Strategy Survey Preview 2015

Below are questions that will appear on your survey.

Institution

Please provide the information for the person completing the survey.

Name
Title
Address
Address 2
City/Town
State
ZIP
Email Address
Phone Number

Please indicate which of the following CCG Goals your institution is pursuing.  

There is NO expectation that any institution will address every goal or use all the stategies listed for a goal.  Please only select goals that your institution is pursuing.

• Goal 1: Increase in the number of undergraduate degrees awarded by USG institutions. [Overarching goal-Mandatory]
• Goal 2: Increase the number of degrees that are earned 'on-time'(associate degrees in 2 years, bachelor's degrees in 4 years).
• Goal 3: Decrease excess credits earned on the path to getting a degree.
• Goal 4: Provide intrusive advising to keep students on track to graduate.
• Goal 5: Award degrees to students who may have already met requirements for associate degrees via courses taken at one or more institutions.
• Goal 6: Shorten time to degree completion through programs that allow students to earn college credit while still in high school and by awarding credit for prior learning that is verified by appropriate assessment.
• Goal 7: Increase the likelihood of degree completion by transforming the way that remediation is accomplished.
• Goal 8: Restructure instructional delivery to support educational excellence and student success.
• Goal 9: Improve access for underserved and/or priority communities
• Other Institutional Goal(s)
  For your other/institutional goals, please provide specific strategies you have adopted and the metrics you are using to measure your progress and success.

Goal 2: Increase the number of degrees that are earned 'on-time' (associate degrees in 2 years, bachelor's degrees in 4 years).

Strategies related to Goal 2: Please indicate if your instution is currently pursuing any of the following strategies.

• Strategy 2.1: Change institutional culture to emphasize taking full-time course loads (15 or more credits per semester) to earn degrees 'on time.'
• Strategy 2.2: Create financial incentives (through tuition plans) to encourage students to take full course loads and finish on time.

Process metrics related to Goal 2: Please select the most accurate response to the process metric questions below.

• Metric 2.1: Does the institution have a well-defined program to encourage on-time graduation?
• Metric 2.2: Does the institution have a tuition structure that provides clearly defined financial incentives for full-time course-taking and on-time completion?

Goal 3: Decrease Excess Credits earned on the path to getting a degree.

Strategies related to Goal 3: Please indicate if your institution is currently pursuing any of the following strategies.

• Strategy 3.1: Provide 'program maps' that plot the path to a degree and reduce choice through 'choice architecture.'
• Strategy 3.2: Provide 'meta-majors' maps for students who have not decided on majors.
• Strategy 3.3: Create default schedules for students in majors or 'meta-majors'? students cannot register for other courses without permission.
• Strategy 3.4: Offer block schedules for students in meta-majors or majors for the first semester or first year.
• Strategy 3.5: Require students to select majors or programs of study by the end of the first semester (two-year institutions) or first year (four-year institutions).
• Strategy 3.6: Provide students with exposure to majors and careers within the first semester or year of study to facilitate selection of appropriate programs of study or majors
• Strategy 3.7: Establish regional partnerships to provide degree pathways that match workforce needs.

Process Metrics Related to Goal 3: Please select the most accurate response to the process metric questions below.

• Metric 3.1: Have program maps been established for programs of study (must include appropriate mathematics pathways)?
• Metric 3.2: Have meta-majors been defined for the institution?
• Metric 3.3: Have meta-major maps been created for the first semester (associate degree institutions) or first year (bachelor's degree institutions) for all meta-majors (must include appropriate mathematics pathways)?
• Metric 3.6: Does the institution have default schedules such that students must receive permission to deviate from the default schedule?
• Metric 3.7: Does the institution offer block scheduling in at least the first semester?
• Metric 3.8: Does the institution require students to select a major by the end of the first semester (associate degree programs) or first year (bachelor's degree programs)?
• Metric 3.9: Does institution have an operational mechanism to encourage career/major exploration in the first semester or first year?

Please list and describe up to three important academic partnerships between your institution and other institutions and/or businesses in your region.

Goal 4: Provide intrusive advising to keep students on track to graduate.

Strategies related to goal 4. Please indicate if your institution is currently pursuing any of the following strategies.

• Strategy 4.1: Establish milestones as part of program maps to facilitate defining when students are 'off track.'
• Strategy 4.2: Use predictive analytics (EAB, D2L, or Ellucian) to help identify students who are off track and to help students understand their likelihood of success in particular programs.
• Strategy 4.3: Use Degree Works to track student progress.
• Strategy 4.4: Establish criteria for identifying students who may need special interventions in the semester (e.g., lack of attendance, poor performance on early assignments).
• Strategy 4.5: Ensure that students who meet off track criteria receive timely and targeted advising intervention.

Metrics related to goal 4: Please select the most accurate response to the process metric question below.

• Metric 4.1: Are milestones included in programs maps?
• Metric 4.2: Does the institution use predictive analytics to help students understand their likelihood of success in particular courses or programs of study?
• Metric 4.3: Does the institution have clear criteria for identifying students who are 'off track' in their programs?
• Metric 4.4: Does the institution have clear criteria for identifying students who are 'off-track' in courses during the semester?

OPTIONAL: Please list up to five types of interventions your institution has in place for students in need of additional support as indicated by predictive analytics.

• Intervention 1:
• Intervention 2:
• Intervention 3:
• Intervention 4:
• Intervention 5:

Metric 4.3.1: You indicated that you have clear criteria for identifying students who are off-track in a program.  What criteria are used to determine this?

Metric 4.4.1: You indicated that you have clear criteria for identifying students who are off-track in courses during the semester.  What criteria are used to determine this?

GOAL 5: Award degrees to students who may have already met requirements for associate degrees via courses taken at one or more institutions.

Strategies related to goal 5: Please indicate if your institution is currently pursuing any of the following strategies.

• Strategy 5.1: Add information at matriculation about automatic degree award for all institutions, with opt-out option (so that degrees may be awarded when earned).
• Strategy 5.2 : Eliminate requirements to apply for associate degrees. (Could still be required to apply to participate in graduation ceremony.)
• Strategy 5.3: Eliminate graduation application fees for associate degrees. (Could wrap into another fee OR charge only for students who wish to participate in graduation ceremony.)
• Strategy 5.4: Automatically conduct degree audits of all students with 60 or more credit hours at associate degree institutions to see whether they have met requirements for degrees. If so, an associate degree would be awarded unless students have opted out or did not have the opportunity to sign off on the initial permission for automatic award of degree.
• Strategy 5.5: Add information about 'reverse transfer' opportunities when students matriculate at transfer institutions. Students must 'opt-in' to have their information sent back to associate degree institutions and to have degree awarded, if eligible.
• Strategy 5.6: Publicize the idea of degree completion via 'reverse transfer' within the institution and locally.

Process metrics related to goal 5: Please select the most accurate response to the process metric question below.

• Metric 5.1: Does the institution require students to sign document at matriculation indicating that associate degrees may be awarded automatically when requirements are met?
• Metric 5.2: Does the associate degree institution require students to apply to graduate?
• Metric 5.3: Does the associate degree institution charge a fee to graduate?
  • Metric 5.3.1: Fee charged to all students for award of degree?
  • Metric 5.3.2: Fee : Fee charged only to student who wish to participate in graduation ceremony?
• Metric 5.4: Does the associate degree institution automatically audit all students with 60 or more credit hours to determine degree eligibility?
• Metric 5.5: Does the institution ask students transferring in to opt-in to allow receiving institution to send academic information back to the sending institution for the purpose of awarding associate degrees?
• Metric 5.6: Does the institution publicize the possibility of earning associate degrees via reverse transfer to its students and the community?

Goal 6: Shorten time to degree completion through programs that allow students to earn college credit while still in high school and by awarding credit for prior learning that is verified by appropriate assessment.

Strategies related to goal 6: Please indicate if your institution is currently pursuing any of the following strategies.

• Strategy 6.1: Participate in dual enrollment or joint enrollment programs for high school students.
• Strategy 6.2: Sponsor an Early College.
• Strategy 6.3: Award credit based on Advanced Placement or International Baccalaureate scores/exams.
• Strategy 6.4: Award credit based on assessment of prior learning via CLEP or DSST scores.
• Strategy 6.5: Award credit based on ACE credit recommendations.
• Strategy 6.6: Award credit based on portfolio review.

Process metrics related to goal 6: Please select the most accurate response to the process metric question below.

• Metric 6.1: Does the institution award credit to high school students via dual enrollment or joint enrollment?
• Metric 6.2: Does the institution sponsor an Early College?
• Metric 6.3: Does the institution award credit for Advanced Placement scores/exams?
• Metric 6.4: Does the institution award credit for International Baccalaureate scores/exams?
• Metric 6.5: Does the institution award credit based on CLEP scores?
• Metric 6.6: Does the institution award credit based on DSST scores?
• Metric 6.7: Does the institution follow ACE recommendations for awarding credit (including those based on CLEP or DSST scores)?
• URL(s) for institutional web pages that explain the basis for awarding credit for Advanced Placement, International Baccalaureate, CLEP, and/or DSST scores/exams.
• Metric 6.8: Does the institution award credit based on portfolio review?

Goal 7: Increase the likelihood of degree completion by transforming the way that remediation is accomplished.

Strategies related to goal 7: Please indicate if your institution is currently pursuing any of the following strategies.

• Strategy 7.1: Enroll most students in need of remediation in gateway collegiate courses in English and mathematics, with corequisite Learning Support.
• Strategy 7.2: Combine remediation in English and reading.
• Strategy 7.3: Ensure that all remediation is targeted toward supporting students in the skills they need to pass the collegiate course.
• Strategy 7.4: End the practice of requiring students to withdraw from all collegiate courses when they withdraw from Learning Support courses.
• Strategy 7.5: Students have unlimited 'attempts' to complete corequisite remediation.

Process metrics related to goal 7: Please provide the number of students requiring remediation in Fall 2014.

Goal 8: Restructure instructional devlivery to support educational excellence and student success.

Strategies related to goal 8: Please indicate if your institution is currently pursuing any of the following strategies.

• Strategy 8.1: Expand completely online opportunities.
• Strategy 8.2: Implement alternative delivery models, such as hybrid instruction, flipped classrooms, and emporium-model instruction.

Process metrics related to goal 8: Please select the most accurate response to the process metric question below.

• Metric 8.1: Are fully online courses offered to students at the institution?
• Metric 8.2: Are alternative delivery models implemented at the institution?

Goal 9: Improve access for underserved and/or priority communities.

Strategy 9.1: Target increases in access and completion for students traditionally underserved in postsecondary education. Please indicate the populations your institution is actively targeting.

• Part-time students
• Adult learners (undergraduate students 25 years of age or older)
• Military and former military students
• First generation college students
• Racial/ethnic minorities
• Low income students (Pell eligibles)
• Students with disabilities