2018 State of Academic Affairs

2018 State of Academic Affairs

Improving Student/Advisor Ratios

OU Target is 300:1 (NACADA recommendation)

Advising Initiatives:

Mandatory Transfer Student Orientation

Technology-supported proactive advising

Establish common outreach points for at risk student populations

Student Success: DFWI Rates

Gateways to Completion(G2C)

Improving Teaching ApproachImprove es to Student Achievement in Foundational Courses

  • Data driven redesign of courses by faculty
  • BIO 1200 (Introductory Biology)
    • Sara Hosch, Jonathan Yates, Doug Wendell
  • MTH 1554 (Calculus I)
    • Laszlo Liptak, Anna Spagnuolo, Kevin Andrews, Darrell Schmidt
  • PSY 1000 (Introductory Psychology)
    • Keith Williams, Lisa Garver, Andrea Kozak, Scott Pickett

2018 Great Lakes Regional Student Success Conference

  • Hosted by Oakland University
  • Sponsored primarily by The Kresge Foundation with seven additional sponsors
  • Focused on Closing the Gap between college access and college completion for all students
  • More than 600 higher education professionals from 64 higher education institutions and eight non-profit organizations
  • Attendees from throughout the United States and Canada
  • Gathered at the Detroit Marriott at the Renaissance Center

Student Success: Graduation Rates

OU Target is 300:1 (NACADA recommendation)

4- and 5-year graduation rates up for cohorts starting in 2012 and 2013

Record High Percentages

This chart shows 4,5, and 6 year graduation rates over time, starting with the cohort of students that entered in 2004 and ending with the group that started in 2013. The graph shows modest gains over time for 6 year rates. The graph shows modest gains over time for 5 year rates, except for the most recent cohort of students (those starting in 2012) which have a 5-year rate that is now higher (48%) than the highest 6-year rate (which was 47%). The graph shows stronger and more noticeable gains over time for 4 year rate, with especially large gains for the most recent cohorts. Since 2004 cohort, 4-year graduation rates have more than doubled.

Student Success: Closing the Gap

OUTAS Scholars (Top Line) graduate at higher rates than almost any other group on campus.

  • Scholarships awarded to a diverse group of students
  • Meet once a week with a peer mentor
  • Meet once every two weeks with a Center for Multicultural Initiatives professional
  • Complete 28 credits by the end of first year
  • Maintain full-time student status fall and winter each year

The chart shows 6-year graduation rates for several groups of students over time (1999 through 2010). OUTAS scholars show the strongest graduation rates, with the most recent rate above 80% and historical rates hovering around 65 to 70%. Students with high school GPAs of a 3.0 or higher are below that of OUTAS scholars, with rates that hover around 55% over time. Next, the graph shows the average Oakland University 6-year graduation rate, which hovers in the mid 40s. Finally, the graph displays 6-year graduation rates for underrepresented minority students which are noticeably lower than the Oakland University average. Recent rates for URM students are in the high 20s.

Strategic Plan Metrics

1st-year Retention

  • Overall – 77% – up 2%
  • URM 63% – up 2%

Sophomore Standing

(28 credits or more at start of sophomore year)

  • Overall 68% – up 3%
  • URM 55% – up 10%

Transfer Retention

  • Flat

New Diversity Initiatives

Provost Fellow in Faculty Diversity

  • Works on the university’s strategic goal of diversity
  • Primary goal to help increase the number of historically underrepresented full-time faculty.
  • One-year appointment with opportunity for renewal (maximum of 2 years).
  • Call for Participants will occur in March 2018.

Post Doctoral Fellowship in Diversity and Equal Opportunity in Higher Education

  • Seek applicants whose research, teaching and service contribute to diversity and equal opportunity.
  • Interested in those with the potential to bring their experience either from their non-traditional educational background or understanding of the experiences of groups historically underrepresented in higher education.
  • Applicants can be from any discipline who will be no more than three years past the award date of their doctoral degree at the time of appointment.