Section 2: CORE REQUIREMENTS

The institution has a governing board of at least five members that is the legal body with specific authority over the institution. The board is an active policy-making body for the institution and is ultimately responsible for ensuring that the financial resources of the institution are adequate to provide a sound educational program. The board is not controlled by a minority of board members or by organizations or interests separate from it. Neither the presiding officer of the board nor the majority of other voting members of the board have contractual, employment, or personal or familial financial interest in the institution.

A military institution authorized and operated by the federal government to award degrees has a public board in which neither the presiding officer nor a majority of the other members are civilian employees of the military or active/retired military. The board has broad and significant influence upon the institution’s programs and operations, plays an active role in policy-making, and ensures that the financial resources of the institution are used to provide a sound educational program. The board is not controlled by a minority of board members or by organizations or interests separate from the board except as specified by the authorizing legislation. Neither the presiding officer of the board nor the majority of other voting board members have contractual, employment, or personal or familial financial interest in the institution.  (Governing Board)
 

Enrollment Management 

          Policies, programs and procedures that influence undergraduate and graduate student recruitment and retention are reviewed by the Enrollment Management Council.  Council membership includes undergraduate and graduate students, as well as representatives from each of the colleges, the advising center, Admissions, Financial Aid, the Registrar’s Office, Fiscal Affairs, Information Technology and Student Affairs.

          The first goal of the University strategic plan outlines the commitment to “recruit, retain and graduate a larger, more academically prepared and more diverse student body.”  One objective is to create “an integrated enrollment management plan including policies, procedures and activities that incorporate university and college enrollment priorities.”  The Enrollment Management strategic plan echoes this commitment and also includes the following goals: increase undergraduate retention and graduation rates, and utilize technology to improve enrollment management processes and services.  

          During the time that strategic plans were developed, House Bill 1678 was passed and directed the Texas Higher Education Board to “develop and annually update a uniform strategy to identify, attract, enroll and retain students that reflect the population of the state.”  

          In the spring of 2001, members of the Enrollment Management Council formed a steering committee with the purpose of creating an enrollment management plan to address the goals of the University and the state.  Objectives of the plan included the following: determining optimal enrollment in light of faculty, staff, space, and financial resources, as well as student support services; developing a plan for effectively marketing the University to prospective students, particularly diverse and high-achieving students; projecting how enrollment will change over the next five years; and suggesting what new resources or actions are needed to accommodate the anticipated enrollment growth.  In October of 2002, the University’s Enrollment Management Plan was submitted to the Texas Higher Education Coordinating Board and the first assessment was completed a year later.

          Annual assessments of the Enrollment Management strategic plan and the Enrollment Management Plan reveal progress toward goals of the institution and the state.  Both the Enrollment Management Plan and its assessment can be accessed at http://www.ttu.edu/enrmgt/.  The University and Enrollment Management strategic plans can be found at http://www.ttu.edu/stratplan/ and http://www.ttu.edu/enrmgt/strategic_plan.php .

Office of Admissions

          The Office of Admissions’ strategic plan corresponds with the goals that are found in the University’s strategic plan.  Our goals are to increase access and diversity, recruit and enroll an academically prepared student body, engage the University community and external groups in recruitment efforts, utilize technology to streamline admission processes and improve internal departmental relations.  The strategic plan for the Office of Admissions can be accessed at http://www.srel.ttu.edu/stratplan.asp . 

Office of Financial Aid

The Financial Aid Office planning and assessment process is defined by a leadership team.  During weekly meetings, the team outlines goals and time lines for the Financial Aid Office and financial aid process.  These time lines include current (academic year time line) as well as future time lines.  The team members consist of the Associate Director for Technology, the lead office programmer, Assistant Director for Operations, Assistant Director for Client Services, Assistant Director for NCAA Compliance, Assistant Director for Scholarships, Senior Advisor for Training and Publications, and the office Business Manager.  Each of these members represents an area of the financial aid team that provides input into budgetary needs of the office prior to the beginning of the budgeting cycle.  Updates regarding progress on previously identified tasks are given and new programs, processes or services requiring attention and adjustments are necessary are identified.  A performance measurement system is being built for the Financial Aid Office to enable managers at all levels to identify, monitor and analyze the key performance measurements such as customer satisfaction, internal processes and growth and improvement activities. 

The planning and assessment process has resulted in significant improvements in communication for all aspects of the Financial Aid Office.  In addition, significant improvements in communication with other University departments such as Student Business Services, Graduate School, Law School, Financial Accounting, Governmental Relations, Admissions and the Registrar’s Office are being experienced.  The strategic plan for the Office of Financial Aid can be accessed at http://www.fina.ttu.edu/forms/Strategic Plan Financial Aid.pdf.  
 

Office of the Registrar

Four groups of employees in the Office of the Registrar complete strategic plan assessments.  Each group is responsible for assessing one of the four goals in the strategic plan.  Attached is the timeline that shows when the assessment groups meet annually.  In addition, the Office of the Registrar created a Strategic Plan Operational Manual that includes all assessment group meeting minutes as well as assessed office statistics reported in the annual strategic plan assessment.  The strategic plan for the Office of the Registrar can be accessed at http://www.depts.ttu.edu/registrar/Strat_Plan_03-04.pdf.
 

Advising Center at Texas Tech (ACTT)

In addition to the annual assessment process, there are evaluation forms for each event such as the Orientation Parent Program; first generation college student (FGC student) Workshops; and an annual assessment and review of the Pioneers in Education: Generations Achieving Scholarship and Unprecedented Success (PEGASUS) Program. 

As a result of the strategic planning process, ACTT has been able to show the need for full-time staff to work with increased numbers of students.  From 2000 to 2002, the services of this University-wide academic advising office were evaluated and a shift was made from a scheduling office that revolved around registration and orientation to a year-round service delivery system.  Positions were upgraded and full-time advisors replaced part-time graduate students.

          The evaluation process included assessment through the strategic planning process, focus groups of staff and students, and holding staff members accountable to their position description questionnaires.  Additionally, advising models of successful university-wide advising centers were researched and considered.  The strategic plan for ACTT can be accessed at http://www.depts.ttu.edu/actt/StrategicPlan.asp. 

McNair Scholars Program

          Since 1996, the Texas Tech University McNair Scholars Program has engaged in program evaluation through annual end-of-the-year performance evaluations and interim reports to the U.S. Department of Education.  Through these documents, the program reports performance on the McNair Scholars Program objectives as outlined in the McNair Scholars Program grant application for each grant cycle.  Copies of these documents are kept in the Associate Director’s files.

          End-of-the-year performance reports to the U.S. Department of Education are submitted each December and present the prior year’s activities and student outcomes.  In addition, the program submits updated individual data records for each program participant served since 1995.  These records document each participant’s current educational level.  Interim reports are submitted every April and document the program’s progress on grant objectives for the first six months of the program year and include six months of expenditures-to-date, planned program expenditures for the remainder of the year and projected expenditures for the next budget cycle.

          Information from strategic planning and end-of-the-year performance reports have led to the addition of a graduate student assistant, an increased return rate on faculty mentor evaluations and the implementation of a University-funded sophomore year component that will allow Scholars to begin the program in the spring of their sophomore year.  This provides Scholars with more time to prepare for the research experience and relieves pressure to complete program components during Scholars’ first semester in the program.  It also allows program staff to ensure that new students are committed to the experience before providing them with the federally funded stipend.  This gives new Scholars a probationary period in the program.  The current McNair strategic plan can be accessed at http://www.depts.ttu.edu/mcnair/McNair_Strat_Plan2003-2004.htm.  Documents related to previous strategic planning can be found in the McNair shared files at T:\Asst_Director\Kelly Documents\Dept. Assessment.

Enrollment Management

          In an effort to provide a more seamless transfer process for community college students, the Office of Enrollment Management initiated the Pathway Program in 2002.  The primary goals of the initiative are to increase awareness about the educational opportunities available at Texas Tech; promote an understanding of the personal and financial value of a college education; and encourage currently enrolled students to complete their associate degrees.  Agreements have been initiated with 25 community colleges throughout Texas and one community college in New Mexico.

          Community college students participating in the Pathway Program have opportunities to visit the Texas Tech University and Texas Tech University Health Sciences Center campuses; are provided with information and advisement on their community college campuses twice each semester; can utilize the on-line Degree Planning and Transfer Credits System to determine the transferability of courses and view Texas Tech degree plans; can participate in on-line chats with Texas Tech advisors; and may be eligible for Presidential Transfer Scholarships.

          In 2003, a full-time position was dedicated to the Pathway Program with the purpose of developing established partnerships and fully implementing elements of the Pathway Program.

Office of Admissions 

The University strategic plan goal “To recruit, retain and graduate a larger, more academically prepared and more diverse student body” directly impacts the Office of Admissions.  As the University’s reputation continues to grow, the Office of Admissions works to increase the awareness of the University’s academic strength and the value of a Texas Tech degree to targeted students, parents and counselors. 

          To accomplish the charge of recruiting a more academically prepared and diverse class, the Office of Admissions:

• Automatically admits those students who are in the top 10% of their graduating classes and those meeting automatic admission requirements based on rank and test score. 
   

• Holistically reviews those applicants not in the top 10% of their graduating classes or not meeting assured admission requirements.  Currently, a holistic review considers:

• curriculum strength

• extracurricular activities, including volunteer service

• first generation status

• low socioeconomic status

• work experience

• extenuating circumstances

• association with Texas Tech University

• Considers the review process critical to the goal of enrolling an academically prepared class.  As Texas Tech continues to raise the academic expectation of students applying, the shape of the entering class has changed.  The changes can be seen in two ways:

• Since 1999, the average SAT score of the entering class has increased from 1095 to 1123.
   

• Since 2000, 50% of the freshman class has ranked in the top 25% of their graduating class.
   

• Works with the University community to develop a marketing plan that provides prospective students and parents with information that will lead them to see Texas Tech as a university of choice.
   

• Is developing an intensive marketing plan that is designed for students of color and students who rank in the top 10% of their graduating classes and have a 1200 SAT score or higher.  The marketing plan will highlight a variety of academic opportunities.
   

• Targets transfer students from partner Pathway Program community colleges and students who have been inducted into Phi Theta Kappa, an honor society found on community college campuses.  Through a variety of mailings and visits to campus, students attending community colleges are made aware of opportunities at Texas Tech.

Office of Financial Aid

          The Financial Aid Office supports its mission in providing student support programs, services and activities consistent with the University’s mission.  This is demonstrated with our development of a new Web site which is targeted to each aid recipient group, i.e., undergraduate students, graduate students, law students and study abroad students.  This Web site will allow each group access to financial aid information pertinent to their individual needs.  In addition, the Financial Aid Office is developing a new Financial Aid Handbook and an electronic award system which will help students navigate the financial aid process.  In an effort to reach out to students, we now meet in the Student Union Building and offer financial aid services so that students are not required to come to the Financial Aid Office.  These services will help meet the needs of students as they go through the financial aid process.

Office of the Registrar                  

          The Office of the Registrar’s strategic plan includes as goals the delivery of quality customer service and the utilization of technological advancements.  This commitment is evidenced in the continual improvement of on-line services provided to students.  In conjunction with the Office of Admissions, the Office of the Registrar created a Web site that allows former students to quickly re-enroll.  For students’ convenience, the following forms are made available online: returning student, name/social security number change, petition for grade replacement, withdrawal request, transcript order, PIN request, Texas Success Initiative compliance and transfer pre-evaluation.  Additionally, the Office of the Registrar evaluates all transfer student course work upon application to the University and creates, maintains and provides University transcripts to students.

Advising Center at Texas Tech (ACTT)

          A University strategic plan goal is to “Provide programs and services that disseminate knowledge and skills and that enhance the quality of life.”  The hallmark of higher education is learning about thinking.  Academic advising at ACTT includes working with students to learn about the critical thinking process and decision-making.  The process is imbedded in each conversation between students and advisors, is built into the schedule approval Web site (SAW), and is the foundation of the DISCOVERY! program that assists students in the decision-making process of choosing an academic major.

          Academic advising is an academic and education support process.  At ACTT, academic advising is a systematic, holistic, developmental and student learning process.  It is based on close student-advisor relationships where students learn about critical thinking and decision-making.  This is done through the process of assisting students through college transitions and assisting them in achieving personal, educational and career goals. 

McNair Scholars Program

          The McNair Scholars Program provides support to first generation college students from limited income backgrounds to ensure Scholars’ academic success in their undergraduate program and to prepare Scholars for successful entry into and completion of a graduate program.  Services provided to Scholars through the program include: 

• An undergraduate research experience under the guidance of a faculty member
   

• Mentoring by a graduate student in the appropriate discipline concerning graduate student culture
   

• One-to-one weekly meetings with program staff to monitor Scholar progress and promote utilization of University and program services
   

• Crisis advising and referrals to support services
   

• Tutoring
   

• Semimonthly workshops to inform Scholars of the skills and information needed to be successful at the graduate level
   

• Funding for Scholars to travel to present research results, attend professional conferences or conduct a graduate school site visit
   

• Laptop computers for Scholars to check out overnight
   

• Computer lab
   

• Scholarships for Scholars who successfully complete semester requirements
   

• Assistance with graduate school applications
   

• Scholar study/activity area in the McNair Office
   

• Resource books in the McNair library

          A detailed description of these services can be found in the McNair Scholars Handbook which is distributed to new Scholars at the beginning of their program participation.  These services are designed to provide a holistic approach to student support.  The program staff monitors not only academic performance but personal issues that may impact student performance.  Faculty mentors provide Scholars with valuable information on conducting research.  The research experience not only gives Scholars a valuable asset for graduate school applications but it is meant to prepare them for the type of research work required at the graduate level.  As all of the Scholars are from limited income backgrounds, the opportunity to attend and participate in a professional conference gives them the opportunity to compete and interact with peers in their discipline. 

The institution has a sound financial base and demonstrated financial stability, and adequate physical resources to support the mission of the institution and the scope of its programs and services.

The member institution provides the following financial statements: (a) an institutional audit (or Standard Review Report issued in accordance with Statements on Standards for Accounting and Review Services issued by the AICPA for those institutions audited as part of a systemwide or statewide audit) and written institutional management letter for the most recent fiscal year prepared by an independent certified public accountant and/or an appropriate governmental auditing agency employing the appropriate audit (or Standard Review Report) guide; (b) a statement of financial position of unrestricted net assets, exclusive of plant assets and plant-related debt, which represents the change in unrestricted net assets attributable to operations for the most recent year; and, (c) an annual budget that is preceded by sound planning, is subject to sound fiscal procedures, and is approved by the governing board.

Audit requirements for applicant institutions may be found in the Commission policy entitled "Accreditation Procedures for Applicant Institutions.  (Resources)

(Not applicable for the Compliance Certification submitted by institution).

Section 3:  COMPREHENSIVE STANDARDS

Institutional Mission, Governance, And Effectiveness

The institution has qualified administrative and academic officers with the experience,
competence, and capacity to lead the institution.

The institution defines and publishes policies regarding appointment and employment of
faculty and staff.

Enrollment Management

          Department directors are evaluated annually by the Associate Vice President for Enrollment Management.  Copies of all evaluations are maintained in individual departments and in Personnel.

Office of Admissions

          Each year, employees are evaluated by their immediate supervisor.  Employees have the opportunity to provide input regarding their job performance before the actual evaluation.  The result of the evaluation is a document that provides directions and a plan of action if improvement is needed.

Office of Financial Aid

          As a part of the annual process, evaluations are heavily weighed for merit consideration if funds are allocated for merit increases.  Specific areas evaluated include items such as customer/personal relations, relationships with customers and fellow employees, and overall ratings.

Office of the Registrar

            In addition to the annual evaluation, employees of the Office of the Registrar are evaluated in June of each year.  These evaluations are kept in the Registrar’s Office.

Advising Center at Texas Tech (ACTT)

          Additional staff performance evaluations are conducted mid-year.  As a result of the strategic planning process, ACTT has been able to show the need for full-time staff to work with increased numbers of students.  From 2000 to 2002, ACTT evaluated the services of this University-wide academic advising office and shifted from a scheduling office that revolved around registration and orientation to a year-round service delivery system.  Positions were upgraded, and full-time advisors replaced part-time graduate students.

          As a result, the staff has become stable, resulting in less time spent on three annual cycles of recruiting, hiring and training.  A stable work force has resulted in more accurate information being provided to students, more available time for advising students one-to-one and working in small group workshops, and available time for the refinement of programs and processes to better serve students.

McNair Scholars Program

          In addition to annual performance evaluations, full-time employees receive mid-year updates.  Mid-year evaluations are maintained in the McNair Scholars Program Office.

The institution’s policies are clear concerning ownership of materials, compensation,
copyright issues, and the use of revenue derived from the creation and production of all
intellectual property. This applies to students, faculty and staff.

Enrollment Management

The 2003 Enrollment Management strategic plan assessment (http://www.irs.ttu.edu/SACS/AssessmentReports/52_0_2003.pdf) reveals progress toward divisional and institutional goals regarding the composition of the student body.  From Fall 2002 to Fall 2003, total enrollment increased 3.6% and freshman class enrollment increased 7.3%.  The mean SAT score for the Fall 2003 class was 1123, exceeding by 11 points the record set in 2001 and 2002.  The 2003 retention rate of 82% matches the record set in 2002 and the graduation rate rose to a record high of 55%, which is the fourth consecutive year that the graduation rate has improved.  The Enrollment Management strategic plan is updated and assessed annually.

The annual assessment of the Enrollment Management Plan was completed in December of 2003.  In addition to the Enrollment Management strategic plan assessments reported above, the following data reflect the University’s progress toward the state’s charge to “identify, attract, enroll and retain students that reflect the population of the state.” 

Goal 1.  Access and Diversity: Recruit, retain and graduate a larger, more academically prepared, and more diverse student body. 

• The 2003 graduate student enrollment grew 4.5% and the 4,282 enrollment represents the largest graduate student enrollment in Texas Tech history.
   

• Student credit hour production reached a record high of 359,863, an increase of 4.8% from 2002.
   

Goal 2.  Academic Excellence: Attain national recognition as a top public educational research university. 

• The 2002 State Board for Educator Certification accountability system for education preparation reported a cumulative ExCET passing rate of 91.47% for the University.
   

• The total number of tenure track and tenured faculty rose from 837 to 888 in 2002, an increase of 6.9%.

Goal 3.  Engagement: Provide programs and services that disseminate knowledge and skills and that enhance the quality of life. 

• The College of Engineering has developed substantial and significant outreach efforts.  An Engineering Academy has been established at Estacado High School.  A very successfully program, Building Computers, Communities and Families, has been developed, implemented and exported.
   

• KTXT-TV’s Ready to Learn outreach initiative provided 49 workshops for teachers and/or parents of preschool and primary age children involving 1,006 adults and, in turn, impacting 7,251 children.

Goal 4.  Technology: Benefit from the use of technology in the delivery of services.

• the Degree Planning and Transfer Credits System to deliver Internet-based student recruiting tools to provide the University with a competitive advantage.
   

• Fiscal Affairs developed a Web-based system to provide students on-line access to their tuition and fee information.

Goal 5.  Partnerships: Build strategic partnerships and alliances with external entities. 

• Student Affairs, in partnership with the Lubbock Chamber of Commerce, established Focus Lubbock, a Leadership Lubbock program for college students.
   

• Hill Country alliances with groups in Marble Falls and Fredericksburg resulted in an off-campus site at each location.

Goal 7.  Tradition and Pride: Develop a national image based on Texas Tech traditions and pride in achievements. 

• The first elements of the First Year Experience Program-Red Raider Camp, Summer Reading Program and Freshman Convocation-are planned or implemented.
   

• College of Engineering students are maintaining a better than 90% pass rate for the fundamentals of engineering examination.

Office of Admissions

Transfer Students

In order to facilitate the transition of students from a community college to Texas Tech and to increase the number of Texas residents completing a bachelor’s degree, Texas Tech has signed agreements with 25 community colleges in Texas and one institution in New Mexico.  The Pathway Program is designed to increase awareness about the educational opportunities available at Texas Tech; promote an understanding of the personal and financial value of a college education; and encourage currently enrolled students to complete their associate degrees.  In combination, the following services provide a more seamless transfer process for community college students: 

• Students have the opportunity to visit the Texas Tech University and Texas Tech University Health Sciences Center campuses twice during the year.
   

• Texas Tech admissions counselors provide information and advisement to students during visits to community college campuses twice each semester.
   

• Students can determine the transferability of courses and view Texas Tech degree plans via the on-line Degree Planning and Transfer Credits System.
   

• Scholarships are available to eligible students.

Diversity

 In Fall 2005, the Office of Admissions will begin using race and ethnicity as one of the factors taken into consideration when making admission decisions.  The use of race and ethnicity relates directly to the University’s strategic plans to enroll a qualified and diverse incoming class that includes both freshmen and transfer students.  The inclusion of race and ethnicity will help Texas Tech University to recruit, admit and enroll a student body that more closely reflects the state’s population of high school graduates.  Race or ethnicity will be one of many factors considered in the comprehensive, holistic review.  As with all other factors considered in the review process, no single factor will determine a student’s admission status.

Regional Centers

The regional centers also play an important part of recruiting efforts targeting diverse populations.  The admissions counselors in the regional centers are able to develop relationships and spend more time in targeted urban high schools that have large populations of diverse students.  Providing high school students and counselors with more individual attention has helped to increase Texas Tech’s visibility in schools where, historically, Texas Tech has not been a university of choice.
 

Bus Trips

Bus trips are designed to give students from Houston, Dallas, Fort Worth, Austin and San Antonio, a firsthand look at Texas Tech University.  The spring and fall bus trips are held in conjunction with a visitation day or a planned event.  Participants are from high schools with a large number of minority students.  To participate in the bus trip, a student must be admissible and, if applicable, submit an admissions application.           

The spring bus trip participants are sophomores or juniors.  Starting the recruiting process earlier gives us time to build a relationship with these students and to continue recruiting them during their junior and senior years. 
 

Top Scholars

          As Texas Tech continues to attract the attention of a diverse population of students, the Office of Admissions will focus more time on recruiting students who have excelled academically in high school.  To accomplish this goal, the Office of Admissions will begin recruiting students in their junior year of high school.  Once students are in the recruiting pool, students will receive publications that address the needs of this population of students.  High school counselors and parents will be included in these recruiting efforts.  Influencing counselors and parents may also help increase the enrollment of academically talented students. 
 

Increasing the Class Size

          As the University’s reputation continues to grow, a continued growth in applications is anticipated.  Recruiting efforts will be targeted at increasing the enrollment of students of color and students scoring 1200 or higher on the SAT or 26 or higher on the ACT.  Efforts will be made to increase the number of transfer students coming to the University from partner Pathway Program community colleges.  Our recruiting efforts will focus on increasing the yield of targeted populations entering the application process. 

Office of the Registrar 

The Office of the Registrar provides customer comment cards to all customers.  These cards are placed in high-traffic areas.  The management team evaluates all comment cards once a month, meets with the employees receiving the comments, and places those comment cards in the employee’s personnel file.  This is part of our strategic plan. 

The Office of the Registrar provides training opportunities for departmental employees.  Employees are encouraged to attend Texas Tech University Quality Service seminars, free technology short courses, as well as outside training provided primarily by Fred Pryor.  Employee training sheets are kept with the training coordinator and are evaluated and reported on the annual strategic plan assessment.  

Advising Center at Texas Tech (ACTT) 

          ACTT has identified outcomes and assessed them through the strategic planning process.

Following are highlights of evidence that outcomes are being achieved. 

          Goal 1:  Access and Diversity:  Create and implement a retention-based advising system.

• First generation college stipend students were retained at an 11% higher rate compared to average entering freshman students.
   

• The annual advisor:student ratio for undecided, undeclared and uncertain students decreased by 21% compared to the FY 2002 ratio based on intrusive advising to encourage upper class students to declare a major.

Goal 3:  Engagement:  Provide academic advising outreach to Texas Tech, Lubbock communities, the state and the region.

• 19.93% increase in number of student contacts
   

• Twenty-three presentations were delivered at New Student Orientation to first generation college students, parents and families.

       Through the strategic planning process, ACTT evaluated its role in the University mission.  The assessment showed that there were upper class students who languished.  Through intrusive advising and the creation of the DISCOVERY! program, ACTT staff minimized the number of junior and senior students.  The reduction in upper class students provided more advising time for first year students.

ACTT then turned its attention to the first year student and began a systematic campaign to encourage students to take advantage of DISCOVERY! during their first year.  As a result, more students were prepared to declare their major toward the end of their initial year.  The key word is “prepared”: ACTT works students through a critical thinking and decision-making process.  Currently, ACTT is working with Institutional Research to evaluate the effectiveness of this process is as shown through fewer major changes compared to students who did not go through ACTT.

McNair Scholars Program 

Expected outcomes for the McNair Scholars Program are outlined in the McNair Scholars Program grant application and in the McNair strategic plan.  The strategic plan can be accessed at http://www.depts.ttu.edu/mcnair/Strategic%20Plan%20of%20November%2013%202001.asp.  Objectives for the program are outlined during the four-year grant cycle in the grant application.  Copies of prior end-of-the-year performance reports are located in the Associate Director’s office.  Following are highlights from our most recent performance report submitted to the U.S. Department of Education. 

•  63%, or 47 of 75, TTU McNair graduates since 1996, report they have enrolled in a graduate program.  85%, or 40 of 47, of these students have been retained in a graduate program or have received a graduate degree.
   

•  Since the program’s first graduates in December 1996:

•   1 Scholar has received a J.D.
   

•   4 Scholars are enrolled in Ph.D. programs (up by 50% from last year)
   

•   1 Scholar is enrolled in an M.D. program with plans to obtain an M.D./Ph.D.
   

•   1 Scholar is currently enrolled in Law School
   

•   18 Scholars have received Master’s degrees (up from 9 last year)
   

•   15 Scholars are currently enrolled in Master’s programs
   

•   2 Scholars were enrolled in Ph.D. programs but have withdrawn – one for medical  reasons, one because of problems with her faculty advisor
   

•   Eleven of the 12 (92%) December, May, and August graduates earned a 3.0 GPA  or higher.  The other student received a 2.855 in Civil Engineering in spite of the loss of two close family members during her last semester.
   

•   Seventeen of the 21 Scholars (81%) have had the opportunity to visit a graduate school or attend a professional conference within their discipline.  Eleven of these 17 (65%) presented research findings at academic or professional conferences.
   

The following outcomes are outlined in the McNair Grant Application for the grant cycle beginning in Fall 2003 and are reported annually in an end-of-the-year performance report to the U.S. Department of Education.

 
Excerpt from the TTU McNair Scholars Grant Application

The primary goal of the Texas Tech University McNair Scholars Program is to increase the number of low‑income, first generation college student, and others from groups traditionally underrepresented in graduate education that enroll in graduate school for doctoral study.  All objectives listed below are designed to accomplish the primary goal of McNair.

1. Twenty junior and senior McNair Scholars who meet project eligibility requirements will be selected by October of each year to become McNair Scholars.  (Addresses primary and information needs.)
    

2. 100% of McNair participants will have their academic and sociocultural needs assessed by the end of their first semester to reveal areas of individual strengths and weaknesses, to help clarify the student’s potential for success in doctoral studies, and to provide a basis for academic development.  (Addresses academic, information and social needs.)
    

3. An average of 90% of McNair Scholars will show a documented increase in knowledge level based on entering need ranking and post a workshop evaluation throughout the minimum of 10 workshops per year.  (Addresses information need.)
    

4. 80% of McNair Scholars will rate the graduate student mentoring component as being beneficial to increasing their knowledge of the graduate school experience at a 4.0 or above on a 5.0 Likert scale.  (Addresses academic, information and social needs.)
    

5. 80% of the McNair Scholars will rate the faculty mentoring component as being beneficial to increasing their knowledge of the research experience at a 4.0 or above on a 5.0 Likert scale.  (Addresses academic, information and social needs.)
    

6. 90% of the McNair Scholars will complete a scholarly research paper (documented by a faculty signature) by the end of their senior year.  (Addresses academic, financial and information needs.)
    

7. 75% of the McNair Scholars will share a collegial/academic/professional experience through attendance at a conference and will demonstrate through a written report that the attendance impacted their understanding of graduate school, academia, and/or scholarly research.  (Addresses academic, information and social needs.)
    

8. 80% of McNair Scholars will earn a baccalaureate degree from Texas Tech University within 3 years of entering the program.  (Addresses academic need.)
    

9. 80% of those who earn a baccalaureate degree will graduate with a 3.0 or higher cumulative grade point average.  (Addresses academic need.)
    

10. 60% of graduating McNair Scholars will enroll in a graduate program within three years of receiving their baccalaureate degrees.  (Addresses academic and financial needs.)
     

11. 60% of McNair Scholars who enroll in a graduate program will attain a doctoral degree within 10 years.  (Addresses academic and financial needs.)
     

12. 100% of Scholars will be assessed for the general technology skills needed to complete a graduate program and will be provided with a technology development plan with resources for self-implementation.  (Addresses technological need.)

       The following outcomes are currently listed in the McNair strategic plan.  Assessment of the strategic plan takes place in March of each year. 

Goal 1:  Increase the awareness of opportunities provided by the McNair Scholars Program to first generation college students from low-income backgrounds. 

Critical Success Factors

• Present to at least three minority student organizations per year.
   

• Secure list of students documented as first generation college students from Admissions and mail recruitment information to them annually.
   

• Recruit 30 qualified minority applicants to the program annually.

Goal 2:  Provide support services to Scholars to address academic and non-academic issues that impact the educational attainment and success of first generation college students from low-income backgrounds. 

          Critical Success Factors

• Retain 90% of Scholars in the program each year.
   

• 75% of Scholars receiving a bachelor’s degree from TTU will graduate with a 3.0 or higher GPA.
   

• 50% of Scholars receiving a bachelor’s degree from TTU will enroll in graduate programs.
   

Goal 3:  Provide services and information to promote accountability of program partners (faculty mentors, graduate student mentors, and Scholars). 

          Critical Success Factors

• 90% of Scholars graduating each year will submit a complete final research paper signed by their faculty mentor.
   

• 100% of new faculty mentors receive annual training on the mentoring experience.
   

• 100% of new graduate student mentors receive annual training on the mentoring experience.

Goal 4:  To serve as leaders at the university, local, state and national levels to promote the program, the University and undergraduate research. 

          Critical Success Factors

• No less than once a year, program staff will chair or serve on local or state committees to promote opportunities for first generation college students.
   

• Scholars will plan and participate in one community service project each year.

PROGRAMS

Office of Admissions

Regional Centers

          The Office of Admissions has regional centers placed strategically throughout Texas.  The centers in Dallas, Fort Worth, Houston, Austin, San Antonio and El Paso allow the University to target geographically diverse areas while serving as a resource for interested individuals in the area.  In some cases, the regional centers serve as the first point of contact for families.  For students who are not familiar with Lubbock or do not have the means of making a visit to Lubbock, the contact with an admissions counselor becomes an important way of getting these students in the prospect or applicant pool.

          The regional centers help to establish Texas Tech’s presence statewide.  Establishing relationships with high schools that have diverse populations and visiting with students and parents is evidence of Texas Tech’s commitment to recruiting a diverse student body and increasing Texas Tech’s visibility outside of West Texas.

Outreach

          The Office of Admissions is developing an Outreach Program designed to increase the awareness of higher education and the benefits of attending college.  The first phase of the Outreach initiatives will focus on the Lubbock area.  The Outreach Program targets students who are in middle and high school.  Because the majority of these students are first generation students, a significant amount of the outreach efforts will focus on the needs of this population. 

          Texas Tech’s Outreach Program will be built with the mission of partnering with agencies and University departments that are already involved in outreach efforts.  While working to develop needed programs, the Office of Admissions will serve as an area of support for programs that are already established but lack an admissions component.  The goals that have been established for the Outreach Program include:

• Communicate with existing programs/organizations for partnership opportunities and determine the scope of their programs and how the Office of Admissions can partner with them
   

• Identify the local area/schools to target
   

• Develop an Outreach Program for 6th to 8th grades and 9th to 11th grades
   

• Create appropriate communication for students, parents and school administrators
   

• Determine the feasibility of a mentoring program involving Texas Tech students, specifically students who are a part of first generation student organizations

Office of the Registrar

          In conjunction with the Office of Admissions, the Office of the Registrar created a Web site that allows former students to quickly re-enroll.  Additionally, the Office of the Registrar evaluates all transfer student course work upon application to the University and creates, maintains and provides University transcripts to students.

          The Office of the Registrar provides many forms on the Web for use by distance and local students. The forms available on-line include: 

• Returning Student Form

• Name/Social Security Number Change Form

• Petition for Grade Replacement Form

• Withdrawal Request Form

• Transcript Order Form

• PIN Request Form

• Texas Success Initiative (TSI) Compliance Form

• Transfer Pre-Evaluation Form

Advising Center at Texas Tech (ACTT) 

          In accordance with the University strategic plan goal to “Recruit, retain, and graduate a larger, more academically prepared, and more diverse student body,” ACTT provides outreach to first generation college (FGC) students and their families.  The majority of prospective FGC students in the University recruiting base in the state of Texas are Hispanic public school students.  Examples of ACTT outreach include: 

• Providing information tables at University Day events, community fiestas and financial aid nights in area high schools
   

• Working with FGC student groups who visit campus
   

• Providing a FGC student peer mentoring program to work with current and prospective FGC students
   

• Working with prospective FGC students and their families during College Days at South Plains College
   

• Planting the seeds of a college education through the Boy’s and Girl’s Clubs of Lubbock and Amarillo

McNair Scholars Program

          The McNair Scholars Program mission is to inform, support, prepare and motivate program participants for the rigors of doctoral education.  The McNair Scholars Program vision is to increase the number of limited income, first generation college students who enroll in graduate programs with the ultimate goal of receiving a doctoral degree.  The idea is that these students will become mentors for future first generation college students.  The program is consistent with the University’s mission specifically regarding the goals of access and diversity, academic excellence, engagement and excellence, and partnerships.

Office of Admissions

          The Office of Admissions coordinates New Student Orientation (NSO) for freshman and transfer students.  During NSO, the following topics are covered: advising; federal, state and University policies/initiatives; student support services; student financial aid; and student safety.  The goal of NSO is to provide students and parents with an understanding of the advisement and registration process; a connectedness to the University; a better understanding of federal, state and University policy and procedures; and a greater knowledge of University resources.

Office of the Registrar

          The Offices of the Registrar and Admissions created a Web site that enables former students to quickly re-enroll.  In addition, the following forms are available to students online: returning student, name/social security number change, petition for grade replacement, withdrawal request, transcript order, PIN request, Texas Success Initiative compliance and transfer pre-evaluation.  The Office of the Registrar evaluates all transfer student course work upon application to Texas Tech University and creates, maintains and provides University transcripts to students.

          The Office of the Registrar provides comment cards to all customers.  These cards are placed in high-traffic areas. The management team evaluates all comment cards once a month, meets with the employees receiving the comments, and places those comment cards in the employee’s personnel file.

Advising Center at Texas Tech (ACTT)

          One University strategic plan goal is to “Benefit from the use of technology in the delivery of services.”  ACTT is an academic support service and has addressed the issues of increased student populations and diminished resources through the use of technology.

          ACTT created electronic tools to assist in the non-advising, yet important, processes of scheduling, registering and documenting advising sessions.  Axis is a centralized Web-based academic advising information management system and it takes advising centers one step closer to being paperless academic support offices.  It is a centralized Web-based academic advising information management system.  Axis allows for the recording of advising session notes; longitudinal tracking of advising sessions, students and advisors; enables students to review notes from their advising sessions via the Web; and provides a management system for directors.  Axis provides reporting tools for retention management; defines and tracks student cohorts for advising and retention purposes; and provides measurable information on the effects of interventions.  It is accessible any time, providing a real-time communication tool that encourages interaction between students and advisors.  Axis unifies student advising information from campus offices and databases.  It also allows designated data to remain private to advisors or programs.  

          ACTT created the schedule approval web site (SAW) to eliminate anxiety, stress and frustration often experienced during the registration cycle.  It assists students in selecting courses and submitting schedules for approval.  Five steps provide guidance in developing critical thinking and decision-making skills.  One of the effects of SAW has been an increase in the interactions between students and advisors.  The increased interactions have resulted in better course selections as evidenced by students getting the classes they need to graduate in four years without as many add/drops.

McNair Scholars Program

          Following are the academic support services provided to McNair Scholars in accordance with the McNair Scholars Program grant application.  These services are also outlined in the McNair Scholars Handbook provided to students during the first semester of program participation.

• Advising and Monitoring of Scholar Progress – Scholars meet weekly with a member of the program staff to provide updated information on their academic and personal progress.  This intensive interaction is necessary in dealing with first generation college students as research shows that FGC students are less likely to seek support from institutional organizations.
   

• Undergraduate Research Experience – The opportunity to participate in an undergraduate research experience not only helps Scholars prepare for graduate school, but it also makes them more attractive to graduate programs recruiting highly qualified students. 
   

• Faculty Mentoring – FGC students are less likely to be involved in the University system.  Conducting research with a faculty mentor gets Scholars involved in their departments and gives them the opportunity to interact on a one-to-one basis with professionals in the field.
   

• Graduate Student Mentoring – Graduate student mentors provide Scholars with up-to-date, real life information on surviving the graduate experience.  With this information, Scholars can be prepared for the rigors of graduate education and can make informed decisions regarding their choice of graduate programs.
   

• Financial Assistance – The McNair Scholarship provides Scholars with financial assistance to enable them to reduce work hours and focus on academic success.
   

• Tutors – Tutors are provided to ensure academic success for Scholars having academic difficulty in particular subject areas.  The Program provides tutoring for courses where the University does not provide tutoring services in those instances where University services are not appropriate for a Scholar’s situation. 
   

• Workshops – The implementation of the sophomore year component includes the addition of a six-part workshop series designed to introduce Scholars to research.  Additionally, workshops are held throughout the year to inform Scholars about graduate school requirements, application processes, presentation guidelines, careers in academia, and to help Scholars develop skills necessary to succeed at the graduate level.
   

• Travel Opportunities – Low-income students do not have the financial resources to participate in professional and academic conferences.  The opportunity to do so at the undergraduate level gives Scholars the chance to interact with peers in their discipline and hone their presentation skills.
   

• Graduate School Application Assistance – Scholars receive assistance in navigating the graduate school application process.

Enrollment Management

The Division of Enrollment Management has adopted procedures to protect the confidentiality and security of sensitive documents.  Security sensitive materials are kept in locked cabinets.  Shredders are accessible for destroying other materials.  Employees’ computers utilize password protected screensavers so that a user must log in if a computer is inactive for more than a few minutes.

The electronic database of student information is secured on the Texas Tech University server and its security is maintained by Technology Operations and Systems Management.  Employees access the student information system with user names and passwords that must be changed weekly.  In order to access imaged security sensitive documents through TechFile, employees must log in with their eRaider user names and passwords.  In addition, the eRaider user name and password is required to access various University systems, including those providing human resources and accounting information.  Employees are encouraged to change their eRaider passwords periodically.

Office of Admissions

Disposing of Security Sensitive Documents

          The Office of Admissions disposes of all security sensitive documents used in the admissions process.  A secure container for all sensitive documents is located in the central processing area.  To guard against identity theft or the release of sensitive information, the following documents are placed in the secure container: 

• Reports

• Unofficial documents from students

• Faxes, letters or notes that contain sensitive information

• Any document that may have information about a student, employee or the office

Typically, the information that is being protected is a:

• Student’s social security number, name and address

• Report with student biographical data (e.g., ethnicity, family income, residency)

This policy was effective July 2003. 

FERPA Policy

 FERPA does not apply to Texas Tech students until they are enrolled in classes.  The FERPA policy is covered yearly during staff training.  The Office of Admissions will release information in the following manner: 

• High School Students – If information is requested about a high school student, the Office of Admissions will release information to parents, students or counselors after they have identified themselves and have provided the following information:

• Student’s social security number
   

• Home address
   

• Name of the school the student is currently attending
   

If information is requested by a Texas Tech faculty or staff member, they must identify themselves and provide the following information:

• Student name or social security number

• Reason they need the information

• Transfer Students – If information is requested about a transfer student, the Office of Admissions will release information to parents, students or counselors after they have identified themselves and have provided the following information:

• Student’s social security number
   

• Home address
   

• Name of the school the student is currently attending
   

If information is requested by a Texas Tech faculty or staff member, they must identify themselves and provide the following information:

• Student’s name or social security number

• Reason they need the information
   

The following information is released to those inquiring about freshmen or transfer students:

• Application status (complete or incomplete)

• Receipt of information
   

The following are instances for which information is not released:

• GPA information is not released to parents of transfer students.

• If notification has been provided not to release information, then no information will be shared.

• Information on freshmen and transfers is not released to siblings or friends.

     This policy was effective August 2002.

Office of the Registrar 

Upon employment, full-time and part-time employees sign a confidentiality agreement based on FERPA guidelines.  FERPA guidelines are posted on the Office of the Registrar Web site as they relate to student information and are found on the back of all Office of the Registrar forms.  Each employee is provided with an Office of the Registrar Employee Handbook that contains the policies and procedures of the office.  Each office has a shredder and any copy containing personal student information is shredded.  Quality in imaging documents into TechFile is maintained by editing scanned documents according to quality.  The Office of the Registrar maintains and provides security and quality control for imaged documents, microfilm and microfiche.           

Files on the mainframe (TechSIS) are backed up nightly.  The Office of the Registrar created, maintains and provides the TechSIS training manual, and trains new Texas Tech University employees requiring access to the student record system.  When students require a change of a student record (drop/add, withdrawals, etc.) students are required to produce a photo ID.  If the student does not produce a photo ID, the student must correctly answer a list of five questions.  Official transcript paper, seals, signatures and stamps are housed in the office safe at the close of business each day.  The office’s public notary tools are secure, as well.

Advising Center at Texas Tech (ACTT) 

       ACTT is a paperless office, relying on program and University electronic databases.  ACTT uses a card swipe system so that students are not required to say their social security numbers when checking in.  ACTT has contracted with Westex Document, Inc., to rent their locked cabinets and have confidential material destroyed. 

       For electronic security, staff members lock their computer when they step away from their workstation.  If staff members leave their computer for an extended time, they log off or shut down their computer.  This is standard operating procedure at ACTT.

McNair Scholars Program 

 All staff member secure their individual computers by locking them when leaving their workstations.  McNair has contracted with Westex Document, Inc., to rent their locked cabinets and destroy confidential materials.

The institution’s use of technology enhances student learning, is appropriate for meeting the
objectives of its programs, and ensures that students have access to and training in the use
of technology.

RESOURCES

Section 4:  FEDERAL REQUIREMENTS

Office of Admissions

The Office of Admissions utilizes the following publications in the recruitment of students: postcards for prospective student groups and parents, Viewbook, University fact sheet, pamphlet highlighting academic opportunities, brochure outlining the undergraduate to medical school initiative, application guide and reminder postcards, scholarships postcard and brochure, transfer guide, and University Day brochure and poster.  These publications are updated yearly and represent the institution’s practices and policies.
 

Office of Financial Aid 

Within the Financial Aid Office, the only publication used as a recruiting tool or material is the Financial Aid Scholarship Handbook.  This handbook accurately represents the University’s practices and policies.  The Financial Aid Handbook is available at http://www.fina.ttu.edu/ and a new edition will be available for the 2005-2006 academic year.
 

Office of the Registrar 

The Office of the Registrar, in conjunction with the Office of Admissions, created a Web site for former Texas Tech University students.  This Web site allows former students to re-enroll at Texas Tech University quickly.  Each spring and fall semester, postcards are sent to students who were enrolled at the University for prior semester but are not enrolled for the current semester.  The postcard invites these students to return to Texas Tech University and includes the Web site address for the students’ convenience.