12 Student Affairs Strategic Plan KPI 6: 55% of students will report being “satisfied with the quality of food served on campus”, as measured by Factor 10, Q054 of the ACUHO-I/Benchworks Resident Assessment. In 2022, 47.6% of students reported being satisfied by the quality of food. In 2024, 44.4% of students reported being satisfied with the quality of food. KPI 7: 1.6 will be our coverage ratio by 2030. In the context of higher education auxiliaries—such as housing, dining, bookstores, and recreation centers—a coverage ratio is a key financial metric that measures an auxiliary unit’s ability to meet its debt obligations using its operating income. A target ratio of 1.6 reflects a strong financial position, signaling that the unit generates 60% more income than is needed to cover its annual debt service. Reaching this benchmark by 2030 will ensure long-term sustainability and position Northern’s auxiliary operations for continued growth and reinvestment. • FY21 = 1.73 • FY22 = 1.59 • FY23 = 1.33 • FY24 = 1.55 • FY25 = 1.9 KPI 8: 15% of first-year students will report participating in a learning community as measured by the National Survey on Student Engagement (NSSE). In 2023 only 5% reported participation. KPI 9: 60% of first-year students will report participation in at least one high-impact practice as measured by the NSSE. In 2023, 51% reported participating in a high impact practice. KPI 10: 70% of seniors will report having discussions with people from different economic backgrounds, political views, religious beliefs, and races or ethnicities than their own—often or very often—as measured by the NSSE. In 2023, 61%, 64%, 56%, and 51%, respectively, reported having discussions with people different from themselves. HIPS: “The teaching and learning practices listed and described below are designated as ‘highimpact practices,’ or HIPs, based on evidence of significant educational benefits for students who participate in them—including, and especially, those from demographic groups historically underserved by higher education. These practices take many different forms, depending on learner characteristics and on institutional priorities and contexts.” • Capstone Courses and Projects • Collaborative Assignments and Projects • Common Intellectual Experiences • Global Learning • ePortfolios • First-Year Seminars and Experiences • Internships • Learning Communities • Service Learning, Community-Based Learning • Undergraduate Research • Writing-Intensive Courses Quoted and adapted from the American Association of Colleges and Universities.
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