目标1Provide Students with the Tools to Succeed

客观的一个

Increased faculty 和 GTA workshops
Enhanced assessment of adjunct faculty teaching effectiveness across colleges.
Increased student satisfaction for classroom instruction.
Over 151 faculty development events 和 workshops sponsored annually by the Center for 学习和教学 to support online 和 face-to-face teaching/learning strategies.

Increased use of instructional technology to support students' active engagement in learning.
Increasing use of classroom technologies 和 Canvas features, such as online chats 和 video tutorials.

CLT events/workshops for faculty focused on "Foundational Strategies for Online 教学,“画布, Adobe连接, innovative strategies 和 technologies, 和 other pedagogical topics.
Over ten colleges/units created new faculty development workshops. 的 Center for 学习和技术 established a Summer Institute on 教学和 Academic Affairs launched a "Provost's Conversations on 教学."
All colleges st和ardized assessment of adjunct faculty, incorporating peer review, portfolio assessment, 和 classroom visits, among other assessment tools. In 2011-12 the majority of graduating seniors reported they would choose ODU again (72%). Overall ratings slightly decreased from 75% in 2009-10 to 72% in 2011-12; there were slight changes in college ratings. In 2009-10, the highest ratings were: CoHS (84%), DCOE (80%), 和 BCET (73%). In 2011-12 BCET's ratings decreased from 73% in 2009-10 to 68% in 2011-12, thus ranking them 5th highest. In 2011-12, CoHS (79%) 和 DCOE (75%) remained the top two highest rated colleges, with CBPA (73%) ranking third.

New Supplemental Instruction program targeting high DFWI classes.
Enhanced effectiveness of the Student Success Center 和学习共享.
Advising centers in all academic colleges to promote student engagement in the majors.
Increased student participation in tutoring 和 mentoring services.
Consolidation of tutoring 和 academic support services.
Establishment of a Retention Task Force aimed at assisting at-risk students; increased retention by 1 percentage point.
支持 of student-led "Finish-in-Four”倡议.

Online services continue to be offered by the 写作中心和 SmartThinking. 的 PEP is piloting a synchronous tutoring/mentoring delivery system using Adobe Acrobat.
All Colleges report that professional advisors have completed the Master Advisor Certificate Program; the program is being revised to meet faculty advisor needs.
的 Student Success Center/学习共享 (SSC/LC) opened in fall 2011. In 2012, Academic Affairs conducted a survey of faculty, the results of which indicated approximately 50% of faculty were unaware of the SSC/LC services. A new survey is being developed to ascertain 2013-14 awareness among faculty of the SSC/LC.
All academic colleges now have a learning community or a living-learning community in existence or planned for fall 2013.
A Satellite Campus Peer Educator Program is planned for implementation at the Higher Education Centers in FA13.

的 DFWI list was comprised of 33 courses in 2006-07. 的 courses are located in 4 colleges 和 a major theme of the lists is math competency. 2006 - 07年以来, 16 courses continue to exceed a 30% DFWI rate, 17 courses have dropped off the list, 和 8 new courses were added. Math is still a central theme among the courses.
的 Math Science Resource Center (MSRC) has exp和ed offerings aimed at reducing DFWI courses where math competencies were lacking. 的 Center showed a 20% increase in pass rates for MATH 102M students who attended Supplemental Instruction sessions as compared to those who did not receive this instruction. 结果是, beginning fall 2013, all at-risk MATH102M students will be placed in newly developed Supplemental-Instruction MATH 103M courses.
Student use of Academic Enhancement's tutoring 和 mentoring services increased 265% from 2010-11 (898 students) to 2012-13 (3285+ students). 的 Peer Educators Program (PEP)和写作中心 report positive student responses 和 increased performance for students utilizing their services. 的 Peer Educators Program offered Supplemental Instruction sessions, resulting in 20-30% higher pass rates for participants than for students who did not attend. Beginning fall 2013, the Peer Educators Program will offer supplemental instruction for all high DFWI courses in CBPA.
In 2011, the Math 和 Science Resource Center, the 写作中心, 和 the Peer Educators Program moved into the 学习共享和 Student Success Center.

学习共享-flexible spaces 和 collaboration rooms to support group projects 和 individual study.
100% of all university classrooms are mediated.
CBPA开设了交易的房间, which features 24 state-of-the-art Bloomberg Terminals.

学习共享' impact on library usage: service transactions increased by 5% from FY10 to FY12, instruction sessions increased by 37%, 和 gate counts increased by 18%.
Flexible study 和 program spaces have been constructed in residence halls 和 in the library, 和 student Collaboration Rooms are filled to capacity from 10am to midnight.

Development of undergraduate research apprenticeship programs.
Annual 本科 RESEARCH Symposium.
Integration of undergraduate research 和 undergraduate curricula.
Increased student participation in 本科 RESEARCH Grant Program.
Sevenfold increase in student participation in publishing 和 presenting results of their research.

Over the past three years, 150 students participated in one of the "research sites" supported by the undergraduate research apprenticeship program.
In spring 2013, more than 100 undergraduates gave presentations at the 本科 RESEARCH Symposium (a 50% increase since the inaugural spring 2009 symposium).
CoS faculty developed senior research thesis options 和 exp和ed existing seminars to provide students with research experiences; some departments require a senior research project for all majors. 的荣誉学院 developed a senior honors thesis option 和 an undergraduate research apprenticeship course. DCOE students conduct action research as part of their internship course through project CARE NOW.
的 number of students participating in the undergraduate research grant program increased from 12 in 2008 to 30 students in 2011-12.
From a base-line of 40 students in 2009, now over 300 ODU students (increase of 650%) publish or present the results of their research at conferences.