University of North Georgia Campus Plan Update 2015

UNG 2014 Demographics

UNG 2014 Military Data

Total number of  enrollment fall 2014

16,064

UNG Veteran Enrollment -  Full-Time 

617

Full-Time

68%

UNG Veteran Enrollment - Part-Time 

116

Part-Time

32%

Grand Total

733

Adult Learners

18%

First Generation

20%

Low-Income

40%

Underserved Minority Groups

14%

High-impact strategy

Fifteen to Finish campaign, Promote full-time enrollment of 15 credit hours per semester

Related Goal

2:  Increase the number of degrees that are earned “on time” (associate degrees in  2 years, bachelor’s degrees in 4 years)

Summary of Activities

While it is too early to report graduation rates of students impacted by 15 to Finish, UNG has successfully implemented the 15 5o Finish Game Changing Strategy. This past academic year, over 15,000 college, middle, and high school students, parents, and counselors have heard the benefits of 15 to Finish and previewed the Georgia 15 to Finish Video. The 15 to Finish initiative has been incorporated on all UNG campuses during orientation to target incoming freshman and transfer students.  The Advising Center advises new freshman to enroll in 15 or more credit hours and has adopted 15 to Finish marketing materials to encourage current students to increase enrollment to a minimum of 15 credit hours per semester (See Appendices A-E).

Baseline Status

• Number of students completing associate degrees in 2 years.
• Number of students completing bachelor’s degree in 4 years.
• Number of students enrolling for 15 or more credit hours in fall and spring.
• Number of students completing 30 or more credit hours in their first academic year.

Interim Measures

Of Progress

A comparison of enrollment by credit hours from fall 2013 through fall 2015 enrollment to date indicates an increase in the number of students taking 15 or more credit hours.

Measures of Success

• Number of students completing associate degrees in 2 years.
• Number of students completing bachelor’s degree in 4 years.
• Number of students enrolling for 15 or more credit hours in fall and spring.
• Number of students completing 30 or more credit hours in their first academic year.

Lessons Learned

UNG increased enrollment by 3.9% from fall 2013 to fall 2014. Retention rates have also increased for first-time, full-time freshman from 76.04% in fall 2012 to 82.24% in fall 2013.  An increase in enrollment and retention has made it challenging to offer 15 or more credit hours to current students. Over 67% of UNG students are traditional and may have the capacity to enroll in more than 12 credit hours per semester. UNG has purchased Ad Astra software to measure and predict demand for courses. The software has also served as a resource to predict hiring needs for courses.

Achievement data shows that full-time students at UNG have higher grade point averages than part-time students (See Appendix F). We have learned that educating students and parents on the benefits of on-time college completion has empowered students to make better choices.  

High-impact strategy

Expand dual enrollment programs

Related Goal

6: Shorten time to degree completion through programs that allow students to earn college credit while still in high school

Summary of Activities

UNG conducted ACCEL Recruitment Events and Counselor Workshops on each campus during fall 2014 and spring 2015. Over 2,300 parents and students visited our campuses to learn about dual credit opportunities. Each campus assigned an ACCEL academic advisor for high school students, parents, and counselors to provide information, assist with orientations, complete registration, and matriculate students into UNG upon high school graduation. We have developed a model to strategically deliver dual enrollment courses to rural high schools in our service area. For the 2015 school year, UNG is partnering with Fannin, Jackson, Oconee, and Union County School Systems in the delivery of ACCEL/MOWR courses at the high schools.  

Baseline Status

• Number of students enrolled in dual enrollment
• Number of credits awarded to dual enrolled students
• Number of high schools from which we draw dual enrolled students
• Percent of dual enrolled students who matriculate into UNG immediately following high school completion

Interim Measures

Of Progress

UNG had 462 students participate in ACCEL fall 2014 compared to 265 fall 2013. UNG awarded a total of 3,789 credits for the 2013 academic year compared to 6, 684 credits for the 2014 academic year. This represents a 76% increase in credit hours awarded. Additionally, UNG retained 50.2% of dual enrolled students who completed high school in spring 2015 compared to 43% of ACCEL students who completed high school in spring 2014. Students in the dual enrollment program participated from 62 different high schools in fall 2014 compared to 59 high schools in fall 2013.

Preliminary statistics based on fall 2015 enrollment to date show an increase of 135% from fall 2013 to fall 2015.

Measures of Success

• Number of students enrolled in dual enrollment
• Number of credits awarded to dual enrolled students
• Number of high schools from which we draw dual enrolled students
• Percent of dual enrolled students who matriculate into UNG immediately following high school completion

Lessons Learned

Due to high matriculation rates of dual enrolled students, UNG Dual Enrollment Advisors developed a customized orientation to help students progress and complete programs of study at UNG. Dual enrollment students who transition into the fall cohort are unique because they have earned college credit. However, many are new to full-time course work. Students received assistance to schedule classes to prevent duplication of coursework and to accelerate degree completion. UNG has created a Dual Enrollment Coordinator position for FY 16 to provide more college opportunities for students, support relationships with high school counselors, and coordinate student advising.

High-impact strategy

Promote the CLEP exam

Related Goal

6: Shorten time to degree completion through programs that allow students to earn college credit by awarding credit for prior learning that is verified by appropriate assessment.

Summary of Activities

During the process of consolidation of the new university, all the necessary policies and procedures to support this goal were approved through our academic policy approvals process and implemented with the 2013-2014 academic undergraduate catalog. Academic advisors and the coordinator of the Center for Adult Learners and the Military (CALM) are familiar with these programs so that they can appropriately encourage students to take advantage of them.  Information regarding prior learning credit is being incorporated into our 15-to-Finish presentation at New Student Orientation. Information about prior learning assessment is included on our website.

Baseline Status

• Number of tests administered.
• Number of credits awarded based on CLEP scores.

Interim Measures

Of Progress

The College Board highlighted UNG in its 2014 Spotlight on Best Practices in using CLEP. For the third consecutive year, UNG is number one in the state of Georgia for total number of CLEP exams administered and in the top 100 in the nation for total number of CLEP exams administered. In the 2014-2015 academic year the institution administered a total of 970 CLEP tests and awarded 3,668 credits.  

Measures of Success

• Number of tests administered
• Number of credits awarded based on CLEP scores

Lessons Learned

Although CLEP is an effective strategy for shortening time to degree completion, UNG has learned that all USG institutions do not accept CLEP credit on transcripts from other USG institutions. Some institutions require students to take additional assessments. We have made provisions to communicate policies with parents and students who seek to transfer CLEP credit.

High-impact strategy

Award credit based on ACE credit recommendations

Related Goal

6: Shorten time to degree completion through programs that allow students to earn college credit by awarding credit for prior learning that is verified by appropriate assessment

Summary of Activities

Through our Center for Adult Learners and the Military, we carefully review a student’s experience, corporate training, and military transcripts using ACE recommended guidelines. The coordinator then makes a recommendation of credit to the academic department for approval. Once credit for a particular type of training has been approved by the academic department, it does not have to be approved again. Thus with each military or corporate transcript reviewed, we continue to build our database of articulated credit, streamlining the process for future students. We follow ACE guidelines in awarding credit.  

Baseline Status

• Number of credit hours awarded

Interim Measures

Of Progress

 In fall 2013, we were able to award 266 hours of credit to military transcripts across thirteen different academic departments, including two students who earned graduate credit. In fall 2014, we awarded 238 hours to military transcripts across sixteen different academic departments. Additionally, we developed an automatic approval list for military credits. At this time, UNG is the only institution within the USG system that has an automatic approval list for military credits.

Measures of Success

• Number of credit hours awarded.

Lessons Learned

UNG is working with academic deans and department chairs to expand the number of academic departments to award credit to military transcripts and to increase the number of credits on the automatic approval list. These efforts are important as we strive to recruit, retain and graduate students who have served in the military.  Additionally, UNG has shared processes with the system office and other USG institutions to increase educational options available to military personnel and veterans.

High-impact strategy

Expand completely online opportunities

Related Goal

8: Restructure instructional delivery to support educational excellence and student success

Summary of Activities

UNG continues to increase the number of courses offered online, while ensuring the quality of these courses by requiring all online courses to undergo a Quality Matters review.  To expand these opportunities more rapidly, and to strategically target its own course development resources, the institution became an eCore affiliate in spring 2014. Students who enroll in eCore courses can earn a two-year Associate of Arts or Sciences degree or fulfill the first two years of their general education requirements of the baccalaureate degree. This strategy promotes student success because students can take courses conveniently on-line without interrupting their college careers due to a lack of available courses on campus or a lack of resources. UNG hired an eCore advisor to serve as a single point of contact for eCore students and to contact and assist at-risk students. We have also implemented Smarter Measure as an orientation and readiness screening tool to help students be successful in their online courses. Smartthinking is a service that provides online tutoring to students 24 hours a day. On-line students have received over 800 hours in tutoring services since fall 2014.

Baseline Status

• Number of credits attempted in fall for courses offered completely online.
• Number of credits successfully completed in fall for courses offered completely online.
• Number and % of degrees conferred in which at least one course has been fully online

Interim Measures

Of Progress

From fall 2013 to fall 2015, UNG online course enrollment combined with eCore online course enrollment spiked from 2,158 participants to 2,659 participants. The overall increase for the past two academic years is 23%.  Greater gains were made in online course registrations. From fall 2013 to fall 2015, course registrations increased by 71%. Completion rates for online courses average 81.38%.  

Measures of Success

• Number of credits attempted in fall for courses offered completely online.
• Number of credits successfully completed in fall for courses offered completely online.
• Number and % of degrees conferred in which at least one course has been fully online.

Lessons Learned

The on-line orientation was implemented fall 2014 to inform students about expectations in an on-line course and encourage them to utilize resources to achieve academic success. UNG learned that students who participated in the on-line orientation had higher grades point averages than students who did not participate.