Academic Affairs Special Meeting July 25, 2019 Annual Review of Faculty Performance Colleges and universities are required to conduct faculty performance reviews under Arkansas Code Annotated 6-63-104 and AHECB policy 5.5. ADHE staff is required to monitor faculty evaluation processes adopted at Arkansas public institutions and report annually to the AHECB and Legislative Council. All institutions conducted faculty performance reviews during 2018-2019 using a variety of methods including assessment by students, classroom visits by administrators, peer review, and self-evaluation activities. Agenda Item No. 1
Student Ratings Artifacts External Perspective Annual Review of Faculty Performance Notable Findings Institutions have implemented a variety of training programs to strength faculty development around performance review elements: Advising Techniques (e.g. intrusive advising, coaching, and mentoring) Tools/approaches to assess student learning outcomes (capstone projects, eportfolios, rubrics) Development of quantitative/qualitative component ratings of faculty Utilization of technology in the classroom Participation in English training including: English as a Second Language courses, and accent reduction training.
Agenda Item No. 1 Annual Report on Concurrent Education Concurrent Credit Courses Concurrent credit courses must be freshman and/or sophomore-level courses approved through an established institutional process and included in the institutional course catalog. The general education courses offered for concurrent credit must be listed in the Arkansas Course Transfer System (ACTS). A list of the career and technical education (CTE) courses offered for concurrent credit must be attached to the signed Memorandum of Understanding (MOU) between the high school/school district and the college/university. Agenda Item No. 2 Annual Report on Concurrent Education Concurrent Course Ownership Postsecondary institutions must demonstrate ownership of any course offered for concurrent credit for which students are reported for funding purposes. Ownership of courses means that the college/university will:
Provide the instructors with appropriate training and orientation in course curriculum, assessment criteria Ensure that instructors receive continuing collegial interaction with college faculty through professional development, required seminars, and site visits Ensure that students have the opportunity to utilize institutional resources including the college/university library and academic advising on the college/university campus. Agenda Item No. 2 State of Concurrent Education in Arkansas Concurrent Course Breakdown Despite decreases in total postsecondary enrollment over the past three years, total high school enrollment in college and universities slightly increased. The total number of concurrent courses offered by all public institutions increased by 4% from AY 17 to AY 19. When examining by institutional type, the total number of courses decreased at four-year institutions by 16% but increased at two-year institutions by 27%. Total Number of Concurrent Courses Offered by Academic Year (Fall Semesters Only) 2000 1800 1711
200 0 Agenda Item No. 2 Four Year Two Year 2017 2018 2019 Total Courses 1779 State of Concurrent Education in Arkansas Concurrent Student Breakdown Over the past three academic years, the majority of students who have participated in concurrent or dual enrollment have been White students followed by African-American and Hispanic students.
Concurrent & Dual Enrollment Student Breakdown by Academic Year 18,000 16,000 14,000 12,000 10,000 8,000 6,000 4,000 2,000 0 White Black Hispanic Asian 2017 Agenda Item No. 2
Native American Hawaiian 2018 2019 2 or more NRA Unknown State of Concurrent Education in Arkansas Concurrent Student Breakdown Focusing solely on the concurrent student population, it is notable to acknowledge that more female students have enrolled in concurrent courses than male students for AY 17 and AY 18 regardless of the institutional type. Concurrent Student Breakdown by Gender, SES 6,485 6,069 5,845 6,474 5,702
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