Appendices

Appendix A - Angelo State Mission/Vision/Values

Mission Statement

Angelo State University provides highly competitive graduates to the global marketplace by delivering quality programs in a values-focused and student-centered teaching and learning environment.

Vision Statement

By the end of this decade, ASU will be known as an innovative leader in driving educational, cultural, and economic initiatives to meet the needs, face the challenges, and grasp the opportunities for our region, state, and the global community.

Angelo State Core Values

1. Integrity (Integridad): Do the right thing, even if no one knows. Act with upstanding character, humility, and trustworthiness. Be transparent in motive, communication, and action. Take responsibility for actions. Provide honesty and respect at all times. Consider others first.
2. Diversity & Inclusion (Diversidad & Inclusión): Celebrate, appreciate, and build on our differences. Build a culture of participation and belonging. Create and nurture a safe environment to share ideas and welcome inclusive, constructive feedback. Seek to understand; encourage and empower courageous and honest communication. Practice and advocate empathy, just treatment, and mutual respect for everyone. Stand up against injustice to form a foundation of trust and accountability.
3. Significance (Impacto): Construct a legacy and reputation of dynamic impact beyond ourselves. Nurture positive growth of self and others. Embrace opportunities and celebrate achievements. Be inquisitive to expand knowledge and horizons. Ignite innovation.
4. Community (Comunidad): Collaborate to develop an inclusive sense of place and purpose. Pull together to engage in purposeful teamwork. Serve others and extend genuine acknowledgment and recognition. Unify to strengthen institutional purpose. Cultivate meaningful relationships through intentional acts of kindness. Act to meet relevant community needs.
5. Commitment (Compromiso): Hold ourselves and each other accountable to our responsibilities and goals. Generate an environment that handles adversity and supports resilience. Encourage healthy conflict to energize growth and effect positive results. Advocate self-reflection and institutional growth mindset. Deliver excellence through continuous improvement.

Appendix B - Angelo State Strategic Plan

Angelo State University’s strategic plan, “Envisioning 100 Years & Beyond”, July 2019, was the result of over 12 months of planning and dialogue about the fundamental direction of the university for the 21st century. Continuing on the foundation laid through Vision 2020, Angelo State seeks to expand efforts for retention, recruitment, student and faculty/staff success, and continuous improvement. The strategic plan, aligning with the mission, is designed with our institutional vision and values in mind; Angelo State will continue to be distinguished by our teaching, research, and student-centered environment.

Angelo State Strategic Plan

Appendix C - Angelo State Strategic Enrollment Plan

A Strategic Enrollment Management (SEM) Plan is a data-informed process that aligns an institution’s fiscal, academic, co-curricular and enrollment resources with its changing environment to accomplish the institution’s mission and ensure the institution’s long-term enrollment success and fiscal health.

Angelo State University SEM Plan focuses on the following pillars and goals, which are supported by corresponding objectives and action plans:

SEM Plan Pillars and Goals

• Pillar 1: Recruitment and Marketing
  • Goal 1: Enroll an increasing number of new students to Angelo State to help them achieve their academic goals and ensure institutional viability.
  • Goal 2: Strengthen Angelo State’s market position and brand awareness to improve enrollment outcomes.
• Pillar 2: Retention and Persistence
  • Goal 3: Cultivate a vibrant campus experience that enhances a sense of community connections and affinity with the University to increase persistence and graduation rates.
  • Goal 4: Enhance academic and co-curricular support systems and build a framework to intentionally engage students and reduce barriers to success.
• Pillar 3: Career Opportunities
  • Goal 5: Ensure that the academic portfolio meets the workforce demands and aligns with student academic interests and career goals to leverage institutional resources and strengthen our market position.
  • Goal 6: Provide experiential learning for students throughout their academic journey to improve student learning outcomes.
  • Goal 7: Foster alumni and employer engagement with the University to improve career opportunities after graduation.
• Pillar 4: Data Informed Planning
  • Goal 8: Identify relevant internal and external data sources by the end of Spring 2024 for relevant prioritized objectives.
  • Goal 9: Ensure there is a shared understanding of the definitions of key performance indicators by the end of Spring 2024.
  • Goal 10: Prioritize the data collection and reporting infrastructure for improvement by the end of Spring 2024.

Appendix D - Distance Education Definitions

• Distance Education – the formal educational process that occurs when students and faculty members are not in the same physical setting for the majority (more than 50 percent) of instruction (interaction between students and faculty members and among students). Instruction may be synchronous or asynchronous and support regular and substantive interaction between the students and the instructor. In Texas, online distance education (i.e., “electronic to individuals”) is divided into two categories, fully online and hybrid/blended.
• Distance Education Course – an academic credit course in which a majority (more than 50 percent) of the instruction occurs when the students and instructors are not in the same physical setting. An online distance education course may be delivered synchronously, asynchronously, or a combination of the two. The two categories of online distance education courses are coded in the schedule of classes. This is to provide students with an understanding of the expectations for their course at registration.
• Distance Education Program – an academic program in which a student may complete a majority (more than 50 percent) of the credit hours required for the program through distance education courses. Two categories of online distance education programs are defined as:
  • Fully Online Program – a program in which 85 to 100 percent of the curriculum is delivered online.
  • Hybrid/Blended Program – a program in which more than 50 percent, but less than 85 percent of the curriculum is delivered online.
• Faculty Member – An instructor of record responsible for teaching a particular academic course, regardless of academic rank.
• Fully Online Course – a course in which mandatory face-to-face sessions total no more than 15 percent of the instructional time and where 85 to 100 percent of the content is delivered online. Examples of face-to-face sessions include orientation, laboratory, exam review, or an in-person test.
• Hybrid/Blended Course – a course in which more than 50 percent but less than 85 percent of the planned instruction occurs online.
• Self-Paced Correspondence Course – a distance education course through which instructional course materials are provided by electronic transmission to students who are separated from the instructor. Interaction between the instructor and the student is limited, is not regular and substantive, and is primarily initiated by the student. Correspondence courses are self-supporting and are ineligible for financial aid.
• Web-Augmented Course – This distance education course is defined as a course in which more than 25 percent but less than 50 percent of the planned instruction occurs when the students and instructor(s) are not in the same place.
• Attendance – Faculty members ensure accurate tracking of attendance in online courses by maintaining records of student participation. They regularly monitor attendance throughout the course duration, noting the last day a student engages with the material. Attendance in online courses is determined by students logging in to the virtual platform and actively participating in course activities. This active involvement serves as the basis for assessing attendance, reflecting students’ commitment to their learning journey.
• Compensation – Faculty members develop and deliver distance education courses as part of their regularly compensated responsibilities (Angelo State’s Academic Workload Calculation, OP 06.02 and Angelo State’s Faculty Responsibilities and Duties, OP 06.14).
• Faculty Qualifications – Qualifications of prospective faculty members are reviewed by department-level search committees in accordance with discipline-specific standards established by each college. The Office of the Provost and Vice President for Academic Affairs (PVPAA) monitors this process to ensure that all faculty at Angelo State are appropriately qualified. Faculty member’s content qualifications and program coordinators are determined by Angelo State at the department level in accordance with SACSCOC and THECB guidelines for both face-to-face and distance education courses. Faculty members who teach distance education courses are required to complete professional development related to the effective development and delivery of distance education. Such professional development is approved by the department and dean and completed a minimum of every three years. This training includes consideration of issues regarding academic integrity. Regular training and workshops are offered through Instructional Designers and the Faculty Learning Commons.
• Faculty Evaluation – Faculty members’ teaching and scholarly activities related to distance education programs receive the same recognition and evaluation (Annual Performance Evaluation for Tenured and Tenure Eligible Faculty, OP 06.28 and Annual Performance Evaluations for Non-Tenure-Track Positions, OP 06.31) as face-to-face activities and programs.
• Course Expectations – These statements outline key principles and expectations for distance learning programs. They emphasize providing students with clear and comprehensive information about the curriculum, faculty interaction, technological requirements, academic support services, and financial aid. They also stress the importance of ensuring equal access to learning resources, maintaining coherence and completeness in electronically offered courses, facilitating regular and substantive interaction between faculty, students, and course content, maintaining consistent academic standards across different delivery methods, and using appropriate technology while clearly communicating expectations to students. These standards are supported by various accrediting bodies such as C-RAC, SACSCOC, SC, and QM.
• Course Revisions – The process for course revisions begins with the approval of online courses and programs following the standard processes established by the college or university. Accessibility of course content and required technologies is then reviewed to ensure all students can fully participate, with alternative access methods identified if needed, aligning with the accepted course rubric. Periodic evaluations of online learning courses and programs are conducted to assess their effectiveness and relevance. Additionally, routine student course evaluations are collected and analyzed to inform strategies for course improvements. This iterative process ensures that online courses remain accessible, effective, and responsive to student needs.

Appendix E - List of Acronyms Used

Abbreviation	Definition
ACGM	Academic Course Guide Manual
ADA	The American Disability Act
ASU	Angelo State University
CDLI	The Center for Digital Learning and Instruction
DOE	The United States Department of Education
FLC	Faculty Learning Commons
HEOA	The Higher Education Opportunities Act
HIS	Hispanic Serving Institution
IT	Information Technologies
LMS	Learning Management System
OER	Open Educational Resources
OP	Operating Policy/Procedure
PII	Personally Identifiable Information
PD	Professional Development
QM	Quality Matters
RSI	Regular and Substantive Interaction
SREB	The Southern Regional Education Board
SEM	Strategic Enrollment Management
TSC	Technology Service Center
TAC	The Texas Administrative Code
THECB	The Texas Higher Education Coordinating Board
C-RAC	The Council of Regional Accrediting Commissions
FERPA	The Family Educational Rights and Privacy Act
NC-SARA	The National Council for State Authorization Reciprocity Agreements
PVPAA	The Office of the Provost and Vice President for Academic Affairs
SC	The Online Learning Consortium Quality Scorecard
OSCQR	The Online SUNY Course Quality Review
PGP	The Principles of Good Practice for Academic Degree and Certificate Programs and Credit Courses Offered at a Distance
SACSCOC	The Southern Association of Colleges and Schools Commission on Colleges