ACES Office of Academic Programs | Annual Report 2019-20

Office of Academic Programs 2019–2020 annual report

A LETTER FROM OUR associate dean Dear Colleagues, It’s with great enthusiasm and humble gratitude for the work of the academic programs team that I present to you this report for the AY 2019–2020. Our mission in the ACES Office of Academic Programs is to offer an inclusive environment that supports student success through the academic life span.

The academic life span begins as we form outreach partnerships and engage prospective students in recruiting efforts; as the student affairs team reviews admissions; through shepherding students in majors, minors, petitions, and other academic actions; by supporting high-impact learning experiences such as honors, study abroad, and career development; and finally, through commencement and conferring of degrees.

We are advised by our faculty partners on the Courses and Curriculum, Educational Policy, and Academy of Teaching Excellence Committees, respectively. We are further guided by the expertise of departmental academic advisors, recruitment professionals, and directors of undergraduate studies. This report is but a brief set of highlights for the office. Key activities such as scholarships and fellowships, new majors and curricular changes, and other areas of interest may have been omitted or shortened. We hope this report serves to extend important conversations with all of the units we partner with in ACES. As you peruse, you will see activities and outcomes related to recruitment, admissions, academic success, student engagement, and e-learning. Finally, we look ahead to shaping additional fulfilling and vibrant activities in 2021.

With gratitude,

Anna Ball Associate Dean for Academic Programs

table of CONTENTS STUDENT RECRUITMENT

Visits & Programs Diversity & Outreach Initiatives

4-9

STUDENT ADMISSIONS

10-11

ACADEMIC SUCCESS

12-15

STUDENT ENGAGEMENT

16-23

E-LEARNING INITIATIVES

24-27

APPENDIX

28-45

Academic Success Program Petitions & Forms Study Abroad Career Services Registered Student Organizations

Department Enrollment Stats OAP Staff

3

student RECRUITMENT Visits and Programs PURPOSE/FUNCTION

The ACES Visits and Programs’ purpose is to connect prospective students with the excellent opportunities and experiences that await in ACES.

OBJECTIVES • Develop enhanced visit experiences that connect prospective and admitted students with College of ACES influencers (current students, advisors, and faculty) – Experience ACES Visit Days (fall 2019) – ACES Admitted Student Day (February 2020) – Updated itineraries for campus-organized visits such as Illini Days and Orange & Blue Days • Facilitate increased communication to admitted students • Create connections with external stakeholders – FFA: Host Career Development Events with IL FFA, exhibit at National Conference, attend college/career events, and host groups for visits – 4-H/Extension: Host groups for visits, attend Extension-organized college/career events – Community colleges: Host community college group visits, attend events to create connections with advisors and students • Convert in-person visit experiences to virtual spaces

5

student RECRUITMENT

BY THE NUMBERS • More than 400 prospective and admitted students on campus from August 2019 through March 2020, and approximately 110 prospective and admitted students attended virtual events through August 2020 • During the fall semester, 439 FFA members participated in Career Development Events (CDEs) on the ACES campus

LOOKING AHEAD TO 2021 • Create virtual experiences that connect prospective and admitted students to the opportunities in the College of ACES • Continue to enhance and expand the scope of virtual CDEs to be utilized nationally

400+ 110

prospective + admitted students visited ACES campus from August 2019 to March 2020

attended virtual events through August 2020

Diversity and Outreach Initiatives

PURPOSE/FUNCTION

The Diversity and Outreach Initiatives focus on recruitment, retention, and graduation as it relates to underrepresented minority (URM) students. We also strive to focus on recruitment and outreach efforts that connect diverse students to ACES majors from geographically urban areas such as Chicago and the greater East St. Louis area.

OBJECTIVES • Increase the number of underrepresented racial/ ethnic minority undergraduate students • Increase the visibility of ACES programs and career pathways in the Metro Chicago area and other urban populations statewide • Conduct pre-collegiate-level summer and academic-year initiatives for prospective academically talented students

510

underrepresented student apps

277 144 admitted

accepted

• Monitor the academic progress of URM students and coordinate supplementary activities that support retention • Create a more diverse and inclusive environment for ACES students

BY THE NUMBERS RECRUITMENT - FALL 2020 DATA

24.3

• 510 underrepresented minority student applications • 277 admitted students • 141 accepts • 27% of freshman class • 24.3% of total student enrollment (690 students) – Increased from 19% in 2017

Nearly a quarter of ACES’ total student enrollment are underrepresented minority students.

7

student RECRUITMENT

60%

URBAN AG EDUCATION CHICAGO OUTREACH – FALL 2019 AND SPRING 2020 • 50 schools (2,000 students contacted) • 10 high school visits to campus (pre-COVID-19) • 30% admitted fall 2020 freshmen from Chicago schools • 60% underrepresented fall 2020 freshmen from Chicago schools

of underrepresented freshmen students in fall 2020 are from Chicago schools

PRE-COLLEGE SUMMER PROGRAMS – RESEARCH APPRENTICE PROGRAM (RAP) AND AG DISCOVERY PROGRAM • Summer 2020 – 122 virtual participants (42% of program applicant selected)

102

• Summer 2019 – 64 on-campus participants (15% of program applicants selected) • 58 seniors (prospective fall 2020)

of 170 RAP students are ACES majors (60% yield)

– 47 applicants – 34 accepts (27 ACES) – 58.6% yield • 170 prospective RAP (seniors) students 2017-2020 – 115 current RAP students at U of I (68% yield) – 102 ACES majors (60% yield)

RETENTION AND STUDENT ENGAGEMENT • 90.3% retention in 2020, from 80.9% in 2019 • 72.0% graduation rate in 2020, from 73.5% in 2019

90.3%

student retention in 2020 up from

80.9% in 2019

LOOKING AHEAD TO 2021 • Revise the current pre-college experience with a virtual component that could expand the geographical outreach statewide • Develop an online college readiness summer experience similar to the former residential model (called the ACES Young Scholars Program), focusing on incoming freshmen from inner-city and underresourced schools, as well as small schools in rural communities that are underprepared in core math and science coursework • Establish an OAP Taskforce on Diversity and Inclusion to address issues across diversity and inclusion as well as issues of social injustice as it impacts the ACES student body • Build strong and productive recruitment relationships with the City Colleges of Chicago and other twoyear schools with no agricultural degree programs.

9

student ADMISSIONS

PURPOSE/FUNCTION

The ACES Admissions team’s purpose is to work directly with the Office of Undergraduate Admissions for admission reviews and decisions for new freshmen, transfer, and Parkland Pathway students; process intra and inter collegiate transfer, major changes, degree checks, and re-entry decisions.

Admissions to ACES includes the following student cohorts: • New Freshmen • New Transfer Students • Parkland Pathway Students • Inter/Intra Collegiate Transfer Students • Re-entry Students

OBJECTIVES

Admit and grow the ACES undergraduate class in an effective and responsible manner that allows for all qualified students to earn an ACES degree.

BY THE NUMBERS Freshmen Admissions

Transfer Admissions

LOOKING AHEAD TO 2021 • Evaluate college admission review process per Strategic Enrollment Management process • Increase accept percentage and enrollment for FA21 • Utilize “tagging” method for denied freshmen students we want to transfer • Increase number of successful intra/intercollegiate transfers • Connect with students who stopped out with ≤ 30 credits to complete their degree for proactive re-entry

11

ACADEMIC success Academic Success Program Fall 2019

PURPOSE/FUNCTION

The ACES Academic Success Program’s purpose is to support at-risk students on academic probation through a series of surveys, check-in meetings, and academic support sessions.

OBJECTIVES • Students in the academic success program do the following: – Understand the purpose and expectations of academic probation – Identify the issues that led to past academic difficulty and develop a plan to overcome those issues

Spring 2019

– Use campus and college resources to help improve their academic performance – Develop achievable goals and see progress toward those goals while in the program

LOOKING AHEAD TO 2021 • Expand Academic Success Program resources to all ACES students interested in utilizing them • Provide online workshop series for all ACES students • Revise and evaluate the ACES Academic Success Program for students on academic probation • Decrease the number of students on probation

Good standing Probation Drop status Graduated Not enrolled

BY THE NUMBERS FALL 2019 • 69 students in the program for FA19 • 34 moved to good standing for SP20 • 14 continued on probation for SP20

SPRING 2020 • 49 students in Academic Success Program for SP20 • 25 moved to good standing for FA20

– Eight are still on probation for FA20

• 14 continue on probation for FA20

– Six are not enrolled for FA20 (three of these are close to graduating)

• Four are taking gap year/attending elsewhere

• 10 are not enrolled for FA20

• Nine were placed on drop status after FA19 • One graduated after FA19 • 11 did not enroll in SP20

13

ACADEMIC success Petitions and Forms PURPOSE/FUNCTION

ACES Petitions and Forms’ purpose is to help tell the academic story of a student and a department.

BY THE NUMBERS CREDIT/NO CREDIT PETITIONS • Spring 2020 brought interesting developments as a campus. One of the biggest adjustments our office saw was a large uptick in the number of credit/no credit petitions the office processed over the course of the semester due to the changes campus implemented related to COVID-19.

Academic Programs processed over 1,700 of these petitions when we typically process less than 20 in any given semester. Out of the 2,745 students enrolled at the undergraduate level in ACES, 920 submitted a petition for CR/NC at least once.

• When looking at rubrics, it appears the department with the most requested CR/NC options is ACE with 34% of total petitions submitted; however, MATH 234 was the most requested course with 53 petitions.

Course Substitutions by Department

COURSE SUBSTITUTIONS • Course substitutions are designed to allow for one-off courses to meet a specific requirement when the student is not able to take the listed requirement. By working with department curriculum committees, we are better able to address the needs of curriculum adjustments based on substitutions submitted.

First % is total subs submitted; Second % is total dept population that submitted subs

OVERLOADS

Overloads by Department

• Overloads help tell a story of a department’s curriculum and how the students are able to manage an overload within any given semester.

Overloads are not approved unless the student has above a 3.0 GPA or if they are in their final semester.

First % is total overloads; Second % is total dept population that submitted overload

LOOKING AHEAD TO 2021 • Reduce the number of petitions that narrate a story that a student is struggling to meet the listed requirements of their program • Innovate and automate petitions to allow for better tracking and communication with our students and departmental stakeholders

15

student ENGAGEMENT Study Abroad

PURPOSE/FUNCTION

ACES Study Abroad invites students to experience life abroad while pursuing their Illinois education. We work with ACES faculty and partners around the world to create short- and long-term programs that prepare students to thrive in today’s global marketplace and become informed, thoughtful citizens of the world.

OBJECTIVES • Facilitate academic year, semester, summer, and short-term programming • Support ACES faculty in developing and implementing facultyled study tours • Create and maintain relationships with host institutions abroad • Manage and increase the ACES Study Abroad scholarship program • Provide comprehensive pre-departure and re-entry advising to all students and on-site support to incoming exchange students • Process course approvals and international transcripts when students return from their semester or summer abroad

BY THE NUMBERS NOTES • Incoming student numbers are for exchange students only—not degree-seeking international students • Outgoing student numbers are for ACES students only— including ABE—and do not include non-ACES students who did ACES programs. Spring break 2020 was not included because the International Business Immersion Program (IBIP) did not travel.

Summer 2020 was not included, as travel was suspended due to the pandemic.

ENROLLMENTS 193 ACES students studied abroad, and 34 incoming exchange students studied here at ACES over the fall semester, winter break, and spring semester of the 2019–2020 academic year.

193 34 ACES students studied abroad in 2019–20

incoming exchange students studied at ACES in 2019–20 17

student ENGAGEMENT CALCULATED CLASS CODE The data below represents class standing at the time that students studied abroad.

It is calculated using their total credits towards degree completion at that point.

Number of Students by Class

Freshmen (17) Sophomores (34) Juniors (86) Seniors (56)

MAJORS All ACES majors are represented in study abroad participation.

Juniors represented 44.5% of all students who studied abroad in 2019-20

LOCATIONS ACES students studied abroad on five continents and more than 20 countries. ACES also welcomed students from more than eight countries.

5

continents

$110K

21

countries

in scholarships

$35K

student-hosted universities faculty-led short-term trips

first-year programs

111

students

SCHOLARSHIPS Over $110,000 in scholarships were awarded to ACES study abroad students and $35,000 in program supplements were put toward first-year experience programs.

111 students received scholarships, which is 58% of total study abroad participants!

19

student ENGAGEMENT LOOKING AHEAD TO 2021 • Rebuild programs with a focus on fair-trade learning, geographic and demographic diversity, environmental sustainability, lower financial investment for students, and increased accessibility • Expand on pre-departure programming to include more of a focus on identity, privilege, and mental health abroad • Increase the number of ACES semester students studying abroad on ACES programs rather than non-ACES programs, and support programming for a wider-range of ACES majors • Design accessible virtual global experiences including but not limited to: – ACES 298 Global Service Learning (Virtual) course for first-year students – Virtual international internships and service learning – Virtual exchange courses between the Urbana campus and partner institutions abroad • Reinstate the faculty grant program to assist with the development of new study abroad courses and the internationalization of ACES curriculum • Develop new resources to support faculty-led program leaders

COVID-19 IMPACT ON STUDY ABROAD

International exchange is a unique experiential learning opportunity that has the potential to infuse new life into students’ academic pursuits and introduce them to the importance of living thoughtfully and intentionally in our global community. This latter concept was perhaps the most important takeaway of the spring semester 2020 cohort with the onset of the COVID-19 pandemic and the sudden evacuation of all programming.

It took a coordinated international effort to ensure the students returned safely to their home countries and successfully completed what remained of their coursework. We have never been more grateful to work with such dedicated international partners and were endlessly impressed, but not at all surprised, at the resilience of our students as they navigated this difficult situation. So often what can be the most challenging part of returning from a study abroad program is that students feel they have grown and changed but the lives they come back to appear to be much the same.

This year, the students returned to a life unrecognizable to the one they left behind that had its own set of new challenges. Instead of lamenting what could have been, students have expressed a dedication to bringing the spirit of study abroad to this new world—valuing every moment, every interaction, and every opportunity for curiosity and compassion no matter the setting. We are so proud of them!

Study abroad was suspended from March 11, 2020 through May 15, 2021, with the potential for further extension. During the spring term, the IBIP Program to India was cancelled for 12 students, over 80 ACES semester students returned home early, and our seven incoming exchange students either returned home or finished their studies virtually here in Urbana-Champaign.

This has been devastating to students, study abroad offices, and international partners across the globe, but we are committed to reimagining and rebuilding our programs when it is safe to do so.

21

student ENGAGEMENT

Where ACES Graduates Work (2016–2019)

Career Services PURPOSE/FUNCTION

ACES Career Services guides students through career exploration and the job search process. We also assist employers in recruiting talented students for internship and full-time positions.

New hires: >32 20-32 16-19 7-15 4-6 1-3

OBJECTIVES • Help students assess career interests, skills, and outlook • Facilitate recruitment and connection opportunities for employers and students • Advise students on professional development and career strategies

BY THE NUMBERS

0

76% 38 14

of ACES graduates states + DC stay in Illinois to work

countries

• 1,888 students and 123 employers participated in the September 26 Career Fair • 1,693 students reached through 32 classroom/club presentations • 800+ students served through appointments and workshops • 30 e-newsletters with curated new job/internship postings and professional development tips • 10 career readiness podcasts with an average of 800 views

LOOKING AHEAD TO 2021 • Regularly communicate to all students in the college: i.e. produce 30 e-newsletters • Support recruiting activities: Host virtual career fair with 100+ employers and 1,000+ students • Integrate employers and alumni into student development: Invite 10 employers/alumni to participate in podcasts covering work themes such as diversity & inclusion, personal branding, and finding mentors • Transfer knowledge about career readiness: Record tutorials on career readiness, resume preparation, and virtual career fairs for online classes • Create experiential learning opportunities for students: Orchestrate First Year Connect networking event for freshmen and alumni and employer partners

Registered Student Organizations PURPOSE/FUNCTION

ACES Academics strives to provide opportunities for current students to be involved with the college and campus through various activities such as Fall Festival, Agriculture Future of America (AFA), ACES Council, and Student Advancement Committee (SAC). This provides connection and community to help our students feel a sense of belonging.

OBJECTIVES • AFA: brings together the top agriculture college students from throughout the United States to grow and develop by being paired with the largest agriculture companies in the industry • ACES Council: provides leadership experience, professional and career development, and interaction among students of different disciplines; recognizes scholarship and involvement; organizes and/or coordinates undergraduate student activities; aids in communications among organizations; serves as a liaison between faculty and students; and promotes the general welfare of students connected with the College of ACES • SAC: establishes and maintains a supportive relationship with ACES alumni, recruitment, and advancement

BY THE NUMBERS • 1,200 students attended ACES Fall Festival, with 50 student organization booths • 52 students attended the Agriculture Future of America Leaders Conference • Four professional development events hosted through ACES Council

LOOKING AHEAD TO 2021 • Host an ACES virtual RSO fair to help student organizations recruit new members and share their objectives • Utilize AFA Virtual Leaders Conference to engage students during pandemic by increasing applications for participation • Strengthen the council’s participation and interaction with the ACES student body by working with and advising RSO executive teams • Provide leadership to direct the members to develop into more vital ambassadors of the college and the tiers they support

23

E-LEARNING initiatives PURPOSE/FUNCTION

Among the many historic shifts in education this past year, the College of ACES launched the learning innovation and e-learning program in summer 2020. This exciting and “right on time� initiative will serve as a foundation to amplify the impact of the College of ACES beyond the walls of campus and establish new partnerships with local and global audiences.

In keeping pace with other colleges and universities, the learning innovation and e-learning program will assist departments, programs, and Extension in developing new online courses, certificates, and programs; guide instructors and departments through online course and curriculum development; and support instructors by sharing best practices in online delivery and management of technology systems.

OBJECTIVES • Create new ACES online courses to meet demands of learners seeking four-, eight-, 10-, and 16week course options in degree, non-degree, credit, and noncredit pathways • Develop new undergraduate and graduate certificates or repackage existing courses into certificate options • Update existing courses, as needed, to meet learners’ demands and stay current with learning innovations • Diversify online course offerings across multiple platforms, including MOOCs, specializations, and master-track options specifically designed for Illinois Coursera learners • Reimagine existing courses and Extension programs to offer professional education to a global audience of learners • Increase enrollment in current online courses, certificates, minors, degrees, professional education, and Extension • Evaluate the effectiveness and growth potential for ACES online courses, certificates, minors, degrees, and MOOCs

25

E-LEARNING initiatives

BY THE NUMBERS (JUNE 2020 TO AUGUST 2020) • Nine webinars organized and/or facilitated by members of the ACES Return-toTeaching Committee • Five webpages, two Illinois Media Space channels, and more than 100 resources curated by the ACES Return-to-Teaching Committee to prepare faculty for the fall 2020 semester • Three new certificate programs approved for two ACES academic units • 47 ACES online courses offered in summer 2020 term • 10 ACES online course-build proposals approved, supported with more than $200,000 of funding • Three new ACES online courses developed with CITL support

LOOKING AHEAD TO 2021 • Increase marketing and promotion of ACES online courses, certificate, and degree programs in collaboration with ACES Office of Marketing Communications and CITL • Increase enrollment in ACES online course offerings, certificates, and graduate degrees • Launch two or three MOOCs and create one Illinois Coursera specialization • Build framework for an ACES Online website, dedicated to providing a centralized location for all online course, degree, certificate, MOOC, and Extension offerings • Help ACES faculty design 10 new courses in ACES, spanning four-, eight-, 10-, and 16week options • Streamline the continuing education unit approval process for Extension and ACES departmental courses and certificates • Generate new pathways for intradisciplinary and interdisciplinary learning innovations to address educational and training needs for local and global audiences • Utilize CITL services to support revisions and development of 10-12 ACES online courses across all academic units and three or four Extension educational programs • Modify two or three existing courses to create professional education courses for a global audience of learners interested in meeting licensure, accreditation, and continuing education unit requirements

47 3

ACES online courses offered in summer 2020

new certificate programs approved

IMPACT OF THE ACES RETURN-TO-TEACHING COMMITTEE

100+ 5 2

return-to-teaching resources

webpages

Illinois Media Space channels

27

APPENDIX ABE Student Enrollment Fall 2020:

244

Agricultural & Biological Engineering (ABE)

29

APPENDIX ACE Student Enrollment Fall 2020:

778

Agricultural & Consumer Economics (ACE)

31

APPENDIX ALEC Student Enrollment Fall 2020:

128

Agricultural Leadership, Education & Communications (ALEC)

33

APPENDIX ANSC Student Enrollment Fall 2020:

550

Animal Sciences (ANSC)

35

APPENDIX CPSC Student Enrollment Fall 2020:

116

Crop Sciences (CPSC)

37

APPENDIX FSHN Student Enrollment Fall 2020:

282

Food Science & Human Nutrition (FSHN)

39

APPENDIX HDFS Student Enrollment Fall 2020:

255

Human Development & Family Studies (HDFS)

41

APPENDIX NRES Student Enrollment Fall 2020:

262

Natural Resources & Environmental Sciences (NRES)

43

APPENDIX ANNA BALL ASSOCIATE DEAN aball@illinois.edu MELINDA SCHAEFER ADMINISTRATIVE ASSISTANT mschaefr@illinois.edu MIKE CAMPBELL ADMISSIONS & RECORDS OFFICER mrc73@illinois.edu ROBERT CHAPPELL OFFICE SUPPORT SPECIALIST rchappel@illinois.edu SUSAN COPPESS COORDINATOR OF UNDERGRADUATE RECRUITMENT scoppess@illinois.edu

ORGANIZATI

Office of Acade

Organizatio

MELINDA SCHAEFER ADMIN SUPPORT

Office Support

ROB CHAPPELL

ANNA

OFFICE SUPPORT SPEC

ASSOCIA

MEGAN DAILEY DIRECTOR OF METROFEST mdailey5@illinois.edu JEAN DRASGOW DIRECTOR OF CAREER SERVICES jdrasgow@illinois.edu GREG FRENCH STUDY ABROAD GRADUATE ADVISOR gfrench2@illinois.edu ALI FRETER INTERIM DIRECTOR OF STUDY ABROAD freter1@illinois.edu

BRIANNA GREGG

DATA AND MARKETING COORDINATOR

ACDOARMY SOTH OM N ES ASSISTANT DEAN ADMISSIONS & RECORDS

Admissions and Student Services MIKE CAMPBELL

ADMISSIONS RECORDS OFFICER

LOGAN HONEGGER

COORDINATOR FOR ADVISING & STUDENT SUCCESS

SUSAN C OPPESS COOR OF UNDERGRAD RECRUITMENT

Recru an Outr NICK WHERLEY

COOR. FOR AG OUTREACH AND RECRUITMENT

Academic Programs Staff

IONAL CHART

emic Programs

onal Chart

DEBRA KORTE

DIRECTOR OF ONLINE LEARNING

High Impact Learning Experiences

MEGAN DAILEY DIRECTOR OF METROFEST

A BALL

ATE DEAN

JEAN DRASGOW DIRECTOR OF CAREER SERVICES

JESSE THOMPSON

ALLISON HARMON

ASSISTANT DEAN FOR DIVERSITY & OUTREACH

uitment nd reach

High Impact Learning Experiences

BUSINESS ADMIN ASSOC

ALI FRETER INTERIM DIRECTOR OF STUDY ABROAD

High Impact Learning Experiences

DIANA RODRIGUEZ

COORDINATOR FOR URBAN AG EDUCATION

GREG FRENCH

BRIANNA GREGG DATA ANALYST AND MARKETING COORDINATOR bjgray2@illinois.edu ALLISON HARMON BUSINESS ADMINISTRATIVE ASSOCIATE harmon1@illinois.edu LOGAN HONEGGER COORDINATOR FOR ADVISING STUDENT SUCCESS lhonegg2@illinois.edu DEBRA KORTE DIRECTOR OF ONLINE LEARNING dskorte@illinois.edu CORY OHMS ASSISTANT DEAN, ADMISSIONS AND RECORDS cohms@illinois.edu DIANA RODRIGUEZ COORDINATOR, URBAN AG EDUCATION IN CHICAGO drodrgz1@illinois.edu JESSE THOMPSON ASSISTANT DEAN, DIVERSITY PROGRAMS jthomps5@illinois.edu NICK WHERLEY COORDINATOR OF AGRICULTURE OUTREACH AND RECRUITMENT wherley@illinois.edu

OUTBOUND STUDENT ADVISOR

45

aces.illinois.edu/academics