Compliance Certification Report
| 4.1 | When evaluating success with respect to student achievement in relation to the institution's mission, the institution includes, as appropriate, consideration of course completion, state licensing examinations, and job placement rates. | ||||||||||||||||||||||||||||
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[Compliance] |
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Narrative: |
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| The University of Alabama in Huntsville (UAH) is in compliance with Principle 4.1 because part of the mission of UAH states, "UAH is committed to maintaining a diverse academic community of the highest quality and to providing an environment that facilitates intellectual, cultural, personal, and professional growth. UAH fosters leadership, creative and critical thinking, clear communication, a respect for knowledge, and the pursuit of truth, and an engagement in the challenge and pleasure of a lifetime of learning." As part of its efforts to evaluate student achievement related to this mission, UAH tracks a variety of measures, including course completions, first-year retention, numbers and types of degrees awarded, graduation rates, and results of licensing and other professional indicators of student success. UAH annually surveys graduates to track job placement. Additionally, The University of Alabama System established a set of performance indicators for student success with a base year of 2003. Institutional goals for 2008 have been established and progress is being tracked. Course completion rates and course grade distributions are prepared each semester by the Office of Institutional Research (OIR) and are reviewed by relevant department chairs, deans, the Provost, and the President. Significant anomalies, such as unusual rates of failures, are referred to the appropriate departments for consideration. A prime example of action taken as a result of such data involves the reorganization of introductory mathematics courses to incorporate a proven computer-assisted format providing greater learning and improved success. As a result of this and other changes, the success rate in pre-calculus algebra rose from 43 percent in Spring Semester 2003 to 71 percent in Spring Semester 2005. The overall success rate in first and second year mathematics courses rose from 69 percent in Spring Semester 2003 to 76 percent in Spring Semester 2005. Another action taken in response to analysis of course completion and grade distributions was the introduction of the NC (no credit) grade in selected 100 level courses. A comparison of grades being awarded in 100 level courses at UAH with those at a university of comparable quality showed a highly disproportionate use of the "F" grade at UAH. UAH's introduction of the NC grade has allowed an entering student to "fail" an introductory course without suffering lasting damage to his or her academic program by simultaneously acquiring a significantly depressed overall grade point average. This has allowed entering students time to adjust to college without losing scholarship support or federal financial aid. This action has contributed significantly to UAH's recently enhanced freshman to sophomore persistence rates. Course completion also can be examined through the use of retention, persistence, and graduation percentages. UAH tracks these percentages by cohorts of first time, full-time degree seeking freshman. As noted in UAH's Campus-Level Planning Document (2005), substantive efforts have been directed toward increasing retention and graduation percentages (p. 5). As shown in Table 4.1.a, the first year retention percentages have increased from 68 percent in 1992, for the 1991 cohort, to 76 percent in 2004, for the 2003 cohort. UAH has made concerted efforts to increase retention through curricular changes, the introduction of the NC grade, and increased emphasis on student support services and student life activities. The addition of two new residence halls, the addition of the well equipped Fitness Center and the renovations of several buildings and food services have also increased the attraction of remaining at UAH. Increases in the two- and three-year persistence rates for the 2000, 2001, and 2002 cohorts are another indication that UAH's efforts to increase student success and retention have succeeded. The percentages of students not graduated but still enrolled at UAH after six years has remained relatively constant over the years at approximately 10 percent, as shown in Table 4.1.a. This relatively high figure, which negatively affects reported graduation percentages, is influenced by UAH's relatively high number of co-op students and students supporting themselves by part-time or full-time jobs. All of these factors tend to result in lower numbers of credit hours attempted and longer periods of enrollment before graduation. Table 4.1.a Persistence Percentages* Note that the persistence rates presented in Table 4.1.a are calculated by the UAH Office of Institutional Research (OIR) as the ratio of the number of students from the cohort of first-time full-time degree-seeking freshmen who are enrolled to the total number of students from the cohort that entered UAH in the fall of the year indicated. The definition of a first-time full-time degree-seeking freshman is a student: (1) attending any postsecondary institution for the first time in the fall term; or (2) enrolling in the fall term who attended any postsecondary institution for the first time in the prior summer term immediately following high school graduation; or (3) entering with college credit earned before graduation from high school; and enrolled with at least twelve credit hours and who indicated at the time of their initial enrollment that they intended to seek a degree from UAH. The full data for the persistence rates are published in UAH Fact Books included as source documents. The four, five, and six-year graduation percentages are presented in Table 4.1.b for the ten cohorts from 1991 through 2000. They are also shown graphically in Figure 4.1.c. The four-year graduation percentage rose from 6 percent for the 1991 cohort to 15 percent for the 2000 cohort. The five-year graduation percentage rose from 22 percent for the 1991 cohort to 36 percent for the 1999 cohort. And, the six-year graduation percentage rose from 34 percent for the 1991 cohort to 45 percent for the 1998 cohort. Considerable progress has been made. Table 4.1.b Four, Five, and Six Year Graduation Rates* Table 4.1.c Four, Five, and Six Year Graduation Rates Note that the persistence percentages presented in Table 4.1.a do not necessarily provide a full picture of the overall institutional success in undergraduate education. Table 4.1.d presents the combined persistence and graduation percentages for the cohorts entering between 1991 and 2003. These data show that the programs UAH has instituted to increase student success and satisfaction has had a positive impact on the combined persistence and graduation percentages. The percentage of students not graduated but still enrolled at UAH after six years has remained relatively constant over the years at approximately 10 percent, as Table 4.1.a shows. This relatively high figure, which negatively affects reported graduation rates, is caused, in part, by UAH's relatively high number of co-op students and students supporting themselves with part-time jobs; both groups tend to take lower average number of credit hours per semester, leading to longer periods of enrollment. Table 4.1.d Combined Persistence and Graduation Rates* The number of students successfully completing degree programs at UAH has increased at all levels. As shown in Table 4.1.e, over the past five years the number of bachelor's degrees awarded has risen from 673 to 810, master's degrees from 293 to 379 and doctorate degrees from 29 to 31. UAH has also increased the number of disciplines in which degrees are granted. In the last five years, UAH has added a PhD in Biotechnology Science and Engineering, a PhD in Civil Engineering (held jointly with the University of Alabama at Birmingham), a MS in Software Engineering (shared between the College of Engineering and the College of Science), and an accredited concentration in Aerospace Engineering in the Mechanical Engineering Option for the BS in Engineering. UAH continually monitors the need for degree programs within its stated mission and is proactive in developing degree programs to meet those needs. Table 4.1.e Degrees and Certificates Awarded* A discussion of graduation percentages and the number of degrees awarded naturally leads to consideration of program viability. UAH is in compliance with the Program Viability Legislation, Alabama Act 96-557, which mandates that the Alabama Commission on Higher Education (ACHE) "enforce, monitor, and report on minimum degree productivity standards for all existing programs of instruction at public two-year and four-year institutions of higher education." Chapter 300-2-2, "Program Viability Review," of the Alabama Administrative Code addresses the implementation of Act 96-557. This act specifies the minimum number of graduates from a viable degree program based on a five year rolling average. These minimums are listed in Table 4.1.f for the degree programs offered at UAH. The legislation and implementation policy also define specific core disciplines, which are permitted waivers for the viability requirements, the process for the phase-in period, and requirements for new programs. All of the degree programs at UAH subject to the viability requirements are viable and exceed the minimums established by the viability legislation, with the exception of three core liberal arts and science programs. ACHE is currently engaged in a study of similar core programs across the State. Table 4.1.f Program Viability Minimums Applicable to UAH Academic Programs as Established by Alabama Act 96-557 UAH, as applicable for the pertinent degrees, considers results of state licensing examinations and certifications and job placement rates in the evaluation of "success with respect to student achievement." College of Liberal Arts: Teacher Certification Rates In Alabama, the State Board of Education requires that all teacher candidates must complete an approved program of study and must pass the Alabama Prospective Teacher Test before they can be recommended for an initial teaching certificate at the BA and MA level. In 2004, UAH had a 100 percent pass rate for candidates seeking their initial certification. The pass rate for advanced level certification was also 100 percent. College of Nursing: Undergraduate Program The College tracks undergraduate student success on the National Council Licensure Examination-RN (NCLEX-RN). The rate of success on the NCLEX-RN for the past ten years has remained above the minimum benchmark level as established by the Alabama Board of Nursing (75 percent success rate for first time test takers), with one notable exception in 1998. The average of the scores for the years 1994-2003 remained above 80 percent. The faculty members began to institute a total testing package with full implementation of that strategy in 2002. During the academic year, 2003-2004, the Alabama Board of Nursing changed its regulatory standards to indicate that the minimum passing rate for first time test takers was 80 percent. In 2003 the rate of student success on the NCLEX-RN was 92.4 percent. The passing rate for 2004 graduates was an anomaly of 70.79 percent. The faculty members have conducted an extensive analysis of the curriculum, admission and progression policies as well as other factors that may have impacted the decline. Strategies have been implemented to strengthen the program. Scores received to date for 2005 indicate a passing rate of 88-90 percent. College of Nursing: Graduate Program The College offers a number of tracks within its master's program. In order to practice at an advanced level, select tracks require professional certification prior to employment in that role, such as Family Nurse Practitioner (FNP) and Acute Care Nurse Practitioners (ACNP). The Clinical Nurse Specialist track does require certification in order to practice in that advanced role; however, the new graduate must work for a minimum of 500 hours post graduation prior to sitting for the certification examination. Graduates of the Nursing Administration track do not require professional certification to practice in their roles. Students may elect to sit for certification from two different certification agencies: American Nurses Credentialing Center (ANCC) providing certification for FNP and ACNP graduates and the American Academy of Nurse Practitioners (AANP) who provides certification for FNP graduates. Until 2003, certification agencies were inconsistent in reporting aggregate data. In 2003 the ANCC reported aggregated data and AANP just recently began providing aggregate data. Those graduates of the FNP program who chose to take the certification exam from ANCC achieved a passing rate of 81.82 percent in 2003 and a 78.26 percent in 2004. Graduates of the ACNP program achieved a pass rate of 85.71 percent in 2003 and a 75 percent in 2004. Currently, the Nursing Graduate curriculum committee is reviewing the curriculum and other factors influencing the outcome of the certification examinations for the FNP and ACNP programs. We have received no data from graduates in the Clinical Nurse Specialist track. This track was begun in 2001 and the graduates must work 500 hours after graduation prior to sitting for the certification exam. Several students will sit for the examination in the Spring of 2005. Job Placement Rates The Office of Career Services provides career development and guidance for students seeking and accepting employment and collects graduating student employment data each year at the May graduation ceremony. Student attendance is not mandatory at these activities and therefore many students do not participate in the employment data survey. For the graduating class of 2003, the percentages of graduates who reported that they were employed at the time of the May graduation ceremony were : College of Administrative Science 53 percent, College of Engineering 68 percent, College of Liberal Arts, 40 percent, College of Nursing, 74 percent, and the College of Science 50 percent. Many of the graduates go on to graduate or professional school and many begin job searches only after graduation, so the reported percentages represent the lowest possible indication of the percentages of job-seeking graduates who gain employment soon after graduation. |
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