Year-Four Summary

Person Responsible for Implementation
Jill Arensdorf

Implementation Team Members
Patti Griffin, Muhammad Chishty, Jeff Briggs, Grady Dixon, Dan Blankenship, and Paul Adams (additional members as needed)

Summary of the Strategy(ies)

• Cross-trained current and incoming professional advisors. This occurred through bi-weekly meetings, two retreats, and webinars throughout the year.
• Focused on the training for the Fall 2023 rollout of the General Education program.
• Created faculty mentoring role and implemented in Workday. Departments are working on full implementation in 23-24.
• Continued to explore student success plan utilizing Blackboard Analytics and other communication processes with Academic and Student Affairs. The A4L connection to Workday and BB was not deemed a success. We are hopeful that the EAB strategy can prove to be more useful for proactive advising.
• Revised the performance review for professional advisors.
• Designed a robust training and development program for professional advisors. This is not yet complete, but will move in to year two of the NISS plan and year of the strategic plan.
• Developed NISS plan. Presented year one updates to KBOR in May 2023.

Summary of Outcomes on Strategy Benchmarks since the start of planning

We recommend that this strategy continue into Year Five of the strategic plan.

Desired Outcome Baseline and Benchmarks

Person Responsible for Implementation
Andrew Feldstein & Taylor Kriley

Implementation Team Members
Magdalene Moy, Shanshan Ma, Nathan Riedel, Danielle Reilley

Summary of the Strategy(ies)

• Rethinking game mechanics and AI to provide meaningful and timely formative feedback for students throughout their course experience.
• Developed Blackboard Learning Analytic Dashboards available for learner activity and engagement, instructional activity and presence, and learner performance and grades.
• Implemented two platforms (1. feedback fruits providing automated feedback and 2. pack back providing deep dives); AI-based feedback mechanisms to support their teaching in written assignments, discussions, and group interactions.

By end of year 4 in May 2023, what shows success?

1. By Jan. 2023 all available leaning platform analytics will be surfaced, refined, and made available for faculty use
   1. Interactive Tutorials will be developed and disseminated
2. By Jan. 2023 Blackboard Learning Analytic Dashboards will be created and made available in the following areas
   1. Learner activity and engagement (August 2022)
   2. Instructional activity and presence (Jan. 2023)
   3. Learner performance and grades (October 2022)
3. By May 2023 development of use cases and pathways to facilitate instructor adoption of AI-based feedback mechanisms to their teaching in the areas of
   1. written assignments (Automated Feedback)
   2. discussions (Packback, Blackboard Ultra Experience)
   3. group interactions (TBA)

Summary of Outcomes on Strategy Benchmarks since the start of planning

1. This strategy will be subsumed under 2.6.2.
2. We reached two major milestones with Blackboard Learning Analytics
   1. We have been able to create a meaningful Advisor dashboard so that our advisors can look for anomalies in student engagement and interaction with their Blackboard courses. This has been designed to support Goal 2.1 and NISS Goal 1
   2. We were able to redesign Blackboard’s Course design archetype structure to open a window into how our Blackboard courses have been designed and how our students are interacting with them. This has provided us with essential information as well as guidance for goals 2.6 and 2.7, as well as NISS goals 3 & 4
3. All solutions listed under a., b., and c. are implemented. We are currently working on adoption in connection with Goals 2.6 and 2.7.

Desired Outcome Baseline and Benchmarks % Increase in NSSE HIP Measures

Person Responsible for Implementation
Andrew Feldstein & Taylor Kriley

Implementation Team Members
Magdalene Moy, Nathan Riedel, Zhongrui Yao, Danielle Reilley, May Yu-Harper

Summary of the Strategy(ies)

• Grow and promote the practice of Regular and Substantive Interaction and use of formal and informal online learning communities both within courses and outside of courses to increase connections among students and a sense of belonging.
• Promote Student Experience and Social Belonging Workshop.
• Developing the use cases and pathways to facilitate instructor adoption of strategies and platforms that support Regular and substantive interaction through the creation of course-based, formal or informal learning communities (Inscribe, InSpace, Yellowdig, Feedback Fruits, Packback, Blackboard Ultra Experience) (tool picker slide)
• Increased adoption of Tiger-2-Tiger Student Community.
• 100 faculty participate in TILT belonging focused workshop (Goal 1.3) (Launch delayed to July ’23 see slide)

By end of year 4 in May 2023, what shows success?

1. By 2023 increased adoption of Tiger-2-Tiger Student Community with:
   1. Increased number of structured community events including Virtual Student Orientation activities
   2. Add useful resources for direct access to community
   3. Integrate InSpace (synchronous meeting platform) to allow for informal real-time connections
   4. Enable (ROSI)- AI-based chatbot
2. By 2023 development of use cases and pathways to facilitate instructor adoption of strategies and platforms that support Regular and substantive interaction through the creation of course-based, formal or informal learning communities (Inscribe, InSpace, Yellowdig, Feedback Fruits, Packback, Blackboard Ultra Experience)
3. By May 2023 100 faculty participate in TILT belonging focused workshop

Summary of Outcomes on Strategy Benchmarks since the start of planning

1. Use of Tiger-2- Tiger has increased significantly
   1. We are still experimenting with structured community events.
   2. Resources are being slowly added.
   3. Live InSpace meetings can now be accessed through Tiger-2-Tiger and we are working with InScribe and InSpace to create a tighter integration, allowing students to start video calls any time they wish.
   4. Given the current developments around generative AI, we are working with InScribe to look more critically at how we integrate AI into Tiger-2-Tiger. Maintaining the human element is essential.
2. This project has begun with the creation of an interactive ToolPicker on the TigerLearn Blog. Based on work done through the discovery phase of the Digital Master Plan, we need to take a more integrative/consultative approach. This will involve focusing on process as opposed to tools.
3. The Social Belonging Workshop was delayed based on the realization that the focus needed to shift to our online student population. The completely revised workshop is scheduled to launch July 15, 2023.

Desired Outcome Baseline and Benchmarks % Increase in NSSE HIP Measures

Person Responsible for Implementation
Andrew Feldstein & Taylor Kriley

Implementation Team Members
Seung Gutsch, Zhongrui Yao, Shanshan Ma, Magdalene Moy, Nicole Frank, and Latisha Haag

Summary of the Strategy(ies)

• All courses developed through TILT use the OSCQR course review framework focusing on Regular and Substantive Interaction standards.
• 30 courses developed formally and 14 courses developed informally to include community building activities such as collaborative assignments and projects.
• Collaborative Assignments and Projects are focused on creating learning as a community activity.

By end of year 4 in May 2023, what shows success?

1. By October 2022 all TILT Instructional Designers will have participated in formal OSCQR training through the Online Learning Consortium
2. By 2023 launch a pilot cohort training faculty will perform an OSCQR course review focusing on Regular Substantive Interaction standards.
3. By 2023 100 number of courses will be redesigned to include elements representative of increased student-to-student interactions, including collaborative assignments and projects.

Summary of Outcomes on Strategy Benchmarks since the start of planning

1. Instructional Designers have completed OSCQR training and are using the OSCQR rubric in all new course developments.
2. (And 3.) Pilot for OSCQR course review and the course redesigns have been consolidated and incorporated into the new TILT Course Design Institute (CDI). We launched the face-to-face CDI with 15 registrants in May 2023 and the online version with 16 registrants in June 2023. The pilot was successful but, as with all pilots, needs some improving.

Desired Outcome Baseline and Benchmarks % Increase in NSSE HIP Measures

Person Responsible for Implementation
FHSU Online & Health & Wellness

Implementation Team Members
Nicole Heitmann

Summary of the Strategy(ies)

• Shared a Graduate Assistant (GA) position between FHSU Online shares and Health & Wellness to moderate the support group at each time.
• Generated ideas to educate and engage online students in Circles of Support.
  • Hosted peer online support group using InSpace at various times and days throughout the week.
  • Created “Motivational Monday” social media posts each week, which showed an average of 10 engagements for each social media post.
• Facilitated online orientation in May 2023 with 113 students participating.

Summary of Outcomes on Strategy Benchmarks since the start of planning

• Surveyed online students and captured positive feedback.
• Online students still need Circles of Support sessions to provide mental health support, however, figure out the best way to engage our online student population.

• Expand the Computer Science Bachelor of Science: For several years, the Computer Science program was the university’s fastest-growing program. While grow has flattened, this plan has addressed the need for additional faculty.
  • Enrollment has leveled out at 400 students
• New Computer Science Masters of Science: Leveraging our undergraduate population, and meeting market demands, FHSU will begin offering an online Computer Science graduate program in the fall of 2022. This Strategic Enrollment Plan funds a faculty position to support the launch of the program.
  • HLC accreditation was awarded in August 2022
  • Adjusted year one due to delay from HLC
• New online History Bachelors of Arts: Develop the remaining course needed to offer the program online. The success of the program in FY2021 funded a faculty position in the fall of 2021.
  • The History program has exceeded enrollment goals each year of SEP
• Expand the RN to BSN Program: Add a student recruiter position to one of the high-demand, high-need areas for the region.
  • Growth has returned following COVID
  • Leading all 2023 new student application counts
• Online Social Work programs: Expand the BSW and add a MSW.
  • BSW close to enrollment goals
  • MSW exceeded enrollment goals
• Clinical Psychology: Offering an online/hybrid program using existing faculty and adjuncts.
  • Program missed goal but has a 39 application increase for Fall 2023
• MSE Counseling:
  • First-year program which exceeded enrollment goals by four students
• MSE License in Special Education:
  • Reached an enrollment increase of 32 versus a goal of 35
• MPS Medical Diagnostic Imaging: Offering the department’s first master’s degree.
  • First-year program exceeded enrollment goal by one student
• Speech Language Pathology Assistant Pathway:
  • First-year program which exceeded enrollment goal by three students
• eSports: Provides funding to assist with program management, equipment start-up, recruitment, and association membership.
  • Discontinued as SEP, moved to department
• General Psychology: Online and Accelerated Master's program in General Psychology using current and adjunct faculty.
  • Program on hold
• Graduate School Student Processor: New position starting in late fall of 2022.
  • Early returns show growth in new graduate students
• FHSU Online – Competitive Scholarships: Provides funding to assist FHSU Online in recruiting new students to FHSU.
  • Scholarship winners are yielding at a higher rate compared to non-awardees
  • Students submitting to the scholarship program are yielding at a higher rate than those not submitting, but lower than those receiving an award
• FHSU Online – TAGGS: A recruiting strategy for graduate students; this plan covers the gap between military tuition assistance and the cost of graduate credit.
  • Increased from 16 in 2022 to 20 in 2023
• FHSU Online – Virtual Events: A retention strategy for online students, funding includes a GA position in FHSU Online. (Partnered with Goal 2)
  • With consultation from the Virtual Student Senate, redesigned to the Circles of Support for online students
• Shooting Sports: Expand the program to include a developmental team of 25 shooters.
  • Met recruitment goal for the developmental team (JV)
• Unibuddy Peer-to-Peer program:
  • First year enrollment numbers met goal
• Recruitment – Sias: Provide a stipend and recruitment training to a faculty member teaching at Sias International University with the goal of recruiting to students to the FHSU main campus.
  • Reintroduced for FY2024
• Online Marketing Program:
  • First enrollment numbers to be collected in Fall of 2023

All phases of the objective are assessed on a regular basis. Over the next two years, we do not plan to add another variable to the university’s scholarship offerings. However, we will remain flexible and monitor our completion. To date, the new scholarship plan has seen small growth in overall enrollment but a wider disbursement of the scholarship money.

• Regional Rate
  • First enrollment numbers to be collected in Fall of 2023
• California/Florida Scholarship
  • Experienced a decline in both states.
  • The additional year of eligibility during COVID does have an impact on these states.

This year, we had 24 people volunteer to be JEDI Advisors. Two eventually had to drop out. Two others were never assigned to a search because I perceived them to not be ready for the challenge. That means 20 different people performed the duties of JEDI Advisor for 27 different searches.

Our primary goal was to exceed an average of 10 applicants per opening, and we saw 12.1. Of the 27 search committees, 4 of them mostly (or entirely) ignored their JEDI Advisor.

Use SEP processes, 13 state initiative, and other ideals to support revenue growth. Continue to work with state leaders to identify and advocate for additional funding. Find other revenue opportunities.

Summary of Outcomes on Strategy Benchmarks since the start of planning

We achieved the 5% Revenue increase.

Other Comments

This year has had some successes on revenue generation. We’ve been fairly successful in our work with the Legislature and Board of Regents. As a system, we’ve received money for student success, financial aid, a modest pay increase and received approval for a 7% tuition increase for next year.

We continued to see a drop in enrollment which affects our underlying tuition revenue. The rate of decline is less, thus leveling out our enrollment decline a bit. We continue to use SEP initiatives and our regional rate to help attract students. Our many initiatives on campus strive to increase retention and we are seeing some success in both areas.

Work commenced on the Physical Master Plan in January 2021. Numerous meetings with various constituent groups took place throughout the spring. By early summer of 2021, initial drafts were being reviewed. In July 2021 a draft Master Plan was submitted for the committee’s review. In July 2021 it was proposed to also include a new Digital Master Plan in conjunction with the Physical Master Plan. In early spring of 2022, a draft Physical Master Plan was presented. Work on the Physical Master Plan then went into a pause, as the Digital Master Plan efforts got underway. The University undertook a working agreement with BlackBoard to complete a Digital Master Plan. Those efforts are now largely complete and are expected to be wrapped up by the end of summer. At that time final modifications to the Physical Master Plan will be coordinated with the Digital Master Plan. Upon completion, the new plan will be presented to the Kansas Board of Regents.

After review of the campus rehabilitation and repair needs, the following projects were rated as a priority in FY 2023.

Education Building Fund projects in FY 23

1. Cunningham Hall Lower Level Roofing Membrane Replacement-East Side $850,000 completed
2. Cunningham Hall Lower Level Roofing Membrane Replacement-West Side $520,000 June construction
3. Stroup Hall Skylight Replacement $80,000 construction
4. Custer Hall Exterior Fire Escape Repairs and Repainting $20,000 completed
5. Akers Energy Center Structural Wall Reinforcement $305,000 bid-construction 2024
6. Albertson Hall South Wing Roofing Membrane Replacement $225,000 July construction
7. South Campus Drive Concrete Replacement (parking funds $600,000) $322,000 construction
8. Forsyth Library Renovation $800,000 design development

State General Fund projects for FY 23

1. Beach Hall Precast Building Roofing Membrane Replacement $300,000 completed
2. Cunningham Hall Hot Water Loop and Condensate Line Replacement $975,000 construction
3. Cunningham Hall Wellness Center HVAC Replacement $330,000 late fall construction
4. Cunningham Hall Electrical Equipment Replacements $710,000 construction
5. Fire Alarm Panel Replacements at Malloy, Cunningham, and Beach Halls $338,000 construction

State General Fund Match projects for FY 23

1. Gross Coliseum Air Handling and Ductwork Replacement, including installation of cooling in the Coliseum bowl. $2,653,000 Bids June 27

ARPA funds provide the remaining $5,000,000 of funding.

Summary of Outcomes on Strategy Benchmarks since the start of planning

All identified projects are in design, completed, bidding, or under construction.

Strategy 4.5 calls for investing up to $30,000 of University resources to relandscape areas located around the Center for Applied Technology and an area north of the Schmidt-Bickel Training Facility. The redesign effort is being completed by the Grounds staff. The plans will then bid to area landscapers. Design work is underway, with a plan to bid the project(s) in early July, for a fall installation.

Summary of Outcomes on Strategy Benchmarks since the start of planning

Saved 10 labor hours per week by redesign of landscaping areas requiring intensive maintenance.

Jason Zeller and Melissa Hunsicker-Walburn

Summary of Outcomes on Strategy Benchmarks since the start of planning

The Cybersecurity Institute and Technology Incubator (CITI) initiative has been moving through the planning process. We have identified a Student Coordinator working with students to plan micro internships and set up the foundation for working with small businesses, including intake forms, policies, and general business workflow. The search committee for the director was unable to find a candidate in the first round, but in the second round, it appears we have several candidates, and the committee is working through those this week (June 19, 2023). We have been very successful in the last academic year raising awareness in the community using media and live presentations to rotary clubs and economic development groups. Finally, construction on the second floor of Hammond Hall is set to start during the summer and be completed by the Fall semester. Students will be completing the first round of micro internships starting the Fall 2023 academic year.

Person(s) Responsible for Implementation
Brett Zollinger and Tisa Mason

Implementation Team Members
Emily Breit, Tom Johansen, Sam Schreyer

Summary of the Strategy

A team of Docking Institute Policy Fellows will lead compilation of the AY impact report with assistance from Docking Institute staff. FHSU Communications and/or the President’s Office moves report content into public-facing print and .pdf document with graphically pleasing formatting. This report will include both highlights from the academic year and some perennial data. Some of the data will be quantitative and some will be qualitative, and both types will “tell the story” of FHSU impacts on the community, region, and state.

Under contract as of first week June 2023 to develop methodology over the summer, collect data in fall 2023, and provide an impact report for AY 2022-23 by February 2024.

Will augment the long-standing even-fiscal year rigorous local economic impact study.

Summary of the Strategy

• Continue data collection and analysis of environment scans.
• Continue to identify community and campus partners to engage to address gaps and/or other areas of concern in FHSU service areas.

Summary of Outcomes on Strategy Benchmarks since the start of planning

A new simplified data collection instrument was created in Qualtrics and launched in the Fall of 2022 for faculty, staff, and students to report their on-going community engaged teaching, research, and service activities. Additionally, annual reports and updates are being gathered from a variety of campus units – Student Engagement, Kansas Wetlands Center, Sternberg Museum, etc.

The previously developed approach (a tool to track the progress of an implementation team that would be completing the application) has been abandoned. The Goal 5 co-chairs will be gathering from key campus stakeholders and completing the application. Further, the decision was made to delay our application to the next cycle (due 2025 for a 2026 award).

Summary of the Strategy

• Continue to develop strategies for engaging community and campus partners in addressing gaps as identified in in the data analysis from the environmental scans.
  • Examples: 3C and Co-creating Community initiatives.
• Continue promoting Experiential Learning Innovation Grants and Service-Learning Fellowships through the Experiential Learning Committee.
• Continue to plan the Community Engaged Teaching, Research, and Service conference (scheduled for October 5-6, 2023).
• The application for the new elective classification through the Carnegie Foundation (Leadership for a Public Purpose) has been initiated.
• Piloted the Pathways Framework for students which will be included in all Freshman Seminars beginning in Fall 2023 – partnering with Student Engagement on this.
• Development of a Course Tagging initiative that provides academic departments the opportunity to tag courses according to institutional definitions for Leadership, Community Engagement, and Global learning. The tags will be added to Workday this Summer, and assessment of institutional outcomes for all tagged courses will be in place by Fall 2023.
• A Global Citizen Leader program was developed as a new co-curricular offering that will be rolled out to students Fall 2023.

Summary of Outcomes on Strategy Benchmarks since the start of planning

What was initially an Advisory Board for the Center for Civic Leadership (launched in Spring 2021), has been reimagined and is now called the Campus Community Collaborative (3C). This change was made based on the desire of the members to be actively involved in supporting civic learning and engagement (CLE) at FHSU. Projects the 3C has adopted thus far and is working to advance include Arts for Social Change (Amy Schmierbach’s class), Co-Creating Community, and Northwest Kansas Volunteers.org.

Two professional development day presentations were made to promote civic learning and engagement at FHSU. Additionally, presentations were made to the all of the colleges’ Chairs meetings with their respective Deans in addition to the Forsyth Library’s Dean, faculty, and staff. Presentations were also made to individuals and departments upon request. Presentations were delivered to the Faculty Senate, Student Government Association, and the Administrative Assistants lunch meeting. To see an example of the type of information shared at various campus meetings, see this presentation made to the Alumni Board.

A new initiative was planned this year and will be launched in the Fall – it is a positive social networking experience to strengthen the community by helping probationers and parolees to reimagine their lives and circumstances through exposure to new people and experiences.

SWIPE Out Hunger was no longer being supported when Tigers In Service was moved to the Student Engagement cluster thus, a new partnership was developed to host the event in Fall 2023.

The Experiential Learning Committee is proud to announce that it received more applications this past year for experiential learning innovation grants than at any time in the previous three years and, the committee awarded the most grants in AY 23-24.

Summary of the Strategy

The decision was made in the most recent academic year to delay the university’s application for this particular classification. More data collection is necessary before we can move forward with this strategy. Alternatively, as a founding institution for the Carnegie Foundation’s newest classification, Leadership for Public Purpose, we shifted to prioritizing submitting that application by the December 1, 2023 deadline. The application has been initiated and a complete rough draft will be completed this Summer, with additional feedback and input from others through Fall for final submission in December.

Summary of Outcomes on Strategy Benchmarks since the start of planning

In terms of the Community Engagement classification, a strategy was initiated by Goal 5 Chairs and Provost to identify various people, units, or committees that would be best suited for having input on various elements of each of the 13 sections of the application. Working groups were formed to begin laying the groundwork for artifacts and examples that will help us achieve the classification. For example, the College Deans were organized into a working group to focus on Item 9, Andy Cutright was brought in to help plan for Item 8, and so on. More detail on the specific working groups and data collection will occur during Year 5 in preparation for initiating the application.

In terms of the LPP classification:

Effective leadership for public purpose transcends functional or instrumental leadership (i.e., personal career or political gain; or narrow business or organization outcomes), in pursuit of collective public goods like justice, equity, diversity, and liberty.

Leadership for public purpose can be manifest in all realms of social life such as private business, public and nonprofit institutions, neighborhood and community life, professional associations, civil and government institutions, and religious institutions.

Institutions that are committed to leadership for public purpose enhance the learning, teaching, and research mission of their institution by: developing leadership abilities in all institutional stakeholders; contributing to the public scholarly understanding of leadership as a public good, and understanding of the sociopolitical contexts, systems, and practices within which all leadership resides; and preparing students for lives of public leadership for public purpose in their careers, communities, and the broader society (Doerr Institute for New Leaders, n.d., para. 5-7).

This application is more narrative in nature, and one key source helping us frame this institutionally is the Civic Investment Plan, which is being revisited to assess areas of success and gaps in implementation. Those gaps will guide us back on path and contribute to the Carnegie application as well as for future initiatives that align with the spirit and philosophy of LPP.