Purpose:
The purpose of our UESS divisional IOSs is to establish high-level cross division measures that align with our long-term divisional goals, help us define success in these goal areas over the next 1-3 years, and support UESS units in prioritizing and aligning unit level goals with divisional priorities.
Our divisional goals are intended to remain stable and guide our work over the next five years. In contrast, IOSs are shorter-term measures that may change from year to year as we test, assess, and adjust strategies related to each goal. The Executive Leadership Team (ELT) should review and revise IOSs annually in late spring as part of the assessment cycle.
Divisional Goals & IOSs:
Goal 1: Create a sense of connection and belonging for students
Ensure students feel known, connected, and supported through relationships that build belonging, engagement, and confidence.
- Connecting at a Human Scale: Increase by 5% each year over the next three years, students of all types (new, continuing, new transfer, continuing transfer) who agree that “I know a faculty member or staff person that cares about me as a person” (Fall RAFT- annually). [Baseline = AY 25-26]
- Overall Belonging:(a) Maintain 90% of all undergraduate students who agree that “I feel like I belong at University of Oregon”.
- Note: Data will be broken out by new/continuing students; target is the same for all breakouts.
Goal 2: Provide universal and proactive academic support
Provide academic support for all students by default, with timely, targeted support aligned to student needs, so students do not need to seek help on their own.
- Universal Access/Reach/Coverage: Increase percent of all undergraduates who engage with (a) at least one UESS advising or advising care unit by week 6 (FA) and week 6 (SP, cumulative) (b) or UESS support program by end of the academic year. [Baseline = AY25-26]
- Note: A student is part of UESS’s service population if they are connected with the AEC at any point during the academic year, are an Exploring, PathwayOregon, TRIO-SSS, or TRIO-McNair student, are on the roster of CMAE, enrolled in a FIG or ARC, or participated in any of the programming or support services provided by the TAEC or URDS.
- Timely/Proactive Support: (a) Increase percent of entering undergraduate students at highest risk of attrition (3.4 GPA or below/no credits) who see an academic advisor by week 5; (b) Increase percent of second/third term students at highest risk of attrition (TBD, anchored to Term 1 and Term 2 academic trigger) who receive academic support by week 5 of second/third term, respectively; and (c) Reduce DFNW rates for TAEC supported courses [Baseline = AY25-26].
Goal 3: Remove structural and systemic barriers to student persistence
Identify and change institutional policies, practices, and systems that make it harder for students to enroll, stay enrolled, or make academic progress.
- Holds: Reduce percent of undergraduate students with registration holds each term, weeks –2, -1, 0, 1, 2 [Compare same weeks year over year to capture effectiveness; Baseline = AY 25-26]
- Registration: Increase % of FTIC (First Time In College) non-registered students with whom we have made “meaningful contact” in our UESS registration calling campaign each term – week –2,-1,0,1,2 [Compare same weeks year over year to capture effectiveness; Baseline = AY 25-26]
- Stop-Out Prevention: Test and evaluate (a) early stop-out intervention using CANVAS data (b) faculty early alert in high impact courses.
- Accommodation Services: Improve access to and sustainability of AEC services by (a) improving timeliness of test submission by faculty (b) completing a review of the capacity of AEC to meet growing student demand (c) streamlining testing service across the university.
- Policy and Practices: Annual identification of key barriers and number of policy or process changes implemented. For AY26-27 (a) implement holds best practices (b) implement Scholastic Review Committee process revisions (c) revise and implement priority registration policy and practices; (d) revise and implement major declaration policy and practices (e).
Goal 4: Build early and sustained academic momentum toward timely graduation
Design onboarding, advising, curricular pathways, transition structures, and pre-college programs that help students arrive prepared, make early progress, anticipate common roadblocks, and stay on track to graduate.
- Pre-College Programs: Increase (a) enrollment in pre-college programs, and (b) percent of students enrolled in UESS pre-college programs who matriculate to University of Oregon. Capture pre-college engagement via RAFT launch in summer 2027. [Baseline = AY 25-26]
- Credit Momentum: Increase the percent of undergraduate students who take 15+ credits each term, disaggregated by cohort year. [Baseline = AY 25-26]
- Degree Planning: Build the infrastructure to support proactive degree planning through SmartPlan (targets TBD with vendor).
Goal 5: Expand access to high-impact experiences
Increase equitable access to high‑impact experiences that deepen learning, support achievement, and strengthen career and post‑graduation success.
- Access to First Year Experiences: (a) Increase percent of FTIC enrolled in a UESS first year experience program (FIGs, ARCs, PURA); (b) Double the number of students enrolled in PURA each year for the next two years and extend to a two-year program.
- Equitable Access First Year Experiences: Increase % of FIG and ARC cohort from population that is at risk of attrition for academic reasons (low high-school GPA, no college credit).
- Impact of First Year Experiences: Improve retention rates for FTFT (First-Time Full-Time) students enrolled in FIGs, ARCs, and PURA.
- Note: FTFT is the official institutional cohort used for retention calculations.
- Track Undergraduate Research Experiences: Develop a systematic way to track undergraduate research experiences.
Goal 6: Use data and evidence to drive continuous improvement
Use timely, shared data and evidence to identify risk early, guide coordinated decision-making, and continuously improve student success strategies and outcomes across the university.
- Timely Data Access: RAFT Report shared by end of FA term (initial results for Goal 1); Advising Operational Dashboard developed (w/Data Enablement Team) and pilot tested in FA26 (available dynamically for Goal 2); Build Registration Hold Report (AVPA and PM by FA26); Momentum Operational Dashboard developed (w/Data Enablement Team) and pilot tested pre-FA26 (available dynamically for Goal 3; FYE Report shared by end of FA term (each AY for Goal 5).
- Assessment: (a) 100% of UESS units have outcomes that are aligned with divisional IOSs and strategies for AY 26-27; (b) completed assessment of priority UESS interventions; (c) implement university wide assessment of advising; (d) SCOPE Reports shared by Aug 15 (each AY); (e) RISE Report shared by third week of Aug (each AY).
- Evidence-Informed Improvement: Percent of units that identify meaningful changes/improvements based on the assessment findings.