undergraduate academic affairs...academic warning policy revision. a policy for non-payment was...

Undergraduate Academic Affairs

Strengthen academic advising, including the use of degree audits

Review pre-admission requirements, pre-major policies and procedures, obstacles, and exit strategies as they relate to selection of major, progression, and completion. (Tie for Third Priority for Continuous) Please see all data points

University Programs Begin in 2014-15159 5.4a

2016-17 Progress Narrative

All incoming freshman students during summer orientation are provided peer mentors with orientation leaders, and for undeclared students in Norse Advising, they are required to meet with a peer coach as a peer mentor prior to meeting with their advisor. Across campus, all first year students under 30 hours on campus are minimally required to meet with an academic advisor prior to registration for spring courses, and to review general requirements, policies, and procedures, or details for their intended major. Norse advising has refined our “meta majors” for undecided students by working with departments in the various colleges to more closely align suggested courses to potential degree programs and is continuously reviewed. Undeclared students seeking a bachelor’s degree are required to select a major by the time they have reached 40 earned hours, and after their first semester of study for transfer students transferring above 20 credit hours. UNV 101 has plans to be updated and revised during the 2017-18 academic year, and still includes a Major and Careers Project. EAB is helping initially to identify first year courses that show predictive success towards graduation for our first year students.

Under Way OngoingCompletedNot Started

Norse Advising requires a fall advising session with emphasis on selection of major. Spring follow-up sessions emphasize declaration of major and four-year planning. Also, Norse Advising has identified "meta majors" into which students will be placed during the first semester. All advisors were trained by Career Services int he use of Focus.UNV 101 includes a Majors and Careers project.The EAB Student Success Collaborative project, now in its pilot year, will help students identify majors with higher probability of success.

This item is on hold until a new Vice Provost for Undergraduate Academic Affairs in onboard.



159.01 The Office of the University Registrar will form a committee with representation from Admissions and other key offices to review and assess pre-admissions requirements and pre-major policies.

of 20Friday, March 16, 2018

159.02 Committee will develop proposals for pre-admissions and pre-major requirements with the goal in mind to eliminate obstacles and enhance student academic progression.

159.03 Policies will be submitted for consideration by approving committees such as AAC, AAPC and UCC, as appropriate.

159.04 Approved polices will be updated on NKU Policy templates and submitted for inclusion in the 2016-17 university catalog.

159.05 Policy-specific communication plans will be developed and implemented.

159.06 Policies will be implemented

159.07 Evaluate and assess plan.

Enrollment & Degree Management

Review graduation requirements


Review current university graduation requirements and revise, as needed. Ensure that clear pathways exist for graduation with critical content areas addressed. (e.g., Should all students be required to take an experiential learning course? Should some university graduation requirements be university-wide, while others determined by college/program?)

University Programs, Vice President, Academic Affairs and Provost, Vice President, Enrollment Management and Degree Manag

Begin in 2014-15106 1.1a, 2.3a, 2.3b, 3.2a


The policy to consider General Education certified all transfer students who have already earned an AA or AS degree at the time of admission has been approved and is now in place. Colleges have implemented strategies to reduce the number of requirements in the major so that students can take courses in different disciplines and use it towards their degree. College of Business is a good example of this.


The UCC reviewed and revised the Two Degrees and Two Majors policies. The VPUAA worked with Registrar and IR to properly transcript cases where students completed two majors with different degrees without completing 30 additional credits.

UAA is currently exploring options for coding courses/sections that include an experiential learning component.

A policy proposal to consider General Education certified all transfer students who have already earned an AA or AS degree at the time of admission is currently in process with the AAPC.

Degree audit upgrade is underway. Discussion have begun to use the degree audit as the gold standard during advising and in the graduation check out process. A three page proposal of graduation process changes to ensure a clear graduation pathway is being reviewed for approval.

The Office of the University Registrar will leverage the outcomes being tracked by the Office of the Provost, IR and IT to support graduation requirements as it relates to experiential learning.



106.01 The Office of the University Registrar in consultation with leadership in Enrollment and Degree Management will review current university graduation requirements to determine if any other critical content areas should be included (e.g. should experiential and/or service learning be required?)

106.02 Polices will be developed and revised as a result of the assessment.

106.03 Policies will be submitted for consideration by approving committees such as AAC, AAPC, and UCC as appropriate.


106.04 Approved policies will be updated on NKU Policy templates and submitted for inclusion in the 2016-17 catalog.

106.05 University publications (print and electronic) will be updated appropriately with new policies.

106.06 The Office of the University Registrar will partner with IT to ensure the degree audit functionality supports clear pathways for graduation.

106.07 Implement new graduation requirements.

106.08 Evaluate the plan.

Align academic policies to better serve students

Align policies to support success, including but not limited to incompletes (and incompletes+), dual enrollment, academic warning, and non-payment. (Tie for Third Priority for Continuous) Please see all data points

University Programs, Vice President, Academic Affairs and Provost, Vice President, Administration and Finance

Begin in 2014-15141 5.4a


The policy for tuition refund has been finalized and approved. A description of appeal process can be found here: https://studentaccountservices.nku.edu/refunds/appeal.html and a tuition appeal form has been developed: https://studentaccountservices.nku.edu/content/dam/Bursar/docs/Appeal%20for%20Tuition%20Refund.pdf . Addition a description of the review process and committee is available online.


The AAPC approved the following policies: Elimination of I+ grades, Short Term Military Leave, and Academic Warning policy revision. A policy for Non-Payment was approved in Spring 2016. A policy proposal for Tuition Refund Appeals is under review.

Dual enrollment tuition was reduced, resulting in 6.5% increase in School Based Scholars headcount and 18.2% increase in course enrollment. The number of SBS sections increased from 51 to 60 in the fall, but it decreased from 55 to 51 in the spring. Fall 2016 sections will increase to 66.

The Office of the University Registrar has initiated the review of academic policies and has sponsored the following policies for review, revision and execution:• Reduced extension of an incomplete grade (I+), • Undergraduate readmission application window (reduced from four years to two years), • NonattendanceThe next series of polices slated to move through the pipe line for review includes the nonstandard meeting practices and summer course load.




141.01 The Office of the University Registrar will form a committee with representation from Academic Units to review and assess academic policies including but not limited to incompletes (and incompletes+), dual enrollment, academic warning, and non-payment. The assessment will occur with the objective in mind to align academic policies to better serve students.

141.02 The committee will develop academic policy proposals based on outcomes of the review and assessment.

141.03 Proposed policies will be submitted for consideration by approving bodies such as AAC, AAPC, and UCC as appropriate.

141.04 Policy-specific communication plans will be developed and implemented.

141.05 Approved polices will be updated on NKU Policy templates and submitted for inclusion in the university catalog.


141.07 Evaluate policies.



Establish a mandatory first-year seminar that is a hybrid model of extended orientation/study skills and academic content. Please see all data points

First Year Programs, University Programs

Begin in 2014-15163 3.4a


Co-chairs of the University Council for Student Success met with the Academic Affairs Council to present the proposal for the first-year seminar. The anticipated delivery date is now fall 2018. Fall 2017 – The number of UNV 101 sections have increased to include both Pathfinder students and Undecided students, pre-registered into meta-major cohorts. Classes for these cohorts will include UNV 101, a general education communication course, and a general education course related to the meta-major.


University 101 (UNV 101) is undergoing a transition for fall 2016. In partnership with the University Council for Student Success, First-Year Programs will be developing a comprehensive first-year experience - including a mandatory first-year seminar - with an anticipated delivery date of fall 2017.

The Pathfinders Program established a requirement for UNV 101 for all its students. The course curriculum is being revised to include extended orientation/study skills, resilience, and academic content related to the Book Connection.

The number of UNV 101 sections has been reduced in order to restructure the course curriculum so it uses the proposed hybrid model and meets at least one general education student learning outcome. The University Council on Student Success will undertake this work.



163.01


Promote and examine what comes next after college: job preparation, interviewing skills, resumes for career-minded; entrepreneurial opportunities for the self-directed and independent; and how to put one’s skills/knowledge/values into productive use for those not pointing to specific career. r, 5, 8



Career Services offers NKU students with resources, programs, and opportunities that engage and empower them to establish academic and career goals, obtain co-ops and internships, and secure meaningful employment or pursue graduate school. Career Services presents various job-search and career-exploration programs/workshops including Résumés and Cover Letters, Job-Search Success, Interviewing Techniques, Co-op Search Strategies, Planning for Graduate School, Nonprofit Careers, and Government Careers. In 2015-16, Career Services staff presented 150 programs to 3,971 students. Students unsure of their major/career may enroll in the 2-credit Career Development Course (CEP 101) designed to provide a comprehensive overview of the career planning process. In 2015-16, Career Services offered five sections of this course to 78 students. Career Services offers opportunities for students to network with potential employers through career fairs and special events. In 2015-16, there were 6 career fairs with 1,419 (duplicated) students and 366 (duplicated) employers. Career Services staff offers mock interviews that are conducted as if they are real interviews. Feedback is provided to help students with interview skills. In 2015-16, there were 125 mock interviews. Career advising is offered to students as a one-on-one process that emphasizes self-assessment, career exploration, decision-making, and job-search assistance. In 2015-16, there were 1,558 sessions. The HireNKU system by GradLeaders (job postings, résumé searches, and on-campus interview scheduling) links students/alumni with employers. In 2015-16, nearly 20% of students used HireNKU during the year, with 28% of seniors using it. Many students find co-op/internship and full-time employment opportunities due to employers’ strong interest in NKU students. In 2015-16, more than 1,100 employers posted over 4,000 positions in the HireNKU system. Students may participate in the cooperative education program (CEP 300/600). Co-ops are paid work experiences related to the student’s major (or minor), with academic credit earned. In 2015-16, 85 students participated in CEP co-ops with 375+ enrolled in internships. Students interested in entrepreneurial opportunities are referred to the NKU Center for Innovation and Entrepreneurship which provides INKUREKA resources and expertise for students with business ideas and the INKUBATOR for start-ups.


Career Services provides a robust assortment of programs and services to support students transition from college into the workforce.



166.01


Course offerings/availability through the entire year. This would include flexibility in the catalog, offering and promoting summer courses (marketing the 15 to Finish), offering more classes at night for traditional and post-traditional students, and expansion of online courses that include a hybrid component. In addition, a comprehensive degree audit and exploration of a waitlist function should be conducted.

University Programs Begin in 2014-15170 3.3a, 3.3b, 3.4a, 3.4b, 3.4c, 3.4d,

3.5a


With the reorganization of Adult Learner Programs and Services, the unit continues to have conversations with academic units regarding the needs of our post-traditional student population for evening and online options. The university is partnering with Academic Partnerships to grow online graduate programs over the next year. Academic units continue to offer more online sections each year. Spring online program and web based sections increased almost 3% from 2016 (471) to 2017 (484). There is currently a 5% increase in online fall sections from 2016 (503) to 2017 (528). Hybrid courses are being coded in event planning for better tracking of this delivery mode.


The degree audit and wait list components in SAP is available for Registrar Office staff. IT is exploring expanding availability to all advisors.Vice Provost worked with Registrar’s Office and colleges to reduce number of non-standard class times, as well as revising standard class time and final exams schedule.A proposal for new summer school schedule was submitted to the Executive Team.

This item is on hold until a new Vice Provost for Undergraduate Academic Affairs in onboard.



170.01 The Office of the University Registrar will form a committee with representation from Academic Units to review and assess course offerings with the goal in mind to foster flexibility in the catalog, offer and promote summer courses (marketing the 15 to Finish), offer more classes at night for traditional and post-traditional students.

170.02 Based on review and assessment, the committee will develop a comprehensive proposal for course offerings through out the year, to include summer, evening, weekend, online, etc.

170.03 Proposal to be submitted to appropriate administrative and academic bodies for approval.

170.04 Communication plans will be developed and implemented.

170.05 Approved policies will be updated on NKU Policy templates and submitted for inclusion in the university catalog.


170.07 Evaluate policies.

Strengthen peer mentoring opportunities


Develop more opportunities for peer mentoring that start when students arrive at orientation and support them throughout their tenure at NKU. This would include more TA's in the first-year curriculum, first-generation student support, and multiple peer mentors (Orientation Leaders, Peer Coaches, TA's, RA's, etc.).

Student Engagement - Dean of Students, University Programs

Begin in 2014-15171 1.1b


Learning PLUS hires about 80 tutors each semester who are trained to help students with more than just course content. There are 10 tutors who have additional training to be Success PLUS tutors who work one-on-one with students on college and life success skills including (but not limited to) time management, effective study habits, test-taking strategies, and note-taking methods.The Honors Program has a process for selecting successful continuing students as peer mentors for the incoming first year class. There is a written application, an interview, and two workshops in the spring for selected peer mentors to prepare to be peer mentors the following fall. Each HNR 101 section has an assigned peer mentor. Peer mentors plan and participate in orientation, build relationships with the HNR 101 students, present interactive activities to facilitate student success, and reflect on their own learning of emotional intelligence and college student development. Based on course evaluations, peer mentors are important to the HNR 101 students and the peer mentors benefit from the experience. Some progress achieved especially in the area of increased participation in ROCKS.


Programs such as NKU ROCKS, LAMP, Fresh Start have all been expended to increase the number of students serving as peer mentors.

New Student Orientation and Parent Programs has increased the number of Orientation Leaders and VictorGuides, who serve as peer mentors during new students transition into and through the first-year, with many of these relationships continue beyond the first year. The VRS was selected to participate in the PAVE program, a peer mentoring program that directly support student veterans. TRIO Student Support Services maintains a peer ambassador program that provides peer mentors to SSS students, including first-generation and/or low income students. First-Year Programs initiated the largest incoming class into Alpha Lambda Delta, thus expanding peer mentoring within their organization.

Norse Advising employs peer coaches, each of whom is assigned a caseload of students with scheduled meetings each term. The College of Informatics has a peer coach program and a student ambassador program. The College of Education and Humans Services has a peer leader program. The College of Arts & Sciences and College of Business have student ambassadors. (Student ambassadors are not involved in peer coaching in a structured or intentional program)




This strategy is closely tied to the strategy "Reexamine and restructure orientation to provide seamless transitions and introduction to campus" because we increased the number of student Orientation Leaders. With the introduction of the three-day Orientation, upperclassmen served as VictorGuides. Student Affairs introduced BACCHUS Peer Mentoring training program is currently being finalized in HCSW. Recruiting and training to begin mid fall semester. BACCHUS trains peer educators who facilitate programming regarding alcohol and other drug education. SSS has developed an SSS student Ambassador program to provide peer mentorship for first-generation and low income students.

171.01 Explore and enhance expansion opportunities for vetted peer mentoring programming, including but not limited to NKU R.O.C.K.S. and the LAMP peer mentoring program.

171.02 Expand leadership programming for incoming first-year students, including but not limited to leadership development and Orientation Leaders.

171.03 Expand student employment opportunities that support peer mentoring, including but not limited to Resident Assistants, Campus Recreation student employees, Student Union student employees.


Establish and promote opportunities for juniors to become involved in first-week experiences for first-years and sophomores, including opportunities such as peer coaches and mentors, and teaching assistants. a, b, i, ii, ll, nn, 2, 44, 77, 99

University Programs, Vice President, Student Affairs

Begin in 2014-15172 1.1b, 1.2a


No change. Same as last year On-going initiative for 2017-18


New Student Orientation and Parent Programs has increased the number of Orientation Leaders and VictorGuides, who serve as peer mentors during new students transition into and through the first-year. All of the Orientation Leaders and VictorGuides are upperclassmen.

Expansion of opportunities for orientation leaders, peer coaches, peer mentors, peer tutors, etc. has continued. The Honors Program has an ambassadors program, SOAR/FORCE have peer leaders. Norse Advising increased the number of Peer Coaches and reorganized their work to increase contact hours. UNV 101 also has teaching assistants in several special sections.

The new Vice President of Student Affairs will re-evaluate this strategy in 2016.

Over the past year, there have been intentional expansion in the numbers of Orientation Leaders, NKU R.O.C.K.S. Mentors, Resident Assistants, peer mentors in University Housing, LAMP mentors, intramural student supervisors, and SSS Ambassadors.

With the introduction of the three-day Orientation, upperclassmen served as VictorGuides -leadership peer mentoring roles.



172.01 Explore and enhance expansion opportunities for vetted peer mentoring programming, including but not limited to NKU R.O.C.K.S. and the LAMP peer mentoring program.

172.02 Include upperclassmen into first-week programming and events.

172.03 Expand student employment opportunities that support peer mentoring, including but not limited to Resident Assistants, Campus Recreation student employees, Student Union student employees.

Strengthen students’ academic success and campus affinity through intentional first-year programming and support.


Develop learning communities within and beyond the first year, with particular emphasis on tying experiential learning and transdisciplinary delivery. In addition, expand living-learning communities.

First Year Programs, University Programs

Defer to a later year

29 1.2c, 3.1a, 3.1b, 3.1c, 3.1d, 3.2a,

3.2c


Learning Communities for the College of Informatics, Health Professions and students in the Pathfinder program are set for fall 2017. There is an Honors Living Learning Community planned for Callahan Hall fall of 2017.Expansion of learning communities within and beyond the first year will be developed with the mandatory first-year seminar slated to begin in fall 2018.


Twenty-one learning communities (LC) were offered in 2015-16, including three LCs recommended for health professions students, one in Grant County and one Housing Living-Learning Community. Additionally, Honors students have a common floor in Callahan Hall. The University Student Success Council will be working on developing more LCs, particularly those beyond the first year.

University 101 (UNV 101) is undergoing a transition for fall 2016. In partnership with the University Council for Student Success, First-Year Programs will be developing a comprehensive first-year experience with an anticipated delivery date of fall 2017. As such, the number of sections for UNV 101 were reduced for fall 2016. Within the fall 2016 UNV 101 sections, eight learning communities and one living-learning community were developed. These nine learning communities are primarily for first-year students. The new first-year experience model will explore learning communities beyond the first year.



29.01

Student Retention & Success

Expand prior learning assessment


Expand opportunities for competency-based assessment through prior learning programs.

University Programs, Vice President, Academic Affairs and Provost

Begin in 2014-15140 3.3b


NKU’s expanded and enhanced CPL program was able to pull its first set of data from the reports that were created by the BW and IR teams. As of 6/28/16, the retention rate of students who had a least one CPL on their transcripts for Fall 2014 cohort are as follows: First Fall to Spring: 95.8%; First Fall to Second Fall: 86.2%. In addition, a schedule was developed to initiate a yearly audit of credit-by-examinations offered. With that, four more faculty-created credit-by-examinations were added to meet student needs. Finally, a CPL workgroup was initiated and hosted its first faculty webinar to address competency-based learning and the difference between CBL and CPL. Due to a recent reorganization, the Office of Adult Learner Programs and Services is now overseeing all non-exam options for CPL. ALPS will continue to streamline processes and collaborate with academic departments to identify course equivalencies for additional industry credentials during summer 2017. Testing Services will continue to coordinate CPL Exams.


A new policy that streamlined all CPL options at NKU was developed and implemented. The policy also included a more rigorous and reviewed approach to accepting new forms of PLA. This policy was enacted in January of 2016. Additionally, Testing Services (TS) collaborated with two COHP departments to develop proposals for accepting industry credentials, which were approved by the UCC without objections.Testing Services created processes for students and faculty to document ACE Credit, Industry Credentials and Portfolio Assessment. This included form creation, SAP development for transcription of new CPL options, and BW reports to track students with CPL. Also, TS developed a one-stop website for all of students’ CPL needs: http://testing.nku.edu/CPL.html.



140.01



Identify a comprehensive, stable repository for student materials/artifacts for faculty, staff, and students (e.g., ePortfolio) to track and monitor four-year plans and student participation in high-impact practices. (Tie for Top Priority for Continuous)

University Programs Begin in 2014-1510 1.2a, 5.6b


The annual release of the undergrad catalog includes 4-year plans (i.e. a semester by semester listing of which courses to take) for each bachelor’s degree program. These are linked within the catalog, within the program description/details/requirements. - The GPS project (Graduation Planning System) also has a component renamed to Academic Course Planning (was Module Planning), whereby this concept of a static 4-year plan can be personalized for the student, with advisor guidance. This Planning tool was released on May 31, 2017 into the advisors’ toolkit. The initial plan was to focus on incoming new undergrad students for Fall 2017. The Degree Audit is also a tabulation and tracking tool for students/advisors/registrar to match the degree requirements of a program with the student’s completed and in-progress coursework. This ties directly to Academic Course Planning (i.e. when to take courses) based on the progress of completing all the degree requirements. Then the Audit is used as a degree checkout tool, to certified all course requirements and related measures are achieved (e.g. GPA, earned hours, etc) , in order to graduate. Degree Audit was released in a pilot set of programs during Spring 2017, with a more full usage and comprehensive coverage of all programs happening in Fall 2017. The focus is on undergrad, but grad level programs (and Law) can be included into GPS, as well.


All programs have developed four-year plans, which are included in the Undergraduate Catalog.Norse Advising developed a four-year template for undeclared students.UAA, EDM and IT are working toward making Module Planning available in Spring 2017.



10.01


Consistency in academic advising, with particular emphasis for advising students on academic warning. Include mandatory programming for students on academic warning.

University Programs Begin in 2014-15158 1.2a, 1.2b


All colleges either currently have, or will officially be offering required academic success workshops or 1 on 1 advising appointments for all students at the university on academic warning or probation during the 2017-18 academic school year. Norse Advising and College of Informatics hold workshops in both fall and spring semesters, with larger numbers of attendees in the spring term after fall grades have been given. College of Business offers workshops in the spring semester, and places holds on students preventing registration until the success workshops or a 1 on 1 appointment is completed. College of Health Professions requires 1 on 1 advising appointments. The College of Education and Human Services offers workshops in both terms and 1 on 1 appointments for those who do not attend workshops, and started a voluntary student success course in fall 2016 for transfers with low GPAs. College of Arts and Sciences will begin offering workshops during the 2017-18 academic year, but continues to offer CAS 101. Next steps include more data collection to assess impact of workshops.


Norse Advising, College of Business, and College of Education and Human Services require students on academic warning or probation to attend academic success workshops. Arts and Sciences offers CAS 101 (voluntary) to all students on warning, probation or returning from suspension. Informatics requires students who are not in good standing to meet with an advisor; the college intends to start an academic workshop in the 20016-17 academic year. The College of Education plans to offer a special topics course on student success, targeting students on academic warning and probation, in Spring 2017.



134.01


Assign task-force to perform a cost-benefit analysis on the expansion of supplemental instruction for students on academic warning. t, 9, 22



SI targets courses, not students. In Fall 2016, SI was expanded to 12 sections of eight different STEM courses plus several sections of NRS 255. In Spring 2017, SI was offered in 11 sections of seven STEM courses and several sections of NRS 215 and NRS 255. For Fall 2016, the A/B/C pass rate in BIO 150, BIO 208, BIO 209, CHE 115, CHE 120, and CHE 310 was significantly higher for students who attend at least one SI session than for students who did not participate in SI. The A/B/C pass rates in CIT 247 and MAT 120 were higher for SI-participants, but the difference was not statistically significant. In NRS 255, 94% of the students participated in SI so a comparison of pass rates cannot be done.


The Learning Assistance Program conducted an assessment of current Supplemental Instruction (SI) practices. As a result, SI options were expanded to STEM courses, in partnership with the College of Arts & Sciences Project FORCE.A revised version of SI will be integrated into the new MATH 092 course, as a course requirement.



161.01


Require all first-year students to engage in an annual audit with an advisor to review progression toward degree (i.e., 15 to Finish), revise their four-year plan, preparations/expectations for sophomore year, establish goals, and serve as a triage for academic, financial, and personal concerns. Please see all data points



Beginning in March 2017, a new computerized degree audit system was launched at the university, along with a new academic planning system that is set to launch in June 2017 (to create customized 4 year degree plans) for all advisors and students at all undergraduate levels freshman through senior. These new tools will assist students in the progression toward degree, revisions for four-year plans, and with annual audits.Students enrolled in UNV 101 during their first semester complete a comprehensive Major/Career Project in which students develop academic goals, create a 4 year plan to review with their advisor, and create academic progress goals to achieve during second semester.


Norse Advising, Undeclared A&S, and the other colleges conduct an annual audit with all first-year students. Arts & Sciences departments with network advisors also do annual audits – SOTA, English, History and Geography, and Physics, Geology and Engineering - but annual audits are not college-wide. The required annual audit in the College of Informatics includes all students with 45 hours or less.



162.01


Require all juniors to engage in an annual audit with an advisor to review progression toward degree (i.e., 15 to Finish), certification for graduation, revisit their four-year plan, preparations/expectations for senior year, establish goals, and serve as a triage for academic, financial, and personal concerns. Please see all data points



Beginning in March 2017, a new computerized degree audit system was launched at the university, along with a new academic planning system that is set to launch in June 2017 (to create customized 4 year degree plans) for all advisors and students at all undergraduate levels freshman through senior. These new tools will assist students in the progression toward degree, revisions for four-year plans, and with annual audits.In some colleges that require a selective admissions process, (College of Business for example) some students who are above a certain number of hours and have not certified their major (75 hours for business) have holds placed to require those Junior level students to meet with an academic advisor to track progress, review certification, and steps to apply for graduation. Annual reviews for junior level students and process to review graduation certification varies slightly by college based on major and curriculum.


The Honors program has established a fourth semester audit for all students in preparation for developing the capstone project.



165.01


Communicate pathways to successful completion from first year (examples include 15 to finish, early enrollment in developmental courses, etc.) to degree (see University of Louisville Flight Plan). e, f, y, gg, rr, ss, 22



In Spring 2017, a new policy was approved that requires students with an academic deficiency to successfully meet all necessary developmental or co-requisite requirements during their first two semesters at NKU or within the first 30 hours of earned credit, whichever comes first. Students who do not meet the requirement will need consent from the dean (or designee) of their college or the VPUAA to enroll in further semesters.


All advising units are integrating "15 to Finish" in their sessions. This topic is included in the Master Advisor training curriculum.Developmental Programs, in collaboration with the Math/Statistics and English departments, created new courses for implementing a co-requisite model for students with writing and reading deficiencies. Results from the ENG 101W and ENG101R courses are promising. Similarly a new course was created for developmental mathematics, which was approved by the UCC in the fall, and a co-requisite course MATH 109-080 combination was approved int he spring; both will be offered for the first time in Fall 2016.



167.01


Require all sophomores to engage in an annual audit with an advisor to review progression toward degree (i.e., 15 to Finish), revisit their four-year plan, preparations/expectations for junior and senior year, establish goals, and serve as a triage for academic, financial, and personal concerns. Please see all data points



Beginning in March 2017, a new computerized degree audit system was launched at the university, along with a new academic planning system that is set to launch in June 2017 (to create customized 4 year degree plans) for all advisors and students at all undergraduate levels freshman through senior. These new tools will assist students in the progression toward degree, revisions for four-year plans, and with annual audits.During summer of 2017, a committee is being established to review advising processes and procedures across campus, with recommendations being provided to Provost by August 2017 regarding comprehensive advising expectations across all colleges as part of a self-assessment. Policy is being created through Norse Advising and the Office of the Vice Provost surrounding assessment of “bridge” students who are between majors and need more specialized advising.


Norse Advising will take the lead in facilitating a day-long retreat to develop comprehensive advising expectations across all colleges. Additionally, plans are under way to provide an advising "Bridge" for students who are between majors and require specialized advising.



168.01

Use sophomore annual audit to identify and plan for engagement in two high-impact practices for upcoming academic semesters (e.g., undergraduate research, co-ops/internships, study abroad, etc.). Please see all data points


2016-17 Progress Narrative Under Way OngoingCompletedNot Started

The UCC has specific course codes for undergraduate research and co-ops/internships. IR worked with the UCC and academic departments to ensure that courses were appropriately coded so student participation can be accurately tracked.The NSSE is being used as a partial data source for participation in high impact practices.



169.01


undergraduate academic affairs...academic warning policy revision. a policy for non-payment was...

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