Student Achievement Outcomes

Spalding monitors and annually assesses student achievement goals. Outcomes are monitored through Spalding’s internal report card process and its institutional reports to the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC), Integrated Postsecondary Education Data System (IPEDS), the Kentucky Council of Post-Secondary Education (Ky-CPE), and the National Council for State Authorization Reciprocity Agreements (NC-SARA). Reports are also submitted by individual academic programs to their specialty accrediting agencies. In addition to the information published through these institutional and program agencies, Spalding publishes a Student Achievement webpage that is accessible to the public.

Student achievement outcomes are used by all degree programs and certificates, at all levels, and for all instructional delivery formats to inform academic program of areas of success and areas of improvement. Each degree program reports, evaluates, and plans specific improvements to support student achievement as part of Spalding’s annual program self-evaluation “report cards,” referred to as Program Outcomes Report Cards, or PORCS. Spalding significantly invests staff, space, and resources to provide a wide range of student support services, which are accessible by students regardless of the delivery mode of their degree program, including distance education.

Selection

In addition to selecting its eight-year graduation rate as its Key Student Completion Indicator (KSCI), Spalding has identified the following four areas as appropriate student achievement indicators to assess Spalding’s undergraduate and graduate student achievement:

1. Professional Licensure Exam Pass Rates (Graduate and Undergraduate)
2. Graduate Degree Conferral (Graduate)
3. Credit Hour Completion (Graduate and Undergraduate)
4. First-Time Full-Time Student Retention (Undergraduate)
5. Eight-Year Graduation Rate (Undergraduate) (SACSCOC Key Student Completion Indicator (KSCI)).

A rationale connecting each of the above student achievement indicators to Spalding’s mission is provided in the narrative sections below.

Data Statement

Spalding University uses all students as appropriate to the student achievement indicator in examining data to determine whether an outcome is met or not. Data from all students enrolled at Spalding on the census day is utilized; sampling of academic programs, degrees, or courses is not used. The data in this document includes all students regardless of degree delivery method and all course lengths.

Definition of Terms Used in this Document (in the order in which they appear)

Student Achievement Indicator: The institutional measure (metric) used for the assessment of student achievement.

Threshold of Acceptability: A minimum numerical target or value that the institution does not wish to fall below.

Aspirational Goal: A numerical value or target that the institution desires to achieve.

Outcome: The evaluation (or discussion) of the current data including its source that includes the numerical value achieved in a given year for the criteria, a comparison of the observed score to the goal, and a statement of whether the outcome was met or not.

n: The number of students being assessed, when known.

Improvement: Specific action used to improve based on the reported results of the outcome.

Spalding University’s Athletic Training, Clinical Mental Health Counseling, Clinical Psychology, Education, Family Nurse Practitioner, Nursing, Occupational Therapy, Physical Therapy, Psychiatric Mental Health Nurse Practitioner, and Social Work programs seek to have students successfully pass their professional licensure exams.

The following professional licensure degree programs are not included in the following outcomes:

• The recently opened Clinical Mental Health Counseling program achieved accreditation in August 2023 and received the maximum of eight (8) years CACREP accreditation. The licensure examination pass rates for the first students to graduate from the program will be provided when these outcomes become available.
• The Physical Therapy program opened in AY 2023-2024, and therefore there is no licensure exam pass rate data to report for this program at this time.
• The Psychiatric Mental Health Nurse Practitioner program opened in AY 2024-2025, and therefore there is no licensure exam pass rate data to report for this program at this time.

Rationale

The “Professional Licensure Exam Pass Rate” student achievement indicator is an appropriate choice for Spalding due to Spalding’s emphasis on professional degrees at both the undergraduate and graduate degree levels. Degrees that lead to professional licensure account for approximately one-third of all degrees offered at Spalding. The prominence of professional licensure degrees within Spalding’s catalog aligns with the traditions of Spalding’s founders, the Sisters of Charity of Nazareth, which is directly referenced in Spalding’s Mission statement:

“Spalding University is a diverse community of learners dedicated to meeting the needs of the times in the tradition of the Sisters of Charity of Nazareth through quality undergraduate and graduate liberal and professional studies, grounded in spiritual values, with emphasis on service and the promotion of peace and justice.”

Outcomes

100% pass rate. As the percentage of students passing the exam is higher than the threshold value of 70%, the threshold of acceptability was met. As the percentage of students passing the exam is higher than the aspirational goal of 70%, the aspirational goal was met. The threshold of acceptability and aspirational goal values are set to maintain accreditation requirements from the Commission on Accreditation of Athletic Training Education (CAATE). The Athletic Training program has selected these values to maintain accreditation with the Commission on Accreditation of Athletic Training Education (CAATE).

Spalding’s Athletic Training Spalding program will continue to work with students in group and individual sessions on testing strategies and practice questions. The faculty will assess student improvement prior to their mock exams and the BOC exam and online test taking skills will be incorporated into courses. The program faculty will continue to review and revise quizzes and tests in the courses to align with the BOC testing environment and questions. The Athletic Training program will continue to hold structured advising sessions emphasizing BOC exam preparation during the year. The program will also continue to use the ACES BOC Exam preparation course and required students to sit both the NATA BOC.

85% of students taking the Examination for Professional Practice in Psychology (EPPP) exam passed the EPPP exam within a year of doctoral degree conferral. As the percentage of students matching is higher than the threshold value of 70%, the threshold of acceptability was met. As the percentage of students matching is higher than the aspirational goal of 70%, the aspirational goal was met. The Doctorate in Clinical Psychology program has selected these values based upon the most recently reported EPPP pass rate for the Commonwealth of Kentucky.

To support student success in the EPPP examination, the Doctor of Psychology program will continue the practice of assigning each students a one-to-one advisor throughout the student’s studies, which ensures that students have support and access to all materials. Students will also continue to practice interviewing in a series of mock interviews with area psychologists in November prior to the match interviews in December – January. The PsyD program, building upon the last two year’s all-virtual interview process, will teach students interview skills in both in-person and virtual interview formats. The PsyD program notes patterns in students’ qualifying exams and will continue to give a whole-cohort seminar to address deficiencies noted in the qualifying exams.

To support Spalding’s excellent internship match rate, the director of clinical training for the Doctor of Psychology program will continue to coordinate the practicum and internship experiences to ensure that Spalding’s students are prepared for a wide range of experiences upon entering internship. The students will also continue to complete at least 16 psychological assessments.

PRAXIS I and PRAXIS II: The combined pass rate was 100%. As the percentage of students passing the exams is higher than the threshold value of 51.5%, the threshold of acceptability was met. As the percentage of students passing the exams is higher than the aspirational goal of 85%, the aspirational goal was met. The College of Education has selected these values in the spirit of their accrediting body, Council for the Accreditation of Educator Preparation (CAEP), as CAEP does not require a minimum threshold or aspirational goal value.

The College of Education will continue to offer virtual and in-person Praxis Support Office appointments to support student success; resources for Spalding’s PRAXIS Support Office (PSO) will be reviewed and updated annually. Students entering an education degree program who do not met the PRAXIS I exemption requirements will continue to be mentored and coached by a PRAXIS support faculty member. The undergraduate Education program will continue to invite students who have expressed an interest in applying to the B.S. Education program to enroll in the Praxis I preparation module on Spalding’s Learning Management System (LMS), Canvas. The College of Education will continue to coordination with Spalding’s Center for Accessibility and Learning Equity, Reading Support, Writing Center, and the Math Lab student support services to support students preparing for PRAXIS I and PRAXIS II exams.

100% of Spalding students passed the American Nurses Credentialing Center (ANCC) Examination the first time in the 2023 calendar year, the most recent year for which data is available, which exceeded the national first-time pass rate. As the percentage of students passing the exam the first time exceeds the threshold value of 84%, the threshold of acceptability was met. As the percentage of students passing the exam the first time exceeds the aspirational goal of 84%, the aspirational goal was met. The Family Nurse Practitioner Program has selected these values based upon the immediately previously reported national AANP first-time pass rate.

Of all of the Spalding students who took the AANP in 2023, including those re-sitting the exam, 82% passed. 73% of Spalding students passed the American Association of Nurse Practitioners (AANP) Examination the first time in the 2023 calendar year, the most recent year for which data is available. As the percentage of students passing the exam the first time is lower than the threshold value of 84%, the threshold of acceptability was not met. As the percentage of students passing the exam the first time is lower than the aspirational goal of 84%, the aspirational goal was not met.

It appears that the AANC pass rates are recovering and climbing back towards pre-COVID outcomes, but AANP outcomes are recovering more slowly. The FNP program director engaged in a root-cause analysis following the outlier 2023 outcomes; it appears to be multi-factorial, but the interruption of COVID-19 to students’ studies and workplaces appears to be a significant contribution. Also, the national board certification centers cancelled students’ testing dates several times, contributing to student re-scheduling difficulties and increasing test anxiety for students. Restrictions from the global pandemic COVID-19 meant that students in this 2023 testing cohort were unable to complete an entire semester of clinical hours (210 hours lost).

Following the lifting of COVID-19 restrictions, students have been able to complete the degree’s full 750 clinical hours. The FNP program implemented a new method to evaluate students for clinical competency, the Objective Structured Clinical Examination (OSCE), which promotes increased communication between the faculty of clinical courses and clinical preceptors regarding progress of students in clinical sites. The FNP program has also established an FNP program-specific New Student Orientation to replace the general MSN orientation. The program continues to provide coaching sessions for each student by faculty to prepare for the ANCC and the AANP exams.

91.9% of all students who took the National Council Licensure Examination [for] Registered Nurses (NCLEX-RN) passed the examination. 76.5% of students who took the NCLEX-RN for the first time passed the examination. As the percentage of first-time takers who passed the exam is below the threshold value of 80%, the threshold of acceptability was not met. As the percentage of first-time takers who passed the exam is below the aspirational goal of 80%, the aspirational goal was not met. The School of Nursing has selected these values to maintain accreditation with the Commission on Collegiate Nursing Education (CCNE).

The School of Nursing will continue to incorporate Assessment Technologies Institute (ATI) practice questions throughout the pre-licensure Bachelor of Science in Nursing program in order to increase students’ exposure to NCLEX-style questions, increase their application abilities, and increase their clinical decision-making skills. At-risk students will continue to be referred by the course faculty member to a School of Nursing Success Coach for each unsatisfactory performance evaluation, who will develop an individualized learning program for the student. Students struggling with dosage calculations will continue to be referred to the Math Lab in the Student Success Center.

Students in NURS 495 will continue to be prepared for the NCLEX-RN examination by: taking a pre-test to identify their strengths and areas requiring improvement; faculty feedback at each class meeting addressing areas requiring improvement; and taking the ATI Assessment and meeting with their assigned ATI coach for each module and completing their required benchmarks. Students not achieving the benchmark will be required to do remediation and be reassessed. At the conclusion of the course, students will take a comprehensive test that is intended to serve as an NCLEX-RN passing predictor.

94% of students who took the exam in AY 2023-2024 passed the National Board of Certification for Occupational Therapy (NBCOT) exam. A second group of 17 Occupational Therapy Doctoral students took the NBCOT exam in spring 2024, but the results have not yet been received for 7 of the students. As the percentage of students passing the exam exceeds the threshold value of 80%, the threshold of acceptability was met. As the percentage of students passing the exam meets the aspirational goal of 80%, the aspirational goal was met. The Auerbach School of Occupational Therapy has selected these values to maintain accreditation with the Accreditation Council for Occupational Therapy Education (ACOTE).

The Occupational Therapy Doctorate program will continue integrating at least one lab competency or performance skill-testing into each Evaluation, Intervention, and Outcome course (OT 740, 750, 760, 770, 790, and 800) assessed through competency testing, pass/fail performance skill demonstrations, and/or lab practicals. This supports continuous improvement of student competencies in areas covered within the examination.

66.7% of Clinical students who took the Association of Social Boards (ASWB) Examination for the first time in calendar year 2021, the most recent outcomes available, passed the exam. 44.4% of Master’s students who took the Association of Social Boards (ASWB) Examination for the first time in calendar year 2021, the most recent outcomes available, passed the exam. As the percentage of students passing the exam the first time is below the threshold value of 70%, the threshold of acceptability was not met. As the percentage of students passing the exam the first time is below the aspirational goal of 70%, the aspirational goal was not met. The School of Social Work has selected these values to maintain accreditation with the Council on Social Work Education (CSWE).

The most recent results (from 2021) are outliers in the School of Social Work long-term trend and reflect the impact of the COVID-19 pandemic upon social work students. Not only were these students’ academic studies disrupted by campus closures and an unexpected and sudden pivot to an entirely distance education learning environment, but also limited the number of practicum hours students were allowed to engage in (this reduction was recommended to all social work programs by the accrediting body CSWE). This subsequently restricted the time students had to master clinical skills. The Master’s (CSW) exam, in particular, is highly focused upon clinical skills, and therefore the outcomes (44.4%) illustrate the effect of these restricted practicum hours. CSW is an initial licensure, while students must wait two post-graduation and complete post-graduate hours (full-time) with a LCSW level supervisor in order to be eligible to take the LCSW exam. While part of their clinician hours would have been completed prior to the pandemic, their workplaces and case load were affected negatively by COVID-19.

The practicum portion of the degree requirement has reverted to pre-pandemic requirements, as has the course delivery format (returning to face to face). The School of Social Work also enhanced and expanded the clinical content in the curriculum. The School will continue to monitor the impact of these changes as the pass rates are expected to return or exceed pre-COVID-19 outcomes.

Institutional Graduate Degree Completion Rate (150% of program length): 79%

As the degree completion percentage is higher than the threshold value of 75%, the threshold of acceptability was met. The aspirational goal of 85% was not met.

Rationale

The reported institutional and individual academic program degree completion rate is calculated by counting the number of students who completed their program of study within 150% of the program length. The threshold value of 75%, is selected by the university to reflect Spalding’s mission to deliver “quality…graduate liberal and professional studies.”

Individual Program Graduate Degree Completion Rates (150% of program length)

Athletic Training (Master of Science): 89%. As the degree completion percentage is higher than the threshold value of 75%, the threshold of acceptability was met. The aspirational goal of 90% was not met.

Business Communication (Master of Science): 62%. As the degree completion percentage is lower than the threshold value of 75%, the threshold of acceptability was not met. The aspirational goal of 80% was not met. This outcome reflects in part that many students in this program are part-time students, increasing their time to completion.

Clinical Mental Health Counseling (Master of Arts): 75%. As the degree completion percentage is the same as the threshold value, the threshold of acceptability was met. The aspirational goal of 80% was not met. The Clinical Mental Health Counseling program achieved accreditation in AY 23-24. The rise in student quality following accreditation is expected to be reflected in future completion rates.

Education (Master of Arts): 87%. As the degree completion percentage is higher than the threshold value of 75%, the threshold of acceptability was met. The aspirational goal of 85% was met.

Education (Master of Education): 71%. As the degree completion percentage is statistically similar to the threshold value of 75%, the threshold of acceptability was met. The aspirational goal of 85% was not met. This outcome reflects in part that many students in this program are part-time students, increasing their time to completion.

Family Nurse Practitioner (Master of Science in Nursing): 85%. As the degree completion percentage is higher than the threshold value of 75%, the threshold of acceptability was met. The aspirational goal of 85% was met.

Nursing (Master of Science): 75%. As the degree completion percentage is the same as as the threshold value of 75%, the threshold of acceptability was met. The aspirational goal of 80% was not met. This outcome reflects in part that many students in this program are part-time students, increasing their time to completion.

Psychology (Master): 97%. As the degree completion percentage is higher than the 75% threshold of acceptability, the threshold of acceptability was met. The aspirational goal of 80% was met.

Social Work (Master): 80%. As the degree completion percentage is higher than the 75% threshold of acceptability, the threshold of acceptability was met. The aspirational goal of 80% was met.

Writing (Master of Arts): 63%. As the degree completion percentage is lower than the threshold value of 75%, the threshold of acceptability was not met. The aspirational goal of 80% was not met.

Writing (Master of Fine Arts): 69%. As the degree completion percentage is lower than the threshold value of 75%, the threshold of acceptability was not met. The aspirational goal of 80% was not met.

Doctor of Clinical Psychology: 79%. As the degree completion percentage was higher than the threshold of acceptability of 75%, the threshold of acceptability was met. The aspirational goal of 80% was statistically met.

Doctor of Education: 75%. As the degree completion percentage is the same as the threshold value of 75%, the threshold of acceptability was met. The aspirational goal of 80% was not met.

Doctor of Nursing Practice: 64%. As the degree completion percentage is lower than the threshold value of 75%, the threshold of acceptability was not met. The aspirational goal of 80% was not met.

Occupational Therapy Doctorate: 92%. As the degree completion percentage is higher than the threshold value of 75%, the threshold of acceptability was met. The aspirational goal of 90% was not met.

Doctor of Physical Therapy: N/A. The inaugural class of the program has not yet graduated, and therefore there are no outcomes to report.

Doctor of Social Work: N/A. The inaugural class of the program has not yet graduated, and therefore there are no outcomes to report.

Spalding University students will successfully complete the courses for which they are registered, where success is defined as achievement of a passing final grade in the course.

Rationale

Students successfully completing their registered courses supports the successful completion of their studies. This Student Achievement Indicator is supported by Spalding’s Mission, which includes a directive to provide quality education at the undergraduate and graduate degree levels in all degree programs:

“Spalding University is a diverse community of learners dedicated to meeting the needs of the times in the tradition of the Sisters of Charity of Nazareth through quality undergraduate and graduate liberal and professional studies, grounded in spiritual values, with emphasis on service and the promotion of peace and justice.“

Outcomes

As the outcome of 99.24% (AY22-23) is higher than the threshold of acceptability of 99.14% (AY21-22), the threshold of acceptability was met. The outcome of 99.24% (AY22-23) is lower than the aspirational goal of 99.31% (Three-Year Mean), and therefore the aspirational goal was not met.

The outcome for AY 2022-2023 showed a small but significant improvement upon the AY 2021-2022 outcome, which indicates that the students, relieved of the stress, illness, and disruptions resulting from COVD-19 both of their own and in the clinical and practicum sites in which they fulfill requirements for their programs of study, are displaying recovery towards pre-COVID success. The Office of Graduate Education continues to monitor credit hour completion rates within the individual graduate programs and review the annual program outcome report card in order to assist in providing programs the support they need to make point-in-time and targeted modifications to maintain the high standards of excellence of Spalding’s graduate programs.

As the outcome of 95.56% (AY22-23) is higher than the threshold of acceptability of 95.38% (Three-Year Mean), the threshold of acceptability was met. The outcome of 95.56% (AY22-23) is lower than the aspirational goal of 95.86% (AY21-22), and therefore the aspirational goal was not met.

While the outcome for AY 2022-2023 (95.56%) was slightly lower than the outcome for AY 2021-2022 (95.86%), it was above the mean of the previous three years’ outcomes. The Office of the Dean of Undergraduate Education will continue to monitor student success in the area of credit hour completion. As an additional support to undergraduate students, Spalding signed an agreement with TutorMe, an online 24/7 tutoring program. The undergraduate programs continue to work with the Writing Center, the Math Lab, and the Reading Lab to embed these services in the learning management system, Canvas, for all of the appropriate undergraduate courses. Furthermore, the offices involved with the various student support services will continue in their individual goals and initiatives to provide support to students in ways that include addressing post COVID-19 student needs.

As the outcome of 94.12% (AY22-23) is higher than the threshold of acceptability of 93.30% (Three-Year Mean), the threshold of acceptability was met. The outcome of 94.12% (AY22-23) is lower than the aspirational goal of 94.22% (AY21-22), and therefore the aspirational goal was not met.

While the outcome for AY 2022-2023 (94.12%) was slightly lower than the outcome for AY 2021-2022 (94.22%), it was above the mean of the previous three years’ outcomes (93.30%). The Director of University Studies continues to meet regularly with University Studies course instructor groups for each of the five University Studies criterion to monitor and evaluate outcomes and planned course modifications. As an additional support to undergraduate students, Spalding signed an agreement with TutorMe, an online 24/7 tutoring program. The University Studies course instructors continue to work with the Writing Center, the Math Lab, and the Reading Lab to embed these services in the learning management system, Canvas, for all of the appropriate courses.

Spalding University seeks to increase the first-to-second year retention of first-time, full-time (FTFT) baccalaureate degree-seeking students.

Rationale

This choice of Student Achievement Indicator is supported by Spalding’s Mission, which defines the Spalding community as one which is comprised of diverse learners, and that Spalding has a responsibility to support the success of its learners:

“Spalding University is a diverse community of learners dedicated to meeting the needs of the times in the tradition of the Sisters of Charity of Nazareth through quality undergraduate and graduate liberal and professional studies, grounded in spiritual values, with emphasis on service and the promotion of peace and justice.”

Outcomes

The AY2022-2023 first-time full-time baccalaureate degree-seeking student retention outcome of 73% is higher than the 66.7% threshold of acceptability, so the threshold of acceptability is met. The outcome of 73% is lower than the aspirational goal of 75%, so the aspirational goal is not met.

As part of supporting Spalding’s Mission to provide quality undergraduate programs that “meet the needs of the time,” the Dean of Undergraduate Education is invested in supporting the development of multiple new degrees in Cybersecurity, Information Technology, and AI; the new programs are planned to open in Fall 2026.

Academic Success provided academic coaching directly to the university’s athletic teams (approximately 80% of first-time full-time students at Spalding play on at least one athletic team. This has received strongly positive feedback from the student athletes and will continue in AY24-25. Spalding University also reimagined its career affairs office and developed a comprehensive Career Design Center embedded in undergraduate courses that started in Fall 2024. In AY 2024-2025, the Dean of Undergraduate Education intends to focus on supporting high quality vigorous curricular activities designed to prepare students for the workplace. For example, the School of Natural Science plans to offer an Honors Individual Research Project called “Phage Hunters, ” in which students will take samples from a wide variety of locations in Louisville and conduct bacterial research on the samples. The Communication program students will have the opportunity to work off campus to design and implement games to improve communication skills. The Creative Arts program will engage in Community Collaborative Art. Criminal Justice Studies students will lead restorative circles at alternative high schools, while the Religious Studies Honor course will explore Louisville’s religious sites and institutions, such as St. Martin of Tours (Catholic), St. Michael’s (Greek Orthodox), the Islamic Center and a guest speaker on the history and traditions on Appalachian folk magic.

Selected Key Student Completion Indicator

Spalding University’s selected Key Student Completion Indicator (KSCI) for SACSCOC is the Eight Year Graduation Rate, reported annually to the U.S. Department of Education through the National Center for Education Statistics (NCES)’s Integrated Postsecondary Education Data System (IPEDS).

Rationale

The choice of this KSCI is supported by Spalding’s Mission, which includes a specific directive to provide quality education at the undergraduate degree level:

KSCI Performance Data (Aggregated)

The 2015 cohort had a typical 4-year graduate rate, a much lower 6-year completion rate, while only one (1) additional student completed their degree. Although the cause was multi-factorial, this precipitous drop reflects the effect of the COVID-19 pandemic upon Spalding’s undergraduate students, over 60% of whom are in professional licensure programs whose field/clinical work and testing suffered severe disruption.

The policy and practice changes implemented by the Advising Office in summer 2014 included a student advising initiative in which all students were strongly encouraged to register for 15 credit hours each semester. As another initiative to promote degree completion, the Advising Office assigned students to one specific advisor for the whole of their freshmen and sophomore year, while at the same time, each advising staff member was assigned a group of academic programs and the students in those majors. These changes improved advising coherency and, as the outcomes above and the outcomes in the disaggregated studies below show, appear to have had a positive effect on first-time full-time baccalaureate degree-seeking students’ eight-year graduation rate. Other innovations in the Advising Office between AY 2014-2015 and AY 2015-2016 included moving entirely to electronic advising. The electronic advising, together with the re-organized advising load structure, improved advising staff’s ability to provide targeted outreach to students who had not met with their advisor. This helped close gaps in advising and supported student degree completion.

Targeted KSCI Improvement Actions

Career Design Center

• Develop Mentoring Teams to help students learn to identify and build on strengths, seek collaboration that both compliment and challenge those strengths, and practice working productively within a team.
• Implement the Career Conference, where students can have professional head shots taken, practice the art of asking questions and active listening skills, and to learn how to make that first connection count before a formal interview.
• Provide strength coaching to students, with the initial roll-out to student government leaders (SGA) in AY 2024-2025; additional expansion groups will be identified AY 2025-2026.

Athletics

• The Athletics Department will continue to promote and encourage students and whole teams to engage with the Eagle Success coach. The Athletics Department is also looking into scheduling individual team coaching sessions, something also students indicated that they would like to see.
• Student athletes, with the support of their athletic coach and the Director of the Career Design Center, will set three personal goals at the beginning of AY24-25. The Director will assist the students in translating these goals into skills sets. The coaches, students, and Director will meet at the end of the year to review and evaluate skill set mastery and goal mastery. The Director will assist the students in incorporating this into their resume and into their job interview preparation.

Financial Aid

• The Office of Financial Aid will continue to offer Student Financial Literacy programming. The Financial Aid Office will use student loan default rates as one of the assessments of the effectiveness of its Student Financial Literacy programming.

New Freshmen Orientation

• Enrolling Eagles/BeSU (started summer 2015)

Advising

• Except for freshmen registered as 100% distance education students, freshmen may only register for in-person sections of their first-year courses (started in fall 2023)
• First year students and first semester transfer students will continue to be required to meet with an advisor in order to register for classes.
• The Advising Office will integrate degree requirements into Slate so that this information is also available to the athletic coaches to help support student success.
• The Advising Office will add additional advising materials and resources for faculty use to their webpage during AY24-25

Academic Support Services

• Centralization of all academic support services (Advising, Center for Accessibility and Learning Equity (CALE), the Math Lab, the Writing Center, Career Design Center, and the Reading Lab) in a single floor of the Library to create a student retention hub (started in 2023)
• Embedded the Math Lab and Reading Lab into undergraduate and graduate courses in Canvas (started in 2023)
• Accuplacer for Math testing
• CHEM 106 returned as a required course for the pre-licensure B.S. in Nursing degree program and the B.S. in Nursing Year 3 and Year 4 courses expanded from 6 weeks to 12 weeks to provide more time for students to integrate knowledge and practice skills, starting in fall 2023. This is intended to help support student success in passing the TEAS, the professional exam required for admission to the B.S. in Nursing program. This in turn will assist with program completion and graduation rates.
• Athletic Teams Student Success Coaching (started in 2023)
• Bridge to SU (summer bridge program) (started in 2022)
• TutorMe 24/7 online tutoring service (started in 2022)
• Reading Lab (started in 2021)
• Student on Probation – Academic Recovery Plan (started in 2020)
• Embedding the Writing Center in 90% of Undergraduate courses (started in 2019)
• Center for Accessibility and Learning Equity (CALE) (started in 2019)
• Success Coaching (started in 2015)
• Eagle Scholars (academic success support for conditionally admitted students)
• Program Level Support (specific supportive activities by individual programs)
• Successful Student Strategies and Developmental Courses
  • SU-100 (first-year student seminar, previously US-100)
  • USM-090 (college math preparation course)
  • USW-091 (college writing preparation course)
  • USR-092 (college reading preparation course)

Honor Program (started in 2023)

Library

• Library access was embedded in the universal undergraduate Canvas course landing page (started in 2022)
• The library is open 75.5 hours per week with staffing and an additional 39 hours of unstaffed/remotely monitored access to the building.
• The library provided a handout describing the types of library support available (in-person instruction sessions, embedded support, online learning objects, and research consultations).
• The Library created online research and topic guides for a host of academic programs, such as the Doctor of Education in Leadership (EdD) program, the University Studies general education, and the School of Health Sciences programs
• Spalding librarians have been embedded in the freshman University Studies course (SU-100) that all first-year students are required to take. Also, as part of the introductory University Studies course (SU-100), the library created an Academic Honesty tutorial that all SU-100 students were required to take as part of their course.

Student Life

• Campus Happenings e-newsletter (started in 2018)
• Compassion Action Team (CAT)
• SUSTAIN student emergency fund
• Pelican Pantry (student food bank) (started approximately 2012; partnership with Dare to Care started in 2019)
• Honor Board/Judicial Affairs/Restorative Practices
• The Nest student space (completed in spring 2021)
• First Year Experience (FYE) (started in summer of 2015)
• First Year Experience Leaders program (started in 2016)
• Majors Fair (started in 2016)
• Convocation (re-started in fall 2015)
• Engage (started in summer 2015)
• Running of the Rodents (started in 1973)

Counseling and Psychological Services (CaPS)

• Therapy Assistance Online (TAO) (started AY 2021-2022)
• PSYPACT telehealth counseling (started 2020)

Eagle Care Clinic

• Moved to its own building (2020)
• Telehealth options offered (2020)

Center for Teaching and Learning (CTL)

• Symbiosis (distance education quality faculty certification, started in 2020)
• Certificate for Teaching Excellence
• Magna Digital Library