessary maintenance of managing a Blackboard system, allowing them more time to work on other issues. In December 2019, we plan to migrate our domestic Blackboard services from Managed Hosting to SaaS as well. This is seen as a significant improvement in our online teaching infrastructure.
DESIRED OUTCOMES
Commit 30 % of annual overall revenue growth to improve facilities and infrastructure for the next five fiscal years.
Strategy: Duo Implementation
Person responsible for implementation: Mark Griffin, Technology Services
Summary:
In FY 2019, Technology Services implemented Duo multi-factor authentication for faculty and staff. This dramatically improved security for faculty and staff accounts. In FY 2020, Technology Services will implement Duo for students. The current plan is to make Duo optional for students, but we will strongly encourage
its usage. As we implement for students, more systems will be included for authentication. The use of Duo improves security of all our data on systems under the DUO umbrella.
DESIRED OUTCOMES
Commit 30 % of annual overall revenue growth to improve facilities and infrastructure for the next five fiscal years.
Strategy: Residential Hall Renovations and Student Room Cards Access
Person responsible for implementation: David Bollig, Student Affairs
Summary:
- McMindes Residential Hall Renovation – Summer 2019 is the final year of a four-year room renovation of McMindes Hall. This renovation consists of:
- Demolition of built-in desk/dresser/closet units
- Removal of asbestos
- Replacement of the flooring in rooms and hallways
- Painting rooms and hallways
- New furniture in rooms, (bed, dresser, wardrobe, desk)
- McMindes Residential Hall Student Room Card Access – The summer of 2019 is the first of a two-year door replacement in McMindes Hall. All west-side room doors and are being replaced, and card access is being installed on all new Next year, the east-side doors will be replaced, and card access will be added.
- Stadium Place Renovation – This summer is the fourth and final year for the Stadium Place Apartment This renovation consists of:
- Painting the apartments
- New flooring in the apartments
- New furniture
- Updated counter tops
- Wooster Place Renovation – This is the second and final year for the Wooster Place balcony renovation. The balconies on A, B, C, and D buildings were resurfaced and sealed during the summer of Buildings E&F are being resurfaced and sealed this summer. This will complete the balcony renovation.
DESIRED OUTCOMES
Commit 30 % of annual overall revenue growth to improve facilities and infrastructure for the next five fiscal years.
Goal 5: Community & Global Engagement
Cultivate impactful partnerships internally, locally, nationally, and globally
Strategy: Small Business Development Center
Person responsible for implementation: Rick Feltenberger, Small Business Development Center
Summary:
This will contribute to the economic prosperity of our 29-county region by helping existing businesses and aspiring business owners obtain a capital infusion of $2.4 million, achieve 23 new business starts, support a minimum of 211 jobs, and generate sales growth of at least $1 million.
DESIRED OUTCOMES
Annually, develop or enhance innovative partnerships that build economic prosperity at the community, regional or state level and report progress to the Kansas board of regents.
Strategy: Kansas Masonic Foundation/FHSU Hearing Screenings
Person responsible for implementation: Karmen Porter, College of Health and Behavioral Sciences
Summary:
Thanks to a grant and partnership with the Kansas Masonic Foundation, graduate students from the Department of Communication Sciences and Disorders travel every semester to three rural communities and provide free hearing screening. The Kansas Masonic Foundation sponsors each event and helps with advertising and location selection. More than 60 FHSU graduate students have gained invaluable experience and clinical hours from this unique program. This past spring we served 672 Kansans.
DESIRED OUTCOMES
Annually, develop or enhance innovative partnerships that build economic prosperity at the community, regional or state level and report progress to the kansas board of regents.
Strategy: Kansas Masonic Foundation/Fiberoptic Endoscopic Evaluation of Swallowing
Person responsible for implementation: Karmen Porter, College of Health and Behavioral Sciences
Summary:
Thanks to a grant from the Kansas Masonic Foundation, the Department of Communication Sciences and Disorders was able to purchase equipment and provide necessary training for speech-language pathologists on staff to conduct Fiberoptic Endoscopic Evaluations of Swallowing (FEES) in the local community. To date 26 FEES procedures have been conducted both on campus and offsite. This number is expected to increase as we continue to increase community knowledge regarding our ability to offer this new procedure. By being
able to offer the FEES service, we are able to identify and educate individuals about their swallowing difficulties and provide them with recommendations for treatment with specific goals to target, or recommendations for additional referrals. More than 40 graduate students have been able to observe or engage in the procedure.
DESIRED OUTCOMES
Annually, develop or enhance innovative partnerships that build economic prosperity at the community, regional or state level and report progress to the kansas board of regents.
Strategy: HMC Partnership with Simulation Lab
Person responsible for implementation: Jenny Manry, College of Health and Behavioral Sciences
Summary:
The Department of Nursing and HMC have developed a partnership to share the simulation lab and provide education to nursing students and nurses in rural Kansas.
DESIRED OUTCOMES
Annually, develop or enhance innovative partnerships that build economic prosperity at the community, regional or state level and report progress to the kansas board of regents.
Strategy: STEM Teacher Workshops
Person responsible for implementation: Paul Adams, College of Education
Summary:
These are either grant-funded or self-funded workshops targeting the STEM needs of teachers in Kansas. The topics are varied; typically we will offer six to 10 in a given year. The objectives are to improve STEM teaching in Kansas and improve career readiness. Success is reported through grant reports. Knowledge and pedagogical gains are documented.
DESIRED OUTCOMES
Annually, develop or enhance innovative partnerships that build economic prosperity at the community, regional or state level and report progress to the Kansas board of regents.
Strategy: Google Education Group
Person responsible for implementation: Brooke Moore, College of Education
Summary:
Provide training and support to school districts to adopt Google Education materials in the classroom to promote educational excellence and school district savings