Ctrb: Middle States Commission on Higher Education decennial self-study - 2014

EXECUTIVE SUMMARY. 1

Self-Study Process. 1

Organization of Self-Study Report 1

Overview and Progress Since Last Self-Study. 2

Strengths. 3

Challenges. 3

INTRODUCTION.. 5

1. Overview of The Institution. 5

2. Mission and Quality. 6

3. Addressing the Periodic Review Report (PRR) 7

4. A New Strategic Plan for a New Era. 10

5. Expectations for the Future. 10

CHAPTER 1: An Institution Driven by its Mission, Ethics, and Evidence. 11

Introduction. 11

1. Mission and Identity. 11

2. The Current Strategic Plan. 12

3. Dissemination of Mission and Goals. 19

4. Community Engagement 20

5. Integrity. 21

6. Institutional Research and Assessment 24

7. Findings. 25

CHAPTER 2: A Strong Financial Position Built on Continuous Planning. 26

Introduction. 26

1. Budgeting and Resource Allocation. 26

2. Fiscal Planning. 29

3. Fundraising and Revenue Enhancement 33

4. Responsible Management of Resources: Fiscal Reviews. 35

5. Findings. 36

CHAPTER 3: Responsive Institutional Leadership and Oversight 37

Introduction. 37

1. The Role of Governance in Realizing the College Mission. 37

2. Key Governance Documents. 37

3. The College Senior Leadership. 37

4. Faculty Governance and Leadership. 40

5. Student Participation. 40

6. Role of Communication and Consultation in Effective Decision-Making Practice. 41

7. Governance and Diversity. 42

8. Assessing College Governance, Leadership, and Administrative Structures. 43

9. Administrative Support 44

10. Findings. 46

CHAPTER 4: Attracting, Supporting, and Graduating the Whole Student 47

Introduction. 47

1. Attracting the Whole Student—A Restructured Admissions Function. 47

2. Supporting the Whole Student: Mentoring. 49

3. Supporting the Whole Student: Academic Support 52

4. Supporting the Whole Student: Orientation. 53

5. Additional Undergraduate Student Support Services. 56

6. Graduate Admissions and Retention. 58

7. Graduate Student Support 58

8. Graduate Student Life and Career Services. 59

9. Institutional Data and Analytics. 60

10. Findings. 60

CHAPTER 5: A Committed and Professional Faculty. 62

Introduction. 62

1. Recruitment and Appointment of Faculty. 62

2. Faculty Credentials, Skills, and Knowledge. 63

3. Faculty Workload. 63

4. Faculty Scholarship. 63

5. Institutional Support for Faculty Professional Growth. 64

6. Faculty Assessment, Evaluation, and Feedback. 67

7. Academic Freedom and the Institutional Mission. 71

8. Findings. 71

CHAPTER 6: A Distinctive Curriculum for the Liberal Arts and Professions. 73

Introduction. 73

1. The General Education Curriculum.. 73

2. General Education Competencies. 74

3. Administrative Support for General Education. 74

4. General Education Program Review.. 75

5. Pedagogic Innovations in General Education. 75

6. Academic Programs. 76

7. New Programs to Match Employment Trends. 78

8. Building Effective Curricula: Assessment of Learning Outcomes. 78

9. Program Review.. 79

10. Additional Educational Opportunities. 80

11. Access to Learning Support Materials: The Libraries. 85

12. Contractual Relationships and Affiliates. 86

13. Ensuring Consistent Academic Standards Across All Locations. 86

14. Findings. 87

CHAPTER 7: Ensuring Learning Through Continuous Quality Improvement 88

Introduction. 88

1. Strategic Planning for Assessment 88

2. Institutional Support for Educational Assessment 89

3. Aligning Learning Outcomes at All Levels. 90

4. Student Learning Assessment Data from Course to Institution Level 92

5. Role of Assessment in Transition to Professional Practice. 96

6. Assessment of Extracurricular Learning. 97

7. Assessing the Assessment Process. 97

8. Findings. 97

EXECUTIVE SUMMARY AND CONCLUSIONS

Over the last decade, The Institution has gone through great change, growth, and stabilization. Much of this reflects tremendous advances for the College in building academic, fiscal, and administrative strength and revitalizing facilities. The story of recent years in Institution’s history is of a college transformed.

Institution has built solid fiscal foundations, further cultivated a talented faculty, engaged in curricular reform, restructured the academic organization into five schools, achieved strong and more geographically diverse enrollments, and initiated significant investments in alumni relations.With renewed focus on student success, academic program development and delivery, and financial soundness, the College is on a course of developing and sustaining institutional stability, academic strength, and a vibrant, engaged educational community.

At this writing, The Institution is entering an era of new leadership with the appointment of its 12^th President in May XXXX to work collaboratively with students, faculty, and staff to forge a clear vision for the future that maximizes the many strengths and enormous potential of The Institution. This Self-Study (see Appendix 4) is meant to bring the College’s story to life and to help chart the continuing advancement of the College.

Self-Study Process

In 2011-2012, a Self-Study Steering Committee (see Appendix 5) comprised of faculty and staff was formed to guide the reaccreditation process. It was co-chaired by the Provost and College Chief of Staff with seven separate working groups addressing clusters of related standards. (see Appendix 5 for full membership of the Executive Committee, Steering Committee, and working groups.) To develop the Self-Study plan, the working groups developed probing and forward-looking questions aligned with fundamental elements of the Middle States Characteristics of Excellenceand the The Institution Strategic Plan. These groups then collected data and documentation to respond to the questions and to identify strengths and challenges to help facilitate improvement in programs, services, structures, and practices.

This Self-Study reflects a range of input from across the Institution community, including faculty, students, and staff. Chapters of the report are organized based on related standards, and they include major findings and recommendations for improvement. At key phases in its development, the draft report was circulated broadly for community review and input.

Organization of Self-Study Report

The Self-Study (see Appendix 4) report is organized by themes encompassing the Middle States Commission of Higher Education Standards:

CHAPTER 1: An Institution Driven by its Mission, Ethics, and Evidence (Standard 1: Mission and Goals; Standard 6: Integrity; Standard 7: Institutional Assessment)

CHAPTER 2: A Strong Financial Position Built on Continuous Planning (Standard 2: Planning, Resource Allocation, and Institutional Renewal; Standard 3: Institutional Resources)

CHAPTER 3: Responsive Institutional Leadership and Oversight (Standard 4: Leadership and Governance; Standard 5: Administration)

CHAPTER 4: Attracting, Supporting, and Graduating the Whole Student (Standard 8: Student Admissions and Retention; Standard 9: Student Support Services)

CHAPTER 5: A Committed and Professional Faculty (Standard 10: Faculty)

CHAPTER 6: A Distinctive Curriculum for the Liberal Arts and Professions (Standard 11: Educational Offerings; Standard 12: General Education; Standard 13: Related Educational Activities)

CHAPTER 7: Ensuring Learning through Continuous Quality Improvement (Standard 14: Assessment of Student Learning)

Overview and Progress Since Last Self-Study

A The Institution education has the central aim of giving students a solid academic foundation and the capacity to use acquired skills and competencies to achieve success in post-graduate careers or graduate school. Towards this aim, the College has undertaken initiatives to expand service areas, increase retention through graduation, encourage excellence in learning, and address academic supports. Vital academic initiatives include monitoring learning outcomes and showcasing talent and achievement at undergraduate and graduate levels.

As a teaching-focused institution, The Institution features a highly skilled core of full-time faculty dedicated to instruction, service, research, and professional development. Full-time faculty are highly engaged in service to the institution and—in partnership with part-time faculty—to student success.Given the faculty’s critical teaching role at the institution and valuable real-world experience, Institution strives to be a model of adjunct faculty engagement.

At the core of the The Institution undergraduate curriculum is the General Education program. Revised in XXXX 1, this restructured program is anchored upon the XXXX Middle States recommendation that Institution reshape its General Education program to “highlight the connections among various disciplines as well as students’ life and work experiences.” Today, the College’s degree majors are built upon this strong foundation. Since reorganizing its academic structure from eight divisions to five schools, the College has developed streamlined and timely curricula that undergo thorough and rigorous program reviews every five years 1. These program curricula are consistently delivered across the four College campuses 1 (see Appendix 3) as well as in online offerings.

The College has made major strides towards fulfilling an overarching priority of establishing and maintaining a solid financial position. In August XXXX, The Institution received an “A Stable” credit rating 1 by Standard & Poor’s, which was reaffirmed in XXXX. The rating agency cited the College’s low debt 1, consistent and strong operating margin 1, careful expense control, and healthy financial outlook, while also noting that the relatively stable enrollment demand 1 is slightly offset by limited demand flexibility created by serving the mission.

The College has established a governance infrastructure and oversight procedures to address the needs of the College community and to focus on securing the College’s long-term future and present-day commitment to quality and access. In accordance with Middle States recommendations in the Periodic Review Report of XXXX, The Institution has a President and Administration with normative roles and authority relative to budget and costs; consultative governance structures 1, processes, and practices; and a culture of constituent communication 1 and participation. Institution is led, governed, and administered so as to realize the College Mission and goals. A highlight of administrative change since the last Middle States ten-year review is the College’s transition to a new academic administrative structure oriented around five Schools.

Strengths  

• The College has a dedicated faculty and staff committed to improving student success both in and out of the classroom 1 2. 
• The College has added a range of innovative 1 2 3 4 and career-focused academic programs 1 2 3 complementing its existing academic portfolio to create opportunities for student educational and employment success.   
• Data-driven planning 1 and the realignment of student recruitment, academic, and student service functions have positively impacted the student experience and retention rates 1 2.
• A commitment to affordability has served as a guiding principle; undergraduate tuition increases 1 have averaged one percent during the past few years.
• Careful fiscal planning, policies, and procedures resulted in improved fiscal stability and the awarding in XXXX (re-affirmed in XXXX) of an “A Stable” rating by Standard & Poor’s, which cited low debt 1, consistent and strong operating margins 1, careful expense control 1, and healthy financial outlook.
• A new strategic plan (Institution XXXX–see Appendix2) has been developed, based on the strengths of the focused strategies of the 2009-2014 plan (see Appendix 1), and it will be finalized and implemented in the coming academic year 1 2.
• Faculty development has assumed a central role in the academic enterprise through significant investments in faculty teaching and learning programs 1, staff 1, and facilities 1.      
• Initial accreditations or re-accreditations 1 of professional academic programs have been successful with most receiving the maximum length of term offered by the accrediting agency.   
• The presidential search, which commenced in spring XXXX, concluded successfully at the end of the calendar year with the Board’s election of President as the 12^th President of the College. With the solid foundation he will inherit—and his strong professional background in advancing student success, faculty relations, and predictive analytics—Institution is well positioned for future institutional development.
• Facilities have been revitalized 1, technology has been upgraded 1 2, and a key addition to the Campus 1 was achieved with the May XXXX purchase of a 59,000 square-foot building and nine acres adjacent to the campus 1.

Challenges  

• Continued improvement in retention 1 and graduation rates 1 as well as time-to-graduation 1 and student engagement 1 by addressing obstacles to student persistence.
• Maintaining affordability and decreasing high tuition-dependence.  
• The culture of assessment is not yet universal, with activities primarily focused at the program level.  
• A comprehensive academic planning process 1 taking into account multiple constituencies and locations.
• Broadening faculty engagement in improvement of teaching and learning practices as well as a more comprehensive faculty evaluation 1 process 1 (self, peers, and students).     
• A vibrant and engaged community of adjunct faculty to work in partnership with the full-time faculty 1 2. 
• Consistency 1 and availability of data 1 to improve operational efficiency and support decision-making.
• Continuity of staff 1 2 3 and leadership succession 1.

The Institution is building on a strong foundation having used this intensive period of reflection to identify ways to become an even stronger institution in the future.

INTRODUCTION

1.      

Overview of The Institution

The Institution is a college of over 10,500 1 students studying within five schools—Business, Education, Health and Natural Sciences, Liberal Arts, and Social and Behavioral Sciences—at four branch campus locations, including the main campus in City 1. The other campuses—located in City 2, City 3, and City 4 (see Appendix 3)—span an area of more than 45 miles, making the College accessible to a broad population of students (see Appendix 3 on campuses). Over time, Institution has developed into a complex institution with a student-centered undergraduate college with professional programs built on a broad liberal arts foundation, a wide range of graduate programs, and a significant online teaching presence.

The College offers more than 90 graduate and undergraduate degree and certificate programs, including 40 online offerings, 26 master’s programs, and the professional Doctor of Physical Therapy (DPT) degree. The quality of academics at The Institution is reflective of a highly credentialed faculty 1 2 3 who have a passion for teaching 1 and who are creative and intentional in their commitment to student learning. Among them are Fulbright Scholars 1, published authors 1, and national authorities 1 in their fields.

Institution students are ethnically 1 and economically diverse 1 2 3 (see Table 1). Most first-year students receive Title IV federal student aid 1 (over 89% in fall 2013), and over one-third identify themselves as first generation 1 college students (35% FAFSA filers 1 in fall 2013). Most undergraduate students are of traditional college age 1 (17-24); most graduate students are working adults 1. Most undergraduates (93%) are commuters 1 2; among first-year students, 29% are residential 1. All graduate students are commuters 1. The majority of Institution students (63% overall, 70% of first-year undergraduate students) come from the County 1 and Metropolitan 1 1 area; the top 10 feeder high schools 1 are within a 50-mile radius of the College. There is geographic diversity too: the class entering in 2013 hails from 34 different states 1, Washington DC, and 21 nations 1.

Institution students often have full-time jobs 1 and demanding family responsibilities 1. Given the challenges many Institution students face, their commitment to complete college reflects a high level of motivation 1. Institution attracts students who need an extra level of support afforded by small classes 1 2, close relationships between instructors and students 1, and a caring environment that assists them with financial 1 and life challenges 1 2 in order to succeed.

Institution provides flexible 1 2 3 4 5 6 and innovative education 1 2 3 4 to these diverse student populations. Students attend to prepare for entry into the workforce 1, to change careers, or to advance professionally 1 2 3. Success often depends upon balancing academic responsibilities with family, earning a living, and other obligations. To meet these needs, the College features varied program options across multiple campuses 1 (see Appendix 3), online access 1 2 3, affordable tuition 1, and seamless support services. Institution offers competitive financial aid 1 2 and scholarship support 1 2 3 4, including approximately $30 million annually 1 2 in institutional need-based tuition grants and scholarships. In addition, 81% of students receive federal 1 and state financial aid 1. The combination of academic excellence and access enables Institution students to meet external obligations, complete their academic programs, and be prepared for career success.

Table 1:Student demographics

||Percentages||

The Institution is well-positioned to address the national agenda to graduate more students. Institution is designated as a military-friendly institution 1, is a federally designated Hispanic-Serving Institution 1, and has been ranked for several years among top colleges in the country for Hispanics by the Hispanic Outlook for Higher Education. Institution is also the recipient of numerous multiple-year federal 1 and foundation grants 1 aimed at strengthening student access, retention, and degree attainment.

2.

Mission and Quality

The Institution community is actively engaged in fulfilling the College mission of providing motivated students the opportunity to transform their lives through higher education by offering liberal arts and professional programs in personalized and high-quality learning environments 1 2 3 4 to prepare students for rewarding careers (see Chapter 1).In fulfilling the mission, the College is responsive to rapidly changing student demographics (see Chapters 4 and 6), evolving workplace demands, and the challenges of a volatile economy. Undergraduate and graduate programs are contemporary, relevant,1 2 3 and rigorous 1 (see Chapter 6). New programs are developed to support strategic opportunities, student demand, and workforce needs, 1 2 3 including forming academic partnerships in education, health, and business 1. In the last revision of the General Education curriculum in XXXX, the College created a more flexible, streamlined approach that allows students to pursue interests in greater depth on a more interdisciplinary level and with a focus on defined competencies 1 2 3 4 5. Summer 1, international 1, honors 1, and student research programs 1 are being expanded through grants 1 and institutional initiatives 1.

The quality of education that The Institution provides is measured, ultimately, by student success. Therefore, the College has developed comprehensive assessment processes to provide ongoing feedback on progress towards achieving student learning outcomes at course 1 2, program 1 2 3, school, and institutional levels 1—and to achieve College effectiveness in all operations (see Chapters 1, 3, and 7). These assessment processes are linked to budget and planning cycles 1 2 3 to ensure an effective and responsive allocation of resources (see Chapter 2).

3.      

Addressing the Periodic Review Report (PRR)

Since the last Middle States Periodic Review Report (PRR) in XXXX, the College has sought to address the major recommendations outlined in the PRR:

1.It is recommended that the institution re-visit the staffing of the Institutional Research Office to ensure adequate resources in the still-nascent implementation of assessment and strategic planning initiatives. (Standard 2)

Since the writing of the PRR, the Office of Institutional Research has been strengthened with the addition an Assistant Director and a Data Analyst 1. As a result, assessment and strategic planning efforts are now designed around data collection 1 and related feedback, and a culture of data-driven planning 1 is now taking root at the College.

2.It is recommended that the institution carefully monitor the human resources needed to sustain the level of student learning assessment and practice associated with it, particularly as a new culture of proactive assessment and planning is launched. (Standards 3 and 14)

The College established an Office of Educational Assessment, now led by a Director of Educational Assessment 1 2. As a result, engagement of the Schools and faculty with assessment of student learning has increased measurably 1 2 3 4 5 6 7, a College Assessment Plan 1 was created and implemented, and academic program review now routinely includes a strong assessment component 1 2 3. A faculty member was appointed in each School as assessment coordinator 1. In addition, faculty were appointed as coordinators of assessment for General Education and in the Library.

3.It is recommended that the College refine and implement a more comprehensive institutional assessment plan, one that affords opportunities for decisions to be made in response to assessment measures that are in concert with strategic plans and linked to budgetary considerations. (Standard 7) It is recommended that the College continue vigilant monitoring of all aspects of financial documentation and institutional planning in this regard. (Standard 3)

The College’s 2009-2014 strategic plan was developed in concert with a financial plan linking funding to its initiatives and associated key performance indicators 1 2 3 4 5 6. An institutional effectiveness 1 (IE) process 1 was put in place (see Chapter 1) to translate this multiple-year plan into yearly operational plans with support from strategically linked funds for appropriate tactics. The IE process requires yearly assessment and reporting on accomplishments 1 2 3.

4.It is recommended that the College continue strategically planning and implementing the capital campaign it plans to launch, particularly in connection to campus master planning given its considerable interest in growing enrollment and other new initiatives. (Standard 2)

Following additional analysis, the College decided not to embark on a formal capital campaign. Operational capital funds enabled the College to further develop campus facilities. For example, in XXXX the College acquired in Property, the former high school property adjacent to the Campus 1, which Institution remodeled with facilities that provide desired additional faculty and meeting space and enrich academic programs, including a simulated trading room (School of Business), television and music studios (School of Liberal Arts), and an Exercise Science lab (School of Health and Natural Sciences) 1. Capital campaigns will be undertaken if future plans warrant.

5.It is recommended that the institution continue to ensure open dialogue and communication between faculty and administrators and to explore the regular assessment of Board membership and processes. (Standard 4)

The College engaged in significant efforts to develop its Faculty Handbook in 2009.The Handbook Committee, which consisted of representatives from the Faculty , the Faculty Senate, and College administration, worked diligently for two years to address, clarify, and communicate College policy regarding faculty matters (see Chapter 5).In addition to an engaged Senate 1 2 3 and existing committee framework, a number of new Senate and College committees were created to strengthen communication—including the Committee on Assessment of Student Learning (XXXX), Teaching and Learning Committee (XXXX), and Committee on Student Success and Engagement (XXXX). Faculty and student advisory groups were created for the General Education and Honors programs and for adjunct faculty issues. The College also began a series of faculty focus groups to develop a set of broadly accepted faculty values around teaching and assessment, scholarship and research, academic and professional service, and student success and engagement 1 2 3.

In late XXXX, a new Board chairman was elected from among the Trustees. As part of the agenda for his tenure as chairman, he invited nominations for Board service with emphasis on broadening the diversity of the membership of female, minority 1, and alumni candidates 1. Since the PRR, some Trustees came to the end of their terms, and eight new Trustees were elected (see Board list). Orientations were held as new members came on board. Self-assessments were conducted in XXXX 1 and again in XXXX, and will continue to be done periodically in the future. Changes to committees, to the orientation of new members, and to the meeting format resulted from the review.

6.It is recommended that the College implement specific assessment strategies for its student retention plan in staying attuned to the significant fiscal, physical, and human resources necessary to sustain a program of this scope, and to continue monitoring resource allocation as this enrollment management/retention strategy is so clearly tied to institutional goals. (Standards 2, 8, and 9)

The College Unique Retention Program CURP (see Chapter 4) has undergone ongoing assessment since its pilot implementation. Student persistence rates 1 showed improvements resulting in expansion of the program and its resources. Since its inception, CURP students, on average, are retained at 13% higher rates than non-participants. Further, preliminary analysis of program-level cost data 1 2 and student outcomes indicate that additional revenue the College generates from increased student retention offsets additional costs of the CURP program.

7.It is suggested that the College continue assessing the growth and implementation of its Doctor of Physical Therapy program. (Standard 14)

The Doctor of Physical Therapy (DPT) Program was re-accredited in XXXX by the Commission on Accreditation in Physical Therapy Education (CAPTE), indicating full compliance with all accreditation standards. The next accreditation review is scheduled for April XXXX. Over the past several years, the program has had challenges in retention and pass rates 1. In response, the Physical Therapy Program faculty engaged in systematic and regular program and curricular assessment 1 (see Chapter 7).

8.It is recommended that the ongoing assessment of Student Learning be carefully monitored with a particular eye towards best measures of aggregated data to, as the PRR notes, “provide a foundation for evidence-based decision making for improvements in academic and support areas,” a foundation imperative to institutional success. (Standard 14)

The College has made great strides in growing a culture of educational assessment and use of assessment data to support decisions 1. An accountability management system 1 was established to aggregate learning outcomes data at program and School levels and to connect assessment data with the strategic planning process. The cyclical, five-year academic program review process was modified to require provision of student learning assessment data 1 to support recommendations from reviews.A comprehensive assessment strategic plan was adopted to guide future assessment efforts.

9.It is recommended that the College continue implementing a proactive, futures-focused strategic and financial planning process that provides early and regular opportunities to analyze budgetary opportunities and challenges in light of strategic initiatives. (Standards 2 and 3)

One hallmark of the tenure of The President was a keen focus on creation and application of careful fiscal planning, policies, and procedures. In April XXXX, the College identified as critical areas for financial stability (a) a long-term strategy for tuition and financial aid 1, (b) obtaining an investment-grade bond rating 1, and (c) building reserves 1. New financial controls were designed and put in place 1, and progress was made towards integrating the budget process with implementation of the College’s strategic plan 1. Institution placed renewed emphasis on financial and systems accountability and oversight , cost containment 1, and strategic resource deployment 1 2. As a result of this focus, the College made major strides towards fulfilling an overarching priority of establishing and maintaining a solid financial position 1 2 3. In September XXXX, The Institution received an “A Stable” credit rating by Standard & Poor’s Rating Services (subsequently affirmed in November XXXX), evidence of the College’s robust capacity to meet its financial commitments and healthy financial outlook. This strong rating also reflects a well-articulated, multiple-year plan; fiscal discipline; appropriate benchmarking and monitoring; and the ability to react quickly as needed to support Institution’s mission and vision for the future. (see Chapter 2 for further details about financial picture.)

4.      

A New Strategic Plan for a New Era

The XXXXStrategic Plan (see Appendix 1) provided guidance to the College’s activities and brought stakeholders from across the College together 1 2 3 under broad themes that were understood, endorsed, and operationalized (see Chapter 1). Building on the success of Institution’s XXXX strategic plan, the College drafted a new strategic plan (AY XXXX), Institution XXXX. The Institution XXXX plan (see goals in Appendix 2) moves beyond the XXXX plan in offering:    

• Clearer focus on the College’s academic vision—including liberal arts as a foundation for contemporary life 1 and realignment of the academic portfolio to match future opportunities and careers 1 2 3;
• More nuanced vision of student success—looking at each group of students (e.g., traditional-aged 1 2, transfer 1 2 3, international 1, graduate 1, adult 1) and differentiating and targeting services and opportunities for engagement based on specific needs 1 2 3 4 5 6 7 8;      
• Focus on continuous quality improvement 1 and operational efficiencies 1 2 to maintain affordability and fiscal stability;
• Greater flexibility with the plan 1, allowing the College to revise initiatives and spending based upon progress toward meeting the plan’s goals and assessment of whether elements outlined in the plan work or not 1 2.

5.      

Expectations for the Future

The Institution is confident about the health of the institution and its ability to attract, retain, and graduate well-qualified students. With affordability as a cornerstone 1 2, the College is working actively to meet the needs of students, society, and the workforce. The College will continue to develop and implement new programs at undergraduate, graduate, and postgraduate levels (see Chapter 6).

Other areas of expected growth and development for the College include: use of analytics to predict at-risk student populations and proactively provide support (drawing on resources such as the Educational Advisory Board Student Success Collaborative and Rapid Insight) 1; redesign of support provided to students during their transition to college (building on the Foundations of Excellence™Self-Study of the first-year student experience); increasing pursuit of collaborative grant-supported opportunities to work with local partners and institutions nationally and internationally; exploration of new articulation agreements with area community colleges to facilitate transfer of credits 1 and study abroad agreements with international colleges and universities to promote diverse, global experiences 1;

enhancement of Career Services to expose students to opportunities within a wide array of industries 1; continued building on a history and culture of community service 1 under the “The Institution Gives Back” banner, including strategic community partnerships with local municipalities, area school districts, and non-profit organizations; enhancement of alumni engagement 1 2 through continued development outreach, social and general media, networking, and events; and continued renewal of facilities 1, including a new residence hall.

CHAPTER 1: An Institution Driven by its Mission, Ethics, and Evidence

Standard 1: Mission and Goals; Standard 6: Integrity; Standard 7: Institutional Assessment

Introduction

The Institution has a mission statement and a set of goals that are broadly communicated and understood by its constituents. They form the foundation upon which all other institutional priorities are set and against which progress is measured. The College has a comprehensive set of policies that are well communicated and adhered to in a consistent way and an institutional assessment framework that promotes continuous quality improvement.

1.      

Mission and Identity

The The Institution Mission statement reads:

Mission Statement.

The mission of The Institution is to provide students with the opportunity to pursue an education that transforms their lives, with knowledge to promote success in their chosen careers, and to help them develop skills essential to navigating the possibilities and challenges that lie ahead in their lives. The current iteration was developed in XXXX by a committee of staff, administration, and faculty, with input from the broad college community 1 2 3. It was reaffirmed by the Board of Trustees in XXXX. The statement is disseminated in College catalogs and reports and on the Institution website 1. Commitment to the spirit of the mission is often cited by members of the college community.

The College provides opportunity for students in several ways.

A primary way that the College fulfills its mission and its commitment is through affordability 1 2. Tuition at The Institution is consistently among the lowest of private, four-year, non-for-profit colleges in the Northeast 1. The undergraduate full-time rate is at $XX,000, having increased by an average of only 1% over the past several years 1. Through careful planning, this has been achieved while maintaining small class sizes 1 2, with an average student/faculty ratio of 17:1 1, and 95% of all undergraduate classes have fewer than 30 students and 70% have fewer than 20 students 1.

Students are provided with numerous options of taking classes online 1 2 3 4 or at conveniently located campuses 1 that have been upgraded with technology 1 2 in keeping with the spirit of the mission. The College offers a wide variety of academic programs—over 90 undergraduate and graduate degree and certificate programs 1. These include one doctoral degree 1, 26 master’s degrees 1 2, 48 bachelor’s degrees 1 2, two combined bachelor’s and master’s degree programs 1, five associate’s degrees 1, and six certificate programs 1 2, with a few more currently under review by the New York State Education Department. Programs offered face-to-face are presented in a variety of locations 1 2 3 and time frames 1 2 to provide convenient course schedules for busy students. Additionally, the College offers approximately 20 undergraduate 1 and 20 graduate programs 1 2 3 online. Some College programs may be completed fully online 1 2 3, with a short campus residency or on a weekend schedule.

The Institution traditionally has served first-generation 1, diverse 1, and historically underserved student populations 1, with access prominently featured in the current College mission statement. As a recognized Hispanic-Serving Institution (HSI) 1 and a Department of Veterans Affairs “Yellow-Ribbon” school 1, and through state 1 and federally supported college opportunity programs 1 2 and its own learning centers initiatives, The Institution offers numerous assistive programs in support of the academic success of its students 1 2 3.

The mission seeks to ensure that students learn throughout their lives. In the undergraduate programs, The Institution emphasizes the teaching of six academic competencies: Critical Reading, Written Communication, Oral Communication, Critical Thinking Skills, Quantitative Reasoning, and Information Literacy 1. Matriculating students take a required freshman seminar (Critical Inquiry I), which integrates reading, writing, and oral presentation skills in an interdisciplinary course. All undergraduates, including transfer students, take a junior seminar (Critical Inquiry II), which integrates the competencies. In addition, the library provides students with critical skills through information literacy instruction 1 2. To prepare students to work in rewarding careers, many students are provided internships 1 2 or clinical practice 1 through their academic program or work with the Career Services and the Center for Global Engagement to obtain other valuable internship opportunities.

The mission also seeks to ensure that students learn to live and act ethically and responsibly in a changing world. Successful articulation of this mission component is evident in responses to a recent survey, in which staff and faculty rated highly the importance of academic honesty 1, acknowledging the source of ideas not your own 1, and the importance of ethical conduct 1.

These processes and structures represent formal means through which the College articulates and operationalizes its mission. Informally, the mission is articulated indirectly through the words, actions, and behavior of every staff and faculty member who interacts with students 1. While this is difficult to measure, a recent survey focusing on the first-year experience found that staff and faculty reflected a strongly held belief that, in order that the College fulfills its mission, they serve students to the best of their ability.

2.      

The Current Strategic Plan

The Institution has a Five-Year Strategic Plan (XXXX through XXXX) to guide the College’s fiscal, administrative, academic, physical plant planning, and resource allocation. The College has used insights gained from assessing previous strategic plan initiatives and findings from the current Middle States Self-Study process (see Appendix 4) to develop the next plan for XXXX-XXXX (see goals in Appendix 2).

a.Strategic Planning Committee Membership

Membership of the Strategic Planning Committee (SPC), appointed by the President, is composed of a representational mix of faculty, administrators, and staff members and has been co-chaired by the Provost and Vice President, Academic Affairs and a faculty representative 1.

b.The Planning Process

The SPC developed a written and vetted blueprint that incorporated the visions, ideas, priorities, and guidance gathered across the College’s constituencies. This inclusive process resulted in wide institutional acceptance and buy-in 1 2 3 4. The mission and five strategic plan goals are integrated into planning documents across multiple areas of the College (see Chapter 2) and contribute to a shared understanding of planning and assessment throughout the College. The SPC is not charged with ongoing functions in years when a plan is not under development.

Building on the success of Institution’s XXXX-XXXX strategic plan (see Appendix 1), the College has drafted a new strategic plan (AY XXXX-XXXX ), Institution XXXX (see goals in Appendix 2). While the new College President has reviewed the document, and its finalization is on track, the College will need to be flexible enough to accommodate ideas and plans of new leadership in its execution.

c.Plan Contents and Goals

The strategic plan includes a statement of College mission and values, Strategic Goals with objectives, expected outcomes, and designation of specific senior leaders as principals for completion of each objective. Tactics to achieve objectives are specified and performance indicators are included to help determine whether the tactic is well executed. An organizing schema was devised to track action steps, deadlines, managers, and status of the action steps. The plan guides College decision-making at the institutional level, and it is the basis for plans within administrative units and Schools 1.

GOAL 1: Personalized, high-quality learning

As an organization focused on students and their learning, we challenge ourselves to offer students a continuously evolving suite of high-quality academic programs supported by an engaged faculty.These programs integrate best teaching and learning practices 1, appropriate technology 1 2 3, new organizational structures, partnerships 1 2 3 4, and refreshed facilities 1 2. The Institution focuses on each student 1 2 3 4, the whole student, to foster college success and a life of distinction.

The Institution upholds a students-first ethos, which translates into individualized attention, uniquely tailored opportunities, and innovative educational programs 1 2 3 4. The mission is a cornerstone for this approach, committing the institution to provide opportunities for transformative education 1 for motivated students 1.

To support the faculty’s efforts in engaging students and providing high-quality learning environments put forth in its mission, the College has focused on the faculty’s development of their craft. With the help of US Department of Education Title V grant funds 1, the Faculty Center for Teaching and Learning (FCTL) 1 2 was developed to support innovation in pedagogy through cross-disciplinary learning communities 1 2 of faculty interested in collaboration, new technologies, and approaches to teaching (see Chapter 5).

The College is working to strengthen and leverage existing efforts, such as the Honors program 1 2 3 4 5 6 7, undergraduate research 1 2 3 4 5 6 7 8, and High-Impact CURP Practices, such as service-learning 1 2 3 4 5 6 7 8. All of these practices are intended to enrich the academic experience for the whole student, consistently attract highly qualified 1 2 3 4 5 and committed students, and further improve the College’s stature 1 2 3 4 5 6 (see Chapter 6).

Within the last five years, teaching facilities have been upgraded with the latest audiovisual and computer technology 1 2 to help foster high-quality student learning environments. In addition, the Institution libraries have been transformed to incorporate a “learning commons” 1 2 model (see Chapter 2).

GOAL 2: Opportunities that position The Institution as a leader in transformational education

Working with all of our student audiences, we seek to be recognized as standard bearers in transformational education by attending to the integration of academics, advising, and career opportunities.Student transformation begins as we constantly ensure access to private higher education at the undergraduate and graduate levels. We are responsive to all students; we teach using the foundational traditions of the liberal arts that prepare students for distinction in further education and professional achievement.

Institution’s mission and strategic planning goals focus on the important role of the liberal arts in supporting the undergraduate and graduate programs and promote skills for life-long learning. In XXXX, the College revised the General Education Curriculum required for all undergraduate students, raising the mandatory credits from 48 to 60, so that half of the baccalaureate degree credits were positioned in the liberal arts 1. The General Education program is currently undergoing further revisions that will optimize synergies across the five Schools and encourage students to develop ePortfolios 1 2 3 to document academic progress throughout their college careers with works for presentation to potential employers (see Chapter 5).

Career-oriented majors and graduate programs benefit from the core competencies emphasized in General Education courses and from the breadth of knowledge provided by a wide range of liberal arts courses. These courses help develop student skills in oral and written communications 1 , quantitative reasoning 1, critical reading, information literacy, and critical thinking 1 2 3. Recent surveys indicate that employers are seeking employees with strong liberal arts backgrounds. Therefore, the large percentage of credits devoted to liberal arts is a career advantage to Institution students.

Student support services have been reorganized as a “single point of contact” service to allow students to receive information about academic programs, academic support services, financial aid and bursar services, career planning, and extracurricular engagement through staff members with whom they may work on a consistent basis. In XXXX, Institution launched the CURP program, a set of services designed to maximize student success and an enhanced educational experience through comprehensive collaboration between the student and the College (see Chapter 4).

Additional resources have transformed the Libraries at all campuses (including the XXXXX Center for Academic Excellence and Innovation), which provide academic assistance for undergraduate students 1 2 3. For graduate students, the Library Learning Commons 1 offers Graduate Professional and Academic Support Services (GradPASS) centers with a range of services, including academic tutoring (including writing support) and preparation for comprehensive and professional credentialing exams 1(see Chapter 2).

GOAL 3: Optimized enrollment that fosters student success

The Institution provides enhanced opportunities for high-quality learning environments that are enjoined through our strategic enrollment profiles. This balance is intentional, results-oriented, and aspirational. All recruitment efforts highlight our abiding commitments to affordability and student success.

The College’s enrollment has grown, from 9,043 students in fall 2008 to 11,648 in fall 2013 (total enrollment includes enrollees in high schools 1, United Federation of Teachers [UFT] 1, and Consortium programs 1; see Chapter 6). As Institution’s applications and enrollment have grown substantially 1 2, the academic quality of students enrolling at the College has also improved . In 2008, 41% of first-time undergraduate students enrolled at The Institution had a high school GPA above 80%. By 2013, this had increased to 48 1. Retention and graduation have also improved over the last five years (see Tables 2 and 3). This evidence confirms that Institution has effectively communicated its value to prospective and current students and has been successful in attracting highly qualified and committed students (see Chapter 4).

Table 2: Fall to fall retention rates First Time Full Time Freshmen 1

Table 3: Six year graduation rates 1

GOAL 4: Enriched college life

The essence of a The Institution education is shaped by positive learning and workplace environments, where people, buildings, spaces, ideas, and innovations comingle on a daily basis, with an annual rhythm and perpetual awareness of the joys of learning and living. This responsiveness includes student clubs 1, special events 1, competitive sports 1 2 , committees 1 and organizations 1, traditions, and celebrations. We are committed to the triad of diversity, pluralism, and inclusion and celebrate all combinations of campus, classroom, online, and community microcosms of our increasingly connected world.

With the recent purchase of the building and grounds from XXXX—which operated adjacent to the College’s property until XXXX —Institution has significantly expanded its teaching and learning facilities by increasing the number of available classrooms 1, thus better serving the student population.

With a stronger enrollment base, the College has added new extracurricular activities, including NCAA Division II sports teams in men’s and women’s lacrosse and women’s field hockey 1. These popular high school team sports have helped the College attract groups of students eager to continue involvement in sports at the collegiate level while maintaining an academic focus. In addition, over the past five years, the College improved its athletic facilities 1 to accommodate existing and new programs. These improvements include a renovated athletic training room, a weight room, and a new synthetic turf athletic field on the Campus, which promotes athletics at the College while providing additional recreational space for the local community and school districts (see Chapter 4).

Student government has been reinvigorated 1 2 3 4 5, and funding has been provided for new student clubs 1 to strengthen student life on the campuses (see Appendix 3). In addition, the College established the XXXX Awards (named for the College’s mascot—the XXXX), a new celebration of student, faculty, and staff achievements throughout the year 1, including “Outstanding Leadership in Honors Award,” “Outstanding Honors Scholar Award,” “Resident Assistant of the Year,” and “Professor of the Year”—plus several community service awards. In XXXX, Institution established leadership development opportunity through CURP to further promote community service, “Institution Gives Back.”

On the academic side, the College formed honor society chapters in the Health Sciences 1 and a specialized Honors program in Business 1, enhanced its longstanding Model UN program 1, and launched a chapter of Enactus, a competitive business planning student organization focused on social entrepreneurship.

GOAL 5: Excellence and innovation supported by philanthropy

Our brand of affordable, high-quality private education can continue to be offered to The Institution students only through annual personal giving, alumni engagement, corporate support, partnerships, foundation awards, and major gifts.

The tuition-driven basis of the College’s daily operations highlights the importance of philanthropic support to sustain academic excellence, spur innovation, and enhance facilities. In addition, Institution has focused on increasing the size of the endowment to support financial aid 1 for students and on opportunities for grants to support program development 1. This activity positions the College well to support growth of the student body and for initiatives to improve the College’s stature. To demonstrate the importance of this approach, the Board of Trustees in XXXX and XXXX moved $30 million each year from operating surpluses into the quasi-endowment 1, in addition to funds also contributed through charitable donations 1 in past years. The Office of Institutional Advancement is currently building infrastructure—including improved alumni involvement 1 —as part of its five-year engagement plan (see Chapter 2).

d.Strategic Planning Process as Model

Other planning processes have been created based on this inclusive participation model, including the College’s Facilities Master Plan 1; College Master Plan (for the New York State Education Department); Educational Assessment Strategic Plan 1; Information Technology Strategic Plan 1; Institutional Effectiveness Plan which outlines the process and procedures for annual planning processes in support of Strategic Plan Goals, Objectives, and Tactics/Initiatives 1 2; and Foundations of Excellence™ Self-Study and resulting plan.

e.Major Achievements of the XXXX-XXXX Strategic Plan

Many aspects of the XXXX-XXXX Strategic Plan (see Appendix 1) have been accomplished (see Strategic Plan annual report for details). Select examples of high impact CURP success with their Strategic Plan reference numbers include:

1.1.2 Implement an academic assessment plan, tied to strategic planning and resource allocation, which uses data to demonstrate institutional effectiveness and achievement of student learning outcomes 1.

1.1.3 Research and develop targeted and relevant new academic programs 1 that meet the jobs profile of the future 1.

1.1.6 Advance the integration of the library learning commons 1 (at minimum Learning Centers and traditional library), up-to-date instructional technology 1, and online learning 1.

1.2.3 Sustain faculty development programs through intramural grants 1 and professional travel funding 1 2.

1.2.5 Create faculty learning communities 1 and cohorts for innovative approaches to teaching and learning.

1.4.1 Create an integrated services environment that supports student learning (CURP).

1.4.2 Refresh existing campus facilities 1 and develop new academic and student support facilities as necessary to accommodate enrollment changes and forecasts.

2.1.1 Implement the CURP to support all undergraduate students from enrollment through graduation, including academic and career planning, intervention, and retention.

3.1.1 Develop and execute a comprehensive marketing plan 1 2 that positions The Institution as a high-quality, affordable brand across desired markets at both undergraduate and graduate levels.

3.3.3 Expand the offerings of online and blended courses 1 to all students (including internationally) and assure that these offerings are of high quality and readily accessible.

4.2.3 Strengthen the athletics program 1 2 3.

5.1.1 Create and sustain a more effective staff infrastructure to support and diversify external fundraising 1.

Other strategic plan objectives have been achieved with support of outside grants, including US Department of Education Title V Part A 1 and STEM grants (see Chapters 3 and 6), and a US National Institutes of Health RIMI grant 1. The College institutionalizes best practices from these programs with college funding whenever possible. For example, a recent shift from grant funding to the regular College budget enabled the hiring of an Executive Director of the Office of Teaching Excellence and Engaged Learning 1.

f.Institutional Indicators

For the past ten years on an annual basis, the College Administration has provided the Board of Trustees with a set of Indicators illustrating key metrics, including enrollment and retention trends, accreditation and licensure pass rates, graduation rates, tuition rates, and debt ratios and other financial statistics.

At staff and faculty levels, the College’s strategic plan lists tactical performance indicators for key offices and administrative units across campus. The strategic plan drives Institutional Effectiveness (IE) plans for each unit 1.The IE plans identify important objectives, key performance indicators (KPIs), tactics, means of assessment, and criteria for success within each. The KPIs for each IE plan are drawn from the College’s Strategic Plan.Vice Presidents and Directors for each unit are tasked with updating IE plans on a yearly basis to reflect changes to tactics and criteria for success 1. Resource allocation and prioritization are at the core of the IE process 1 2. Initiatives are rated 1 by the Staff Officers according to mission-alignment, impact, early investment, return-on-investment, and sustainability. Funding is allocated at the time of the annual adoption of the operating budget. Annual reports detail resources and results of these strategic plan expenditures 1.

The College is using this planning process to guide a variety of daily operations and funding allocations while evolving towards a more comprehensive application of the process. While some areas have been more successful at implementing the IE process, it needs to be more fully incorporated into the annual planning process college-wide. A fully implemented Institutional Effectiveness process will enable Staff Officers to continue to evaluate initiatives against these criteria as annual budgets are established.

g.Assessing Institutional Effectiveness

The Strategic Planning Committee annually reviews the College’s progress on meeting strategic goals and objectives as measured by key performance indicators 1. Operational plans and assessments mark progress and effectiveness at the unit level. In order to build a more robust and systematic framework for this, the College, in XXXX, appointed a Director of Institutional Effectiveness 1, charged with systematizing the processes for operational planning and assessment of the College’s administrative functions 1 (see Chapter 2). Institution’s institutional effectiveness planning and assessment process is organized in two broad domains representing (1) assessment of student learning (see Chapter 7), and (2) assessment of institutional factors (programs and services) that influence how student learning takes place. In conjunction with the Office of Institutional Research and the Office of the Provost, the Director of Institutional Effectiveness researches best practices for planning and assessment in higher education, non-profits, and business communities. Institution’s Guide to Planning and Assessment delineates specific guidelines to operationalize and formalize concepts as described in the College’s XXXX Three-Year Assessment Plan 1.

The Directors of Institutional Effectiveness, Institutional Research, and Educational Assessment collaborated on the development of a College-wide Guide to Planning and Assessment, which includes a glossary of planning and assessment terms. In conjunction with the Office of the Provost, the Directors designed a table delineating differences between educational assessment and operational strategic planning. This work was further developed by Institution faculty, who worked in conjunction with the Director of Educational Assessment to create academic assessment plans rooted in and aligned with these common definitions.The definitions were subsequently woven into the Guide to Planning and Assessment and its revisions.

On the level of broad, institution-wide assessment, an Institutional Effectiveness (IE) Planning document outlines procedures for annual planning and assessment processes in support of Strategic Plan Goals, Objectives, and Tactics/Initiatives. Recognizing that assessment processes function at multiple levels, the IE plan provides a design and assessment framework for College units, departments, programs, and offices to establish more uniform standards and consistency of implementation, documentation, and dissemination of assessment activities and results. Each school’s IE plan is guided by its respective strategic plan. For the purpose of institutional effectiveness, each School develops operational tactics and key performance indicators that align to student learning goals, strategic goals and tactics of the Academic Affairs unit, and, ultimately, the College Strategic Plan 1 (for more on educational assessment, see Chapter 7).

Throughout spring XXXX, the Director of Institutional Effectiveness and the Office of Institutional Research conducted a pilot program focused on planning. Participating units in the pilot group included the Office of Student Services, the Center for Student Success and Engagement, and the former Academic Support Services (College Opportunity Programs, the Center for Academic Excellence, Office of Disability Services, International Students Office, Student Counseling, Honors Program, and Testing Office). The pilot group engaged in a planning cycle during the XXXX-XXXX academic year. Following this planning phase, a focus group was conducted. As a result of the findings, the Office of Institutional Effectiveness updated the Guide to Planning, including the addition of a rubric and restructuring of forms. Subsequently, all College staff at the vice president, dean and director levels were trained on the process and implementation of Institutional Effectiveness procedures and workflow. The Directors of Institutional Effectiveness and Institutional Research met regularly with members of each department to discuss draft plans and provide feedback. All administrative and academic support units, including the Schools, now have operational plans and corresponding assessment plans for AY XX-XX and AY XX-XX 1. In addition, the pilot groups have completed a full cycle for AY XX-XX and closed the loop by analyzing results of their assessments and applying them to inform revisions to AY XX-XX plans 1. By June 2013, all administrative and academic support units at the College had completed a full cycle of institutional effectiveness planning and assessment. Explicit linkages between budget requests and department plans were incorporated into the cycle for AY XX-XX.

In order to formalize planning processes and to ensure alignment across all units of the College, the Accountability Management System (AMS) 1 will replace the largely paper-intensive processes previously in place with an integrated online system. This system, currently under development, will be fully operational to hold strategic and institutional effectiveness plans and assessment data for the 2014-2020 planning cycle (see Chapter 7).

3.      

Dissemination of Mission and Goals

The Institution has increasingly focused on communicating its mission of offering high-quality education and opportunities to transform students’ lives.Recruitment materials and presentations feature numerous awards and accolades Institution or its alumni have received. High-quality communications aid the College in outreach to external audiences and in advancing admissions and general marketing. The College communicates opportunity to prospective students through robust and informative recruiting strategies. The Office of Admissions incorporates information about Institution’s affordability in print materials, on the website, and through presentations. For example, open house presentations and the The Institution View Book focus on affordability ($16,996) when compared to other private colleges and universities and against the national average ($28,500). Additionally, the College provides examples of specific financial aid packages in marketing materials and on the website to better educate prospective students and their parents about financial aid options. Marketing efforts also emphasize the importance and value of a liberal arts education, central to the College’s mission.

An internal communications framework—subject to continual updating and refreshing—helps a college to develop a sense of community, engagement, pride, and knowledge. Toward this end, the College has further developed its websites and leveraged social media channels, press releases, and College-wide emails. The College also publishes a weekly internal e-newsletter focused on news about faculty, students, and staff.

4.      

Community Engagement

The The Institution mission includes a call to prepare students to act ethically and responsibly in a changing world. This can be achieved, in part, through community engagement. Maintaining a culture of community service on campus is important to all of the College’s constituents: it cultivates an ethic of civic responsibility within the campus, promotes life-long service and learning, and responds to needs of the community at large. To this end, the “Institution Gives Back” initiative serves as an umbrella for strategic pursuit of formerly disparate initiatives across campus. The College’s efforts were recognized in 2013 when it was included on the US President’s Higher Education Community Service Honor Roll.

Recently, Institution has introduced initiatives in the form of academic centers and institutes to focus teaching, research, and service efforts across disciplines and to share expertise around the campus and with the broader community. For example, in fall 2013, the Faculty Center for Teaching and Learning (FCTL) launched a faculty Service-Learning Community to improve and expand the practice of embedding community service within college courses (see Chapter 6). The College’s Center for Global Engagement (CGE) provides opportunities for all Institution students to engage in international study and supports medical missions (see Chapter 3), while institutes in the School of Business create real-world business experience opportunities for Institution students and social service opportunities through Enactus. The centers also serve as vehicles for development of multidisciplinary collaboration in teaching and research.

In many College programs, Institution staff, faculty, and students collaborate with local communities by sharing academic resources, promoting high-quality learning, and offering various services. For example, through the Speech and Hearing Center, Communication Disorders students visit nursing homes and offer reminiscence therapy to foster enhanced communication and socialization among residents. Under a NIH HRSA grant, the Physician Assistant (PA) Studies program purchased a mobile medical service unit which, staffed by PA graduate students planning careers in primary care, travels throughout medically underserved communities in City 2 delivering patient education about disease prevention, health maintenance, and healthy lifestyle choices. The College has also partnered with City 2 Borough President’s office on the “Bronx Achievement Pact,” an initiative aimed at increasing college attendance and college success rates of students enrolled at Truman High School. In another collaboration with City 2 Borough President, Institution established a Parent Center through the School of Education, presenting programs to help Bronx parents develop knowledge and skills to become more effectively involved in their children’s education. A similar partnership has been established with the Rivertowns Parent Organizations in County 1 County.

The College sponsors a range of programs and activities open to the broader community.For example, Institution sponsors an annual International Film Festival, which has become popular in the local community. Institution also invites the community to events, such as the UN Ambassador series—in which international diplomats discuss their countries and share views on global affairs—and events in the College’s Teach Japan series (supported by a grant from the United States-Japan Foundation).Institution faculty regularly participate in a Town and Gown book discussion group in coordination with the City 1 Library, and the College frequently shares its facilities with community groups for meetings, camps, and athletic events.

5.      

Integrity

The Institution is committed to ethical standards, clear and broadly disseminated policies, and fair and transparent management. In this spirit, the College regularly updates policies and procedures for students, faculty, and staff. Every attempt is made to apply policies and procedures consistently and fairly.

a.Student Policies

Student policies and procedures are documented in the Student Handbook and Undergraduate and Graduate Catalogs. These policies and procedures are updated on an annual basis, posted online, and distributed to all incoming students. Students are informed through written and electronic communication that the Student Handbook and Catalogs can be accessed electronically in printable PDF format on the College intranet and website. Printed copies are also available for review in the Office of the Provost, each School’s administrative office, and each campus library. Violations of non-academic policies are handled by the Center for Student Success and Engagement (CSSE) or the Office of Student Services (OSS) through the non-academic disciplinary process.Academic issues are handled through the academic appeals process. The Student Handbook includes statements on non-discrimination that govern equitable application of these policies and procedures.

Students who wish to appeal disciplinary decisions follow the appeal process outlined in the The Institution Student Handbook. Students must have due cause for appeal and provide documentation concerning their sanction and why they contend it is not in line with the rule or regulation violated.The appeal letter and the student file are reviewed by several College administrators not involved in the case. The sanction is either upheld or a revised sanction is imposed by the appeal committee.These appeals need to be heard in a timely manner with outcomes delivered to students in timely fashion.

b.Faculty Policies

The The Institution Faculty Handbook codifies policies regarding terms and conditions of full-time faculty employment, faculty rights and responsibilities, and the faculty role in academic governance of the College.The Faculty Handbook and Faculty Procedures Manual are subject to revision, amendment, and update. The Faculty Handbook was completely revised in 2009, with subsequent amendments made in 2010, 2011, and 2012. A separate process addresses the updating of the Faculty Procedures Manual, which is a companion to the Handbookand includes forms that faculty are required to submit for promotion, tenure, sabbatical, and contract renewal.Changes to this document may be made by agreement at any time through endorsement of the Institutional and Professional Standards Committee, Senate, and Provost. Revised versions of the Handbook and Manual are posted in the faculty portion of the College’s intranet, and faculty are referred to the Handbook, which is included at the time of hire and annually in the faculty appointment letter.

c.Employee Policies

The College also has policies and procedures governing all employees in the faculty and administration. These policies and procedures are re-evaluated and updated on an as-needed basis by the Office of Human Resources, with approval from College senior staff. Policies are documented in an employee handbook entitled, Human Resources Policies and Procedures Manual Statement. This information can be accessed electronically in printable PDF format on the College intranet. Employees are made aware of this information through on-boarding packets after they join the College as a full-time employee. New faculty and administrators sign off on their awareness of staff policies when hired, attend new faculty or administrative orientations, and receive periodic updates.

d.Hiring Practices and Evaluation Policies

The College promotes fair hiring practices in various ways to promote equal employment opportunity, affirmative action, and nondiscrimination. Institution has an Affirmative Action Plan that lays out the College’s policies for promoting fair hiring practices. The plan is updated on an annual basis by the Office of Human Resources and the General Counsel, distributed to the President and President’s senior team, and posted on the Institution intranet, where it is accessible to the entire College community.

Performance evaluations are in place for union and non-union staff, and employees work with their manager to create an annual development plan with goals for development and a timeline for action towards each goal.

Review and promotion processes are also defined for faculty members in tenured, tenure-track, and multiple-year contract lines, with specific criteria for each (see Chapter 5).

e.Transparency

The College seeks to improve transparency of and accessibility to policies and procedures on its website and via its intranet. A website redesign currently underway (see Chapter 3) will further enhance that capability.

f.Commitment to Academic Freedom, Engagement, and Research

The The Institution Faculty Handbook contains policies regarding academic freedom (§1.4) and scholarship (§4.1.2). Core faculty—full-time tenured, tenure-track, or multiple-year contract faculty—choose their own pedagogic styles and course content (see Chapter 6).

Academic engagement and pedagogical improvements are encouraged through workshops, learning communities, academic committee work, and a bi-annual Faculty Seminar Day, which highlights faculty projects and new research. The Office of Teaching Excellence and Engaged Learning coordinates these activities on campus (see Chapter 6).

Faculty members are offered a wide variety of opportunities in support of academic research, including support for conference attendance from the Provost’s Sponsored Travel Fund; support for research, teaching, and service from Faculty Development grants; and current and prospective external support for research and College-wide projects from a range of public and private sources (see chapter 5). Faculty receive guidance from the Office of Sponsored Programs throughout the grant application process (see Chapter 3). Grants received are publicized on the College website.Faculty work with the Office of the Provost on an annual basis to update documentation of their research productivity—including grants, publications, and other scholarly activity—and community service.

g.Effective Compliance and Internal Audit

The roles of the College’s Chief Compliance Officer (CCO) and the Internal Auditor are to undertake reviews to ensure enforcement of policies, prepare risk analysis, and review protocols in place to manage risks.The CCO reports directly to the President and the Board Chairman, reports to the full Board at Board meetings, and attends meetings of the Board of Trustees Audit Committee.

Compliance-related deadlines are tracked and revised annually by the CCO in consultation with the Staff Officers of the College. In addition, the College regularly reviews policies, including those related to conflict of interest, “whistleblowers,” records retention, affirmative action, and employee behavior. These policies are made available through the College’s intranet and website and via department-specific shared drives.

The CCO regularly monitors data related to College operations with a specific focus on enterprise risks associated with actions of discrete College units and areas of activity. In addition, in conjunction with the Internal Auditor, the CCO reviews areas of the College to improve processes and ensure more effective compliance with applicable regulations. Such reviews may be proactive or in response to a finding of non-compliance. As reviews are undertaken, individual issues are brought to the attention of relevant vice presidents, who are asked to resolve matters. The President and Board of Trustees are notified of systemic issues as necessary.

For example, in 2007 it was determined that there were issues regarding compliance with Federal Financial Aid standards, including documenting eligibility standards and accounts that were not properly reconciled. As a result of the compliance review, procedures were put into place to create consistent coding of applicants and matriculates in the Banner (ERP) Student Information System. Regular reports were created to track student records and student accounts. In addition, policies and procedures regarding admissions standards and financial aid processing were enhanced, and systematic communication lines were initiated between the responsible Staff Officers. The College has received clean opinions in recent audits of federal financial aid processes.

In the Office of Student Services (OSS), all subunits—including Business operations, Registrar, and Systems Management—have established policies and procedures in place. The staff is updated when changes occur and annually through a series of training sessions. New staff receive orientation as well as a series of half-day seminars, followed by summer sessions. OSS is responsive to audit issues and provides training and reporting to improve operations (see Chapter 4).

College-wide, there is an intentional approach to automate as many processes as possible so that new revisions, policies, and requirements may be adopted easily and the possibility of human error may be diminished.This focus on improvement helps streamline procedures and provide better service to students.

h.Student Information and Record Keeping

Student information is secure and password-protected in Banner. The Institution ensures compliance with FERPA regulations and releases individual student information to the individual only.Exceptions are made when the student has a documented FERPA waiver on file. In these events, release of information is limited to the request and to authorized recipient(s). Student Services, PACT, COP programs, ODS, Testing Center, and other offices with administrative responsibility for students are required to maintain the completeness, accuracy, and confidentiality of all student records. A hard copy of each student’s file is maintained in locked file cabinets in secure spaces. Files vary per program, but generally contain documentation on verification of eligibility, need, participation in services provided, and academic progress.Employees in these offices are required to sign a confidentiality agreement.

6.      

Institutional Research and Assessment

a.Office of Institutional Research

The College has grown its Office of Institutional Research (IR) to three professional staff members since 2010. IR staff members compile institutional indicators in the areas of enrollment, retention, and financial stability, as well as many other areas, on an institutional level. In addition, the Office of Institutional Research has developed a College Fact Book, which reports on commonly used data sets to ensure consistent application of statistics and metrics across the College for internal and external reporting purposes. Data have also been crucial to improving efficiencies and in cost savings, as evidenced by Administration decisions to outsource departments, such as Information Technology and Human Resources, and to return the Student Support Services Center to an internal function to better respond to student needs. Similarly, academic departments use data to improve ongoing delivery of services (see Chapter 7).

b.ImCURP of Institutional Assessment on Student Experience and Operations

The College has sought to better utilize data to improve the effectiveness and efficiency of operations in order to enhance student experiences and outcomes.For example, the Committee on Student Success and Engagement was instrumental in implementing widespread and more effective use of the Academic Update system (formerly the Early Alert system), a tool for faculty to identify student challenges in particular courses or those in a monitored status (e.g., first-year freshmen) and to notify students and advisors accordingly. The improved Academic Update has allowed faculty, advisors, and students to work more collaboratively to identify academic challenges early in the semester and to provide targeted interventions to improve student outcomes.

In addition to enrollment, retention, and financial data, the IR department also conducts surveys, including IDEA, NSSE (survey, analysis), andNoel-Levitz assessments, to measure student opinions and outcomes. The Vitale Center for Academic Excellence and Innovation (CAEI) closely monitors student usage of tutoring and other academic support services. Center staff also work closely with faculty and administration to monitor students’ academic performance in College coursework prior to and following usage of the Center’s services. In this model, the faculty provide feedback to advisors and tutors, who provide support services by way of targeted interventions—with measurable improvements in student performance.

Several student-serving units (Office of Student Services, PACT, and Office of Admissions) have recognized the importance of cross-unit feedback loops to create effective operations and student outcomes.These units have begun to work together closely to build stronger feedback loops in order to assess performance and drive improvements (see Chapter 4).

As a further example, Institution recently participated in the Gardner Institute’s Foundations of Excellence™ Self-Study, a comprehensive assessment of the first-year student experience. This study shed light on a range of challenges, including high DFWI rates in gatekeeper courses, lack of program review and organized leadership for General Education and Critical Inquiry courses, and lack of resources and honoraria for faculty participating in pedagogic development (particularly Adjunct and Visiting faculty, who outnumber core and tenured faculty); the need to further improve class attendance among students; gaps in the Academic Update system and in CURP mentoring; and lack of a College 101 or an Academic Strategies course—which many colleges require of first-year students as preparation for academic success. In response, in fall 2013, the Critical Inquiry Freshman Seminar course (part of the General Education sequence) piloted collaborative instructional sequences, planned by faculty and CURP mentors, to implement student learning outcomes characteristic of a College 101 course. Moving forward, opportunities exist for development of a College Orientation course, whether through traditional teaching modes or via the College’s expanding library of web-based modular tutorials and assessments.

7.      

Findings

Strengths

• The College’s mission is a source of institutional strength and commitment.The mission statement adequately conveys the essence of that commitment.
• The current strategic plan was put in place in 2009. When it expires in 2014, it will be succeeded by a new six-year plan (Institution 2020) developed during 2012-2014 to guide the next stage of institutional development.
• Student success remains at the forefront of the strategic plans. Numerous activities are underway to improve student success metrics (e.g., retention, engagement, and graduation rates).

Challenges   

• Institution’s recent presidential transition happened during development of the Institution 2020 strategic plan. Finalization of the new strategic plan is on track, but the College will need to be flexible enough to accommodate ideas and plans of new leadership in its execution.
• The Institutional Effectiveness process needs to function at multiple levels and requires more uniform standards and consistency of implementation.

Suggestions and Recommendations

• Capitalize on leadership’s commitment to fully incorporate good practices of institutional effectiveness to continue to mature the organization at all levels. Develop additional expertise to advance institution-wide assessment processes.
• Develop an appropriate charge for the Strategic Planning Committee that establishes ongoing functioning in years when a plan is not under development.

CHAPTER 2: A Strong Financial Position Built on Continuous Planning

Standard 2: Planning, Resource Allocation, and Institutional Renewal;

Standard 3: Institutional Resources

Introduction

The College has made major strides towards fulfilling an overarching priority of establishing and maintaining a solid financial position. In August 2012, The Institution received an “A Stable” credit rating by Standard & Poor’s Rating Services, which was reaffirmed in November 2013. The rating agency cited the College’s low debt, consistent and strong operating margin, careful expense control, and healthy financial outlook, while also noting that the relatively stable demand is slightly offset by limited demand flexibility created by serving the mission. This chapter addresses the financial condition and the planning and budgeting processes.

1.      

Budgeting and Resource Allocation

As The Institution is a tuition-driven institution, enrollment is a core focus for stable finances. Nevertheless, the College raises tuition nominally and is committed to maintaining Institution’s long-standing position as one of the lowest-priced private colleges in the region. This approach has helped the annual budget to remain stable over the last several years as enrollments and revenue (see Figure 1) have grown, the infrastructure has been revitalized, and costs have been contained.

a.The Annual Budgeting Process

The Institution employs an annual budgeting process that involves budget owners throughout the College, with ultimate approval by the Board of Trustees. In addition, the following year’s annual budget is informed by and grounded in the current year’s results (e.g., current enrollment levels, faculty coverage ratios, startup of new academic programs, facilities requirements, staffing needs, and cash flow issues).

At the beginning of each fiscal year, the annual detail budget is further refined into a monthly plan at the institutional level.This monthly plan is compared to actual results throughout the year. Monthly variances and year-end revenue and enrollment forecasts are analyzed by senior management and reviewed with the Board’s Finance and Control Committee. The College has built into its annual budget contingency reserves should the College experience a severe negative event.

Strategic Initiatives. Each major area within the College that has budget responsibility—Academic Affairs, Enrollment Management, Facilities, Finance, Human Resources, Information Technology, Institutional Advancement, Student Life, and Student Services—incorporates into its Institutional Effectiveness (IE) plan priorities for which they have responsibility per the strategic plan and provides a prioritized list of strategic initiatives for consideration. Each request is balanced against institutional needs, enrollment projections, and a reasonable tuition rate given outside market factors. This iterative process includes input from the Economic and Fiscal Affairs Committee, a College committee comprising faculty representatives from each of the five Schools and administrators; College Administration, and the Finance and Control Committee, before seeking approval from the Board of Trustees at the beginning of each calendar year, for the subsequent year.

In addition to linking resource allocation to strategic initiatives, requests for new or additional funds in the annual budget must be tied to each area’s annual operational plan. Updated annually and tied to the mission and strategic plan of the College, initiatives that require funding are identified, and a funding source for the expenditure, i.e., new revenue, reallocation of existing funding, or new allocation, is proposed. Requests are aggregated and prioritized by the President, and Senior Staff and are included, if applicable, in the annual budget. Key determinants of priority are program size, potential for operational efficiencies, and value added to students’ experience.

When a new academic program is proposed, a five-year plan is prepared projecting enrollment and both capital and operational expenses. This generally includes faculty hiring, which will be coordinated with program growth and accreditation standards as applicable.Actual results can then be monitored each year and compared to the plan to determine whether expenditures should be accelerated or deferred.

An academic matrix is prepared semi-annually showing revenues and direct expenses by academic program. The matrix is reviewed with the Economic and Fiscal Affairs Committee of the College and the Finance and Control Committee of the Board of Trustees. Programs are also reviewed and discussed, with sharing of underlying detail, in a meeting with the Provost and Vice President for Academic Affairs, School Deans, the Chief Financial Officer, and the Director of Budget and Planning.This alerts the College to the need to adjust resource allocations, if necessary, and to address enrollment changes.

Planning and Modeling.In addition to the annual budgeting process, the College also develops long-term plans. In December 2011, a ten-year financial plan with cash forecast was developed and reviewed with the Finance and Control Committee. This level of analysis assists the College in moving forward strategically with a clear understanding of its financial condition.

The College’s Office of Finance has developed various financial models including:

• An Enrollment model that utilizes recent retention rates of all students from term to term (fall to spring; spring to fall) to project future continuing student enrollment. Admissions works closely with Finance to ensure that appropriate targets for new students, including first-time, full-time freshmen, transfers, and graduates are incorporated into the model.
• A Revenue model that is used to convert the number of students into tuition revenue by term, utilizing past trends of full-time and part-time undergraduate students.Graduate enrollment is analyzed and segregated by pricing tiers.
• A Budget Macro model that includes enrollment and revenue input, other revenue streams, such as endowment returns, unrestricted, gifts and investment income, and historical and current expense information by natural classification (e.g., salaries, benefits, professional services, and rent).

This information is modeled using various assumptions to generate budget scenarios for consideration.

b.Budgeting for Institutional Agility

Recognizing the importance of flexibility, the College’s annual budget has, since fiscal year 2010, included an amount specifically earmarked for strategic funding opportunities ($500,000 in FY2010, $750,000 in FY2011, and $1 million in FY2012). The initial plan for disbursement of these funds included provisions for both ongoing expenses and one-time expenditures, and specifically tied proposed spending to tactics as adopted in the College’s strategic plan. Units have been able to request strategic funding for initiatives that fall into these categories, and actual spending has been carefully tracked from year to year.For example, funding has been requested and provided for strategic faculty hires, classroom technology, development of new courses, and faculty workshops.

c.Factors that ImCURP Budget Priorities

Strategic Plan as Guide for Allocations. As discussed in Chapter 1, The Institution has a Five-Year Strategic Plan (2009-2014) to guide the College’s fiscal, administrative, academic, physical plant planning, and allocation of resources.

Enrollments, Faculty Ratios, and Accreditation. Based on enrollment and hiring, a faculty analysis looks at instructional coverage ratios and section sizes by School and program.This study is used to guide the allocation of faculty hires to Schools and programs based on current and projected enrollment and accreditation requirements. Institution is participating in the National Study of Instructional Costs & Productivity (Delaware Cost Study) to compare the College’s practices against a national benchmark.

Capacity Study. In 2009, the College conducted a capacity study for all campuses that took into consideration classroom utilization and seat occupancy, with the goal of expanding existing programs—either at the current campus location or at another campus—as well as identifying new programs either compatible with existing programs or responsive to market demand. The goal of the capacity study was to quantify optimized enrollment. Based on this study, the College determined that the optimal on-campus enrollment for The Institution in 2014 would be approximately 11,611 students. The College’s revenue budget and, therefore, the expenditure budget are heavily reliant on enrollment as identified in this study.

d.Capital Budget Process and Priorities

The Finance and Control Committee of the Board of Trustees reviews and approves capital projects provided by management on an annual basis. Over the past five-year period, new roofs, windows, and classroom and lab upgrades have been made throughout the College. In spring 2013, the College’s purchase of the former Our Lady of Victory Academy (OLVA) property expanded and enhanced the main campus.

2.      

Fiscal Planning

a.Fiscal Discipline

The Chief Operating Officer and the Chief Financial Officer carefully monitor significant contractual agreements and periodically renegotiate to contain costs. During fiscal year 2012, over $600,000 was saved by renegotiating existing contracts, including outsourced Facilities, Bookstore, and Information Technology.Banking fees, including letters of credit, are also revisited as the College continues to experience financial growth and an improved credit rating. Recently the College was able to lower its compensating balance by $5 million.Expense savings have funded new initiatives or contributed to the College’s long-term plans.

The College maintains strong fiscal and procedural discipline in working with vendor bids and purchasing. Monthly budget to actual expense reports are automatically distributed electronically to the respective budget owners. Internal controls prevent a department from spending more than its total non-personnel expense allocation, and the Office of Budget and Planning follows up on significant year-over-year budget variances.

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The Statement of Activities packet provided monthly to the Board’s Finance and Control Committee includes analyses of budget-to-actual, actual current year to actual previous year, a forecast of expenses to fiscal year end, enrollments, cash flow, capital expenditures, and short-term investments.

Institution’s fiscal discipline has enabled the College to grow its net assets (see Figure 2) and was recently recognized when Standard & Poor’s reaffirmed the College’s “A Stable” rating in 2013.

b.Setting Spending and Investment Priorities, Policies, and Long-Term Horizons

The Institution has a focused strategy with three overarching priorities: growing the College in size and stature, improving Institution’s student success rate, and maintaining a solid financial position. Endowment management policies, as documented in the College’s Investment Policy Statement, align with these priorities.

The Institution’s investment portfolio includes both unrestricted and restricted assets (approximately $103 million as of June 30, 2013). Portfolio assets are designed to provide long-term financial stability and support of the College’s activities and programs in perpetuity. Spending of investment returns from Board Designated Unrestricted Funds (quasi-endowment) is allocated to student scholarships and support. Restricted assets are created at the direction of donors and are established by donor gift agreements. For donor endowment gifts, the corpus is included in the College’s permanently restricted net assets, and a portion of the return is available for spending based on the Board of Trustees’ approved spending rate policy and in accordance with the donor’s intent. Growth of the College’s endowment shows a commitment to long-term financial stability and to prudent investment management and spending.

The Endowment Management Committee of the Board of Trustees has the responsibility of overseeing all aspects of the management of the College’s endowment. The Committee engages an investment advising firm to assist in carrying out its investment objectives. The Committee monitors the work of the investment advisor, including investment manager performance—to ensure compliance with the asset allocation strategy—and communicates with the full Board. In exercising its responsibilities, the Committee acts in good faith, with the care an ordinarily prudent person would exercise and as required under the New York Prudent Management of Institutional Funds Act (NYPMIFA).

c.Strategic Expenditures by Schools

The Institution moved to a Schools model in 2008 (see Chapter 3). School-based initiatives receive funding in accordance with general strategic funding decisions and per a multiple-year plan. Each School receives funding based upon its needs. Examples of recent expenditures on school-based programs include:    

• Model UN (School of Social and Behavioral Sciences)
• Computer labs (School of Liberal Arts)
• Institutes of Excellence (School of Business)

In the School of Education and the School of Health and Natural Sciences, many programs have individual accrediting bodies, such as NCATE and ASHA. The College has been responsive to needs of programs undergoing accreditation review.Some School-based revenues are starting to be returned to programs that generate them, such as lab fees for anatomy courses being allocated to upgrade and ensure compliance in the cadaver lab.An NIH Q grant and a DOE grant were instrumental in funding new lab equipment and clinical instrumentation in the School of Health and Natural Sciences.

d.Investment in Planning Support

The College has made significant investments in personnel and infrastructure to support planning and assessment measures and to develop systems to collect, store, and analyze appropriate evidence:  

• In 2012, the College implemented an Accountability Management System (AMS) to integrate strategic and Institutional Effectiveness (IE) plans, track their accomplishment and assessment, and manage resource allocation processes associated with this planning.  
• In 2010, a staff member was assigned to manage the IE process for the College.
• Between 2011 and 2013, the staff in the Institutional Research and Planning Office was increased from one to three full-time equivalents (FTEs).
• In 2012, a full-time Director of Educational Assessment and a Director of Academic Budget and Planning were hired in the Office of the Provost.

e.Planning for Student Life

The College’s planning efforts around student life are oriented toward developing opportunities for students to deepen their campus experiences. These efforts include enhancing the physical environment for learning, studying, and working together and building infrastructure for meaningful co-curricular and extracurricular engagement. To better understand student interests and preferences in this domain, the College deploys satisfaction surveys.

There has been steady demand for campus housing by prospective students. Increasing on-campus capacity and securing external housing partnerships have required planning and assessment. Housing capacity has grown from 140 beds in 2008 to over 750 beds in the fall of 2012.A cost-benefit analysis affirmed advantages for the College and students from building a new residence hall; this project received authorization from the Board and is currently in the approval process with the local municipality. Routine surveys conducted among residential students help assess living conditions, activities and events, food service, and general student life programming.

Campus beautification is one of the more noticeable initiatives to improve student life, campus pride, and space efficiency.At the main campus, projects undertaken in recent years include substantive transformations of Main Hall and Victory Hall, installation and renovation of classrooms, labs, library commons, and the Center for Academic Excellence and Innovation, and a state of the art turf field—as well as new sidewalks, building exterior clean-ups, and attractive landscaping. Additionally, parking capacity was addressed with the re-opening

of a dormant lot. The College Food Committee was developed in 2010 to address a major area of student life: availability and food selection that meet or exceed students’ expectations.

Student Clubs and Activities have also grown to meet greater demand for an on-campus, 24/7 engagement experience. In collaboration with the Residential Life programming, the CURP office develops an academic-year-long programming plan for student clubs and activities. This plan provides event attendance tracking, budget, and other essential assessment measures to provide frequent analysis. Varsity athletics and intramurals were factored into strategic planning, resulting in the addition of three new NCAA sports, renovation of the gymnasium and fitness centers, a more extensive intramural program, and the new synthetic turf field that have all added to the quality of student life (see Chapter 4).

f.Planning for Human Resource Allocation

College strategies for human resources and allocation of human capital are developed in keeping with Institution’s first Strategic Plan goal to provide high-quality programs and opportunities that are customizable to individual student needs, interests, and career goals. The College has invested in projects for FY2013-2014 to upgrade the PeopleAdmin Enterprise Resource Planning (ERP) system for supporting identification, recruitment, management, and retention of College personnel—including online implementation of Personnel Request Form (PRF) and Personnel Action Form (PAF) job posting and fulfillment processes and upgrading the base system to provide additional capability in managing personnel resources.

These processes enhance (a) compliance with state and Federal regulations (see Chapter 1) and (b) College-wide efficiencies and benefits. As new programs are developed, the College creates long-range budgeting to put adequate human resources in place. Hiring plans for new academic programs and grants are tailored to different areas of the College, including faculty, administrative management, administrative support, and general staffing. Deliberative, though less formal processes guide other hires.

The Office of the Provost models and monitors course section offerings to make sure that faculty and space resources are used to maximum effectiveness and efficiency. This is currently a manual process; recent implementation and future enhancements to the Ellucian DegreeWorks platform will further help the College to allocate faculty and space appropriately and with less manual intervention.

g.Planning for Technology

A Technology Strategic Plan developed in 2010 featured six strategic goals designed to move the College toward innovative and effective uses of technology that help meet academic and operational needs. The planning process, as documented in the plan, resulted in the development of goals focused on how technology can and should be used to further the College mission.

h.Planning for Facilities

The Institution developed an in-depth Facilities Master Planin 2009. The Facilities Master Plan has served as an informative and useful guide to facilitating development of an action plan aligned with capacity and the needs of the College’s student population.The Plan documents conditions of College buildings, including engineering systems and landscape features; suggests building and landscape enhancements; maps existing space utilization and recommends improvements; presents options for renovation and new construction; suggests a phasing plan for construction to cause minimal disruption; serves as an important guide for fundraising purposes; and provides overall cost estimates. This plan is currently being updated and will include assessment of instructional spaces to ensure they meet academic needs.

As an example of the planning process, the White Plains campus was closed in August 2012 when the lease for the space ended. It was noted in the capacity data of the Facilities Master Plan in 2008-2009 that two programs, Computer Arts and Design and Music Technology, had become primary users of the campus, and many of these students were in the resident program, primarily associated with the Campus 1. Also, an analysis of enrolled students revealed that most would take their courses at one of the other campuses (see Appendix 3). Thus the decision was made to phase out that campus and move the Computer Arts and Design and Music Technology programs to the Campus 1, where new space had become available in Victory Hall.

i.Planning for Business Continuity: The The Institution Business Continuity Policy

The Institution has a comprehensive, college-wide business continuity plan (BCP) and disaster recovery plan (DRP), which have been effective in sustaining critical business processes during service disruptions and, subsequently, in recovering from the disruption. Any event that could imCURP operations is included, such as loss of or damage to critical infrastructure, such as campus classrooms or computing or network resources. The BCP and DRP are incorporated in one document, the Information Technology Services Disaster Recovery Plan.

Planning is conducted to prepare for threats, which include utility power outage, earthquake, epidemic, fire, flood, hurricane, random failure of mission-critical systems, storm, terrorism, active shooter, theft, civil disorder, and cyber-attack.

j.Assessment of the Business Continuity Plan

The College is engaged in carefully-planned emergency preparedness exercises followed by debriefing and analysis of responses. These exercises and analyses are used as planning tools and are shared with the College leadership. In addition, a contractor was hired to conduct a full outside review of the plan and provide a confidential report to College leadership.

3.      

Fundraising and Revenue Enhancement

a.Role of Strategic Plan in Guiding Fundraising

The Institution has established a detailed strategic fundraising plan with evaluation and review mechanisms. Prior to each fiscal year, a revenue target is established, including annual fund, events, major gifts, and corporate and foundation gifts. From the revenue budget, an Institutional Advancement plan is developed by the Advancement staff that is an operational plan tied to strategy. This plan includes a detailed budget breakdown by area, including work timelines, staff responsibility, constituency focus, and intended outcomes.

The plan is then monitored by the Advancement team through weekly fundraising reports to senior management that compare year-to-year results paralleled with comparisons to the annual goals. The weekly report provides timely evaluation information, allowing for the opportunity to make appropriate adjustments to the plan. In addition, a Development Committee of the Board of Trustees reviews progress reports while providing strategic input and, periodically, reports to the full Board. Ultimately, the Institutional Advancement fiscal year-end fundraising report provides opportunity for both evaluation of annual performance and planning opportunities for the upcoming fiscal year.

Fundraising can provide significant contributions to College revenues, which can help to maintain the College’s affordability. As a relatively young College, it is necessary to cultivate the alumni base and improve the alumni giving rate.

b.Contribution of Sponsored Programs to Revenue

The Office of Sponsored Programs (OSP) also generates funding revenue for the College in the form of external support from government agencies and private organizations. In addition to monthly prospect tracking meetings, OSP staff closely monitor grants activities and connect faculty and staff with promising grant opportunities.Information gathered through regular reporting (quarterly and bi-annually) allows for appropriate assessment and adjustments and provides for better planning of fundable projects. To decrease the College’s tuition dependency, revenues from other sources need to be continuously grown. Sponsored programs often have broadly beneficial outcomes for both the sponsor and the College. The College needs to determine ongoing costs and benefits of these programs past the program funding period and plan for continuation of beneficial programs.

c.Title V Grant: Capital Projects and Student/Faculty Support

Overall success in securing grants has enabled the College to move forward with capital projects to support student and faculty learning and engagement.In 2009, for example, with support from a $4 million US Department of Education (ED) Title V Grant award, the library at the Campus 1 was transformed into a Library Learning Commons—an active space for student services, collaborative learning, and quiet study, as well as home to the Vitale Center for Academic Excellence and Innovation.Additional institutional resources have been provided to transform the libraries at City 2 and City 3 campuses to also include Centers for Academic Excellence and Innovation and to enhance academic assistance services for undergraduate students there. At the City 3 campus, a computer lab was added to the library. Under a separate US ED Title V grant for graduate education, the Library Learning Commons encompass Graduate Professional and Academic Support Services centers (‘GradPASS’, initially named ‘Grad PACT’ under the grant), which offer a variety of academic support services for graduate students, including tutoring and preparation for comprehensive and professional credentialing exams.

d.Resources Committed to Student Learning

The Institution recognizes and supports the importance of learning and learning resources, including technology, libraries, and facilities, such as laboratories, clinics, and learning lounges, by actively engaging in providing and continuously improving institutional and financial support. The College recognizes that these resources are instrumental in enhancing student learning experience, retention, and overall satisfaction. Over the past five fiscal years, the College has invested significant resources in areas supporting student learning. Table 4 illustrates the growth of expenditures related to student learning over the past five years.

Table 4: Resources Committed to Student Learning 2008-09 to 2012-13

|Program Services|2008-09|2009-10|2010-11|2011-12|2012-13|

Most classrooms have internet access. Computer lab and science lab facilities at City 2 and the City 3 campuses were recently upgraded. To support Institution’s diverse student body, the College has been awarded a significant number of government grants, enabling better development and delivery of services to students.

To help emphasize Institution’s commitment to inspiring and nurturing in students the desire to continue learning throughout their lives, Library Learning Commons (LLCs) have been built on three campuses (City 1, City 3, and City 2). Supported by $1.3 million from the US ED Title V grant and other Institution funds, the LLCs provide teaching and learning spaces, information technology, and information resources.

e.Resources Committed to Student Support Services

The Institution is committed to fostering success and providing a supportive learning environment to students with varied schedules, economic backgrounds, and levels of academic preparation. To meet the needs of these students, academic programs are supplemented with a comprehensive program of support services geared toward facilitating student success (see Table 5).

Table 5: Resources Committed to Student Support 2008-09 to 2012-13

|Program Services|2008-09|2009-10|2010-11|2011-12|2012-13|

f.Resources Committed to Technology

A Technology Strategic Plan developed in 2010 featured six strategic goals designed to move the College toward innovative and effective uses of technology that help meet academic and operational needs. The College has also invested in the integration of technology to promote learning in all courses. The College has planned and implemented processes for technology acquisition and replacement appropriate to its educational programs and support services.

g.Resources Committed to Supporting Teaching Excellence

The Faculty Center for Teaching and Learning (FCTL) and the Office of Teaching Excellence and Engaged Learning (OTEEL) provide staff and resources to support teaching excellence and faculty professional development. OTEEL includes two associate directors, one for High-ImCURP Practices and one for Adjunct Engagement, in addition to an instructional designer. FCTL is a faculty-led organization initially supported by Title V grant funding for six faculty-in-residence (FiRs). When the grant expired in 2012, the College committed ongoing funding to support an annual course release for each FiR.

4.      

Responsible Management of Resources: Fiscal Reviews

The Institution is expected to operate in a fiscally responsible manner while ensuring that internal controls are implemented and effective and that statutory laws, regulations, policies, and procedures are followed. This is accomplished by means of internal audits of The Institution operations, compliance reviews, federal and state mandated reviews and audits, and independent audit of the College’s financial records (see Chapter 1).

The Institution is audited annually by an independent public accounting firm that reports to the Audit Committee of the Board of Trustees. The College has received unqualified opinions in all the audits since the PRR. In addition, periodic federal and state government audits of financial aid have been conducted with strong results in the following examinations over the past five years:     

• TAP Audit (New York State Office of the Controller)
• A133 Audit (Federal)
• US Department of Education Program Review (as part of full college review)
• US Veterans Administration Audit (Inspector General)

5.      

Findings

Strengths   

• Remarkable progress in the turn-around of financial stability achieved in the past half-decade.
• Unwavering College commitment to preserving affordability while providing a quality education resulting in significantly less student debt than the national average.
• The quasi-endowment has grown and provides additional funds for scholarships.
• Institution successfully weathered the economic downturn that began in 2008: enrollments surged, reserves were built, overall numbers of faculty and staff were maintained, and facilities were revitalized.
• The College has rigorous compliance and controls.

Challenges

• The Institution remains highly tuition-dependent and, as a result, is vulnerable to shifting economic conditions, national enrollment trends, and government funding policies.
• Alumni and donor cultivation and stewardship needs further development.
• Grant funding should become a larger proportion of revenue.
• Sustaining valued, externally funded programs after funding ends.

Suggestions and Recommendations  

• Further diversify revenue opportunities to reduce tuition dependency (e.g., grants, contributions, and auxiliary revenues).   
• Optimize instructional expenses through careful scheduling and staffing plans by program, school, and college. 
• Institutionalize processes to determine imCURP and feasibility of sustaining externally-funded programs.  
• Engage alumni in the The Institution of today.
• Continue to assess instructional spaces to ensure they meet academic needs, and take better advantage of current physical spaces as learning environments.

CHAPTER 3: Responsive Institutional Leadership and Oversight

Standard 4: Leadership and Governance; Standard 5: Administration

Introduction

The Institution enters an era of new leadership with an appropriate governance infrastructure and oversight in place to meet the needs of the College community and is focused on securing Institution’s long-term future and present-day commitment to quality and access. In accordance with Middle States recommendations in the Periodic Review of 2009, The Institution has a President and Administration with normative roles and authority relative to budget and costs; consultative governance structures, processes, and practices; and a culture of constituent communication and participation. This chapter describes the ways in which The Institution is led, governed, and administered so as to realize the College mission and goals—and highlights the College’s transition over the last five years to a new academic administrative structure oriented around five Schools.

1.      

The Role of Governance in Realizing the College Mission

The Institution is served by an environment of shared responsibility and cooperative governance between the faculty and administration. The College’s administrative structure, typical of similar private, non-profit institutions of higher education, consists of a central administration lead by the President and Staff Officers representing academics, admissions, advancement, communications, compliance, finance, operations, and student services. The Deans of each academic school report to the Provost and Vice President for Academic Affairs. Contributing to the organization’s operation are the committees, administrative units, and student organizations. Changes in organizational structure were designed to improve accountability and to enhance the ability to serve the students.

2.      

Key Governance Documents

The leadership of The Institution is guided by standard governing documents: a Charter, By-laws, Mission Statement, Constitution for Faculty Participation in the Governance of the College, Faculty Handbook, and related policy documents, such as a Conflict of Interest Policy and an Affirmative Action Policy. The Faculty Handbook, in particular, articulates rights and responsibilities of faculty. These documents outline the College’s structure and identify responsibilities of the College’s staff and faculty for oversight and accountability relative to policy development, resource building, and decision-making.

3.      

The College Senior Leadership

a.The Board of Trustees

The Board of Trustees (Board) has overall fiduciary responsibility for the College. The Board establishes broad fiscal, personnel, and educational policies under which the College operates, supports events and initiatives, and provides expertise, guidance, and support. Along with the President, the Board Chairman is responsible to certify to the Middle States Commission on Higher Education that the College is in compliance with Requirements of Affiliation, accreditation standards, and policies of the Commission. The Board of Trustees appoints and evaluates the performance of the College President.The President serves as the Chief Executive Officer of the College and is responsible for the management and administration of the College under established policies.

The College’s Board plays an integral role in setting and advancing the College’s mission and vision. The Board currently consists of 20 members, including the President ex-officio, and its work is organized in a committee structure with standing committees and elected officers of the Board. Duties of and elections to the Board are specified by its By-laws. Each member of the Board of Trustees is elected for a period of three years. A Board member may be renewed for three consecutive terms before cycling off the Board (officers may remain on longer)—and may be re-elected to the Board after sitting off for a year. Recommendations for membership to the Board are generally made by nomination by current Board leadership, and members are elected by vote of the full Board.

New members of the Board receive an orientation that includes information about the College’s history, academic programs, enrollment overview, finances, current strategic plan, fundraising efforts, and facility tours (documented in Board Orientation Packet, as overseen by the Board Secretary).

The President regularly reports to the Board on matters related, including academic and student issues, budgeting, investments, institutional facilities, and institutional advancement. The Board approves increases in tuition and fees, academic programs, and capital and construction plans and oversees the investment of college funds. Standing committees of the Board—which meet on their own schedules throughout the year—include, Academic and Student Affairs, Audit, Development, Endowment Management, Executive, and Finance and Control committees.

The Board periodically conducts a self-assessment—most recently, a self-assessment instrument provided by the Association of Governing Board of Universities and Colleges (AGB) was used during a 2012-2013 review (documented in Summary of Board Self-Assessment, as overseen by the Board Secretary).Changes have occurred to the committee structure, to the orientation of new members, and to the meeting format. The Board of Trustees has a Conflict of Interest Policy that each member reviews upon election and reaffirms annually.

b.The College President

The President serves as Chief Executive Officer of the College and has overall responsibility for articulating the vision and running the institution. Duties and responsibilities of the College President, delineated in the By-laws, include development and implementation of academic policies, planning activities, student affairs issues, enrollment, facility development and usage, personnel, and fiscal affairs.

From 2008-2013, Institution was led by Dr. Kimberly R. Cline, who succeeded Dr. Louise H. Feroe after Dr. Feroe left Institution to become the Vice Chancellor for Academic Affairs in the Connecticut state public higher education sector. Dr. Cline brought more than 20 years of higher education experience to the position, and during her presidency, she pursued innovative and dynamic approaches to college leadership, governance, and activities informed by data and developed and refined through continuous assessment and improvement processes. After five strong years, Dr. Cline announced her departure from the College, effective July 2013, to lead a major university. The Board turned to Dr. Concetta M. Stewart, who had served as Provost and Vice President for Academic Affairs since 2012, to serve as Interim President as it conducted a national search. The presidential search process, guided by a search consultant, ensured participation of various stakeholders, including trustees, students, faculty, administrators, staff, and alumni.

On January 2, 2014, the Board Chairman announced that Timothy L. Hall, President of Austin Peay State University in Tennessee had been elected as the 12^th President of The Institution, effective in May 2014. Hall brings significant expertise in the area of student success. His current institution has been cited nationally for innovation in the use of predictive analytics, technology, and collaborative efforts by faculty, staff, and administrators to support the success of students.

c.Senior Leadership Team

The President manages the College through the Staff Officers who work as a team to provide functional leadership of the institution, ensuring achievement of the overarching goals and vision. The team meets regularly and participates in all major policy decisions and strategic planning for the College, and together they provide leadership and manage most internal operations of the campus. Officers include: Provost, Chief Advancement Officer, Chief Compliance Officer, Chief Operating Officer, Chief of Staff, Chief Student Engagement Officer, Vice President and Chief Financial and Planning Officer, Vice President for Enrollment Management, and Vice President for Student Services.

d.Administrative Structure

Operations units report to an appropriate staff officer. In recent years, The Institution has undergone a period of reorganization and administrative staff turnover. Such change presents challenges to continuity of services as well as the need for training and further articulation of functions.Stemming turnover and sustaining and disseminating institutional knowledge are critical to the College’s continuing success.

Clerical, technical, and professional personnel are represented by a collective bargaining unit (documented in Collective Bargaining Agreement, as overseen by the Office of Human Resources). Labor relations are handled at the college level, under the direction of the Office of Human Resources.

Academic Affairs is managed and supported by the Office of the Provost, which is responsible for the School of Liberal Arts, School of Business, School of Education, School of Health and Natural Sciences, and the School of Social and Behavioral Sciences (see Chapter 5 for faculty administrative roles).

Structural changes at The Institution include the implementation of a traditional Schools structure and progression towards a single point of contact within student services support (see Chapter 4). The Schools structure is an effective organizational representation of core differences in internal structures, needs, and objectives among the sorts of programs each School represents. To support and coordinate administrative functions across the schools the Office of the Provost meets monthly with the Deans and Associate Deans.

Relative to student learning, each School has developed its own curriculum committee and assessment committee (mirroring functions of the respective College-wide committees). To integrate and develop student learning outcomes, the Director of Assessment works with each School to articulate learning outcomes and continually assess teaching effectiveness at the program and School levels in order to assess students against those outcomes. This process—along with “closing the loop”—follows a cyclical assessment schedule for 3-4 years to accurately measure the imCURP of student learning outcomes. Relative to pedagogy and scholarship, support and funding for faculty are generally provided at the College level; hence the Schools structure plays less of a central role. That said, the Deans remain supportive of pedagogic development and scholarship among their respective faculty, and they routinely facilitate faculty advancement in these areas through advisement and encouragement through close consultation with the Office of the Provost.

e.Faculty Administrative Responsibilities

At the Schools level, Chairs, Program Directors, and Program Heads are responsible for oversight of program quality and assessment, curriculum development, evaluation, and professional development for faculty and assessment of student performance in coursework, fieldwork, and laboratories. Deans work with Chairs, Program Directors, and faculty to align programs with national standards set by professional and scholarly organizations, accreditation agencies, research and service expectations, and career demands.

4.      

Faculty Governance and Leadership

The The Institution Faculty Senate was constituted in 1991 to provide an overarching structure for the work of the faculty and its committees. The Faculty Senate derives its authority from the Constitution for Faculty Participation in the Governance of The Institution (Faculty Constitution) and is governed by its By-laws. The Senate functions primarily in an advisory role. In this capacity, the Senate deliberates issues related, but not limited, to: educational goals of the College; admission standards and requirements; academic calendars; academic standards; graduation requirements; student affairs; and faculty affairs. The Senate also makes recommendations related to proposed courses and programs of study.

All core faculty members are members of the Faculty Association, which is charged with representing the faculty on issues related to terms and conditions of employment, as outlined in the Faculty Constitution. As needed, they conduct surveys of the faculty, call meetings with the full faculty, and meet with the Administration to discuss employment matters, salary plans, and other issues under their purview.

5.      

Student Participation

Student Government at Institution promotes and supports the College’s educational programs on behalf of students; supports related athletic, social, cultural, and recreational activities; and enriches students’ education through practical experience in self-government. The Institution Student Government strives to be a recognizable voice for the student body and works towards decisions made in students’ interest; any College-related issue can be brought by students to the Student Government for discussion.The Student Government has been revived (with assistance of the College’s Student Life team) over the last academic year, after a number of years of inconsistent activity. Under a new model, the entire undergraduate student body elects the Executive Board (President, Vice President, Secretary, and Treasurer), and specific class years elect representatives to advocate for their needs. In addition, there are at-large representatives from each campus.

6.      

Role of Communication and Consultation in Effective Decision-Making Practice

The College has an established system of consultative collegial governance with clearly identified responsibilities, but as in any complex, multi-site organization, communication at Institution has its challenges. College leaders and administrators regularly communicate information to and interact with college stakeholders—to introduce and deliberate pressing and more long-range issues of concern. The leadership in the faculty and the administration are committed to fostering stronger communications across the College community relative to policies, processes, institutional progress and accomplishments, and initiatives. In addition to formal channels of communication, the Office of the Provost sponsors informal discussions and roundtables with faculty to better understand their perspectives and concerns.

Consultative and communications processes and strategies are characteristic of the various elements of College governance and administration:

• Board of Trustees.Faculty members serving on key Board committees, including Academic and Student Affairs (four faculty serve on this committee), Development, Finance and Control, and Audit, is a long-standing practice at the College. As previously noted, the Board engages in a great deal of its work through its committees, where feedback on issues is gathered as part of the deliberative process. In addition, the President of the Faculty Senate addresses the Board of Trustees at regular Board meetings each year, and the Senate periodically sends a request or comment to the Board of Trustees through the Board Secretary’s Office or the Office of the President. Staff Officers generally attend Board meetings, and they also interact with the Board through the committee structure and as needed based on their job functions.
• The President.The Office of the President routinely updates the Board of Trustees at Board meetings and committee meetings, in periodic written or verbal communications and whenever there is an emergent matter about which the Board should be informed. The Office of the President corresponds with the College community and student body via email and attendance at numerous meetings and events throughout the academic year. The President corresponds directly with faculty and addresses them collectively at Convocation and other special occasions. The President generally attends a Senate meeting at least once a year, occasionally attends School meetings and other functions at which the faculty are assembled, and interacts with faculty informally. In addition, the President meets with Faculty Senate Officers several times per year and when needs arise, and the President of the Senate regularly joins the President and the Staff Officers for Cabinet meetings. In addition, meetings between the Administration and the Faculty Association generally take place several times per academic year and as needed.
• Senior Leadership. Managers throughout the College are responsible for disseminating needed information to their respective units. Cross-department groups, including the enrollment management team, meet regularly about their respective schedules. The College’s Chief of Staff and Chief Operating Officer convene meetings for the extended management team to disseminate strategic and operational information, train on legal and human resource topics, showcase new technology and initiatives, educate on broader issues within higher education, introduce new staff members, celebrate milestones, and provide general updates.

The Provost, along with the Provost’s staff, interacts with the faculty on a regular basis. The Deans of the Schools and Director of Libraries bring faculty and administrative concerns to the Provost through the monthly Deans’ Council meetings. The Provost’s staff also hold regular meetings with the Schools’ Associate Deans and participate in a faculty-wide meetings.The Provost also communicates with faculty through participation as ex officiomember of the Faculty Senate and on faculty committees relating to academic matters, with leadership of the Faculty Association, and through other correspondence. School-wide meetings of faculty are regular opportunities for dissemination of information and input. Within Schools, meetings of departments, programs, Chairs, and Program Heads focus on School-wide operations or College-wide issues.Communication among Schools takes place at regular meetings of Deans and of Associate Deans.

Public communication of College news and events is the responsibility of the Office of Public Relations, which draws on a variety of media: the College’s internal and external websites, social media channels, press releases, and College-wide emails. A Public Relations mailbox on the College website is monitored regularly for student, faculty, and staff requests to post information. Based on best practices for internal communications, the Office of Public Relations is improving the ways information is communicated through standard and consistent formats for College and campus news.

In June 2013, the The Institution Public Relations Department launched Institution News, an internal e-newsletter distributed weekly and featuring college news about faculty, staff, and student achievements, a calendar of events, job and internship opportunities, and athletics news. Content is continually added to improve effectiveness. In fall 2013, the College surveyed the campus community and found high satisfaction with this streamlined form of communication, which is seen as a resource for announcing events and promoting achievements. All or part of Institution News is also forwarded to Board members, retired faculty, and alumni.

7.      

Governance and Diversity

In its hiring practices and employment application processes, The Institution does not discriminate on the basis of race, color, religion, sex, or national origin. This non-discrimination policy is linked directly to the homepage of the College’s website (“Work at Institution” section). The governing bodies work together with Human Resources to ensure that the College maintains policies promoting diversity among all levels of the organization; policies do not ensure diversity however, and there are opportunities to increase it at most levels.

In addition, the College fosters an understanding of diversity on campus through various organizations and initiatives:  

• The Student Government Association provides a voice for advocacy and implementation of activities that express and celebrate diverse student perspectives and achievements. 
• The Office of Student Services and CURP program collaborate to bring activities, events, speakers, and presenters to campus to promote communication and celebration of diversity issues and information.  
• The Office of Disability Services assures that students with disability challenges are provided with assistive technologies, resources, support, and services to enable college success.
• The Faculty Senate Committee on Global and Cultural Diversity organizes activities and opportunities to leverage the College’s diverse international and multi-ethnic faculty, staff, and student community.
• The Center for Global Engagement promotes opportunities for faculty and students to engage in scholarship and other activities that advance global understanding and intercultural communication.

8.      

Assessing College Governance, Leadership, and Administrative Structures

In accordance with College policy, the President receives an appraisal from the Board of Trustees based on assessment of the President’s leadership.

At the administrative staff level, positions have job descriptions that inform the staff member’s annual performance appraisal with his or her supervisor. Professional development needs and annual goals for administrators are identified and discussed during the annual appraisal.

The effectiveness of administrative structure is reviewed periodically, and occasionally task forces are established to conduct more substantive reviews. For example, in 2007-2008, the President established a task force to review and compare the academic structure of the College to other similar-sized colleges and made recommendations regarding a move from Academic Divisions to Schools. During 2012-2013, a task force reviewed administrative stipends and releases and recommended changes to them; and they reviewed proposed changes to the Schools’ structure.In addition, accountability for budget and personnel at the school level and greater familiarity with surrounding administrative functions may be of benefit.

Processes for building and assessing faculty leadership are informal. For example, senior faculty leaders typically mentor and assist faculty new to leadership roles. Going forward, more formal development of faculty leadership skills among Faculty Senate members may include faculty governance workshops and leadership training. Within academic programs, some faculty have participated in leadership mentorship and training programs in their professional organizations, and, recently, academic directors were appointed for the General Education and Honors programs.

The effectiveness of governance structures has been reviewed through discussion in College committees and the Senate. Issues of concern in the Senate include membership, roles, functions and numbers of committees. Thus, for example, in 2008- 2009, the issue of term limits for committee members was reviewed, and in 2009-2010, term limits were instituted. Recently, the need for both a Graduate Curriculum Committee and Graduate Program Review Committee was questioned, and the Senate recommended consolidating these committees. Another issue raised was the number of librarians serving on committees.While committee By-laws include one librarian on each Senate committee, there are not enough librarians to serve on all committees. The library faculty prioritized committee membership, but it was decided not to change the Senate’s By-laws.

Administrative units at Institution establish individual unit goals and objectives linked to the College’s overall mission and Strategic Plan to improve work and move forward in a coordinated fashion with the entire institution. Some College units, such as the Office of Student Services, have developed a more formal and cyclical review process than others. Given the need for a uniform and College-wide process for tracking goals and objectives—and mapping them to budget—the College established an Institutional Effectiveness process (see Chapter 1).

9.      

Administrative Support

a.Management Systems, Policies, and Procedures in Support of Administration.

The College uses Banner as its enterprise system of record for student academic and financial data, along with student, alumni, and employee demographic data and institutional financial data. Deployment of Banner is supported by Institution’s external IT partner, Ellucian, which works closely with the College’s administrative team. Specifically, Banner houses required data elements for students’ academic records (transcripts), along with financial data—including funds received (financial aid) and funds owed (accounts receivable)—and all other student-related data.Banner is also the system used for processing student and student-related information, such as course offerings, program requirements, academic standing, billing, room assignments, financial aid eligibility, and disbursement of financial aid. In the Schools, the Faculty Load and Compensation (FLAC) system—a Banner module—is used for teaching assignments and pay rates; in the Budget Office, FLAC is used to review that input for approval and for generation of payroll information.

Along with Banner, the College also utilizes several additional “partner” systems, including Cashnet (a cashiering system that links to respective Banner records), PeopleAdmin (utilized by Human Resources for hiring and termination processes and linking to the Banner demographic data), Xtender (the imaging system of record for paper documents received on behalf of students), and R25 (facilities scheduling software currently in use for classroom, course, and event scheduling and coordinated with Banner course scheduling). Additionally, the College is introducing DegreeWorks, Rapid Insight, and the Student Success Collaborative to improve forecasting processes for future academic program development, course offerings, student success, and likelihood of persisting.

Across the College’s administrative units, a variety of policies and procedures guide corresponding Banner functions. For example, within Student Services, there are processes for registration, degree conferral, financial aid and eligibility, and billing and accounts receivable. These processes are reviewed on an annual basis. In addition to the Banner and partner systems, the College also utilizes a range of other systems for administrative services:

• In Career Services, the College uses “Career Maverick,” a job portal for students to search for internships, work-study, and full-time positions and for employers to target Institution students for positions. Career Maverick also functions as an ePortfolio system for student storage of resumes and recommendations.  
• In the Office of Alumni Affairs and Advancement, the College uses Raiser’s Edge, a system to coordinate and manage multi-level fundraising activities.  
• In Human Resources, the College uses ADP (an external system) to streamline payroll processes and Mercer (also an external system) to provide enhanced access to benefits information for College employees.
• In distance learning and blended formatted courses, the College utilizes Blackboard, TaskStream, and Digication to support students’ academic experience.   
• Across administrative units, the College uses the reporting tool Argos with IT support in writing reports.
• Banner, partner systems, and other administrative systems can be further optimized, and the administrative team continuously evaluates current systems processes and works with Ellucian to improve and utilize functionality of available systems.

b.Administration and Continuous Quality Improvement

Professional Development. Employees in all administrative units have access to professional development opportunities in the form of workshops, training, and educational programs. In the past, Human Resources (HR) offered these programs each year and covered customer service, basic office technology, and software systems. Low attendance prompted internal assessment to explore ways to improve programs and increase participation. It was determined that workshops offered were too narrow and did not provide enough incentive for users.

Beginning in 2010, a broader set of “Lunch and Learn” programs was established, covering eight areas of specific development, including new and more advanced areas, such as customer relationship management, hiring and interviewing best practices, and techniques for improving office communications. As added incentive, a certification document was awarded to participants successfully completing one or more programs. As a result, between 100 and 200 staff participated in “Lunch and Learn” programs in 2010-11 (a notable increase from earlier years). In 2012, management and development of “Lunch and Learn” programs were migrated to the Office of Student Services (OSS), where more resources and staffing were made available to run the program. The OSS regularly assesses the program to refine features and improve outcomes. And the OSS is presently expanding the “Lunch and Learn” program to all campuses and adding a “Breakfast and Learn” option to enable greater time flexibility and accessibility to the programs. Plans are now for HR to perform this type of training online as of spring 2014.

For professional development of faculty and quality improvement, the College has a strategic budget ($75,000) over and above departmental budgets. For faculty, these include Provost Travel funds and Faculty Development Grants, which support faculty research, conference presentations, and other development activities. Additionally, the Faculty Center for Teaching and Learning (FCTL) works with instructional designers in the Office of Teaching Excellence and Engaged Learning (OTEEL), who assist faculty in developing professional expertise in instruction and use of technology. FCTL also nurtures and supports creation of faculty learning communities around high-imCURP best practices, such as ePortfolio deployment and service learning (see Chapter 5).

Performance Evaluation. Evaluations occur at least once a year in the form of appraisals for union and non-union staff. Supervisors work with staff to develop professional development goals and objectives that are specified in appraisal forms. (see Chapter 5 regarding faculty evaluation.)

10.  

Findings

Strengths    

• College constituencies collaborate effectively on committees, task forces, and special initiatives, such as the Foundations of Excellence™ Self-Study, and participation in the recent presidential search.
• Established practices ensure faculty oversight of curricular and other academic matters and ensure their advisory capacity on policy and procedures in other areas.
• Each academic school has an administrative structure (Chairs, Program Directors, Program Heads) designed to meet the distinctive needs of the school.

Challenges     

• Breadth and characteristics of a largely commuter student population and multiple campuses inhibit effective communication. 
• Diversity needs to be strengthened among those serving in leadership and governance roles.
• High turnover and transitions in some areas have had an adverse imCURP on continuity, productivity, and planning.
• Recommendations from focus groups of The Institution students, faculty, and staff include the need for improved internal communication.
• A widely distributed data repository is needed to prevent potential inefficiencies, duplication of effort, and inconsistency.
• Greater familiarity and accountability for budget and personnel at the school level needs to be developed.

Suggestions and Recommendations

• The College should build appropriate and meaningful ways to include students, taking advantage of the recent revitalization of the student government. 
• Create specific strategies to expand the recruitment, retention, and engagement of diverse candidates in all aspects of leadership and governance.   
• Establish succession planning process and leadership development programs to ensure continuity and stability in administration.
• Continue to improve the quality and frequency of internal communications based on feedback.     
• Enhance processes and procedures and provide training to enable greater budget and personnel accountability to the Deans.
• Adopt CRM (Client Relationship Management system) and expand intranet-connected systems to meet current and future College data access and needs.
• Establish leadership development and reviews for faculty (full-time and lecturers) performing administrative functions.
• Increase formal and informal opportunities for communication between faculty and administration.

CHAPTER 4: Attracting, Supporting, and Graduating the Whole Student

Standard 8: Student Admissions and Retention; Standard 9: Student Support Services

Introduction

A central aim of a The Institution education is to give students a general academic foundation and the capacity to use acquired skills and competencies to advance life-long learning and achieve success in post-graduate careers or graduate school. Towards this aim, the College has undertaken many initiatives to expand service areas, increase retention, encourage excellence in learning, and address academic supports. Academic initiatives include monitoring learning outcomes and showcasing talent and achievement at undergraduate and graduate levels.

1.      

Attracting the Whole Student: A Restructured Admissions Function

In keeping with the College’s mission of educational access for traditionally underserved populations, admissions, enrollment, and retention are central administrative concerns. By 2007, overall undergraduate enrollment rates fell below healthy levels with respect to new students and behind national trends with respect to the retention and graduation of continuing students. Admissions were largely on an inclusive basis, and the College attracted students from the local area.

In developing its recruitment strategy, the College assessed the physical capacity of its campus locations in 2009, as well as future US workplace needs, to ensure that Institution continued to provide education in relevant fields. Consideration was also given to align the time and location of major offerings at campus locations with student needs. As a result, the College defined the optimal overall on-campus enrollment as 11,611 students (including new and continuing undergraduate and graduate students) and set out to reach this target by fall 2014. At the time of this analysis, enrollment hovered at 8,807 students.

To reach these goals, Admissions fundamentally transformed its practices, moving from a passive to an externally focused and active recruitment model. Admissions counselors were added, increasing the staff from 28 in 2008 to 44 in 2013, and were retrained as recruiters poised to sell the merits of the college to potential students at college fairs, high schools, community colleges, and on-campus events. Recruiters are also expected to support students through the registration process. In addition, Admissions teamed up with Marketing to develop a plan that focused on expanding awareness of the quality and affordability of a The Institution education. These coordinated campaigns included traditional higher education marketing initiatives that concentrated on increasing the number and quality of applicants, as well as several campaigns dedicated to key influencers. Partnerships with key influencers have been established, which allows for Admissions and Academic personnel to elevate the perception of The Institution with guidance counselors, high school administrators, college transfer counselors, athletic staff, and Honor Societies. In addition, Admissions teamed up with Marketing to develop a plan that focused on expanding awareness of the quality and affordability of a The Institution education. Admissions then works collaboratively with the Office of Student Services (OSS) to communicate financial aid options and counsel students appropriately.

The Admissions team increased site visits (from 58 in 2008 to over 2,000 in 2012) and on-campus events (from 23 in 2008 to 89 in 2012). In addition, the College expanded its primary recruiting market to include New Jersey, Connecticut, and Long Island, which were minimal sources of students in 2007. The strategy has resulted in an increase in applications and registrations in those new markets. (New Jersey grew 101% in applications and 88% in registrations from 2008 to 2010; similarly Connecticut grew 77% in applications and 9% in registrations; and Long Island grew 140% in applications and 177% in registrations over that same period.) As these new markets have been included into the primary area for recruitment since 2008, the College has set its sights on expanding secondary markets, specifically distance learning and international and veteran students. Newly designed recruitment strategic planning and activities are currently in progress with an expectation of imCURP to the fall 2014 class.

In addition to a weak recruiting strategy, the admissions processing office lacked the training to maintain acceptable standards in both quality and productivity. Inquiries, applications, transcripts, and support documents would typically take a week to be acted upon from the date of receipt.Further, both the admissions and financial aid contact phone numbers were outsourced, and the outside call agencies were ill-equipped to provide current or prospective students with information about the College or its policies. To equip the admissions team with the new skills and tools needed to make an impact, a series of comprehensive training sessions were conducted consisting of, but not limited to, product knowledge, customer service, and sales skills development. These staff training and development sessions began in 2008 and ultimately encompassed over 50 meetings at the inception, and they continue as regularly scheduled division training sessions. At these sessions, the goals set within the strategic enrollment plan are discussed, as well as team/individual recruitment goals and training. Accountability was enhanced by assigning territories within a territory management system. These goals are measured and assessed on a weekly basis.

The College focused on rebuilding its infrastructure to enable it to better attract, nurture, and graduate its student body. For example, Recruiters support students through the registration process. A formerly decentralized admissions process was reorganized into the Student Service Support Center (SSSC). Documents were centralized in one location, facilitating tracking at various campuses (see Appendix 3) and creating a secure location for all student information.

As a result of these changes, positive exposure of The Institution increased rapidly. These efforts resulted in broadened geographic representation among applicants, attracted a more qualified demographic that is more likely to succeed at Institution and to graduate within a traditional timeframe. Total applications to the College at all levels increased 110% from 2007 to 2012, with a growth of 188% in freshmen applications during this period. Between fall 2007 and fall 2012, total enrollment at The Institution increased 29%, culminating in three straight years of over 10,000 enrolled students. During this time, the incoming student class for fall 2010 was the largest in the history of the College, with new student registration increasing by 55% from 2007 to 2010.

Members of the Admissions Committee and the Vice President of Enrollment Management, supported by the Office of the Provost, adopted measures to gradually increase admission standards for incoming first-time students to ensure preparedness for success in a baccalaureate program.  In fall 2007, 42% of the entering first-time, full-time (FTFT) class had a high school GPA of 80% or higher; by 2013 that number had increased to 82%. Some applicants to the College require additional support more appropriately provided by community colleges, and Institution works closely with its community college partners to provide those applicants with a pathway to success.  In fall 2011, new enrollment of first-time, full-time freshmen students exceeded established targets and peaked with 1,172 students enrolled in this category.  As student retention continues to improve, the College projects incoming first-time, full-time classes of 825-900.

Students who do not meet the academic standards for regular admission to Institution may qualify for admission through one of the College Opportunity Programs (COP). Key paths to access The Institution through COP are the Higher Education Opportunity Program (HEOP) and the Bridge to College (BTC) pre-collegiate program.

a.Student access to administrative information reorganized

In past years, ensuring students were equipped with up-to-date, easy-to-access information about their enrollment status was a major concern. Recognizing that this information is critical to student success, the College has expanded and continues to expand its single point-of-service framework to the web, leveraging technological resources to support access to information and advising in areas that include: academics, financial literacy, career services, and financial aid. Since 2010, the SSSC call center has been available six days a week to address admissions and financial aid questions. In 2007, the College migrated many registration and transcript services online, and in 2013, expanded the student dashboard intranet portal to provide students with real-time updates on status of financial aid, registration, housing, and health-related documents. This dashboard is expected to increase student ease of engagement with the student services infrastructure, further streamlining the process by reducing staff time previously necessary to respond to routine student inquiries. A second phase of the project, launched in January 2014, serves newly admitted students and addresses compliance-related initiatives. In addition, the College website is being redesigned over the course of the 2013-2014 academic year, which includes augmenting user access and ease of content management for content owners.

2.      

Supporting the Whole Student: Mentoring

In order to address the issue of time-to-graduation, the College assessed its student body and researched best practices for addressing their needs. Personal factors, such as job demands, housing issues, transportation obstacles, and childcare responsibilities are primary contributors to Institution students needing to repeat classes they had failed or dropped by mid-semester and to a reduced chance of students graduating within four years.

As a result, in 2008, the College adopted a multi-pronged student retention strategy centered on a strong and supportive mentoring program, a single point of contact framework for student services, and a robust support system outside of the classroom. Demonstrating its commitment to this strategy, the Board committed $1 million to development of these priority programs; student success became a central tenet of the 2009-2014 Strategic Plan (see Appendix 1). A comprehensive program to advance retention through mentoring enrolled students, the Personalized Achievement Contract (PACT) program, was designed in fall 2008.

a.A Retention Focus: The CURP Program

Institution launched the CURP program with a pilot group of 50 first-time, full-time undergraduate students in spring 2009. CURP grew gradually from 2009 to 2012, when all first-time, full-time bachelor’s seeking freshmen who were not participating in College Opportunity Programs were invited to participate. In fall 2012, the program was further expanded to begin offering PACT-like services to transfer and graduate students. By fall 2013, the cohort had grown to over 2,000. Students participating in CURP are provided a series of tools and programs designed to improve student success rate, increase retention and graduation rates, and better prepare students for careers. Mentors regularly analyze student data on persistence and a variety of other risk factors and intervene as necessary to keep students on track.

Overall, the CURP mentoring program showed immediate results. Since its inception, CURP students, on average, persist at higher rates than non-participants. The fall 2009 cohort had a 10% increase in fall-to-fall retention over previous first-time, full-time (FTFT) freshmen cohorts.Despite some operational growing pains involved with the significant growth in student participants in PACT, retention of FTFT students continues to surpass pre-CURP retention rates, reaching over 12% in 2013.

The CURP program has received acclaim from a number of external sources—including funders, institutional partners, and other educational organizations (including the American Council on Education, Association of American Colleges & Universities, National Association of Colleges and Employers, and Hispanic Association of Colleges and Universities)—for innovation in meeting needs of a largely first-generation, low-income, or minority student population.Preliminary analysis of program-level cost data and student outcomes indicate that the additional revenue the College generates from increased student retention offsets the costs of the CURP program.

b.Targeted Support for First Generation Students: College Opportunity Programs (COP)

The College Opportunity Programs date back to 1970 in providing student support services to grant participants who are determined to graduate from college. Students entering opportunity programs are fortunate to have the commitment from the US Department of Education and New York State Education Department that encourages academic success.

COP comprises four collegiate programs and two pre-collegiate programs designed to serve low-income, first-generation, academically needy, or underrepresented ethnic minorities. In concert with the College mission, the College Opportunity Programs’ mission is to provide academic, social, and personal support to historically underrepresented students in a nurturing and academically focused environment.

Intensive outreach is done by COP in partnership with the Office of Admissions through high school guidance offices, with students directly, and through Open Houses. The collegiate programs include:  

• Higher Education Opportunity Program (HEOP).A New York State and college-funded program, HEOP offers supportive services and financial aid to eligible New York State residents attending independent in-state colleges. HEOP is designed to assist educationally and economically disadvantaged students who wish to pursue a college degree. Students are required to attend a five week summer program before being admitted to The Institution.   
• Student Support Services Program (SSSP).Funded through the US Department of Education, this program provides opportunities for academic development, assists students with basic college requirements, and serves to motivate students towards successful completion of postsecondary education, facilitating transition from one level of higher education to the next. 
• Collegiate Science and Technology Entry Program (CSTEP).This state-funded program is designed to increase the number of historically underrepresented students who aspire to professional licensure or to careers in mathematics, science, technology, and other health-related fields.
• McNair Scholars Program.A US Department of Education funded program, the Ronald E. McNair Post Baccalaureate Achievement Program introduces students to an academic research culture and the skills necessary to succeed in that environment, and it seeks to develop academic and leadership potential from a diverse population, with the ultimate goal of students enrolling in and completing a doctoral program. Students selected for participation in the program work on a year-long research project with a faculty mentor and participate in summer research opportunities. The Institution has participated in the McNair program for a decade and a half.

Each COP program is assessed through state or federal reporting annually. Assessment is led by the director of each individual grant. The three New York state grants complete mid-year and end-of-year performance reporting. The federal TRIO grants complete reporting once per year. Individual program assessments focus on key areas specific to the grant objectives. Each grant evaluates student persistence, academic standing, and graduation. Based on specific goals of the grant, there are individual areas of assessment. The grants under the US Department of Education TRIO grant also undergo an A133 audit to review program operations and grant compliance.

c.Office of Student Services (OSS)

In 2011, informed by the success of the CURP program, the Office of Student Services (OSS) was reorganized into a “single point of contact” framework wherein all students could access advisement on academic planning, registration, and financial aid matters through a single source. A team of counselors, now called “mentors,” was cross trained in each of these areas towards the goal of providing students with a holistic look at their overall College trajectory. Such cross-trained teams are now located on each College campus.

Consolidating these functions to one area was positively received by the returning student population, according to informal reports. In addition, there has been an improved rate at which students register, a continued improvement in the rate of disbursement of aid to student accounts, and an overall improved receivable rate for the College.

Informal accounts provided by Deans, academic unit heads, faculty, and students indicate that issues remain in establishing advanced knowledge and nuanced understanding of different academic programs among professional Student Services and CURP staff. More systematic study is necessary to devise more effective advisement to meet student needs.

In parallel with the recent administrative restructuring of Student Services, there has been a commitment to offering a full complement of advising, financial aid, admissions, and other student services to all students regardless of campus location. In addition, Student Services tracks student movement among campuses, and students now tend to receive services at the campus at which they are studying.Student Services staff at all campuses attend the same training sessions, and there is now a unified comprehensive training calendar for all Student Service staff teams.

3.      

Supporting the Whole Student: Academic Support

a.Early Intervention

The College had and early alert system in place since the 1990s.To more accurately reflect its purpose and based on faculty feedback, it was re-engineered and renamed in 2011 through the work of the Committee on Student Success and Engagement. The system was strengthened to enable notification of instructors and mentors on a weekly basis when a student with an Academic Update attends tutoring. Also, instructors are now required to submit estimated grades at the time they issue Academic Updates (AU) for tutoring to enable better analysis of the imCURP of tutoring on student grades. The AU system promotes faculty engagement with advising staff and is used as a primary assessment method for measuring and tracking communicating exchanges between students, faculty, and staff in a timely manner so students can act on feedback before it is too late in the term.Metrics monitored weekly through an academic success plan tracking dashboard include Academic Update alerts and academic success workshop attendance.

b.Learning Centers

The Vitale Center for Academic Excellence and Innovation (CAEI), composed of Learning Centers on The Institution’s four campuses, is available to all students for tutoring in communications skills (reading, writing, speaking, and listening), as well as academic subject areas. Aligning its work with instructional support needs defined by the faculty, and collaborating with other educational support services, the Center offers high-quality, effective, one-on-one and small-group tutoring.

From 2010 to the present, the Center has been led by a director who has emphasized College-wide collaborations, especially with units that provide mentorship to students, such as PACT, OSS, and the College Opportunities Programs (COP). CAEI regularly engages in both self-assessment and assessment of the students it serves. These assessments include studies of overall GPA and grades in courses for those students issued Academic Updates (AUs), pre- and post-tests in coursework, open-ended self-reporting by students, and embedded assessment instruments designed to measure student learning within single tutoring sessions.

Assessments indicate a strong correlation between attendance at tutoring, improved grades, and decreased withdrawal rates—a finding that prompted faculty to use the AU system more regularly. In addition, studies of the programmatic offerings show that students overwhelmingly value the services offered.

c.Technology

The Institution students must graduate with a fundamental competency in technology. This requirement is reflected in Information Technology requirement in the General Education program. To support this requirement, the College, in 2007-2008, invested more than $1 million towards improving the technological resources in classrooms at the City 1 and Bronx campuses. Throughout its four campuses, The Institution currently offers 31 computer labs that provide 514 computers. The College also offers wireless internet connectivity throughout its four campuses (see Appendix 3). Computer labs are divided into “open labs,” available to students for general course work and assignments, and “classroom labs,” with computers and projection equipment to use during specific classes.

The The Institution Libraries offer a wide range of computer and technology-enhanced learning options for students, including dedicated desktop computers and loaner laptops. In fiscal year 2011-2012, the Libraries loaned laptops more than 7,200 times.The Libraries also offer free printing from multiple printing stations and assist online and distance-learning students through web and personal contact. Students are allocated 500 pages of free printing per semester, which may be extended upon request. Photocopying is also available. In 2011, 92% of students responding to a Library usage survey indicated they used a Library-based desktop or laptop computer for a class assignment.

In 2007, the College initiated installation of smart room technology in 50% of its classrooms. Penetration is currently near 90% and is targeted for 100% by 2015.The Faculty Senate Academic Computing Committeebrings together various campus constituents around technology: teaching and Library faculty, internal Information Technology (IT) staff, Ellucian (the College’s external IT service provider), Institution Online, and the Office of Teaching Excellence and Engaged Learning.

The Institution Libraries also provide informal assistance with use of technology and access to peripheral technology devices, including SMART boards, cameras, digital projectors, microphones, clickers, and public address systems. At City 1, a Graduate Assistant, the Media Services Coordinator, and evening Technician provide assistance with computers and technology. The branch libraries provide technology assistance by appointment. Students can schedule assistance on basic Microsoft Office applications, basic computing, file management, and printing, as well as on more advanced technology uses, such as ePortfolios and digital storytelling.

The Institution Libraries provide resources in support of the whole student, addressing academic as well as co-curricular and cultural goals. A café located in the Library at City 1 provides refreshments and collaborative study opportunities in a collegial setting. An art gallery and several exhibition spaces are devoted to presenting student artwork and research, as well as access to the world of ideas, creativity, and diverse viewpoints. Space is made available for student clubs, cultural events, such as poetry readings, and other activities requiring Library facilities.

4.      

Supporting the Whole Student: Orientation

As made clear by the College’s Foundations of Excellence™ Self-Study, engagement early and often by OSS mentors in the pre-enrollment process is essential for optimizing student engagement on day one of a freshman’s first college semester. Early interaction between student and mentor during the summer prior to enrollment is particularly important for first-generation students who may lack direction and, at times, support from home. Such early engagement must meet varying levels of student commitment, readiness, and maturity.

The College piloted orientation for incoming freshmen in 2011 and 2012 under the moniker, “Camp PACT.” This orientation consisted of a general overview of college life along with games and team-building activities. Findings through the Foundations of Excellence™ Self-Study resulted in several improvements for summer 2013. For example, learning outcomes were established for orientation with sessions and content around those learning outcomes. Surveys were also created to see how students rated orientation and whether they met learning outcomes. Further, content and structure were revamped to meet a defined set of learning goals and to better prepare students for their transition to college (including a health and wellness session, an academic overview session, a campus scavenger hunt, and a team-building session, as well as a session for parents). Orientations for transfer students were piloted in 2012 and for graduate students in 2013 with similar learning goals.

In 2013, based on survey results from staff, faculty, and students in conjunction with the Foundations of Excellence™ Self-Study, the College determined that Institution students could use additional information about transitioning to college and skill-building in certain non-academic and non-cognitive areas. These areas included appropriate student behavior and communication, conflict resolution, and more. The CURP team worked with the Office of the Provost and Seminar faculty to determine how to incorporate CURP mentors as guest lecturers in Critical Inquiry (CI) courses to specifically address these transitional skill needs. With the Provost’s team, a set of learning goals and outcomes were developed for four 45-minute sessions in which the CURP mentors would join the Critical Inquiry course. Data were gathered from the students and instructors and analyzed in spring 2013, and results were used by a workgroup designing a new transition to college program to help determine the most effective approach.

a.Assessment of Student Needs

Students are encouraged to undertake various paths to self-discovery and career exploration during their transition to college life. In 2013, the College purchased Career Cruising, a career exploration and self-assessment tool. With this software, students can take three different self-assessments of their skills, interests, and learning styles. Students can then explore different career paths based on these assessment results. They can also set goals and create customized plans for themselves.

Incoming students are also given a needs assessment survey at orientation regarding academic, procedural, financial, personal, social, and career issues. The results provide baseline information about student needs and aid in the development of programming to target those needs.

Students accepted to The Institution take placement evaluations in English and math skills to determine appropriate introductory-level courses—unless they meet minimum placement criteria as evidenced by their transcripts. The Testing Office coordinates placement examinations for incoming new and transfer students. Examinations are administered by proctors and offered on all campuses. This Testing Office also administers the Introductory Computer Information Science (CISC120) waiver exam and College Level Examination Program (CLEP) exams.

b.Support for Special Populations

Online Learners. Institution strives to provide online students with support that is equivalent to that provided to its on campus students. Online orientation videos, text materials, and self-assessments are provided via the website. There is a dedicated staff member who provides face-to-face, email, and telephone-based support for technology, course access, and logistical issues. In addition, Institution Online provides online students with in-person training at its Online Student Blackboard workshops at the start of the semester.Students can take proctored exams at any Institution campus or arrange for a local proctor who is approved by the College. Other support services provided to online students include career and personal counseling, student services, 24/365 technical support, online tutoring, library services through an online librarian, and Disability Services.

Support for Student Athletes. The Institution is a National Collegiate Athletic Association (NCAA) Division II institution.

In 2004, a task force was commissioned to study and report on the Institution athletics program in order to create a sustainable, enriching program. As a result, the Athletic Department was restructured, and the program subsequently became an attractive incentive for student enrollment and retention.Under new leadership beginning in 2006, the overall image of Institution Athletics improved, enabling the program to grow to include men’s and women’s lacrosse (2008-09) and women’s field hockey (2009-10). In response to this growth, the department grew to 12 full-time staff, and added more part-time coaches, to support the new and growing teams.

Investment in the Institution Athletics facilities on the Campus 1 between 2008 and 2012 resulted in dramatic upgrades, including renovation of the Institution Gymnasium (2008), a new softball field (2009), and installation of a state-of-the-art, multi-sport turf field (2012). Further, the lease agreement with and subsequent purchase of Our Lady of Victory High School allowed athletics to install a larger fitness center in that building to support an expanded training room and practice facility.

These investments resulted in on-field resurgence beginning in 2010. That spring, the baseball team reached the East Coast Conference playoffs for the first time since 1990. In 2011, the softball program also reached the East Coast Conference post-season.The men’s lacrosse program had a very successful 2011 season—its second in history of the team—finishing with a No. Seven national ranking. This past fall (2013), the men’s soccer team earned the No. Four seed in the East Coast Conference post-season tournament. Other honors for performance on the court or field over the past two years include 20 All-East Coast Conference selections, three All-East Region accolades, one pre-season All-American, two All-Americans, a Coach of the Year, two Goalkeeper of the Year awards, two East Coast Conference community service awards, and five national statistical titles for teams and individual student athletes.

The growth of the College’s commitment has contributed to athletic success on and off the field. To support students academically, the Institution Athletic Department created the Power Hours program to provide student athletes dedicated time for study and tutoring. Working in tandem with this program is the Professors’ Excused Letter for Competition, initiated to keep coaches and administrators regularly informed about student athletes’ academic progress.In addition, the Athletic Department regularly assesses retention and graduation rates of athletes, thereby giving both Athletics and College administration valuable information to design and implement new procedures and policies to meet the needs of student athletes.As a result, the College’s student athletes are regularly named to the East Coast Conference Commissioner’s Cumulative Honor Roll (53 in AY 2010-2011; 64 in AY 2011-12; and 77 in AY 2012-13) and to a College-wide Athletics Director’s Honor Roll started in AY 2011-12 (86 in fall 2011; 72 spring 2012) for which students in their sophomore, junior, or senior years must earn a GPA above 3.25. The graduation rate among student athletes is presently at 60% (2013).

Military Students. Institution has been designated by the Department of Veteran Affairs as a Yellow-Ribbon school since that program’s inception in 2009 and a “Military Friendly” school by GI Jobs Magazine. The College strives to provide an atmosphere where faculty, staff, and students welcome military students, who totaled 259 as of fall 2013. For students currently serving in the military, Institution Online provides a flexible learning option. In addition, Institution students have the opportunity to earn elective credits toward a degree based on their previous military training or from professional and life experience as demonstrated through a life achievement portfolio. The College dedicates special resources to support military students, including counseling services and a dedicated Student Services staff member to review and explain military financial aid benefits. Veteran students are also engaged on campus, where students recently launched the club Veterans of Institution, a chapter of Student Veterans of America, dedicated to improving student veteran life on and off campus.

5.      

Additional Undergraduate Student Support Services

a.Career Services

Career Services at The Institution teaches career readiness with the goal of each student developing life-long, self-directed, career management skills.Career Services provides the tools, training, and exposure to opportunities that empower students to take ownership of their career success. Through workshops, online resources, career events, and individualized counseling, students become empowered to thrive in an ever-changing workplace. Open to all students across all campuses, advanced technologies available through the state-of-the-art Vitale Life Skills Lab provide students access to trailblazing personalities (through their Lunch with a Leader series), information, and opportunities from across the world and around the clock.

The Career Services Center is led by an Executive Director in conjunction with a professional staff comprised of two Directors, plus an Associate Director, Assistant Director, and additional career staff. The The Institution Academic Internship Program provides students an opportunity to gain meaningful career experience while simultaneously pursuing their undergraduate studies. The Career Services staff works with students to identify opportunities that may allow them to earn up to six (6) elective credits. Almost 75% of students who replied to the2013 Graduating Student Survey report being satisfied or very satisfied with practical work experiences offered in areas related to their major.

b.Disability Services

The Institution is committed to assuring the availability of its academic offerings to all qualified students, in compliance with section 504 of the Rehabilitation Act and the Americans with Disability Act (ADA). The Office of Disability Services (ODS) coordinates academic accommodations, including provision of auxiliary services.Currently, 425 students are registered with the ODS, with 319 actively using academic accommodations. The Director of Disability Services is located on the Campus 1; visits to other campuses are made on a regular basis.

In March 2012, an educational consultant with expertise in college disability services conducted a site visit and subsequently produced a review. While recognizing strengths of the current structure, the consultant highlighted the level of ODS staffing as a weakness, given the number of students registered and the four campuses (see Appendix 3). To address this weakness, the ODS now has a Director and an Associate Director.

c.Health Services

The Institution offers students limited health services through on-site nurses, faculty-led counseling, and wellness and prevention programs. Students in need of more intensive treatment are referred to local hospitals and clinics.

• General Health Services. The The Institution Nurses Office, located on the Campus 1, is staffed by nine registered nurses. The office, overseen by the Director of Residential Life, provides limited health services free of charge to students.
• Mental Health Services. The The Institution Counseling Center (MCCC) offers short-term individual and group counseling, referrals for longer-term care, and a wide range of ancillary support services, including social service referral, faculty/staff/student education, and suicide prevention. Partially attributable to increased enrollment, 450-600 students visit the counseling centers each year, a number steadily increasing over recent years.MCCC works closely with the Director and Deputy Director of PACT, the School Deans, and the Director of Campus Safety.

While Institution does not currently offer comprehensive health insurance to the general student population due to receiving bids from various insurance companies that were far too expensive for students to afford, student athletes are covered as required by NCAA regulations. The College is currently reviewing options for potential future offerings, including options that are available utilizing the exchanges under the Affordable Care Act.

In recent years, student demographics have changed, and the College now has greater numbers of residential students, student athletes, and more traditional-age students. As a result, student health needs have changed too; a taskforce comprising administrators and faculty is currently reviewing offerings and best practices.

d.Residential Life

The Residential Life Program (RLP) is a key component in retaining students at The Institution, providing students with an out-of-classroom experience that builds community and contributes to students’ sense of belonging, thereby fostering academic success, personal well-being, and individual growth.

The residential student population in the The Institution community has increased greatly, with the 2011-2012 academic year bringing more than double the students from just two years earlier. Therefore, the College has committed to building a 350-bed residence hall, planned to begin in late 2014, to help address the growing need for on-campus housing.

In spring 2012, the RoomSync system was implemented for greater chance of successful roommate pairings and outcomes.In spring 2013, evaluations of campus housing Resident Assistants and Resident Directors were implemented to help the RLP gauge areas of improvement for staff development.

6.      

Graduate Admissions and Retention

For prospective graduate students, admissions services reflect combined efforts of the Office of Admissions, faculty, and academic administrators. Together, they meet with candidates, conduct group sessions and open houses, and create materials for flyers, brochures, and posters. Graduate Recruiters also conduct external recruitment efforts within the community, utilizing outside influencers to promote Institution’s graduate course offerings. Attendance and participation at graduate fairs in the tri-state area and other relevant conferences, career events, and social functions enhance these efforts. In addition to traditional graduate students and adult learners, Institution has expanded recruitment efforts to include International recruitment, distance-learning initiatives, and off-site cohort models to expand current markets. The Admissions team submits a prospective student’s completed file to the program for review and decision, and a committee of program faculty make the actual admissions decision.  After a candidate’s documents are assessed, a decision form is processed by the Office of Admissions. Candidates are notified by letter to meet with a department chair, Program Head, or advisor to plan courses prior to course registration and to establish a plan of study for degree completion.

The College conducts graduate student information sessions on behalf of prospective or newly admitted students.  Current The Institution juniors and seniors are made aware of graduate offerings and are offered information sessions specific to Institution undergraduate students and alumni. Graduate Admissions recruiters work directly with qualified juniors and seniors to promote the 4 + 1 options and the seamless application and enrollment processes. Academic Advisors and CURP mentors also work with students during individual advising sessions.

7.      

Graduate Student Support

In recent years, the infrastructure for graduate student support at Institution has improved. In 2009, the College developed and implemented dedicated study areas for graduate students within the City 1 and Bronx campus libraries, an improvement made possible by a Title V Part B PPOHA grant.Renovations to these campus libraries created a graduate-focused Professional Academic Support Services (Grad PASS) Center at each campus that provides centralized space for graduate students to study, develop, and complete projects, work collaboratively within and across programs, and conduct research. In addition, graduate students receive individual and small group assistance from four Writing Specialists and two Research Specialists outside of class, in person, and online.

Graduate-level student services are, at once, more specialized and individualized than like services at the undergraduate level.Accordingly, Institution has made a concerted effort in recent years to enhance and intensify graduate student services while retaining some adherence to the single-point-of-contact undergraduate model.

The Office of Student Services (OSS) at the College assumed responsibility for graduate advising from faculty and staff in the Schools in winter 2011 (except in the Occupational Therapy, Physical Therapy, Physician Assistant, Communication Disorders, and graduate Accounting programs). OSS academic counselors are available on all campuses. When a student is admitted, the Office of Student Services assigns a counselor to the student. OSS counselors work with graduate students on a range of matters, similar to undergraduate student services needs, including verification of course registrations as degree-appropriate, advising on financial aid, and help with completing forms, as well as follow-up on Academic Updates.

8.      

Graduate Student Life and Career Services

Graduate student life at The Institution is a challenge given that many students are busy, working professionals, have families, and attend the College full time. The Counseling Center helps students balance personal, professional, and academic demands so they may successfully complete their degree. As part of that balance, Institution graduate students are involved in a range of co-curricular activities, including engagement with Honor Societies and student chapters of national professional associations or scholarly societies in their field of study; club activities centered on educational, social, and fundraising activities; and participation—with faculty or independently—in conventions, field trips, and community service. Graduate student engagement varies across the Schools:    

• In the School of Business, graduate students participate in the Delta Mu Delta Honor Society and work with the Strategic Consulting Institute on real-world consulting projects. Faculty mentorship plays a major role in graduate student life; faculty foster social interaction and networking by taking groups of students out for lunch or dinner.
• In the School of Education, graduate students take part in the Phi Delta Kappa Honor Society and engage with professional organizations, such as the National Council of Teachers of Mathematics, National Science Teachers Association, National Council for the Social Studies, and National Council of Teachers of English. Students also participate in the annual WAEYCConference for County 1 County Early Childhood providers (hosted at The Institution). Students also benefit from a Professional Educators’ Academy, conducted by faculty to help candidates practice using the latest classroom technology; improve resume writing, portfolios, and interviewing skills; and refine effective teacher and parent interactions.
• In the School of Health and Natural Sciences, graduate students actively participate in professional associations and Honor Societies, such as the National Student Speech, Language & Hearing Association (Communications Disorders) and Sigma Theta Tau International (Nursing). Students also participate in local community service ventures, such as “Club Discovery”—a joint program of Occupational Therapy and Gilda’s Club County 1—and overseas medical missions, such as the Physician Assistant program mission to Mali (2011).    
• In the School of Liberal Arts, graduate students pursue diverse activities. English Literature students participate in the Sigma Tau Delta Honor Society, and in on-campus performances and symposia. In the Cybersecurity programs, students participate in the Computer Club, work in the computer lab, and participate in group co-curricular learning centered on their thesis projects, as well as in the program’s National Cybersecurity Awareness Month celebration and annual Cybersecurity Colloquium.
• In the School of Social and Behavioral Sciences, graduate students pursue internships for all degree programs—building hands-on experience under professional, supervised training, and faculty offer weekend workshops to help graduate students with preparation for comprehensive exams.

Employers seeking to hire graduates of Institution graduate programs frequently reach out to faculty in the programs to inform them of employment opportunities for graduating students. Programs share these notices with students and encourage employers to register their organization and opportunities with Career Maverickand to participate in on-campus job fairs to reach alumni. Graduate students utilize the College’s Career Services to review resumes and practice interview skills; several programs also offer training in these skills in one-to-one meetings with faculty advisors.

9.      

Institutional Data and Analytics

While retention and graduation rates have increased with these revamped and re-energized services, the College acknowledges that better information will enable it to do more.As a result, significant investments were made in platforms to enhance the ability to predict student risks and provide interventions to mitigate them. Degree Works, which replaced the College’s degree evaluation software in spring 2014, provides enhanced capabilities for advisors to plot out a student’s long-term course of study. The system also provides analytic tools for School programs to plan optimized course offerings that meet student needs.In 2013, engagement with the Education Advisory Board’s Student Success Collaborative enabled Institution to begin the use a complementary predictive model that identifies course sequences and degree pathways that facilitate student retention and graduation. In addition, Institution has recently licensed Rapid Insight and is building several student centered predictive models. One such model is designed to identify students at risk of dropping out and to provide feedback for mentors to initiate or adjust interventions. By integrating data from the Academic Update System (see Chapter 3), faculty input is integrated into overall institutional retention efforts.

10.  

Findings

Strengths

• The realignment of personnel, functions, infrastructure, and a revitalized physical plant accomplished through planning and execution led to recruitment and retention success.
• The College’s demand for student residential opportunities has increased significantly since 2008.
• PACT, Grad PASS, and other initiatives have improved retention and graduation rates, contributed to the development of student life, and resulted in better knowledge and understanding of students and their needs.
• The College continues to strengthen contemporary, data-driven management, including performance metrics and predictive analytics, to advance student services and student success.

Challenges

• Further improvement of retention, graduation, and time-to-graduation rates.
• Greater consistency and advanced program knowledge among professional staff for more effective advisement and articulation.
• Meeting the needs of an increased residential population.
• Addressing obstacles to persisting in college for all students (e.g., academic, financial, and wellness and mental health issues).
• Assessing the imCURP of specific retention efforts.
• Integrating multiple sources of student information to improve decision-making.
• Further development of cohesive and consistent approach to the provision of student services.
• Providing appropriate orientation to the College for first-time, transfer, and international students.

Suggestions and Recommendations   

• Use data provided by recruitment and retention-centered programs—such as DegreeWorks, Rapid Insight, and the Student Success Collaborative—in actionable plans.     
• Improve and periodically assess counseling, health and well-being, stress management, and other related services. 
• Implement current plans for additional on-campus housing and continuous evaluation of off-campus partnerships.
• Further integrate graduate student support into the Center for Academic Excellence and Innovation.
• Improve support services for special student cohorts, including athletes, military, online, international, and non-traditional learners. 
• Improve the processes for orientating students to college and assist them with developing appropriate success skills and behaviors through more rigorous orientation or by implementing a college skills curriculum.

CHAPTER 5: A Committed and Professional Faculty

Standard 10: Faculty

Introduction

The Institution is a teaching-focused institution with a highly-skilled core of full-time faculty dedicated to instruction, service, research, and professional development. Full-time faculty are highly engaged in service to the institution and—in partnership with part-time faculty—to student success. Institution strives to be a model for faculty development—as well as adjunct faculty engagement, given their critical teaching role and valuable real-world experience.

1.      

Recruitment and Appointment of Faculty

The Institution’s policies and procedures for recruitment and appointment of faculty advance the hiring of candidates with the potential to demonstrate good teaching and learning practices that support positive student learning outcomes. The Faculty Handbook defines the categories of faculty appointment, the expectation of faculty who are appointed in each category, and whether terminal degrees are required. The curriculum vitae and proof of academic degree completion for each professor is provided to the Human Resource Department and kept on file in the academic school.

Faculty appointments are made with consideration to the overall needs of academic units and the College at large, including the needs of Schools, departments, or programs to have faculty with particular areas of expertise; to have a balance of core faculty distribution by contract type; and to have faculty sufficient to maintain quality and to meet the enrollment levels for course offerings. In making decisions about needs for new faculty and type and timing of faculty appointments, The Institution considers a number of factors, including accreditation requirements, a School or program’s planning and aspirations, enrollment-based needs, and viability of the major, and available budget. In addition, some accrediting bodies require a certain proportion of core faculty in order for a program to be accredited. The College’s nursing program, for example, recently added new core faculty members to meet accreditation requirements and in order to develop an entry-level Bachelor’s degree. The Provost and Deans review enrollment to project needs for faculty in preparation for each upcoming academic year. Deans regularly meet with Academic Unit Heads (Department Chairs, Program Directors, and Program Heads) and faculty to discuss enrollment and needs for different types of faculty to maintain instructional quality. Further factors considered include the distribution of full- and part-time instructors across Schools and programs and the predicted imCURP of hiring on these metrics.

The Faculty Procedures Manual provides more specific guidance about the process of core faculty searches and appointments. To facilitate a consistent, professional, and thorough search process College-wide, Search Committee members are provided with clear committee procedures and responsibilities and the The Institution Faculty Search Committee Code of Ethics. Final appointments of new faculty members in all categories are made by the President based on the recommendation of, and consultation with, the Provost.

Adjunct professors are hired to teach specific courses by program directors and department chairs based on academic and professional credentials. A minimum of a master’s degree in the appropriate field is required, as per the Faculty Handbook. Interviews are conducted and credentials and experience are verified prior to appointment. Academic Unit heads and full-time faculty members in each school mentor and assess the academic skills of each adjunct professor. These appointments are typically awarded by term or annually. While turnover within the full-time faculty is low, the rate is quite high within the adjunct population, which presents challenges for curricular continuity and adds to the workload for academic administrators.

2.      

Faculty Credentials, Skills, and Knowledge

Academic degree requirements are defined in the Faculty Handbook, and the recognized terminal degree for each field is listed in the Faculty Procedures Manual. The Office of the Provost, Schools, and departments track each faculty member’s credentials, including relevant education, professional experience, and publications, as well as other scholarly activities.

Eighty-one percent (81%) of core faculty members have terminal degrees. While most terminal degrees are doctoral degrees, some faculty have master’s (or equivalent-level) degrees as the terminal degree in their fields, such as the MFA for Computer Arts and Design. The Office of the Provost and academic departments define and list the specific academic skills and experience required for each faculty position.

The Faculty Handbook defines faculty's responsibility to maintain currency in their respective teaching field(s) and its pertinent pedagogy, to update course materials regularly, to be responsive to students outside of class times, and to conduct course and program assessment, revision, and development of curriculum. Faculty members are required to report these efforts through the annual faculty evaluation process.

3.      

Faculty Workload

Faculty responsibilities fall into three categories: teaching, scholarship, and service to the College community. There are three faculty personnel categories—tenured /tenure-track (T/TT), Multiple-Year Contract /Multiple-Year (MYC) track and lecturers/adjuncts—that affect the distribution of work expectations across these areas. Currency in field is expected in each category. T/TT faculty are expected to apply significant effort in all three areas. MYC faculty do not have formal research requirements and are therefore expected to focus on teaching and service. Lecturers and adjuncts primarily focus on teaching except where their contracts require specific service activities. The FacultyHandbook codifies the agreed-upon work emphasis and expectations for each of these groups of employees.

In academic units where the ratio of full-time to part-time faculty is lower, service to the institution can be a greater challenge given availability of full-time faculty to meet service needs. In addition, as a teaching-centered institution, the College’s credit requirements create a need to find balance between workload expectations and time allowing for the fullest pursuit of research and scholarship.

4.      

Faculty Scholarship

To define scholarship expected of the faculty, the College recognizes the utility of the framework presented by Ernest Boyer (1990), which includes the Scholarship of Discovery, Integration, Application, and Teaching and Learning. This framework is used to evaluate faculty scholarship in the promotion, tenure, and contract renewal processes. Faculty are encouraged to participate in this scholarship through a recursive cycle of reflection on teaching, enhancing the teaching and learning in their classrooms, and assessing its outcome.

As a teaching-centered institution, the College places a premium on the scholarship of teaching and learning (SoTL). The Office of the Provost, and staff in Academic Affairs who are dedicated to teaching and learning, have worked in recent years to create new cross-College opportunities for faculty to collaborate in this area. For example, in fall 2013 the Vice Provost and the Director of Educational Assessment engaged faculty in implementing a College-wide research study examining the imCURP on student performance of shifting from traditional methods of grading to providing dynamic information on learning outcomes achievement. Further, since 2008, faculty learning communities have fostered scholarship of teaching and learning, which has been highlighted in national presentations on, for example, ePortfolio implementation and the model used to develop the The Institution Faculty Center for Teaching and Learning (FCTL).Collaborative presentations and plans for future scholarship among faculty and administrators have also grown from the digital story learning community. To strengthen support for growth of the scholarship of teaching and learning at Institution, the Provost in 2013 dedicated one Faculty-in-Residence (FiR) position as a SoTL Reference Librarian.

In addition, the College has strong infrastructure to support the full range of scholarship, including traditional research. Institution has a growing research profile, marked by broad success in winning external support in federal, state, and private foundation awards. To advance external awards, faculty work closely with the Office of Sponsored Programs on grant proposals and post-award processes.Faculty scholarship is also supported internally, through development grants and course release awarded by the Provost, on recommendations of the Faculty Development Committee. In keeping with the College mission, Institution faculty place special emphasis on research that engages undergraduate and graduate students, and students participate with faculty in crafting peer-reviewed scholarly presentations and publications. An informal and general interest “Research Salon” gathers faculty on the Campus 1 monthly to discuss research methods, resources, challenges, and opportunities. Other groups of faculty meet to advance research in particular areas, including working groups for disabilities and assistive technologies and for the Center for Sustainable Practice. The policy infrastructure for research includes Institutional Research Board (IRB) oversight and approval for research involving human subjects and required consent from the Office of the Provost for faculty research meant for compensation.

5.      

Institutional Support for Faculty Professional Growth

The Institution has a number of practices in place to promote retention of well-qualified faculty.This includes the Tenure and Promotion process that rewards faculty for exemplary teaching, scholarship, and service with tenure or multiple-year contracts, promotion, and opportunities for sabbatical leave. In 2009, in accordance with the new Faculty Handbook, a formal mentoring process was implemented to guide new faculty through their initial years at Institution. This program is active in each of the five Schools. School-based teams comprising two peers within the School and a third from another school meet with new faculty as a group to help guide new faculty members’ professional development. Faculty are also offered opportunities for meaningful professional development within the College and at external conferences.

Meaningful professional development of faculty is institutionalized through an infrastructure of policies, funds, and activities:

a.Financial support for development

Faculty Travel Fund. If presenting at a workshop or convention, faculty may obtain up to $1500/year for travel; faculty members attending may only receive up to $750. On average, 100 awards are made per annum.

Faculty Development Grants and Other Awards. These grants are administered through the Faculty Development Committee. The purpose of the Committee is to assist in professional growth of The Institution faculty.The Committee fosters development of teaching, scholarship, service, and collegial activity by nominating faculty members for internal grant awards by the Office of the Provost. Faculty may apply for up to $3,000 per year for research, teaching, or service-based grants. These grants are intended as seed money for larger grants and help to promote faculty confidence in grant writing and research projects. Forty-two awards, ranging from $1,500 to $6,000, were funded from fall 2009 through summer 2012. The Office of Sponsored Programs (OSP) also collaborates with faculty to develop fundable grants. Over the past five years, 61 full-time faculty (or administrators with faculty status) have collaborated with OSP to write 121 grants, of which 97 have been funded. In addition, since spring 2012, graduate faculty have also been eligible for grants from the Grad PASS program, which has provided 12 faculty with $1,000 stipends over the last two years to supervise graduate students in 23 collaborative research projects developed by faculty and assisted by graduate students.

Faculty Development Course Release. As of spring 2014, the Faculty Development Committee administers competitively awarded course release for full-time core faculty, with a focus on pursuit of scholarship with the aim of advancing scholarly work towards external support. Criteria include scholarly merit of the proposed project, potential for progress on the project, and possibilities for further opportunities (such as external funding or research collaboration). Up to five course releases will be awarded for the following academic year, with a limit of one per faculty member per year. The Provost, in consultation with the appropriate Dean and Academic Unit Head, will grant the awards.

Sabbatical Leave. The College recognizes and supports faculty development through sabbatical leave.Faculty who have served for seven or more years may be eligible for sabbatical leave to pursue scholarly activities and pedagogical development to enrich their scholarship and teaching. Fourteen (14) faculty members have applied for sabbaticals since 2007, and 10 have been approved.

Faculty in Residence (FiRs) program. FiRs are full-time faculty who receive one course release per semester to work collaboratively with the OTEEL Director and focus on aspects of teaching and learning at Institution. FiRs take leadership roles in research, analysis, design, implementation, and evaluation of pedagogical materials, activities, and projects for all learning environments. They provide consultation to peers and facilitate learning communities and workshops. They also aid in developing and implementing programs for Faculty Seminar Days and Adjunct Faculty Dinners. In fall 2012, following expiration of a grant, funding for this program was institutionalized through the Office of the Provost to ensure long-term viability of this initiative.

b.Staff support and infrastructure for development

Faculty Center for Teaching and Learning. In 2007, Institution received a US Department of Education Title V Developing Hispanic Serving Institutions grant, which enabled creation of physical space for a Faculty Center for Teaching and Learning (FCTL) in fall 2009. An advisory board for FCTL was also created, which was transitioned to the Senate Committee on Teaching and Learning in fall 2011. These units play a strong role in providing the Senate Committee on Teaching and Learning in fall 2011. They also provide strong faculty input on policy and developmental processes at the College. A key aspect of FCTL is faculty leadership in this area, together with administrative support and collaborative leadership.

Office of Teaching Excellence and Engaged Learning (OTEEL).This office works collaboratively with the FCTL to offer professional development opportunities that include workshops on pedagogies and technologies to enhance teaching, curricular design, and assessment. OTEEL was formed in 2012 when the College hired a Director for Faculty Development.Together OTEEL and FCTL promote a culture in which the College community works together to champion pedagogy and research. One focus is the design of curricula for online, face-to-face, and hybrid learning environments. FCTL and OTEEL also conduct workshops driven by other faculty interests, and they work collaboratively with the Office of Educational Assessment, Institution Online, instructional technology, and the Library to support a strong Learning Commons. An online repository of workshop materials is provided for faculty who are unable to attend events.

Staff Support for Educational Assessment. In 2010, a Chief Assessment Officer was appointed. In fall 2012, this position was transitioned to a Director of Educational Assessment, and a specialist in educational measurement was hired into the position.

Faculty Learning Communities. FCTL learning communities support faculty in reflecting on and creating personalized and high-quality instructional environments. These have grown significantly since their launch in 2009.In 2013, the focuses of learning communities ranged over digital storytelling, “flipped classrooms,” game-based learning, online learning, and service learning. Instructional Designers support well attended learning communities by co-facilitation and provide group instruction on new technologies.

Instructional Design Consultation. Faculty may receive individualized instructional support for designing learning activities for specific classes. An Instructional Designer has provided over 120 individual faculty consultations since arriving at Institution in fall 2009. Since fall 2010, the US ED Title V PPOHA grant has provided additional instructional design support for graduate faculty in the School of Education and School of Health and Natural Science. In 2012, the office funded by the PPOHA grant was renamed Graduate PASS, and its services were expanded to all Schools.

Development Through Committee Service. In 2009, a 6-year term limit rule was instituted on all Senate and College committees. This opened up opportunities for new faculty to serve on College-wide committees traditionally staffed by long-serving faculty.

c.Annual development and celebration events

Faculty Seminar Day is an all-day event consisting of keynote speakers, breakout sessions, and workshops that is held in the fall and spring semesters.Classes are suspended for this event so that as many faculty as possible can attend. Another event held bi-annually, the Adjunct Dinner, celebrates Institution’s adjunct faculty and features keynote speakers and workshops; this evening event has a growing attendance.

d.Administrative support

In 2012-13, most units providing educational support services (ESS) for faculty (OTEEL, Office of Educational Assessment, Online Learning, and the Center for Academic Excellence and Innovation), were merged into a single unit under the direction of the Vice Provost, providing opportunities for synergistic collaboration. (ESS resources in support faculty teaching are summarized in a brochure for new faculty orientation.) ESS, in partnership with the Library, spearheaded development with extensive faculty and administrative input of a 2012-2015 ESS Teaching and Learning Operational Plan. This plan takes into account faculty members’ common and distinctive needs; understanding these needs is paramount to the success of faculty development offerings and the improvement of teaching and learning.

e.Mentoring

The College provides support to faculty members, including the mentoring program for new full-time (see Faculty Retention below) and adjunct faculty.Within academic departments, many full-time faculty are assigned to mentor part-time faculty teaching within their programs.

f.Recognition of Teaching Excellence

A Institution faculty committee selects a faculty member to receive the annual teaching award from faculty and student nominations. This award is presented at a major College event, such as Convocation, and carries a $1,000 cash award. The number of awards was expanded in 2006 to include an additional award for online teaching; in 2013, an adjunct award was added.

6.      

Faculty Assessment, Evaluation, and Feedback

Faculty assessment and evaluation are essential and valued in the Institution community.The College supports formative evaluation of faculty as constructive for the College and the faculty member—and to help optimize student learning. Summative evaluation provides documentation necessary for faculty to substantiate the basis for contract renewal, promotion, and tenure applications. Faculty evaluation is structured to enable faculty to demonstrate performance in areas of faculty responsibility under criteria established in the Faculty Handbook. The faculty assessment process is continually reviewed and updated based on higher education best practices. The current process involves annual self-reflection and reporting in teaching, scholarship, and service—and assessment by students, peers, and faculty administrators. Academic Unit Heads (Chairs, Program Directors, Program Heads) and Deans work with faculty to analyze the reports and collected assessments, to guide individual faculty members in self-development and improvement. A more comprehensive process would also include self, peer, and student feedback.

In 2012, the Senate Teaching and Learning Committee developed a set of Guiding Principles for Good Practice in Teaching and Learning based on a combination of best practices from the literature and the values of The Institution and its faculty. Similarly, the Committee on Assessment of Student Learning developed a set of guiding principles on assessment. A rubric for faculty self-assessment was developed from these principles and approved by the Senate Institutional Policies and Procedures committee.

a.Evaluation of Faculty Teaching, Scholarship, and Service

All faculty must undergo annual evaluation conducted by the Academic Unit Head and Dean. As indicated in Table 6, faculty of different contract types are evaluated by some criteria that differ (teaching, scholarship, and service) and other criteria that are uniform. In the latter regard, assessments for all faculty regardless of contract type include mid-year summary review, annual activity summary, third year review, and contract renewal.

As Table 6 indicates, criteria for evaluation of Multiple-Year Contract faculty are primarily based on teaching, which includes currency in the teaching field(s) and relevant pedagogy and service to the College community. By May 15^th of each academic year, all full-time faculty are required to submit an annual report of academic activities, which includes a summary of teaching, comprising currency in the field of teaching, and relevant pedagogy, as well as course materials. Classroom observation forms and student evaluations are to be included if available.This annual summary is provided to each Academic Unit Head and Dean's Office. This enables Academic Unit Heads to review academic skills of faculty at the end of each year and support faculty in continually developing and refining academic skills and experience for the positions in which they serve.Faculty in their first year of employment or faculty on year four probation must also complete a mid-year summary activity form. Full-time faculty members also complete Faculty Professional Development Plans, which define outcomes and a timeline for continued development of academic skills.

In addition, every three years, tenured faculty members are required to undergo the full evaluation process. This Third-Year Review consists of annual performance reviews and the faculty member’s own professional development plan—which encompasses scholarship, teaching, and service, along with assessment of the faculty member by his or her faculty supervisors.

b.Evaluation of Teaching

Instructors are provided with multi-faceted feedback on the quality of their teaching and learning environments. For the past several years, the faculty and administration have closely collaborated via the Institutional and Professional Standards Committee (IPS) on assessing course evaluation forms to better assist individual faculty in understanding the teaching and learning experience and learning outcomes in their classroom, and they help Academic Unit Heads assess performance of individual faculty members and academic curricula for courses. The IDEA survey, selected after much research, supplies important information to faculty members and Academic Unit Heads for improving teaching and learning. The College implemented the IDEA survey form and moved to an online format in fall 2011; the survey is delivered at the end of every term. Course evaluations are required

Table 6: Faculty Evaluation, By Criteria and Contract Type

|Activity|Multiple-Year Track|Multiple-Year Contract|Tenure-Track|Tenured|Five Year Continuous Service|Visiting Faculty|Adjuncts|

and standard across all Schools. As average response rates have been low to date, the College is examining strategies to increase response rates. Aggregate results from these surveys are made available to faculty and the administration. Faculty can benchmark their scores against national averages. This course survey provides an opportunity for instructors to identify strengths and barriers to teaching and learning and specific learning outcomes they are working to achieve.

Faculty can get more specific feedback from students by requesting that OTEEL conduct a classroom focus group. The instructor meets with a staff member to discuss specific areas on which he or she would like feedback. The staff member is given time alone with the students during which a structured discussion is facilitated that generates consensus responses. A report is written and discussed with the instructor, in which the staff member offers suggestions for new or different approaches to facilitating learning in the course, and shares relevant resources. Such discussion often leads to adoption of different teaching and learning strategies, new types of assignments, and classroom assessment techniques. The number of requested focus groups has increased each semester since the process was implemented in fall 2012.

Peer observations are conducted on tenured and tenure-track faculty at least every three years. Multiple-year contract and adjunct faculty are observed more frequently. Reports are provided to individual faculty members by peer observers based on an observation form.

In addition, many faculty reflect on and gather evidence about their instructional skills in ePortfolios, including such elements as teaching philosophy statements, surveys results, reflections on the imCURP of changes in teaching approach or content, along with artifacts, such as syllabi, student comments, and assessment plans.

c.Evaluation of Scholarship and Service

Evaluation of scholarship, as outlined in the

Faculty Handbook, differs as is appropriate to individual disciplines and, for all disciplines, follows Boyer’s model of scholarship (1990), which encompasses the scholarship of discovery, the scholarship of integration, the scholarship of application or engagement, and the scholarship of teaching and learning. Evidence of service is gauged primarily by service to the institution and governance as well as—where relevant to one’s faculty role—to the discipline, community, or other parties.

d.Promotion and Compensation

Members of the full-time faculty are hired at compensation levels appropriate to rank and discipline, reflective of professional experience. The College regularly benchmarks specific faculty salaries by discipline and rank against College and University Personnel Association (CUPA) data. Additionally, using US ED Integrated Postsecondary Education Data System (IPEDS) data from a group of similarly situated colleges, faculty salary data is reviewed to compare the competitiveness of faculty salaries, by rank, within its market area. The Institution has worked with AON Hewitt compensation consultants to assess and assist in addressing faculty equity issues with the objective of the statistical analysis to use CUPA data to identify faculty whose current salary falls below what their predicted salary would be. Funds have been allocated over the past several academic years to address identified disparities. The Institution offers established salary raises for promotion to Assistant Professor, Associate Professor, and Full Professor (ranging from $2,000 to $2,600, depending on the accomplishment). The expectations to achieve promotion at each rank for faculty members on either type of core contract (TT or MYC) are clearly defined in the Faculty Handbook sections for promotion to each rank.

In addition to annual across-the-board increases to base salary each year, bonuses have been awarded in several years when enrollment or retention targets were surpassed.Additionally, equity pools have been established as part of the full-time faculty compensation plans and distributed to a subset of faculty based on the results of a market data review by discipline.

7.      

Academic Freedom and the Institutional Mission

The Faculty Handbook defines academic freedom in accordance with the 1940 AAUP Statement on Academic Freedom, which states that, “in an academic institution, the common good is advanced by the free search for truth and its free expression.” The policy on academic freedom further clarifies the broad freedoms to which researchers and teachers are entitled, and it states specific procedures to be followed within these freedoms. This policy encourages faculty to employ freedom in terms of what information they choose to introduce to their course and how to present it, only cautioning that faculty indicate clearly when they are expressing their own personal views.

In the spring of 2013, faculty focus groups examined the faculty’s views on academic freedom.Faculty members from various schools were asked questions related to their awareness of academic freedom policy and their perception of how protected or unprotected they felt with regard to academic freedom. They were also asked to offer suggestions to further maximize and support the “free search for truth and free expression.” Adjunct faculty reported that they understood that academic freedom meant having the ability to choose how to teach course content and assess student learning—and they further reported that they had such choice. Core faculty similarly reported that they had choice in the pedagogic ways they felt best related their course content. No specific changes were prompted by these focus groups; the College will continue to monitor satisfaction in this area.

8.      

Findings

Strengths

• The Institution has a highly qualified and dedicated faculty committed to the academic success of their students.
• A strong core of faculty contribute to the College through program administration.
• The College has an abiding commitment to faculty development. 
• The College’s Faculty Center for Teaching and Learning (FCTL) is well-established and sponsors collaborative and enriching activities.
• Recent expansion in the Office of Teaching Excellence and Engaged Learning (OTEEL) includes newly established positions in High-ImCURP Practices and Adjunct Excellence.  
• The Faculty Handbookreflects the organizational structure and articulates faculty roles and responsibilities.

Challenges    

• The ratio of full-time and adjunct faculty requires regular examination with active and transparent academic planning at the program, School, and College levels.
• There is a need for more systematic College-wide recruitment, retention, and professional development, along with assessment of adjunct faculty.
• Faculty under all contract types have both common and distinctive needs and expectations; these are not well understood.
• There is a need for a more comprehensive (including self-, peer, and student feedback) College-wide faculty evaluation process.
• Faculty would benefit from more feedback on their performance in the classroom, including direct classroom observations, peer review, and improved response rates on student course evaluations.
• As a teaching-centered institution, pursuit of research and scholarship is an ongoing challenge for faculty.  
• There is a need for mechanisms to attract and retain the highest quality adjunct faculty and address the high turnover rate.

Suggestions and Recommendations

• Regularly assess and benchmark adjunct faculty compensation to attract and retain the highest-quality instructors.
• Strengthen resources and support for faculty research activities appropriate to a teaching-centered institution.
• Develop a broadly based system of faculty recognition.
• Establish plans and metrics to track adjunct engagement and performance.
• Review and improve course evaluation process and continue to explore ways to increase student response rates.
• Regularly review and update the Faculty Procedures Manual.
• Establish comprehensive, College-wide processes for evaluation and feedback on faculty performance.

CHAPTER 6: A Distinctive Curriculum for the Liberal Arts and Professions

Standard 11: Educational Offerings; Standard 12: General Education;

Standard 13: Related Educational Activities

Introduction

At the core of the The Institution’s undergraduate curriculum is the General Education program. Revised in 2008, the General Education is restructured upon the 2004 Middle States recommendation that The Institution reshape its General Education program to “highlight the connections among various disciplines as well as students’ life and work experiences.” The College’s majors are built upon this strong foundation. Since reorganizing its structure from eight divisions to five academic schools, The Institution has developed streamlined curricula that undergo thorough program reviews every five years to ensure continuous quality improvement of the curriculum. These programs are consistently delivered across all College campuses—including in extensive online offerings—and reinforced with practical training where appropriate.

1.      

The General Education Curriculum

In 2008, the College revamped its General Education (Gen Ed) structure, adherent to the mission to provide “motivated students the opportunity to transform their lives” by preparing them to embark upon rewarding careers and further studies.The major aims of the revised Gen Ed program are to support exploration of knowledge areas outside the students’ intended majors and to act as a foundation for study in the major and lifelong learning.

Following a series of College-wide focus groups in 2005, the The Institution General Education Revision Committee recommended these goals for the program:

1. Critical, logical, and creative thinking 
2. Effective reading and writing
3. Effective speaking and listening
4. Effective quantitative reasoning  
5. Effective use of information technologies 
6. An understanding of:     
   1. The world of nature and technology    
   2. The past and its implications for present and future individuals, groups, institutions, societies, and cultural and aesthetic forms
   3. Ethical issues

The committee also recommended that the General Education curriculum and co-curricular programming be revised to focus on connections between various disciplines as a way to further enrich students’ intellectual and overall academic experience.In 2008, the old fixed-sequence of 100-level courses was replaced with a new curriculum designed to embrace an expanded diversity of cross-disciplinary choices, including 200- and 300-level courses previously unavailable. The curriculum is restructured into eight disciplinary groupings (Literature and Communication, Language and Cultural Perspectives, Scientific Perspectives, Ethical Perspectives, Mathematics and Information Technology, Historical and Global Perspectives, the Arts, and Social Perspectives), and each course is carefully chosen and vetted by respective Program Directors working in concert with the Undergraduate Curriculum Committee to ensure consistency, rigor, and alignment with the College mission. The number of credits required to complete the General Education program in a baccalaureate program was simultaneously increased from 45 to 60—half the credits required for a baccalaureate degree. Eighteen of those credits are required to be taken in the Liberal Arts Core, 24 from the Liberal Arts Groupings in specific areas and 18 by choice from the same group.

Table 7: Distribution of Gen Ed Sections and Courses Fall 2013

|School/Unit|# Sections|# Courses|

In response to committee recommendations, two new courses—a foundation Critical Inquiry (formerly Freshman Seminar) and a capstone course (Junior Seminar)—were added to focus on the six core General Education competencies and offer opportunities to assess the entire program. The General Education Revision Committee recommended that instructors hired to deliver these courses not be assigned to any particular school, so they could focus on the competencies and not the particular academic discipline through which they are delivered. Full-time faculty teaching these courses work together under the leadership of the Vice Provost and Executive Dean of College-Wide Programs. The Gen Ed curriculum, by virtue of its multidisciplinary nature, is delivered by all schools at Institution, with the exception of the School of Education (which primarily serves graduate students). The distribution of sections and unique courses by School is shown in the above table.

The Foundations of Excellence™ Self-Study in 2012 revealed a weakness in orientation and college preparation for incoming students.A working group was established in 2014 to address this need and to consider creation of a college skills course that would be part of the General Education curriculum.

2.      

General Education Competencies

Underpinning the General Education curriculum are six core competencies as developed by the General Education Revision Committee and approved by the Faculty Senate: written communication, oral communication, critical thinking, critical reading, quantitative reasoning, and information literacy. The core competencies are stated in the Undergraduate Catalog, along with the learning outcomes associated with the competencies, which were revised in spring 2013. These competencies are the foundation for all The Institution undergraduate degrees. While these are well-recognized elements of the Institution curriculum, campus-wide discussions to promote better understanding of the competencies and their significance are underway.

3.      

Administrative Support for General Education

In fall 2013, the College created a position for, and appointed, a Director of General Education to ensure that the Gen Ed curriculum stays current, is managed and assessed in an ongoing way, and undergoes changes recommended on the basis of assessment. In conjunction with this appointment, a General Education Advisory Council was established with representation from each School that delivers Gen Ed courses. A General Education Strategic Plan is under development by the General Education Advisory Council.

4.      

General Education Program Review

The Undergraduate Curriculum Committee (UCC) has scheduled the next program review of the Gen Ed program for spring 2014. This review will be conducted by the Director of General Education in partnership with the General Education Advisory Council and presented to the UCC. This advisory group will be responsible for effecting recommendations developed during the review and for ongoing quality improvement of the program. (For information about assessment of the General Education competencies and learning outcomes, please see Chapter 7.)

5.      

Pedagogic Innovations in General Education

In 2009, the College adopted Taskstream, an ePortfolio software now used extensively in the graduate School of Education in particular, and variably among other College graduate programs, such as Communications Disorders, Occupational Therapy, and Physical Therapy in the School of Health and Natural Sciences.In 2012, the College adopted additional ePortfolio software, Digication, to better support pedagogic needs. In fall 2013, a cohort of Critical Inquiry courses piloted use of this software to enable students to build ePortfolios that showcase student work, such as digital stories, essays, lab reports, or research projects—and to assess their mastery of core competencies. The goal is for freshmen students who complete Critical Inquiry to be prepared to collect and reflect upon evidence of learning throughout their academic careers. A Junior Seminar pilot study is planned in fall 2014 in which students will showcase ePortfolios that reflect artifacts of their learning within the Gen Ed curriculum.

In 2011, the College was funded by the Bill and Melinda Gates Foundation to initiate Project Kaleidoscope, a project to build and integrate Open Educational Resources (OER) into the Critical Inquiry Math and English courses. Online modules for Critical Inquiry were built by faculty and Institution’s Instructional Designers to reinforce and assess the students’ understanding of the core General Education competencies. The Kaleidoscope team aims to collaborate with more faculty from various disciplines and expand the library of Open Educational Resources for the College. These materials have reduced textbook costs for Institution students and—where adopted by instructors—have helped to focus the Critical Inquiry program on learning outcomes embedded in the OER material.

In summer 2013, in an effort to assist students who had failed Critical Inquiry the previous semester, the Director of the Vitale Center for Academic Excellence and Innovation (CAEI - see Chapter 4), the Seminar Coordinator, the General Education Assessment Coordinator, and the Information Literacy and Assessment Librarian developed a two-week summer intensive course to enable students to re-take the course at no cost and acquire the necessary competencies to advance within the General Education curriculum. Assessment data from the summer 2013 pilot showed a positive imCURP on learning achievement, student pass rates, and retention.

6.      

Academic Programs

a.Undergraduate Programs

Building on its General Education program, The Institution offers undergraduate programs that blend a challenging Liberal Arts curriculum with professional and nonprofessional degree programs. The College offers more than 44 undergraduate programs through its Schools of Business, Education, Health and Natural Sciences, Liberal Arts, and Social and Behavioral Sciences.The largest programs (by number of students in the major) are Behavioral Science (BS), Psychology (BA/BS), Business Administration (BS), Criminal Justice (BS), Veterinary Technology (BS), Health Science (BS), and Nursing (BS). New bachelors programs were created over the last five years in Exercise Science and International Relations and Diplomacy; in addition, new Specializations were created in Public Relations (Communication Studies), Criminal Justice (Forensics), and Business (Entrepreneurship).

School of Business (SB). Undergraduate

programs in the School of Business prepare students for the rigor of the 21^st century workplace through curriculum emphasizing “active learning,” “learning by doing,” and contact with active practitioners in key business disciplines. This framework synthesizes top-tier instruction with a broad spectrum of opportunities for learning outside the classroom, through mentoring, skills development, networking, and internships.

School of Health and Natural Sciences (SHNS).Undergraduate programs in SHNS focus on biology and preparation for health professional careers. Bachelor degrees in Biology, Exercise Science, and Health Science prepare students for graduate work or research in health or science careers. Bachelor degrees are offered in several health professions: Communication Disorders, Nursing (RN to BS), Clinical Lab Science, and Veterinary Technology (including a pre-veterinary medicine BS). The new Exercise Science program offers performance and clinical tracks. The School also offers an associate degree in Occupational Therapy Assistant Studies.

School of Liberal Arts (SLA). Undergraduate

programs in SLA are grounded in traditions of the Liberal Arts, and they include practical applications where appropriate. In Mathematics and Computer Information Sciences, the focus is on application as well as theory, whether in introductory classes or advanced topics such as Numerical Analysis. Traditional programs in the humanities, languages, and literature deepen understanding of cultural heritage and prepare students for graduate work—including 4+1 programs in English (for an English MA or an Education MS, with the School of Education) and in History (for an Education MS). A new Department of Communication and the Arts covers a wide array of disciplines linking the Liberal Arts and professions, including Music Technology, Media Studies, Journalism, Communication Studies/Public Relations Specialization, and Computer Arts and Graphics.

School of Social and Behavioral Sciences (SSBS).Undergraduate programs in SSBS provide students with strong foundations for occupations and careers in a variety of settings. Students may engage in research, fieldwork, internships, and service learning. SSBS faculty in traditional and applied fields bring academic, practical, and international experience, affording students collaborative research and mentoring opportunities. In addition, students are encouraged to take advantage of specialized experiences such as those provided by the mediation training program and College-wide programs like the Model UN and the US ED-funded McNair Scholars program.

b.Graduate Programs

New graduate programs were created over the last five years in Education (MS Secondary Math & Students with Disabilities Math 7-12, MS Teaching Literacy Birth-Grade 6 & Grades 5-12) and Business (BS Business Administration/MBA Five Year Program).

School of Business (SB). The graduate programs of the SB provide students with real-world business education and personal learning through access to a network of Fortune 500 companies.Four business degrees are offered, including a ‘turbo’ version of the MBA that can be completed in one year. Graduate business education programs blend traditional instruction and learning outside the classroom, in external internships and in the The Institution Strategic Consulting Institute (SCI). In SCI, students collaborate in teams with faculty members to solve real-world problems faced by a broad range of organizational types and sizes.

School of Education (SoE).In the SoE, faculty prepare teachers, administrators, and other school professionals in eight master’s programs and several certificate programs to become effective, reflective, and ethical educators with the skills needed to create learning and professional environments that value diversity in cultural, gender, racial, linguistic, and learning styles. These characteristics are supported by proficiency in content knowledge, pedagogical and professional knowledge, diversity, technology, reflection, and dispositions. Through student-centered learning experiences, including many in school settings, faculty engage students in a learning and teaching experience in which theory is integrated with reality-based practical knowledge, including understanding and applying technology, scholarship, reflective practice, leadership, and evidence-based assessment practices and decision-making.

School of Health and Natural Sciences (SHNS). The graduate health professional programs of SHNS prepare culturally competent and ethical practitioners to fulfill responsibilities of their professional roles in a changing health care world. Master’s programs in SHNS prepare students for professional health careers in Communication Disorders, Nursing Administration, Nursing Education, and Occupational Therapy. The School also offers two dual-degree programs, a BS/MS in Health Sciences/Physician Assistant Studies and a BS/DPT in Health Sciences/Physical Therapy.Graduate curricula place strong emphasis on encouraging self-directed learning, clinical reasoning, critical thinking, and evidence-based practice, reinforcing the self-learning style central to professional roles for which these students are preparing. Students complete required clinical experiences in a broad variety of regional health care facilities.

School of Liberal Arts (SLA). In the online Master’s in English Literature, the SLA prepares students to teach at the high school or college level, to enter the field of publishing, or continue towards a doctorate. In the Master’s in Cybersecurity, scholars with industry experience teach the latest theories, skills and strategies that link students to current knowledge and job opportunities.

School of Social and Behavioral Sciences (SSBS).The graduate programs of SSBS prepare students to meet required New York State licensure and certification requirements, enhance professional careers, and pursue doctoral studies in a variety of fields. Students have the opportunity to develop new research and clinical skills necessary for professional practice and for future post-graduate training. SSBS graduate programs strengthen and consolidate students’ knowledge and serve recent college graduates as well as professionals seeking to enhance credentials or change careers.

7.      

New Programs to Match Employment Trends

The The Institution mission includes a clear emphasis on preparing students to embark upon rewarding careers. Based on internal environmental scans, the College added a number of new undergraduate academic programs in recent year including International Relations and Diplomacy, Criminal Justice/Forensics, Exercise Science, and Communications/Public Relations. The College has also introduced several new dual-degree programs in Education, Cybersecurity, and Business. These new programs offer a fast track to graduate credentials through dual-degree programs in fields where master’s degrees are essential or very desirable for even entry-level positions. These programs are educationally sound and financially advantageous to students, allowing some graduate-level credits to be completed at the undergraduate level and tuition rate. In 2006, Institution instituted its first clinical doctorate, in Physical Therapy.Proposals currently pending before the New York State Education Department include an EdD in Education Leadership and a four-year “generic” BS in Nursing.

The College added a concentration in Entrepreneurship to the undergraduate Business Administration major and is planning further concentrations within Behavioral Science, Exercise Science, Criminal Justice, and Communications Studies. The College is also considering new Baccalaureate/Master’s dual-degree program combinations in Education, Health, and Business to allow the most motivated of students an accelerated degree completion time. At the master’s degree level, the College is exploring plans for programs in Nurse Practitioner in family practice and Corporate and Homeland Security—as well as Social Work (building on the foundation of the fully accredited Bachelor of Social Work degree). Further master’s-level programs are also under consideration in the biological sciences to meet student and workforce needs. At the doctoral level, the College has submitted a proposal for a Doctor of Education program and is reviewing the feasibility of clinical programs in Nursing Practice, Occupational Therapy, and Psychology.

8.      

Building Effective Curricula: Assessment of Learning Outcomes

The College has made significant strides towards calibrating and anchoring its teaching and learning structure in student learning outcomes. While most Schools at The Institution prior to 2012 had learning goals, and most programs had learning goals and outcomes, the distinction between goals and outcomes was not well defined or understood, and not of adequate quality to clearly support curricular mapping—a process that ensures connection between the program and course learning outcomes.

Since 2012, all school goals, program goals, and program learning outcomes have been reviewed and revised (documented in an Accountability Management System (AMS), as overseen by the Office of Educational Assessment). Although accredited programs have well-defined program outcomes, mapped to course outcomes, firmly in place, such has not generally been the case in non-accredited programs, and it is now a key area of focus for the Office of Educational Assessment and the Office of Teaching Excellence and Engaged Learning (OTEEL). To quantify success of these efforts, the College embarked in late 2012 upon a thorough, ongoing review of all course syllabi in every program.A rubric was developed by the Committee on Assessment of Student Learning (CASL) to establish characteristics of a good quality syllabus, including characteristics of well-written student learning outcomes. Faculty teams scored syllabi within their Schools, often scoring courses outside their own programs. This process has progressed significantly through two iterations since the first round in fall 2012. By the close of fall 2012, the number of courses with student learning outcomes stood at 93%, with the quality of outcomes increasing significantly following each round (see Chapter 7). Results of these assessments were used to identify courses and instructors most in need of OTEEL professional staff assistance with developing learning outcomes.

With implementation of the AMS, the curricular mapping process has transitioned from a non-transparent, paper-based approach to a multi-layered (School, program, course), web-accessible system in which relationships are easier to follow. The accredited programs are currently piloting this process towards incremental application to all programs currently lacking curriculum mapping (documented in AMS, as overseen by the Office of Educational Assessment). The processes and procedures required by School, College Undergraduate, and Graduate Curriculum Committees, reflect stringent expectations for learning outcomes.

9.      

Program Review

a.Internal Program Review

The College has in place a program review process, adopted and approved in May 2009. Every five years (or sooner at their discretion) programs are required to complete a self-study. These reviews require:

• a brief overview of the program and its curriculum structure
• student learning goals and outcomes, how they are assessed, and what modifications were made based on this data
• alignment of institutional, school, program, and Gen Ed (as appropriate) learning outcomes
• information about student populations the program serves
• qualifications of faculty who teach within the program
• information about the program’s facilities and equipment 
• marketing efforts for the program
• results of an external program review conducted by an independent faculty member from another institution

The program review concludes with recommendations regarding current needs and planned improvements. Reviews are conducted by the Undergraduate and Graduate Curriculum Committees, as defined by their respective By-laws.

In spring 2013, the Office of Educational Assessment facilitated focus groups with academic Program Directors to collect information about the current program review process and to identify areas for improvement. Using the feedback collected, a faculty committee comprised of members of the UCC and GCC revised and streamlined the process in fall 2013, with a stronger emphasis on learning outcomes assessment. The new process will be implemented in the 2014-2015 academic year.

b.External Program Review

Accredited academic programs by their nature have procedures built in through their accreditation processes that provide for the review of the curriculum (Ex1, Ex2, Ex3, Ex4). Each of these programs maintains a list of specific required competencies within its offices, which can be disseminated to students and externship/internship sites. Because of varying lengths of time among programs’ accreditation cycles, programs conduct curricula reviews pursuant to their respective accreditation organizations’ requirements. To reduce the number of reporting cycles, curriculum committees synchronize their calendars with these processes. This calibration enables reports for these bodies to be used as part of the internal review process, while allowing more frequent internal reviews to be scheduled half-way between major professional reviews.

c.Closing the Loop on Program Review

Academic Unit Heads and Deans are responsible for collecting and organizing data obtained from program reviews and for ensuring follow-up on recommendations provided by the respective curriculum committee. Program reviews are also sent to the Provost for review. While the programs themselves address many recommendations received in the process, there has not been consistent follow-up after the review to ensure that all issues are addressed.

d.Developing Reviewer Experience

Faculty in accredited programs gain fluency in curricular reviews by attending programs sponsored by the accrediting bodies and by attending conferences, workshops, and webinars dedicated to curricular review. Newer members of accredited program faculty who have not been involved in accreditation review gain experience through mentoring by seasoned faculty. Non-accredited programs with upcoming reviews are asked to have faculty serve on one of the curriculum committees to gain experience in the process and help prepare for their own reviews. In addition, the Office of Teaching Excellence and Engaged Learning (OTEEL) provides workshops and counseling on learning outcome development and curricular mapping.

10.  

Additional Educational Opportunities

a.The Honors Program

In addition to regular course offerings, the College offers students entering as freshmen or transfer students with a 3.2 or better GPA the opportunity to join the Honors Program. Entering first-time, full-time bachelors-degree-seeking Honors students increased from 34 entering freshmen in 2009 to 137 entering freshmen in 2013 (with a high point of 205 entering freshmen in 2011). Admission to the Honors Program is competitive and by invitation only. Qualified freshmen and transfer students may be nominated or selected in the The Institution application process. Nomination is based on high academic achievement, leadership, and community service.

To graduate with Honors (as noted on the student transcript), freshmen students entering the college with less than 15 credits are required to take at least four Honors courses in General Education and four upper-level Honors courses, for a total of 24 Honors credits. The four additional courses can include Honors Contracts or Independent Study in the major, Study Abroad, Internships, Undergraduate Thesis I, and Undergraduate Thesis II (6 credits) or graduate level course work. Honors students must also attend three Honors events each semester, and fulfill a requirement of 20 hours of community service per year.

Honors courses have additional and broader learning outcome expectations than regular courses. The Honors curriculum brings together talented students and distinguished faculty in small classes to foster creativity and independent thought. Honors classes feature average enrollments of less than 20 students. Classroom experiences are supplemented through undergraduate research, community service projects, and service-learning activities. Honors students participate in a range of extra- and co-curricular activities, on and off campus. Many students attend the popular Professors & Pastries events—where faculty members meet with students to discuss their own research and the process of doing research—as well as Kaplan test preparation seminars and graduate school workshops. Students also take advantage of special programming to build familiarity with the cultural life of New York, visiting NYC museums, and attending Broadway shows.

The Program’s supportive faculty—including Fulbright scholars, distinguished authors, and leading practitioners—encourage students to achieve at a higher level and to develop strong competencies in critical thinking, oral and written communication, and qualitative reasoning. Scholars participate in the classroom with open discussion and enhanced professor-student interaction. In addition, Honors Program activities are selected to expand students’ awareness of cultural, social, historical, and global diversity. Moreover, Honors students are invited to participate in exclusive seminar opportunities with scholars, world leaders, and industry executives. Honors courses are delivered either as separate sections or within a regular section—in which the student and instructor agree to a learning contract specifying additional expectations and their measurement.

Past directors of the Honors Program focused on recruiting students to the program; this responsibility was transferred to the Office of Admissions in 2013, and a faculty member was granted course release time to serve as Academic Director for the program. In addition, an Honors Advisory Council was established and an Honors Strategic Plan developed to enhance the quality and diversity of course offerings and co-curricular experiences, increase faculty involvement, expand student engagement, and increase leadership opportunities for students.

In 2012, The Institution was inducted as an official chapter of the National Society of Collegiate Scholars (NSCS). In addition to the College-wide Honors Program, the School of Business has an Honors Program for students in its majors. This program is considered a pilot for expanding the Honors offerings into other majors at the College.

b.Online Learning

One of the College’s goals is to provide students choice and flexibility by increasing the number of fully online and blended course offerings. The College has steadily expanded its fully online and blended course offerings in direct response to the needs of its largely non-traditional student constituency, currently offering 40 degrees fully online to more than 1,400 students. Nearly 3,900 students take one or more fully online courses annually. In addition, the entire School of Education now offers only blended courses. The College has developed three overarching Institution Online goals to support its mission of student success and transformational education.These goals cover the quality of online courses and online student success, and they increase online learning programs where they best meet student needs.^

Course, program design and instruction of all Institution Online-affiliated curricula remain within the purview of their respective Schools. As such, the curriculum is identical regardless of mode of delivery, and assessment of student learning is the responsibility of the individual programs. A need exists for better continuous quality assurance in the College’s online offerings.Hence, effective with AY 2014-2015, Academic Unit Heads will be required, as part of the program review process, to provide evidence that the quality and rigor of their online courses are consistent with courses offered in other modes.

To further improve consistency of delivery, Institution uses the Blackboard learning management system for delivery of online materials for all courses. A course template was developed in conjunction with the move to Blackboard 9.1.All faculty are strongly encouraged to use this template, which provides a consistent interface and design for all courses and ensures that students find it easy to navigate the courses. The administrative office of Institution Online provides support services to faculty and students involved in fully online, blended and web-enhanced courses (see Chapter 4). The online professional staff run scripts that detect if an instructor has altered the course templates and then contact instructors to discuss changes.

c.Community-Based Learning, Service Learning, and Experiential Learning

Each of the Schools extend a commitment and investment beyond the classroom to external stakeholders and the local community, through integrated

service learning. In spring 2013, a learning community to develop academically-sound student learning outcomes for service learning was launched through FCTL.

Community-based learning is integrated with service in diverse projects incorporating student involvement, ranging from the School of Education’s Bronx Parent Center, to the School of Health and Natural Sciences’ wellness expos at the City 1 and Bronx campuses (see Appendix 3), to the School of Social and Behavioral Sciences’ mediation program at City 2 campus.

Programs accommodating or requiring experiential learning include Communication Studies/Specialization in Public Relations, Computer Arts and Technology, Media Studies, Music Technology, Physical Therapy, Occupational Therapy, Social Work, School Counseling, and all programs in the School of Education. Through its membership in Enactus, an entrepreneurial partnering organization that connects business leaders and students, the School of Business provides experiential opportunities to its students. Of students responding to a graduating student survey in 2013, 26.4% had participated in an internship, with 88.5% reporting that the experience contributed very much (72.6%) or somewhat (15.9%) to their professional growth and understanding of their chosen field. In general, experiential learning opportunities are managed by faculty mentors or are associated with an accompanying on-campus class or seminar. In all cases, students must meet certain pre-requisites before being permitted to enter into fieldwork.

At the undergraduate level, the Office of Career Services works with the Schools to establish work experience projects as part of the students’ education. These projects may be structured as elective or independent study experiences (designated by 380 and 381 course numbers). Cooperative education courses utilize these experiences, which are monitored and mentored by faculty members within the student’s major concentration.

d.Global Learning and Study Abroad

Since the last PRR, the College has dedicated considerable efforts to promoting global learning through curricular development, study abroad opportunities, and co-curricular events sponsored and promoted by the Center for Global Engagement (CGE)—which was launched by the College in 2010. The Center acts as a hub for students, staff, and faculty to engage with global issues on campus, in New York’s international context—especially with the United Nations—and around the world.There is a close working relationship between the Center and the International Relations and Diplomacy BS program, as well as with the Faculty Senate Committee on Global and Cultural Diversity. In conjunction with a planned review of the General Education program in spring 2014, new competencies in cultural and global awareness are being developed through efforts of the CGE and a dedicated Faculty Learning Community.

e.Student Research Opportunities and Other Faculty/Student Collaborations

The College has made progress in promoting undergraduate research. The Ronald E. McNair Scholars program—funded by the US Department of Education—has existed at the College for decades and provides mentorship, assistance, and guidance for students with the goal of matriculation in a doctoral program. Students immersed in a six-week, intensive summer research program are given the opportunity to participate in a theme-related travel experience, and they are afforded opportunities to present research at an annual summer forum for faculty, students, and staff. Students then receive in-depth instruction on research design, during which they create their own independent project with the aid of a faculty mentor. Students present independent projects at the following summer’s research forum, and they are encouraged to present at subsequent local, regional, and national conferences. Institution maintains a strong commitment to undergraduate research, as evidenced in this program and in the College’s pledge to host annual undergraduate research conferences initially started under NIH RIMI grant support.

Other opportunities to work informally with faculty include peer mentoring and tutoring in consultation with faculty (Title V STEM program), working as teaching assistants and tutors (Natural Sciences), overseas service learning (e.g., 2013 Communication Disorders trip to Peru), domestically based service learning (e.g., 2012 Science Education trip to Louisiana to work on wetlands restoration projects), short-term, faculty-led study abroad (e.g., 2014 sustainability studies trip to Israel), and presenting at conferences and workshops with faculty (e.g., 2012 Education students presenting on health education for Bronx elementary school parents).

f.Addressing Academic Under-Preparedness

Institution does not offer non-credit remedial courses—all course credits contribute toward graduation. The College has invested extensively in its Learning Centers. (see Chapter 4.) Students who meet standards but don’t do well on entrance evaluations or in Institution courses are flagged in the Academic Update system, so that instructors may monitor them closely and CURP or Student Service mentors, or COP staff, can encourage them to use the Learning Center’s resources.

g.Certificate Programs

Pre-Baccalaureate. Certificate Programs are designed to meet career needs of self-directed, adult learners interested in acquiring knowledge and skills to promote professional objectives.They are open to all qualified applicants whose academic preparation or appropriate work experience indicates potential for successful completion of the program. All credits earned in a Certificate Program are applicable toward associate and bachelor’s degrees. Since the courses are part of an established program of study, they meet the same learning outcome standards and satisfy program outcomes associated with the courses. A full list of these programs is available in the Undergraduate Catalog.

Post-Baccalaureate. These programs are often subsets of graduate courses on specific topics. Some are designed to be taken free-standing or as an additional component of a master’s program on a specialized topic. Since the courses are always a part of an established program of study, they meet the same learning outcome standards and satisfy program outcomes associated with the courses. These programs are described under each academic program in the Graduate Catalog.

New certificate programs must be approved by either the Undergraduate or Graduate Curriculum Committee. Existing programs are reviewed as part of each program’s cyclical comprehensive five-year review process.

h.Transfer of Credit Between Institution and Other Institutions

The Institution has general articulation agreements with regional SUNY and CUNY community colleges, allowing for seamless transfer of students who have earned traditional associate (AA or AS) degrees. Additionally, the College has pathways for students with AAS degrees to earn bachelor’s degrees at Institution. The College evaluates programs complementary to its four-year programs and signs agreements that are major-specific. In addition to attracting more transfer students, an outgrowth of this effort is convening faculty from two-year schools, with Institution faculty to discuss course content and facilitate smoother transitions. For example, as part of the Title V Step Up to STEM grant, in partnership with the Borough of City 3 Community College, Institution has recently completed articulations in Psychology, Biology, Math, Computer Science, Computer Information Science, and Cybersecurity. Information about transfer of credits can be found in the Undergraduate and Graduate Catalogs and within memoranda of understandingwith study-abroad partners.

i.Prior Learning Experience

The College is committed to evaluating students who have acquired college-level learning through extramural experiences that may be applicable toward college credit. Through the Life Achievement program, students have the opportunity to develop a portfolio documenting their prior learning to earn credit for this learning. Students may earn up to 30 credits through this program, although this credit may only be used toward open electives. The average student generally ends up with approximately 10 such credits. Policies regarding this procedure appear in the Undergraduate Catalog.

11.  

Access to Learning Support Materials: The Libraries

Library learning resources—including collections, facilities, and information infrastructure—support teaching and learning at Institution. The The Institution Libraries prepare students for dynamic and complex information environments by providing information literacy instruction and reference help, teaching and learning spaces, information technology, and information resources. Resources dedicated to learning infrastructure include comprehensive book and ebook collections of reference and circulating titles, along with electronic access to databases and periodicals. The library has successfully launched an innovative patron-driven-acquisition model (PDA) to increase access to electronic book titles, while keeping costs down by only purchasing titles accessed five times or more by students and faculty.

Through the Libraries’ database subscriptions, Institution students access proprietary journal articles and other authoritative information not available through the open web.The Institution Libraries have in recent years replaced print titles with electronic versions to save costs and increase 24/7 access. Thousands of electronic books have been made available via the PDA model. Through interlibrary loan, the Institution Libraries make available to students and faculty items available only through libraries elsewhere. To support course instruction, the Institution Libraries work with teaching faculty to place materials on reserve. In fall 2012, all Institution Libraries began to place selected General Education textbooks on reserve to ease the student burden of purchasing expensive titles.

Institution librarians also offer research assistance, consultation, and training on databases and print resources for students on a scheduled or drop-in basis.Students can request an informal reference session with any librarian in any Institution library. They can also schedule in-depth consultation for focused assistance. Off-campus, students can take advantage of the Libraries’ “Ask-a-librarian” virtual reference service to access phone- or internet-based research assistance during library hours of operation. The Libraries have also produced a series of LibGuides, web-based resource and information guides that complement and expand upon College courses at the undergraduate and graduate levels. Student athletes have designated “Power Hours,” which require them to utilize library resources and services for their coursework.

The Libraries serve all four campuses (see Appendix 3), and their electronic resources are available at all hours to registered students, on or off campus. The annual budget of roughly $784,000 covers the cost of Library collections, materials, and technology.A June 2013 analysis of IPEDS data comparing Institution’s library with 17 similar college and university libraries indicated that, while overall budget is adequate, the staffing level is slightly below average. This shortcoming is addressed in the Library Strategic Plan.

12.  

Contractual Relationships and Affiliates

The Institution assures that appropriate oversight of and responsibility for activities is carried out through affiliated organizations, particularly those involving The Institution students working in clinical placement settings. In all cases of experiential learning, there is a faculty mentor or instructor liaison between the student and the work/practicum site. In the case of licensed professions, a properly-credentialed professional at the site provides additional supervision.

The accrediting organization for each profession dictates how some or all skills are evaluated, and even the nature of the externship site. These regulations are enforced by each program and School affected, and records are maintained of the student’s specific achievements and reviews of the student’s performance by site supervisors. The School or individual program maintains documentation of the experience, in paper or electronic form, or both. In the School of Health and Natural Sciences, Memoranda of Understanding (MOUs) are vetted by a College attorney when first established. In addition, the School has a dedicated clinical contract coordinator to oversee the process.

In the School of Education, fieldwork is accompanied by a weekly seminar with the site supervisor. Students are observed four times per placement, using specific rubrics available online. Fieldwork and internship/externship experiences are graded and evaluated by College faculty who have access to all records related to the placement.

In the case of the School of Social and Behavioral Sciences, requirements for student performance are set by the School and its faculty and verified by the on-site supervisor.The on-site supervisor confers with faculty overseeing the internship. The grade assigned is determined by The Institution faculty.The School does not have a formal contract with participating agencies. Accredited agencies with licensed personnel provide internship oversight. There are no legal indemnity clauses; the School does not participate with agencies requiring liability insurance.

13.  

Ensuring Consistent Academic Standards Across All Locations

All four physical campuses (see Appendix 3) and programs and are represented in the central organizational structure of the College. Academic and operational control rests, respectively, with the Office of the Provost and the College’s Chief Operating Officer. In addition, the College offers courses leading to degrees at various off-site locations. Since 2011, the College has offered a master’s program for teachers of English as a second language in Vienna, Austria, as facilitated by a partnership with the Austrian American Educational Cooperation Association. All courses taught in this program in Austria are offered by core faculty of The Institution and follow exactly the same criteria and standards as courses offered on Institution’s home campuses.

For all programs offered, scheduling and staffing of courses at each site is done by Program Directors working with their Chairs and Deans. Unless a program is only offered at one location, faculty are not specifically assigned to a campus; full- and part-time faculty regularly teach at one or more of the campuses—an expectation set at the time of faculty appointment—and faculty are evaluated in a similar manner across all sites.Course syllabi, required texts for all courses, and assessment of student learning are centrally controlled within individual programs of study, irrespective of location or mode of delivery.

14.  

Findings

Strengths

• A self-study of the first-year experience was undertaken College-wide in 2012-2013 through the Gardner Institute’s Foundations of Excellence™ program. Results are providing the basis for development of academic interventions, process improvements, and enhancing student interactions.
• The General Education program was strengthened through curriculum revision and clarification of competencies and by establishing a Director for the program. 
• The College has a number of strong signature undergraduate and graduate degree programs across all five Schools.   
• The Institution Online infrastructure serves a sizeable segment of the student population with the same learning outcomes as on-campus delivery.
• The College maintains central oversight of the quality of teaching and learning across all locations.

Challenges

• Promoting understanding of the General Education curriculum and its significance.  
• The program review process across the five Schools needs further standardization and follow-through.
• Maintaining continuous quality assurance for online courses.     
• Need diversity of course offerings in the Honors program.

Suggestions and Recommendations

• Follow-up on results from the current General Education program review.
• Maintain a regular schedule of academic program reviews, and ensure administrative feedback.   
• Further explore traditional and emerging methods of assessing credit for prior learning.     
• Enhance faculty understanding of pedagogy and technological capacity of online learning.
• Expand course offerings within the Honors program.      
• Encourage student engagement with physical campus, local environment, and community based learning; enhance exhibits and artifacts of knowledge.

CHAPTER 7: Ensuring Learning Through Continuous Quality Improvement

Standard 14: Assessment of Student Learning

Introduction

The Institution has made significant progress in the area of educational assessment over the last five years. Although assessment is not yet universal, there has been a great shift in the culture—a majority of faculty no longer ask why they should assess but how best to do it. Direct evidence of student learning is collected in places like the College’s ePortfolio systems, and an accountability management system is being implemented to monitor and make the process more consistent, transparent, and reflective of student learning achievement. Professional staff with expertise in educational assessment and teaching work in close collaboration with faculty committees at the school and college level. Together, staff and the committees support and encourage faculty engagement in assessment, which has resulted in significant evidence-based changes in courses and curricula.

In its 2009 Periodic Review Report (PRR), the Middle States Commission on Higher Education (MSCHE) recommended The Institution address its assessment of student learning processes towards improvement in these areas:

1. That the College “carefully monitor the human resources needed to sustain the level of student learning assessment and practice associated with it, particularly as a new culture of proactive assessment and planning is launched.”
2. e ongoing assessment of student learning be very carefully monitored with a particular eye towards best measures of aggregated data to “provide a foundation for evidence-based decision-making for improvement in academic and support areas.”

These recommendations came atop a similar recommendation from MSCHE in a follow-up to The Institution’s 2004 decennial study, in which the Commission urged the College to continue moving forward with the development and full implementation of an institution-wide student learning outcomes assessment plan across all of its programs and curricula. In addition, MSCHE strongly encouraged the College to consider the way it defines, delivers, and assesses its General Education program.

1.      

Strategic Planning for Assessment

Acting upon the Middle States recommendations, the College embarked on a faculty needs assessment process that included surveys, focus group discussions, and faculty consultations and launched a multiple-year, multiple-phase, institution-wide assessment plan, guided by best practices and anchored to the College’s mission. The plan was developed to span the years 2008-2012 and designed to be implemented in phases. Particular attention was given to educating faculty about assessment and the need to actively engage in the assessment process. Initial efforts were focused upon creating a culture of assessment at all levels of the College. Faculty and staff were engaged in many conversations about the importance of assessing student learning and how it should be used for continuous quality improvement of the College’s programs and courses.

In late 2012, following the appointment of the Director of Educational Assessment, a new The Institution Assessment of Student Learning Strategic Plan 2012-2016 was developed.This plan was built on the 2008 plan and developed in close collaboration between the Director and the Committee on Assessment of Student Learning (CASL). This plan focuses on continuing to grow the culture of assessment while building consistent processes for gathering and reporting assessment results and implementing the necessary mechanisms to sustain these processes. The plan objectives were mapped over a three-year timeframe in a project management system to ensure appropriate prioritization. As a result of this new strategic plan, a College-wide process for the assessment of student learning was established using five-year assessment cycles that are integrated into newly revised program review processes. The new processes will be piloted with several programs in the 2014-2015 academic year.

2.      

Institutional Support for Educational Assessment

The College has invested significantly in institutional resources to guide and support its assessment plans and activities. Initially coordinated by the Office of the Provost, the assessment process has evolved into a faculty-driven process, spearheaded by the formation in 2009 of the faculty-led Committee on Assessment of Student Learning. Faculty assessment committees were established in each of the five Schools beginning in 2009, and a Chief Assessment Officer (CAO) was appointed in 2010. In 2012, a Director of Educational Assessment was hired to replace the CAO. The School assessment committees are responsible for providing guidance to the Schools’ faculty on policy and procedures related to institutional effectiveness and the assessment of student learning. Additionally, the School committees are responsible for managing assessment activities at the program and course levels to ensure student learning assessment is effective in the School.

The Office of Educational Assessment staff partners with faculty to deploy best practices in assessment to improve teaching and learning, and works closely with faculty committees on curriculum issues. In addition, Educational Assessment staff facilitate systematic assessment processes across the College to ensure consistency in evidence collection and documentation over time and implement and manage sustainable, effective technology systems related to assessment. In conjunction with the Committee on Assessment of Student Learning, the Office of Educational Assessment is also responsible for interpreting assessment results for continuous quality improvement and facilitating the sharing and dissemination of assessment-related information.

In 2012, faculty assessment coordinators were appointed in each of the five academic Schools and within the General Education program. The College also appointed an Information Literacy and Assessment Librarian in 2012. The coordinators receive a course release per semester and work in collaboration with the Director of Educational Assessment and the librarian. They meet monthly as an operational group complementing the more policy-related activities of CASL. By the close of 2012, the College had established a comprehensive assessment organization comprised of numerous faculty committees, faculty coordinators, and professional staff. This expansion was complemented by an Institutional Research reorganization, which, as noted, expanded from one to three full-time professional staff in 2012.

In early 2013, to ensure better coordination and communication between the various College committees, coordinators, and professional staff, these adjustments were made in the assessment committee structure:

• A policy was created to ensure that School assessment coordinators were appointed to chair their respective school assessment committees.

• The By-laws of the Committee on Assessment of Student Learning (CASL) were amended to include the Chairs of the five School assessment committees as standing members along with the General Education Assessment Coordinator and representatives from the Library, the Vitale Center for Academic Excellence and Innovation, and Online Learning, thus eliminating the Assessment Coordinator group meetings formed in 2012.

In 2013, CASL has developed and disseminated a set of guiding principles for effective student learning assessment. These principles were combined with similar principles for teaching developed by the Teaching and Learning Committee to form a faculty self-assessment rubric and also incorporated into a faculty candidate hiring rubric to aid in hiring appropriately skilled new faculty.

Professional development for faculty. To support and encourage a culture of educational assessment, faculty development events initially focused on what assessment is and why it should be an important aspect of the everyday professional lives of the faculty. Since 2012, this focus has shifted to center on assessment measures, collection of evidence, and use of assessment for continuous quality improvement. These discussions were held at large faculty events, such as the Faculty Seminar Day each semester, Adjunct Faculty Dinners, and School faculty meetings. They were followed up with numerous small working groups and one-on-one consultations as recorded in faculty development event logs.

Assessment research. A number of faculty have engaged in research projects, funded through https://d.docs.live.net/d7a0fc0f77617d8c/AA Work/Institution/Accreditation/MSCHE/Writing Team/Faculty_Development/FD grant summary_fall 09-summer 12_rev_6 29 12.pdffaculty development grants, in areas of assessment research. Eight faculty are currently engaged in a College-wide research project to assess the imCURP of periodic feedback within a course of learning outcome achievement. Following evaluation of the pilot, there may be consideration of expanding this approach to other programs in the College.

3.      

Aligning Learning Outcomes at All Levels

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The College has a clear understanding of the interrelationships between institutional, School, and programmatic learning goals and outcomes (see Figure 3). Creation of these goals and outcomes, along with their alignments, is tracked and documented in a “traffic light” (red- not started, yellow- in progress, green- complete) analysis spreadsheet from which snapshots are taken at regular intervals to show progress. This analysis tracks program goals and their mapping to School goals and program learning outcomes and their mapping to program goals. Figure 4 illustrates the positive progression in the relative numbers of these statuses over time. More detailed information can be found in the snapshots for November 2012, June 2013, Sept. 2013 and February 2014.

When the analysis was first conducted, findings indicated that most Schools identified operational goals, but needed to identify goals for student learning. (One goal in the School of Social and Behavioral Science, for example, was to provide students with increased opportunities for authentic learning.) Subsequent reviews of the traffic light analysis indicate that all Schools have student learning goals aligned to College goals and that all program student learning goals aligned to School goals.

In conjunction with development of the Assessment of Student Learning Strategic Plan 2012-2016, the College has designed and implemented a wide range of processes and resources to further support the conceptualization, operationalization, alignment and sharing of assessment plans and activities at all levels of the process (i.e., course, program, School, and College), including:

Faculty development and dialogue to inspire a favorable disposition towards and a culture of assessment, focusing on the faculty perspective in beliefs, attitudes, knowledge, and skills to both initiate and sustain engagement in the assessment process. Developmental approaches have included retreats, workshops, and other activities sponsored and facilitated by the Faculty Center for Teaching and Learning (FCTL), the Office of Teaching Excellence and Engaged Learning (OTEEL), and the Director of Educational Assessment.

Development of faculty guidelines regarding assessment terminology and processes.

Development of a set of Guiding Principles of Good Practice in Assessing Student Learning at The Institution.

Ongoing training regarding development and use of rubrics and other assessment measurement tools under the facilitation and oversight of the Office of Educational Assessment to assure a unified approach to reliability and validity, as well as a balance of direct and indirect measures and quantitative and qualitative data.

Ongoing mentoring and provision of workshops, data analysis and other support to faculty, including adjunct faculty, regarding assessment.

Development of program- and course-level student learning outcomes and resources for assessing the quality of those outcomes (see Section 8 in this Chapter).

Establishing the Accountability Management System (AMS) as the College’s reporting system for student learning assessment data at the School and program levels to address the need for consistent collection and use of assessment data College-wide.

4.      

Student Learning Assessment Data from Course to Institution Level

Institution- or College-level assessment occurs under the guidance and supervision of the faculty-led Undergraduate Curriculum Committee (UCC) and Graduate Curriculum Committee (GCC) and, externally, through accreditors of the various professional programs, as applicable.

a.Course Level

After each of the five Schools revisited their student learning goals in 2013, programs within the Schools refined their programmatic learning goals and learning outcomes with the aim of aligning student learning outcomes at the College, School, and program levels. The focus for 2014 has now shifted to working with programs that have not already done so to expand this alignment to include mapping course learning outcomes to program outcomes. Parallel to this process, and as part of a larger review of course syllabi, the College conducted a review and analysis of the quality of course learning outcomes in

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all active courses, i.e., those taught within the last four years. This study involves an iterative process with the first round conducted in fall 2012, the second in spring 2013, a third in fall 2013 and regular ongoing reviews planned thereafter. A

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rubric was developed to aid faculty in reviewing, modifying, and scoring the syllabi. The graphs in Figures 5 and 6, derived from analysis of the rubric results, show the number of courses with learning outcomes in each of the review periods. The data show a significant increase in course learning outcome development over the time period. The assessment coordinators continue to work with faculty each term on courses without outcomes.

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The quality of the learning outcomes was assessed by faculty within each respective School, with a rubric on a scale of 0-2 as shown in Figure 7. Quality of learning outcomes was assessed by outcome clarity, whether the outcomes were measurable, and their appropriateness to the course. The process helped improve learning outcome quality by making faculty aware of expectations via the rubric and by engaging them in group work and conversations about these expectations.

b.Program Level

As the amount of pertinent assessment evidence has increased and its organization and availability has improved, the College has begun to utilize this evidence to guide decision making and curricular improvements. Examples of applying direct and indirect evidence to implement evidence-based change at the program level within the programs include:

School of Business. Following internal faculty review, the Accounting program implemented WileyPLUS into its ACCT 120 and 121 courses in fall 2012.WileyPLUS is a student-centered learning and assessment environment employing a multimedia visual approach.Measurable outcomes enable faculty to monitor student progress to better assist at-risk students. The Accounting program has assigned exercises within WileyPLUS that align with specific student learning outcomes. In spring 2013, based on an increase in the course pass rate for students who utilized this platform, the accounting faculty decided to permanently and fully incorporate its use in the curriculum for the two accounting courses and require all homework be completed in the system. The school also conducted extensive surveys of its graduates in 2012.

School of Health and Natural Sciences. Communications Disorders students are required to either pass a summative assessment or obtain a passing score in the national Praxis II examination in Speech-Language Pathology.Each summer, the Communications Disorders faculty review student performance during a faculty retreat to identify and address any areas of concern. One area targeted for improvement was the The Institution student cumulative Praxis II pass rate of 83% in 2009. This review identified areas of cumulative low scoring by students, which was addressed through course content adjustment and the development of a Praxis content review course, funded through an internal grant from the The Institution Graduate PASS program. By 2010, Praxis II scores had risen to 93%; in 2011, 96% of Communications Disorders students passed the examination on their first attempt.

Over the past several years, the Doctor of Physical Therapy program had challenges in retention and pass rates. In response, the program faculty engaged in systematic and regular program and curricular assessment. This process led to changes in program academic policy, admission criteria, and curricular delivery in several areas. In the wake of these steps, program enrollment has shown steady increases since 2010, and the program has admitted full cohorts of students over the past two years. First year academic attrition has also improved from 17% in 2009 to 4% for the class of 2015. The program added a subsidized test preparation course to bolster student performance on the National Physical Therapy Exam (NPTE), and the Institution student pass rate for the NPTE has shown a positive trend since 2009 and is in compliance with CAPTE standards.

School of Liberal Arts. In fall 2012, faculty from the Math Department expanded implementation of Open Educational Resources (OER) tools in all MATH 116 courses through participation in the Kaleidoscope Project. During the process, the course was updated to align with appropriate learning goals, student learning outcomes (SLOs), and affiliated assessment. This OER addition afforded the diverse and often financially-challenged The Institution students no-cost course texts and other materials, including online-available instructional videos, thereby maximizing student opportunities for success.Comparing assessment data from the fall 2012 semester to a year prior, when OER materials were not included, the project team concluded that student retention in the program increased while the number of students failing the course decreased. Accordingly, the Math Department expanded the use of OER material to MATH 105 and 115 in fall 2013.

School of Social and Behavioral Sciences. In 2009, an exit survey from students in the Social Work program revealed that while students had achieved the established benchmark, they scored lower on the objective associated with the history of social work and the social work profession. Faculty explored possible causal factors for this in focus group discussions with students, and they discovered that presentation of course material was overly didactic and not clearly relevant to current interests of students. Students further indicated interest in adapting the course to incorporate role-play scenarios, which faculty then implemented. As a result of these changes, students report that they find the profession’s required history course more relevant in their evolving professional identity.

Student learning is assessed at several transition points within the program curricula, and the College has developed and implemented several new programs to work in tandem with existing measures to reinforce student learning opportunities. In 2012, all academic programs within the College developed program-specific assessment matrices (SB, SEd, SLA, SBS, SHNS) to provide details about the assessment of student learning at key transition points within the curriculum:

Beginning Direct Assessment (for example, gateway courses, introductory courses, or core courses required for advancement)

Developmental Assessment (that is, at selected transition points or courses where embedded assessment takes place to gauge progress)

Capstone Assessment (for example, capstone experiences in the program where program learning goals and outcomes are assessed)

Indirect Assessment

As of late 2012, 100% of College programs had drafted their program assessment matrices and engaged in a review of these matrices to refine the document with the Office of Educational Assessment or the corresponding School Assessment Coordinator. School programs have committed to implementing the College-wide assessment process to collect and analyze data from the key assessment identified in these matrices as part of their programmatic assessment plans, which will be piloted with twenty-five programs (five from each academic School) beginning in fall 2014. The programs will be selected by the School’s assessment committee and will consist of specialized accredited and non-accredited programs. The pilot will engage programs in the assessment process and provide an opportunity to identify and resolve any challenges faced with regards to the process, use of the Accountability Management System (AMS), and coordination of assessment needs of multiple programmatic accrediting bodies—a concern of some accredited programs. A staggered plan for the remaining academic programs to join in the process will be implemented beginning fall of 2015.

c.Institutional Level

An example of institutional- or College-level student learning outcomes assessment occurs within the General Education curriculum.General Education competencies are assessed within the General Education curriculum at two key points: the Critical Inquiry course and the Junior Seminar course. Critical Inquiry and Junior Seminar courses provide bookends to the General Education curriculum, acting as foundation and capstone courses.

Student attainment of the three introductory General Education competencies—in Critical Inquiry, critical thinking, critical reading, and information literacy—is measured using a pre- and post-course assessment tool. A review of the assessment data from 2010-2012 indicates a progressive increase in student comprehension of the critical thinking and information literacy competencies, while critical reading skills declined in three of the four semesters reviewed. The Office of Educational Assessment, General Education Assessment Coordinator, and a faculty group worked together to identify possible explanations for this decline in critical reading competency. A series of changes to the Critical Inquiry curriculum were then implemented.Students are now required to evaluate evidence and respond to competency-based questions. This is considered a reliable and valid measure of student knowledge and skill in critical reading and other competencies.In addition, each question is directly mapped back to its corresponding learning outcome. Initially, the use of this assessment in Critical Inquiry was voluntary for faculty and thus not program-wide. Consequently, only about one-third of Critical Inquiry students participated in the pre- and post-assessment. The use of the pre- and post-course assessment instrument was required of all students enrolled in the Critical Inquiry course effective with the fall 2013 semester. In addition, a set of online modules was developed to improve delivery of the content. This resulted in a significant increase in critical reading competency outcomes in the pre- (4.99) and post-assessment groups (5.73).

The Institution Library serves a co-curricular role in supporting the General Education curriculum, which impacts student learning in many courses. Specifically, the Library has collaborated with teaching faculty to integrate information literacy into course content. In 2012-2013, the Library, working in close partnership with the Office of Educational Assessment and the faculty who teach the Critical Inquiry and Junior Seminar courses, conducted a rubric-based assessment of information literacy in a sample of student artifacts from five courses within the General Education curriculum. Data from these artifacts were gathered through two rounds of data collection and analyzed during the spring and summer of 2013. Further data collection in 2013 established a baseline from which the Library will institute appropriate adjustments to its information literacy instruction program beginning with the fall 2014 semester. The Library will further develop its capacity in this domain through the College’s participation in an Association of College and Research Libraries grant-funded project to increase proficiency in multimedia information literacy.

After successfully completing Critical Inquiry and other prerequisites, students register for the Junior Seminar General Education capstone course. At present, there is no shared assessment employed across all sections of Junior Seminar.The Office of Educational Assessment, General Education Assessment Coordinator, and a faculty workgroup will design a cross-sectional Junior Seminar assessment tool based on refinements made following the program review.

5.      

Role of Assessment in Transition to Professional Practice

In professional programs that require students to successfully complete some form of professional practice experience to graduate (e.g., Occupational Therapy, Physician Assistant, Physical Therapy, Education, and Accounting), faculty assess student readiness to transition to the practice experience through a variety of methods.Following is a cross-section of examples:

Physician Assistant Program. Since 2010, students in this program have taken the Physician Assistant Clinical Knowledge Rating and Assessment Tool (PACKRAT) examination upon completion of the didactic and clinical portion of the program. In order to practice as a Physician Assistant, each candidate must successfully complete the certification/licensing examination. The PACKRAT examination helps identify individual strengths and weaknesses, as well as overall class performance, and then enables comparison of these data with the national average. The Institution faculty then compile this data to determine which areas of review will be most beneficial to the group or individual, to enhance their ability to successfully complete the Physician Assistant National Certification Examination (PANCE) .

School Counseling Program. Candidates in this program are assessed at multiple points in the curriculum on 25 key performance skills necessary to function effectively as a counselor. At a program retreat in summer 2012, program faculty worked collaboratively to revise and clarify the rating scales and to expand a rubric clarifying the various scoring levels. It was further agreed that the entire 25-item assessment should be incorporated into an ePortfolio competency rubric. These changes were reviewed at both a regular department meeting and an adjunct meeting in fall 2012.

Occupational Therapy Program. Students in this program are evaluated on a professional development form at the conclusion of the fall and spring trimesters. Students are required to meet with their faculty advisor to discuss feedback on their professional behaviors in critical areas. The Occupational Therapy (OT) Program Evaluation Plan has, as a benchmark, that 90% of OT students will score 27/30 or higher on the professional development forms. This goal has been achieved or exceeded for each of the past three years.

Education Programs. Within the School of Education graduate programs, candidates’ readiness to enter student teaching, clinical practicum, or other culminating course activities is determined through a set of key assessment activities positioned in courses at the beginning and middle phases of the program. These key assessments measure the extent to which teaching candidates successfully attain skills and proficiencies outlined in the conceptual framework that guides all instruction in the School of Education. The rubrics developed to conduct these key assessments are specifically tailored to measure candidates’ progress and their readiness for student teaching. In summer 2013, a review and analysis of data collected during the 2012-2013 academic year was analyzed, and changes were implemented for the fall 2013 semester.

Each department within the School of Education conducted its own analyses. Based on these reviews, the following improvements were initiated: strengthening the infusion of diversity-related content in courses to enhance candidates’ sensitivity to the diversity of academic needs of students in P-12 schools; greater focus on effective use technology in instructional settings, particularly content-specific technology; and addition of courses and course content to strengthen candidates’ writing skills.

Efforts are also underway to improve rubrics used for the aforementioned key assessments, to find ways to continue to improve effective integration of the key assessment process into course content, and enhance compliance of adjunct faculty with the process.

6.      

Assessment of Extracurricular Learning

The Institution is in the early stages of defining extracurricular learning outcomes and assessing them. The By-laws of the Committee on Assessment of Student Learning were modified in 2013 to include a Student Affairs professional staff member to coordinate development and assessment of curricular and extracurricular outcomes. Student Affairs is working on developing a comprehensive set of extracurricular learning outcomes for Institution students. To date, outcomes have been defined for college success skills—that were then incorporated into content within the Critical Inquiry courses and delivered by mentors as guest lecturers in fall 2013. Assessment data were collected and analyzed from this pilot. This data will be used to help design a Transition-to-College program in spring 2014.

7.      

Assessing the Assessment Process

An external assessment of Institution’s assessment activities, processes, and procedures was conducted in fall 2013 by Michael Heel, president of the Assessment Network of New York (ANNY) and Assistant Director of Curriculum and Assessment at Monroe Community College. His reports were reviewed by College professional staff, the Committee on Assessment of Student Learning, and the General Education Advisory Council. The AssessmentandGeneral Education strategic plans were reviewed in light of Mr. Heel’s reports.

The Student Learning Assessment Plan requires an annual self-assessment using the Evaluating Institutional Student Learning Assessment Processes Rubric from MSCHE and a review every five years by an external evaluator.

8.      

Findings

Strengths

Considerable progress has been made in creating a culture of assessment at The Institution.

Significant investments have been made in technology and personnel to support assessment planning and activities.

Extensive and ongoing faculty development in support of assessment exists at the College.

Active and engaged faculty committees are focused on the assessment of student learning.

Challenges

The culture of assessment has not fully evolved, with activities primarily focused at the program level.

Inconsistent assessment data collection and use across programs.

The College could benefit from coordinating assessment needs across multiple accrediting bodies. Effectively communicating expectations of faculty regarding assessment of student learning.

Extracurricular learning goals and outcomes have not yet been defined.

Suggestions and Recommendations

Provide additional resources to broaden assessment activities.

Generate overall measures of learning achievement at the School and College levels so that data can be used to inform institutional effectiveness.

Provide students with information regarding learning outcome achievements.

Faculty and staff should consistently benchmark and set goals for achievement of curricular, co-curricular, and extracurricular learning outcomes.

Better communicate guidelines for best practices in student learning assessment.

Provide support for use of specialized accreditation assessment data in College-wide assessment.