Recommendation 1: Minimum Credit Hour Enrollment
GIF Task Force Recommendation
Progress Toward Recommendation
Related Recommendations from Retention & Timely Graduation Task Force

1) Set a minimum enrollment of 15 hours for full-time students. (The 15-hour enrollment figure is not a goal or target, but a minimum. To graduate on time a student needs to average over 15 hours per semester over the 8-semester period.)

All CLAS students in their initial term are contacted through the KU advising portal regarding the expectation of enrolling in 16-17 hours per term (31 hours per year). Students are advised to consider summer enrollment if these goals are not met. Graduation Positioning System (GPS) (pdf) letters are sent to each student to assist students in meeting the credit hour expectation.

Midway through their Four-Year Compact, CLAS students are informed through the KU advising portal of their specific progress toward two key milestones: completion of 62 credit hours and declaration of major (see Tuition Compact Midpoint Communication). (pdf)

Information about progress toward a degree and other notes from advisors are readily available for each student in the Online Advising Tool. The use of the Online Advising Tool negates the need for lists of students to be provided to advisors.

The School of Engineering requires scholarship recipients to be enrolled in at least 15 hours per semester.

The School of Music recommends a first semester schedule by major  (pdf) to all incoming students, thereby encouraging students to enroll in an appropriate number of courses (see Music First Semester Requirements ). The schedules range from 15 to 20 credit hours.

For the 2004 academic year, the average student enrolled in 28.57 credit hours, whereas the average student in the 2010 academic year enrolled in 28.96 hours. Further information on undergraduate enrollment patterns can be found:

 

Recommendation 7: Intervene early and often

7A. Adopt an early warning system, e.g., Starfish or Signals

 
(i) Include academic progress and class attendance
(ii) Encourage and support faculty teaching large entry-level sections to use Blackboard and record student performance during first few weeks of class

 

7B. Begin intervention during initial three weeks of first year students

7C. Promote quick and effective assistance for students who need help

 
(i) Schedule meetings with advisors
(ii) Expand tutoring and academic support

 

7D. Develop system for contacting students who don’t enroll in subsequent semesters and for encouraging students who leave in good academic standing to return

 
(i) Discover reason(s) for not enrolling and help resolve fixable problems

 

 

Recommendation 8: Develop an "Integrated Advising Model" to convey students across all thresholds (entering KU; adapting to University life; deciding on major field; transitioning to advising in the major; completing major requirements; graduating)

 

8A. Use University Advising Center to initiate student/advisor relationship

 
(i) Involve students in generating realistic plans

 

8B. Restructure current advising staff FTE's and current faculty service

 
(i) Identify problems and opportunities for more advising intervention
(ii) Train and purposefully select faculty advisors/mentors
(iii) Develop retention and graduation rate targets for each Academic Community Team

 

8C. Revise advice to students

 
(i) Emphasize multi-semester planning
(ii) Promote focus on graduation and long-term goals
(iii) Follow-up on initial term academic performance
(iv) Offer "prescriptive" degree maps, degree map milestones, & "What-if" degree maps

 

8D. Identify problematic points in student careers as indicated by performance data

 
(i) Track major and degree exploration
(ii) Review Graduation in Four midpoint progress
(iii) Monitor and intervene to promote timely declaration of major and/or admission to an academic program

 

8E. Develop decentralized professional advising teams to guide students in majors

 
(i) Place professional advisors in departments
(ii) Select best faculty advisors to meet the needs of majors

 

8F. Develop strong and frequent communication and coordination between professional advising staff and degree programs

 
(i) Provide frequent and meaningful information and feedback to students, staff and faculty about rules, options, performance, and progress toward degree
(ii) Provide both group and individual advising options, extending advising contact time

1a) Contact students (i.e., letter, Kyou portal message, email) who enroll in fewer than 15 KU hours during the fall semester encouraging them to enroll in the summer.

1b) Contact students who complete less than 30 hours during the fall and spring encouraging them to enroll in the summer.

1c) Provide lists of students not meeting the minimum to their advisors.


 

 


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