Academic program and student outcomes assessment plan

Appendix 6

By contrast, the demographic data in the table below indicate a projected increase in the number of minority public high school graduates over this same time period.

The percentage of new enrolled students at UW Oshkosh who rank in the top 10%, top 25%, and top 50% has generally increased over the last four years.

High School Rank of New Enrolled Students
Year	Top 10%	Top 25%	Top 50%
2001	9.2%	31.5%	78.5%
2002	7.4%	31.3%	81.4%
2003	10.3%	39.7%	91.8%
2004	10.7%	39.3%	91.8%

ACT Scores have also increased as have the number of National Merit Recipients and Academic Excellence students.

Additional Information on New First-Year Students
Year	Average ACT	Nat’l Merit Recipients	Academic Excellence
2001	21.8	1	16
2002	21.6	0	21
2003	22.2	4	23
2004	22.5	4	26

Appendix 7

1. 
   Continue the Mix which includes utilizing our facilities primarily for freshmen and sophomore students, and smaller numbers of juniors, seniors and graduate students housed in traditional double and singles. Traditional programs designed for new students will be the emphasis.
   
2. 
   Create an Honors Learning Community in which Fletcher Hall will host the University Honors Program and faculty. This new community would combine aspects of the current University Honors Program at UW Oshkosh and the Department of Residence Life’s history of strong student leadership development and activities, with new initiatives to increase the academic involvement among the residents.
   
3. 
   First Year Focus (FYE) programming would be enhanced if the sophomore requirement was rescinded by the Board of Regents. The goal would be to integrate a “first year experience” with the academic colleges and the Department of Residence Life. Plans to implement a FYE housing option for Fall 2007 are underway. Nelson, Breese, and Clemans halls have been designated as the future FYE halls.
   
4. 
   Continue the Mix with a ‘Freshmen Focus’ and an ‘Intentional Sophomore Engagement’ would bring a new emphasis on programming for new and returning students within the residence halls. We spend a great deal of time, energy and money on programs and experiences to assist our new students in their transitions to university life in-and-outside of the classrooms. Helping our new students get a good start in their academics and campus lives has traditionally been our focus as shown in the Community Rights and Responsibilities Handbook to our Community Living Model (programming and educational activities model). Upper-class students are included wherever they have an interest. Many take leadership roles as hall leaders, informal role models and Community Advisors. An Intentional Sophomore Engagement program might stimulate various campus departments, programs and services to pay greater attention to the needs of this group.
   
5. 
   Living/Learning and Specialty Housing provides for the alternative placement/assignment in a residence hall, directly related to the academic interests and choices of the individual student. A move in this direction would require a high level of cooperation between Residence Life and the faculty and staff in the individual colleges. Success in such an effort would mean a much stronger academic emphasis in our approach to residential living, making it easier for us to provide strong, tangible support to the academic mission of the university. Facility planning could entail the creation of space more oriented to academic work (i.e., studios, rehearsal space and technologically current study areas).
   

Such an effort would be most successful if allowed to grow naturally over time, like the Renaissance Program. This would give us a better chance of ensuring that all pieces of the puzzle—academic financial, and facilities—were in place as we moved forward. Decisions on renovations and financing would be made in this context.