Goal 1 | Energizing the Educational Environment

Spring 2013 Updates | Fall 2012 Updates

Strengthen recruitment, teaching, and mentoring to prepare undergraduate students for lifelong learning, leadership, and success

Archived monthly updates are now available on the Implementation Progress page.

November 2013 Updates

Strategy 1-A: Establish a new KU core curriculum for all undergraduate students

  • The KU Core website, kucore.ku.edu, has been revised to reflect implementation of the KU Core.
  • UCCC is working on assessment and recertification plans for KU Core courses.
  • UCCC has continued to approve new courses for the KU Core. 
  • Next steps include tracking enrollment by incoming freshmen or transfer and continuing to solicit, consider, and approve courses and experiences.

Strategy 1-B: Strengthen the pipeline of undergraduates to and through KU

  • Senior Day was held on November 3 and November 11
  • Transfer Student Visit Day was held on November 8
  • Incomplete emails are sent to those who have applied but are incomplete
  • Continued distribution of 2014-15 scholarship award letters
  • Extended Fall 2014 Scholarship Deadline to Nov. 8, 2013
  • Accepting updated ACT/SAT Test Scores for FA14 scholarship consideration
Retention Management:
(increase first-year rate to 90%, six-year graduation to 70%)
  • Distributed scholarship renewal criteria to all scholarship and Pell Advantage recipients
  • FAS conducting an assessment of student action/response to Oct. email to non-FAFSA filers with outstanding balances
(establish systems and structures necessary to achieve enrollment results)
  • The transfer system in Campus Solutions has been updated with a code fix and demo’d to the Admissions staff.  It is now viable for our business functions and we will proceed implementing.
  • IT, OIRP and SIS are in the progress of migrating the table structure of the student facing credit transfer system (CredTran) to a different table structure, which will enable longer term enhancements.
  • Collaboration with OIRP to develop data set for Scannell & Kurz Financial Aid & Scholarship Strategy Tool (FAST)
  • Collaboration with IT/SIS to develop/finalize soft rollout of FAS module of the Mobile App
Yield Management:
(solidify/improve yield rate from admit to enrolled)
  • Yield communications continue to be sent to admitted students
  • Telecounselors continue to call students as they are admitted
(enhance Unit’s planning and accountability)
  • Attending a Saudi Student fair in Chicago in collaboration with the Applied English Center and KU School of Law.
  • Working on a new sponsored student agreement for degree-seeking students with the Sampoerna Foundation
  • Working on a new visiting agreement with Central China Normal University
Traditional Recruitment Activities:
(increase and diversify investments)
  • Pursuing recruitment partnership to create a new pathway program for international students. This pathway would integrate intensive English into the Freshman year for international students with higher levels of English.
  • Cowley Community College staff training on the KU CORE. 
  • Met with KCKCC leadership to discuss possible partnerships.
  • Transfer credit appeals process in the process has been revised to reflect changes with the KU CORE.
  • Progress made on People soft forward-facing transfer credit evaluation tool.
  • TAPC meeting scheduled for December to prioritize goals for year.
  • Two new articulation agreement drafts are still in progress.
  • Investigating feasibility of articulation agreements with AA from Hesston, KC Metro, and Haskell.
  • Investigating feasibility of articulation agreements with AS from select Kansas institutions.
  • Travelled to KUMC to discuss transfer and the KU CORE.

Next steps:

  • Update KU CORE Website to provide more information to transfers.
  • Web presence for TAPC.
  • Distribute lists of non-equivalent course to TAPC members to distribute amongst their departments to create more direct equivalencies.
  • Finalize annual reports for TAPC.
  • Attempting to schedule KU CORE meeting with KCKCC.
  • Additional articulation agreements.
  • UAC helped the University achieve a 7% increase in FTFT spring enrollment at the end of November in comparison to the same point in time in 2012.  The higher registration rate accomplished earlier in the semester should have led to more students obtaining optimal course selection.
  • Through data collection recorded by UAC kiosk software, over 2,000 visits were recorded by the UAC in the month of November and over 1,600 in the month of October (10/7-10/31).  Though accuracy with recording the average wait and advising session times deviated during the first two months of implementation, most data collected will allow for analysis leading to increased effectiveness in planning for future peak enrollment cycles.
  • Of 3,181 FTFT students actively enrolled in the fall and remained assigned to the UAC at the end of November, 89.6% completed advising by the end of the month. (46 students have advising appointments scheduled as of 12/2/13.)
  • In response to targeted outreach in McCollum and Oliver residence halls, over 85.7% of FTFT residents in these locations who are assigned to UAC staff have completed academic advising. (22 students have advising appointments scheduled as of 12/2/13.)

Next steps:

  • Expanding awareness and proficiency with advising dashboard software (Tableau).  CLAS, Journalism, Honors, and Graduate Studies are currently exploring opportunities.  Student Affairs, Housing, and First Year Experience are also researching options to coordinate information-sharing and communication strategies through Tableau.
  • Reach non-advised students (for Spring 2014) via phone contact from UAC staff, with additional messaging from Housing to remind students to schedule appointments prior to leaving for the winter break. Additional messaging may be necessary to reach students who have been advised, but have not registered for classes.

Strategy 1-D: Enhance experiential learning opportunities

The Collaborative is to present an update to the University Core Curriculum Committee on Monday, December 16, 2013 meeting. In addition, the Collaborative will work on developing a communication plan that includes updates to the experience.ku.edu web page and the plans for the February symposium are being finalized.

Next, we will:

  • The Collaborative will present an approval process for course based and non-course based educational experiences in the KU Core.
  • A communication plan to the KU community defining experiential learning and how to incorporate existing efforts into the new curriculum.
  • The Collaborative will be updating content on two different web pages: experience.ku.edu and the educational experiences section of the KU Core website.
  • Explicitly identify paths for students to move from First Year Experiences to experiential learning opportunities.

Strategy 1-E: Redesign courses to enhance student learning

Collaboration between CTE and CODL on a number of redesign initiatives continues to progress.  Working weekly with the three post-docs (Ecology and Evolutionary Biology, Geology, Geography) formerly large lecture based courses are actively engaged in implementing flipped pedagogy into a more active student centered approach.  As one strategy for providing student access to a broader range of mastery materials, CODL and CTE engaged with the post docs in evaluation of alternate textbooks and their associated adaptive learning platforms that could rapidly and cost-effectively add content to the flipped courses.

Collaborating with the Bay View Alliance we initiated a 3-day intensive case study of the EEB post-doc experiment. Two senior scholars (Mary Huber and Pat Hutchings) met with dozens of faculty, graduate students, and undergraduate students to explore what was working, what conditions enabled collaboration in redesign, and what obstacles remain. Among the immediate outcomes of that study will be the development of team meetings around the three sets of courses being redesigned for both majors and non-majors. We are also tapping BVA resources to enable curricular mapping in EEB and potentially Geology and Geography.

We continue to develop the faculty learning community focused on the work done through the post-doc program (C21 Consortium). Large-scale (approx. ~40 participants, 5 x per semester) meetings of interested faculty have introduced the fundamental ideas of engaged and student-centered course design. We have established a Blackboard site to engage participants in preparatory and follow-up activities, to distribute information about strategies and tools for course transformation, and to model the use of those tools and strategies. Between meetings graduate student assistants follow-up with individual faculty to facilitate further design work and implementation of plans generated in group meetings. In the next phase we will identify cohorts of instructors at similar levels of development and foster the production of materials needed for transformation of courses in the fall of 2014 (or later). Through collaboration with the Center for STEM Learning, we will also partner GK12 Fellows with individual instructors to design repositories of student-centered learning activities for use during class time.  Finally, a small number of undergraduate peer mentors are assisting with some of the transformed courses and will provide student perspectives in the C21 meetings.

The Course Redesign Task Force has met three times, beginning in early September. The task force organized into three subcommittees, and each subcommittee has now produced a report. Next steps involve integrating across the three subcommittee reports to identify a set of recommended actions. The next task force meeting is December 4. A subgroup of the task force has been asked to meet with Deans at the 14 January Provost’s retreat.

Next, we will:

  • Continue to find ways to expand the audience for and participation in course redesign
  • Work on implementing curriculum mapping and essential segments of department programs
  • Continue engagement with post-docs to include transformation as well as assessment of student learning outcomes and success as a result of flipping courses
  • Inquire into availability of data to connect performance and success in prerequisite and subsequent courses (topic of a December BVA meeting at UC Davis)
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