Concord University Board of Governors December … · Concord University Board of Governors December 11, 2012 1:00 p.m. State Room, 2nd floor, Jerry & Jean Beasley Student Center

Concord University Board of Governors December 11, 2012

1:00 p.m. State Room,

2nd floor, Jerry & Jean Beasley Student Center

Board Members

Greg Allen Elliot Hicks Lane Bailey, Vice Chair David Matchen David Barnette Brace Mullett, Secretary Frank Blackwell, Chair Adam Pauley Steven Collins Amy Pitzer Robert “Doc” Foglesong Susan Rogers

Gregory F. Aloia, President Lora Woolwine, Recorder

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Concord University Board of Governors December 11, 2012 – 1:00pm

On Campus Meeting Stateroom


For those who cannot attend in person and wish to call in:

Contact Numbers:

Dial‐in number: 1‐888‐363‐4735

Participant Code: 6859650#

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Board of Governors December 11, 2012 Meeting

Itinerary

8:00 – 8:30am Refreshments State Room Jerry & Jean Beasley Student Center

8:30-9:30am Meeting with Concord State Room University Classified Staff

9:45-10:45am Meeting with Concord AB Conference Room

University Faculty Jerry & Jean Beasley Student Center

11:00 – 12:00 Meeting with Concord State Room

University Students

12:00– 12:45 Lunch 1872 Room Jerry L. Beasley Student Center 1:00 Full Board State Room

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Concord University Board of Governors Committees 2012-2013

Academic Affairs Lane Bailey, Chair

David Matchen Brace Mullett

Doc Foglesong Adam Pauley Susan Rogers

University Staff George Towers Kendra Boggess Cheryl Barnes

Student Affairs

Elliot Hicks, Chair Greg Allen Amy Pitzer

Adam Pauley Steven Collins

Frank Blackwell University Staff Marjie Flanigan

Rick Dillon Kevin Garrett

External Affairs

Brace Mullett, Chair Frank Blackwell Steven Collins David Barnette Susan Rogers

University Staff Kent Gamble

Alicia Besenyei

Finance and Facilities Elliot Hicks, Chair

David Barnette Lane Bailey Greg Allen Amy Pitzer

David Matchen Doc Foglesong

University Staff Charles Becker

Rick Dillon

Executive Committee Lane Bailey

Frank Blackwell Brace Mullett Elliot Hicks

Gregory Aloia Revised 11/28/2012

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Concord University Board of Governors

October 23, 2012 10:00 a.m.

The Concord Room Marsh Hall, Room 201A

Members present: Mr. Gregory Allen; Mr. David Barnette; Mr. Frank Blackwell, Chairman; Mr. Elliot Hicks; Dr. David Matchen; Mr. Brace Mullett; Mr. Adam Pauley; Ms. Amy Pitzer, Ms. Susie Rogers Member absent: Mr. Lane Bailey, Vice Chairman; General Doc Foglesong; Mr. Steve Collins Call to Order and Determination of Quorum - A quorum being present, Mr. Blackwell called the meeting to order. Minutes of the September 11, 2012 Meeting- Mr. Barnette moved the approval of the minutes of the September 11, 2012 meeting; Mr. Hicks seconded; motion carried. Reports from the following committees were presented: Academic Affairs – Dr. Kendra Boggess, Interim Vice President and Academic Dean

Action Item- Mr. Hicks moved the approval of the Compact; Mrs. Rogers seconded; motion carried.

Student Affairs – Mr. Elliot Hicks, Chair; Dr. Marjie Flanigan, Vice President of Student Affairs; Mr. Kevin Garrett, Athletic Director External Affairs - Ms. Alicia Besenyei, Interim Vice President of Advancement; Mr. Kent Gamble, Director of Enrollment

Action Item- Mr. Allen moved the approval to rename The Jerry L. Beasley Student Center to The Jerry & Jean Beasley Student Center; Mr. Barnette seconded; motion carried.

Finance and Facilities – Mr. Elliot Hicks, Chair; Dr. Charles Becker, Vice President of Business and Finance

Information Item- Towers Renovation- Mr. Rick Dillon, Vice President for Administration

Executive Committee- Dr. Gregory Aloia, President; Mr. Marshall Campbell, Director of Human Resources President’s Report – Dr. Aloia Executive Session – Pursuant to State Code §6-9a-4, Mr. Hicks moved to go into executive session; Mr. Allen seconded; motion carried. Returning from Executive Session, there being no further business, the meeting was adjourned at 11:54 a.m. ______________________ ______________________ Frank Blackwell, Chairman Brace Mullett, Secretary :lw

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Agenda

Concord University Board of Governors December 11, 2012 @ 1:00pm

On Campus Meeting

State Room


I. Call to Order and Determination of Quorum

II. Approval of the October 23, 2012 Meeting Minutes (p. 5)

III. Audit Report – Suttle and Stalnaker- Mr. Chris DeWeese & Ms. Marie Long

IV. Committee Reports

A. Academic Affairs Committee – Mr. Bailey, Chair/Dr. Boggess, Interim Vice President and Academic

Dean (p. 7-16)

Information Item: Completed Compact (pp.17-85)

Action Item: Awarding of a Posthumous Degree to Ethan Alderman (p.86)

B. Student Affairs Committee – Mr. Hicks, Chair/Dr. Flanigan, Vice President of Student Affairs,

Mr. Garrett, Athletic Director (pp. 87-94)

C. External Affairs Committee – Mr. Mullett, Chair/Ms. Alicia Besenyei, Interim Vice President of

Advancement/Mr. Kent Gamble, Director of Enrollment (pp. 95-98)

D. Finance and Facilities Committee – Mr. Hicks, Chair/Dr. Becker, Vice President for Business

and Finance (pp. 99-102)

E. Executive Committee – Mr. Blackwell/Mr. Campbell, Director of Human Resources

Action Item: Approval of Emeritus Status for Mrs. Sharon Manzo (p.103)

Action Item: Approval of the Conferring of Honorary Degrees (p.104)

V. President’s Report

VI. Executive Session

VII. Adjournment

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ACADEMIC AFFAIRS COMMITTEE CONCORD UNIVERSITY BOARD OF GOVERNORS

December 11, 2012

Academic Affairs Committee Members Lane Bailey, David Matchen, Susan Rogers, Brace Mullett, Doc Foglesong,

Adam Pauley, William O’Brien, George Towers, Kendra Boggess, Cheryl Trull

I. Information Items:

Concord University Compact The Concord University Compact was submitted to the HEPC for its review and approval November 1st. The final copy is included in this Committee report and it contains the final IPEDS data, which became available October 15th. The document is in the last year of a 5-year cycle, therefore, we will be required to submit one more report in 2013 to the HEPC. After that, Concord will begin following the new HEPC 5-year Compact Plan for 2014.

II. Reports of Divisions

Division of Business The Division of Business has been working toward AACSB accreditation (www.aascb.edu). The Division has hired a consultant to provide guidance and networking support as it is in its final year of review. Dr. Randy Boxx, retired Dean Emeriti from the Harry F. Byrd, Jr. School of Business at Shenandoah University, will be working with the Division concerning the accreditation efforts. He is visiting Concord November 27-28. Entrepreneurship: Business Student Robbie Parker was selected as a finalist by the WV Business Plan Competition, for inclusion in the 2nd round of the contest. There is just one more round before final selection of the state winner. Division of Education The Division of Education will offer a section of EPAT in Raleigh County beginning spring 2013; two sections are currently offered in Mercer County. EPAT is an integrated course offering that combines three education classes, Educational Technology (EDUC 301), the Psychology of Teaching and Learning (EDUC 305), and Educational Assessment (EDUC 310). The course is structured around face to face sessions including weekly meetings with professors in field placement schools. Much of the course work is delivered asynchronously. As a result of combining the three courses EPAT is an eight credit-hour offering. Faculty members of the Division of Education, Dr. Anita Reynolds, Dr. Terry Mullins, and Dr. Mark Angle, will present the “Global Collaboration Symposium” at Concord University on

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Monday, Nov. 26. Poster presentation sessions will be held from 1 p.m. to 3:30 p.m. in the Student Center Ballroom. Concord University teacher education students have collaborated with peers at Australia’s Victoria University during the fall 2012 semester. They have shared information on school systems, types of diversity, teaching methodologies, large-scale assessments, issues in education and other topics. Students will showcase the variety of technologies they utilized in the collaboration (Skype, Google Docs, Voice Thread, Wikis, etc.) while underlining cultural awareness and acceptance. The presenters are students in the University’s innovative EPAT which is an integrated course incorporating several upper level education courses. Dr. Beatrice Harris and Ms. Andrea Campbell attended Classroom Assessment Scoring System (CLASS) training on November 12-13, 2012 in Charlottesville, VA. This assessment system will be incorporated into the final assessment for student teachers in the PreK Program. The Professional Development Schools (PDS) Program is providing monthly “Circle of Learning” luncheons with guest speakers for Concord University’s teacher candidates. The October luncheon speaker was Ms. Drema McNeil, West Virginia’s 2011-12 Teacher of the Year. The guest speaker for November will be Ms. Ann Cline. Ms. Cline, a former ESL teacher from Chicago City Schools, will present information and strategies for the English as a Second Language teacher/learner. There will be a PDS principal’s luncheon in December. Special Education faculty, Dr. Nancy Burton and Ms. Andrea Campbell, are conducting “after school tutoring” sessions twice a week at Melrose Elementary and in Athens for grades Pre-K-5. Total enrollment between both locations averages 85-90 students per session. Ms. Andrea Campbell presented her dissertation, “Teachers’ recess practices with children with exceptional learning needs,” at the Applied Academics conference in Las Vegas, NV in October, 2012. Dr. Beatrice Harris and Dr. William Williams presented “Read Aloud Programs in Early Childhood Education” at the National Council of Teachers in English (NCTE) conference in Las Vegan, NV on November 16, 2012. The Concord Reading Council’s “Books to Birth” program, under the guidance of Dr. Kathy Hawks, provided books for new mothers to the Princeton Community Hospital during the month of November. Division of Fine Arts, Faculty Highlights Dr. Keely Rhodes

December 2012, Conspirare Christmas in Austin/San Antonio/Victoria, Texas and Santa Fe Desert Chorale in Santa Fe, New Mexico

January-February 2013, Russian Choral Music Recording Project with Conspirare and ACDA West Virginia Conference

March 2013, ACDA National Convention in Dallas, Texas. Four of the CU ConChords have been selected to sing in a special Collegiate Competition Choir.

May-June 2013, Opera Panama, performing the title role in Aida, by Verdi June 2013, Victoria Bach Festival Soloist in Victoria, Texas

Dr. Laura Zamzow and Casey Cangelosi:

Concord University’s percussion ensemble and jazz band will perform in concert on Thursday, Nov. 29 at 7 p.m. in the Alexander Fine Arts Center’s Main Auditorium. The

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percussion ensemble is directed by Mr. Casey Cangelosi. Dr. Laura Zamzow is director of bands and assistant professor of music. The jazz band will perform works by the legendary Duke Ellington and a preview of its performance for Concord’s upcoming Holiday Open House. The open house will be held on Dec. 4 from 5 p.m. to 7 p.m. at University Point.

Concord University’s choral and band groups were featured in a fall concert honoring Veterans on Thursday, Nov. 15. The performance began at 7 p.m. in the Alexander Fine Arts Center’s Main Auditorium.

Division of Languages & Literature, Faculty Highlights Mitzi Litton Attended the following conferences/workshops:

“Made for Learning – Mobility in Education” sponsored by Apple Education Seminars, Charleston, WV, February 2012

“Modularizing Curricula: Lessons and Best Practices” sponsored by the WV Developmental Education Task Force, Charleston, WV March 2012

“Developmental Education Faculty Workshop” sponsored by WV HEPC, Roanoke, WV June 2012

“Overcoming Obstacles: How do we get there from here?” sponsored by Glenville State College June 2012

“Developmental Education Meeting” sponsored by WV HEPC, Charleston, WV October 2012

Rosalie Peck Attended the following conferences/workshops:

“Made for Learning – Mobility in Education” sponsored by Apple Education Seminars, Charleston, WV, February 2012

“iPad in Motion” Charleston sponsored by Apple Education Seminars, WV February 2012

Carmen Durrani Attended 101th Annual Foreign Language Association of Virginia Conference,

Williamsburg, VA October 2012 Completed research paper on the medieval period in Barcelona and Catalonia (La epoca

medieval en Barcelona y Cataluna) Will attend workshop on Crises in Latin America, 2012 as the institutional representative

to the annual meeting; organized by the WV Consortium for Faculty and Course Development in International Studies at the Lakeview Conference Center, Morgantown, WV November 29-30, 2012

Steve Rowe

Attended conferences sponsored by US Dept. of Commerce, US Dept. of Agriculture and Appalachian Regional Commission. All are related to 2 funded grant proposals which Dr. Rowe wrote to improve the economic climate and jobs availability in Southern WV. He is the principle investigator for the EDA University Center for Entrepreneurship and US EDA/Department of Agriculture/Appalachian Regional Commission Jobs Incubator.

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John Baker Attended National Council of Teachers of English Conference in Nevada, November

2012.

Ryan Hallows: Attended the ACTFL conference in Philadelphia, November 2012

Division of Social Sciences, Faculty Highlights Geography Dr. Joseph Manzo Dr. Manzo attended the annual meeting of the National Council for the Social Studies Dr. Tom Saladyga, Dr. Shimantini Shome, and Dr. Manzo from Geography, along with Dr.

Hugh Campbell of Education, presented at the annual meeting of the National Council for Geographic Education in San Marcos, Texas in October

Dr. Tom Saladyga, Dr. Shimantini Shome, and Dr. Manzo, along with Dr. Josh Hagen, Chair of Marshall University’s Geography Department, are hosting a dinner November 25th for 26 teachers from across the State who will be participating in Concord’s Benedum Grant activities.

Dr. Manzo took 20 students to a Cherokee reservation for the American Indians class.

Dr. Tom Saladyga Publications: Saladyga, T., A. Hessl, N. Pederson, B. Nachin. In preparation. Evidence of an

anthropogenic fire regime in the Tuul River watershed, Mongolia. Pederson, N., C. Leland, B. Nachin, A.E. Hessl, A.R. Bell, D. Martin-Benito, T. Saladyga, B.

Suran, P.M. Brown, and N.K. Davi. 2012. Three centuries of shifting hydroclimatic regimes across the Mongolian breadbasket. Agriculture and Forest Meteorology. http://www.sciencedirect.com/science/article/pii/S0168192312002377

Grants: “Establishment and Decline of Eastern Hemlock (Tsuga canadensis): Baseline Conditions

for Long-term Monitoring in Southern West Virginia,” pending ($5,100). West Virginia Division of Natural Resources Cooperative Research Grant.

Chesapeake Bay Science and Geography Initiative, 2012-2014 ($200,000), National Oceanic and Atmospheric Administration/National Geographic Society

Lectures/Conference presentations: Invited speaker – “Land use impacts on wildfire potential: Evidence from Mongolia and

Appalachia,” Department of Geography Colloquium Series, Virginia Polytechnic Institute and State University, Blacksburg, VA (October 19, 2012)

Saladyga, T. 2012. Using literature to teach post-secondary introductory physical geography (poster). Annual Meeting, National Council for Geographic Education, 4-7 October 2012, San Marcos, Texas.

International Summer Camp guest lecture – “Humans and the Forest Environment,” Kangwon National University, Chuncheon, Gangwon-do, Republic of Korea (July 31, 2012)

Service: West Virginia Green Infrastructure Working Group Learning activity – “What can trees tell us about the past?,” Elk Center Elementary School,

Charleston, WV (October 12, 2012) GEOG 380 field trip to Spruce Knob and Smoke Hole Canyon (September 28-29)

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Dr. Shimantini Shome Publications: Shome, S. 2012, “From Somali to Somali-American: Assimilation Challenges faced by

Somali refugees in Kansas City”, Journal of Refugee Studies (in Review) Shome, S. “ The American Experience: Stories from the Somali Refugee community in

Kansas City” (in preparation for submission to the Journal of Cultural Geography). Student Mentoring: 2 students: Briana Karl and Allen Treadway presented posters in the Undergraduate Poster

Competition at the South-Eastern Division of the Association of American Geographers Annual Meeting, Asheville, NC, November 2012. (see photo below)

New Research Project: Started and conducted preliminary fieldwork for a new research project studying

the Remittance Networks of the Somali Refugee Community in Columbus, Ohio in June, 2012.

Presentations Paper: The Challenges and Rewards of Teaching about the Global South presented at

the National Conference on Geographic Education, San Marcos, TX, October 2012.

The WV Geographic Alliance was awarded $34,000 from the National Geographic

Society for geography education

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History Dr. Jonathan Berkey Presentation: “Remembering Antietam,” Bath County, Virginia Public Library, Warm Springs, Virginia,

September 20, 2012

Political Science Dr. Sally Howard “Marathons and economies,” with Jim White, Charleston Gazette, 9/22 Dr. Jim White Co-recipient of Athens 2012 Total Community Involvement Award

Coordinator of the Athens One Can a Week food drive “Marathons and economies,” with Sally Howard, Charleston Gazette, 9/22 Election analyst Fox 59 Recreation and Tourism Management Dr. Susan Williams Dr. Roy Ramthun Dr. Williams and Dr. Ramthun will receive three years of federal funds as a part of the

Southern West Virginia Jobs Accelerator program funded by the U.S. Economic Development Administration. The Southern West Virginia Jobs Accelerator is a joint program between Concord and Marshall University. Our funding includes release time for faculty to develop an on-line certification program for entry-level managers in tourism businesses. We will also be participating in a series of workshops for entrepreneurs who want to capitalize on the success of the Hatfield-McCoy Trail System and other tourism infrastructure in WV. Funding details regarding the full contracts from the federal government are expected soon.

Dr. Susan Williams (Recreation and Tourism Management) received Campus Compact LINK grants ($10,000.00 total) for two service learning projects over the span of the fall 2012/spring 2013 semesters. Currently, the RTM 325 (Tourism Planning and Development) course is participating in a heritage tourism development project with the Appalachian Forest Heritage Area, which spans 17 counties in eastern West Virginia and 2 counties in western Maryland. Students are participating in town meetings, asset mapping, and in the development of a management plan that meets National Heritage Area management plan standards.

Next semester, the RTM 346 (Cultural Tourism) course will develop heritage tourism business and marketing plans for the Houston Company Store in Kimball, WV.

Each $5000.00 grant covers costs associated with students’ service learning (technology, transportation and other field trip costs, etc.). Service learning empowers students to put their academic knowledge to practice in meaningful ways that impact local communities.

Holidays Around the World: An Exercise in Cultural Competency. Holidays Around the World: An Exercise in Cultural Competency is a partnership between

Melrose Elementary School and Concord University (CU). Melrose is a K-5 school with 275 students in 13 classrooms. It is one of two schools in the entire county that does not receive Title I funding; hence, they have very little funding for programming of any kind. Concord faculty and staff directly involved in this project are Dr. Susan Williams (Recreation and

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Tourism Management), Dr. Joan Pendergast (Social Work), Nancy Ellison (Multicultural Affairs) and Sharon Rowe (English as a Second Language).

Students from CU’s Recreation and Tourism Management (RTM), English as a Second Language, and other interested international students (represented by the Office of Multicultural Affairs) are invited to share their culture and information about their home countries with students at Melrose. When surveyed about their interest in the program, CU students from 20 countries wished to participate.

For many CU students, this may be a first exercise in understanding and depicting themselves culturally; likewise, this exercise broadens the horizons of elementary students and their families as they explore other countries and are encouraged to think about their own countries and cultures. The anticipated result is a universal realization of our place as citizens in one global community.

During the Holidays Around the World program, CU students from a particular country “adopt” a classroom during the month of November. Weekly visits allow CU students to talk about their country, the culture and holidays they celebrate. These lessons occur through the use of technology, such as Skype, Google Earth and other internet-based resources that are presented on the classrooms’ white boards. In addition to building a relationship with the class, CU students help the elementary students gain a better understanding of their culture through crafts, such as making culturally-indicative items (for example, replicas of the national flag, a god’s eye from Turkey, or a carnival mask from Venezuela). Students may share music and traditional dance with their classrooms as well. Finally, beginning the day after Thanksgiving Break, each classroom displays their crafts on a Christmas tree placed outside their classroom doors.

Thereafter, during Holidays Around the World Day (December 10, 2012), the trees are labeled by country and moved to the school’s stage in the cafeteria. Framed displays are placed at the bottom of each tree depicting the country’s name and location on a map. Throughout the day, groups of elementary students and their guests gather in the cafeteria to learn from their peers about each class’s tree, a description of the country including showing its location on a world map, and explanation of the cultural “artifacts” displayed. Presenters are encouraged to dress in traditional costume or have a hands-on artifact to pass around the room. Meanwhile, the audience participants are given passports to record the places they “visit” during the program. CU students and faculty are invited to attend the event. Guests include parents and family members, the press, and the local community.

The final activity for the program consists of elementary students discussing their own countries and cultures and also writing about their experiences in a Thank You card to the CU students.

The trees remain on display until the school break (December 20) so that parents and other visitors may enjoy them.

Experience West Virginia Concord University is part of a consortium of state schools who have joined together to

create Experience West Virginia, which is an initiative to highlight institutions of higher learning to the families of the Boy Scouts visiting for the 2013 National Jamboree. Featuring educational and entertaining programs, Experience West Virginia is open to all visitors and local residents.

Dr. Susan Williams (Recreation and Tourism Management, CU’s Liaison to the Reaching the Summit Boy Scout Initiative) and Karen Vuranch (local historian and actress, CU adjunct in Speech and Theater) have collaborated to design a multi-day workshop with lectures and performances each day. CU students may enroll in APST 200 for the second summer term to receive class credit; however, performances are free and open to local residents and tourists. Each performance is scheduled at 2:00 pm in the Wilkes Family Chapel at University Point. Current marketing efforts include a web page (www.experiencewv.org) as

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well as Facebook and Twitter accounts. Experience West Virginia received funding from the Benedum Foundation for economic development in southern West Virginia.

Sociology Dr. Tracy Luff This semester Dr. Luff began work on revisions to a manuscript that has been accepted for

publication in the College Student Affairs Journal. CSAJ is a peer reviewed journal affiliated with the SACS regional accreditation agency. The manuscript is titled "The Impact of Peers and Perceptions on Hooking Up". It is co-authored by Dr. Luff, Dr. Kristi Hoffman, and Dr. Marit Berntson (both Associate Professors of Sociology at Roanoke College). The editor estimates that it will be published in 2013.

Social Work Faculty Members of the Social Sciences Division represent Concord University on a variety

of community and professional boards. Moreover, members of the Division are extremely engaged in the community. Additionally, Division faculty members have been successful in obtaining external funding. Several members completed the HEPC sponsored Quality Matters Program. Lastly, the MSW program continues to progress with a planned start date, August 2013. Selected Community and Professional Boards o United Way of the Virginias Board – Dr. Joan Pendergast o United Way of the New River Valley Review Panel – Dr. Ellen Darden o Healthy Kids Campaign Chair – Dr. Ellen Darden o Working to Eliminate Child Abuse and Neglect Advisory Council- Dr. Sarah Whittaker o NASW Membership Committee – Dr. Sarah Whittaker o Virginia Interfaith Center for Advocacy and Public Policy (VICPP) – Dr. Ellen Darden o Vice Chair, Southern West Virginia Community Corrections Board – John David Smith o Chair, West Virginia Social Work Education Consortium – John David Smith o Co-Chair, WV-NASW Ethics Committee; NASW Committee on Inquiry – John David

Smith o Child Law Board of Directors – John David Smith o Board Member of Appalachian Area Agency on Aging – John David Smith o Community Engagement o Athens Town Council Members- Dr. Joe Manzo, Dr. Sally Howard o Athens Town Recorder – John David Smith o Concord University Foundation Board Secretary – John David Smith o Concord University Alumni Association 2012 Alumnus of the Year – John David Smith o Glenwood Foundation Board – John David Smith o 2012 Total Community Involvement Award, Athens-Concord Town Social - Dr. Jim

White, Lynne White Funded Research o President’s Cup for Excellence in Sponsored Programs – Division of Social Sciences

2011 (also 2010) o Most Valuable Project Director 2011 – Dr. Joe Manzo o Curriculum and Research Grant - $230,000 ($23, 00 indirects) – John David Smith o Research and Education and Training Foster/Adoptive Care FY2011/12: $528,450

($86,316 indirects) – John David Smith o PRIDE Expansion FY 2011/12: $200,712 ($18,451 indirects) – John David Smith Continuing Education o Three Social Sciences Faculty completed the Quality Matters Program – Dr. Sarah

Whittaker, Dr. Joan Pendergast, and John David Smith

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Graduate o The Council on Social Work Education approved, without revision, Benchmark I, with a

campus visit planned for January. The HLC campus visit for the MSW with occur September 23 -25.

Beckley Campus Activities: Beckley Campus helps local food pantry.

The Beckley Dream Center’s Fishes and Loaves Food Pantry recently placed a collection bin in the lobby of the Erma Byrd Higher Education Center in hopes of obtaining supplies for their food pantry. During the month of September, Concord University students collected seven car loads of food for this courageous cause.

Lori Pace, instructor of sociology in Beckley, said “The Dream Center distributes food boxes as well as clothing, baby items, and hot meals on the third Saturday of each month to more than 500 families.” They are low on food after being open as an emergency shelter during the July storms and power outages.

This type of collection at Concord University’s Beckley campus, located at the Emma Byrd Higher Education Center, helps Concord students to broaden their knowledge of community needs and provides awareness of non-profit organizations. In addition, it provides opportunities for service projects for Concord students.

*This report is taken from a press release written by Rachel Lyvetta Eastman, a student in Concord University’s Public Relations Workshop Beckley Campus: Help keep a child warm Project: o Concord Student Services in Beckley is joining with Mt. Hope Elementary School PTO to

collect new hats and gloves for every one of the 250 grade school children. We will have a collection box at the HEC and you can donate there until Friday, Dec. 9. The items will be given out at Mt. Hope Elementary school by Santa along with a fruit basket for each child.

University’s Graduate Studies o The Higher Learning Commission (HLC) campus visit for the MSW occurred September 23 -

25 and the report from the visitors was very positive. The report has been filed with the HLC and Concord should be notified of the visits results in early 2013.

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Office of Sponsored Programs Report, Data Overview Fiscal Year 2013, 2nd Quarter as of 11/20/2012 Scott Ingrahm Proposals Submitted in 2nd Quarter Fiscal Year 2013 as

of 11/20/2012

Total Submissions 6

Total Funding Requested $

266,040

Awards Received in 2nd Quarter Fiscal Year 2013 as of 11/20/2012

Total Awards 5

Total Funding Received $

675,088

Total Active Funding $

3,183,985

Proposals Submitted in 2nd Quarter Fiscal Year 2012 as of 11/20/2011

Total Submissions 4

Total Funding Requested $

146,630

Awards Received in 2nd Quarter Fiscal Year 2012

Total Awards 2

Total Funding Received $

264,188

Total Active Funding $

5,056,725

Marsh Library Total attendance to date: 41,260 Installed 2 dedicated terminals for library catalog Increased library hours from 77.25 hours weekly to 85.25 hours per week Provided access to databases through MYcu account. Presented Edgar Allan Poe Alive! 72 in attendance

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CONCORD UNIVERSITY

Institutional Compact & Progress Report

For Academic Year 2011-12

Master Plan 2007-2012

Submitted to the

West Virginia Higher Education Policy Commission

November 1, 2012

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TABLE OF CONTENTS LIST OF TABLES ......................................................................................................... 13

WVHEPC ISSUES TO ADDRESS .............................................................................. 14

I. INTRODUCTION............................................................................................... 16

II. CONCORD UNIVERSITY CORE COMPACT ELEMENTS ...................... 17

1. ENROLLMENT .................................................................................................... 17

2. RETENTION RATE .............................................................................................. 19

3. GRADUATION RATES ....................................................................................... 22

4. DEGREE PRODUCTION ..................................................................................... 25

5. DEGREES IN STEM AND HEALTH FIELDS ................................................... 27

6. LICENSURE PASS RATES ................................................................................. 30

7. PERCENTAGE OF FACULTY WITH TERMINAL DEGREES ........................ 33

8. ASSESSMENT OF STUDENT LEARNING ....................................................... 34

9. ACCREDITATION ............................................................................................... 39

10. ALIGNMENT WITH K-12 SCHOOLS ............................................................ 41

11. USE OF INSTRUCTIONAL TECHNOLOGY ................................................. 43

12. CAREER PLACEMENT ................................................................................... 46

13. INSTITUTIONAL FINANCIAL AID ............................................................... 48

14. PROGRAMS OF DISTINCTION ..................................................................... 51

III. COMPACT REPORTING – ELECTIVE ELEMENTS ................................. 52

1. PROMOTION OF GLOBAL AWARENESS ....................................................... 52

2. PARTNERSHIPS WITH PRIVATE BUSINESS FOR TRAINING AND

EMPLOYMENT PURPOSES ....................................................................................... 55

3. EDUCATIONAL SERVICES TO ADULTS ........................................................ 57

4. EXTERNAL FUNDING ....................................................................................... 62

5. EXPANSION OF GRADUATE/POSTDOCTORAL EDUCATION ................... 66

6. STUDENT CIVIC ENGAGEMENT ..................................................................... 73

7. DIVERSITY .......................................................................................................... 76

AppendixA:InstitutionalCompactReports,2007‐2012withGoals ................. 79

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LIST OF TABLES Table 1. Headcount and FTE Information ........................................................................ 17

Table 2. Headcount and FTE Goals .................................................................................. 17

Table 3: Headcount and FTE Update ................................................................................ 18

Table 4: Percent Fall-to-Fall Retention (%) of First-Time, Full-Time Freshmen ........... 19

Table 5: Goal Fall-to-Fall Retention (%) of First-Time, Full-Time Freshmen ................ 20

Table 6: Graduation Rates ............................................................................................... 22

Table 7: Concord Degrees--Goals to Target Year 2012 ................................................... 25

Table 8: Concord Degrees--Awarded to Target Year 2012 .............................................. 25

Table 9: STEM Degrees Awarded .................................................................................... 28

Table 10: Licensure Pass Rates on PRAXIS II Subject Assessments Summary (Initial Program)

........................................................................................................................................... 31

Table 11: PRAXIS II-Principles of Learning and Teaching Summary ........................... 32

Table 12: Licensure Pass Rates on PRAXIS II Subject Assessments Summary (Advanced

Program) (September 1, 2011-August 31, 2012) .............................................................. 32

Table 13: Social Work Licensure Pass Rates ................................................................... 32

Table 14: Concord Faculty with Terminal Degrees .......................................................... 33

Table 15: Concord University Student Financial Aid ...................................................... 49

Table 16: Educational Services to Adults ........................................................................ 61

Table 17: Institutional Data Report of Enrollment in Courses for M.Ed. ......................... 69

Table 18: Concord University Student Civic Engagement Goals ................................... 73

Table 19: Progress—Concord University Student Civic Engagement Goals ................. 74

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WVHEPCISSUESTOADDRESS Issue #1. Though Concord University fell short of reaching its goal of 81 in STEM degree production, the institution awarded 69 STEM field degrees in 2010-2011, increasing from 62 STEM field degrees awarded in 2009-2010. The 2012 update should include a progress update on each of the institutional strategies utilized to increase STEM field enrollment and degree production.

Please see Core Compact Element 5 Degrees in STEM and Health Fields. Issue #2. PRAXIS [pass] rates continue to be near or above 90 percent in most areas; however, the low enrollment areas of general science, health, art, and mathematics should be examined and efforts put in place to enhance student success. Social work graduates achieved a pass rate of 80 percent while athletic training students boasted a commendable 100 percent pass rate. The 2012 update should include details of the strategies implemented to assist students in low passage-rate areas.

Please see Core Compact Element 6 Licensure Pass Rates. The PRAXIS pass rates in art and general science increased from below 80% in 2010-11 to 100% in 2011-12. Combining the two math test sections (#0061 and #0069) yields a pass rate of 80% (8 out of 10 students passed).

Issue #3. While Concord University has a number of programs that are accredited, the University is exploring accreditation in the areas of chemistry, art, music, recreation tourism management, and business. The evaluation team looks forward to hearing about these discussions and efforts to seek accreditation in each of these programs.

Please see Core Compact Element 9 Accreditation for a discussion of accreditation opportunities in these areas.

Issue #4. Concord University is to be commended for utilizing financial aid data to identify patterns and trends and making appropriate adjustment based upon that data in order to become more efficient and effective and better meet the needs of their students. The 2012 update should include measurements to determine if the new strategies being put in place are achieving the desire results.

Please see Core Compact Element 13 Institutional Financial Aid. Please give special attention to the Progress Report 2011-12 for a detailed discussion of initiatives and their assessment.

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Issue #5. Though clearly identified as programs of distinction, it is unclear what commitment of resources that Concord University has made to enhance and strengthen the identified programs. The 2012 update should provide information relative to demonstration of the institutional commitment to enhancing these programs.

Please see Core Compact Element 14 Programs of Distinction.

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CONCORD UNIVERSITY

West Virginia Higher Education Policy Commission Institutional Compact and

Progress Report for Academic Year 2011-2012 Master Plan 2007-2012

November 1, 2012

I. INTRODUCTION

2012 Progress Report

This document is the fifth year progress report of Concord University’s 5-year Compact

with the West Virginia Higher Education Policy Commission. Coordinated by the office of the Vice President and Academic Dean, this report includes the WVHEPC expanded guidelines on Core Elements 1, 2 and 4; updated statistical data provided by the WVHEPC; and progress reports on each of the Concord University Compact Core and Elective Elements. The report contains the original and/or revised goals approved by the HEPC. Headings that have been deleted in every Core Element are the Strategies and Rationales sections, as it is understood readers have access to those sections from Concord University’s earlier reports.

The initial Concord Institutional Compact was the result of an extremely inclusive

process, with input from faculty, administrators, staff, and students. This 2011-2012 Progress Report has been completed by the authors of the initial Compact report including members of the faculty, staff, students, and the administration. This progress report will be presented to the Faculty Senate, the Student Government Association, and the Concord University Board of Governors as an information item following its submission to the WVHEPC.

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II. CONCORD UNIVERSITY CORE COMPACT ELEMENTS

1. ENROLLMENT DATA: Table 1. Headcount and FTE Information

Fall 2006

Fall 2007 (Base

Year) Fall 2008 Fall 2009 Fall 2010

Fall 2011

Headcount Undergraduate

2663 2632 2715 2649 2688 2616

FTE* Undergraduate

2634 2514 2664 2652 2645 2639

Headcount Graduate

124 103 94 233 145 181

FTE* Graduate

48 35 33 81 77 84

Headcount Total 2787 2735 2812 2882 2822 2797

FTE* Total 2630 2549 2697 2733 2722 2723

* October Census FTE Data, not annualized FTE Data.

GOAL: The five-year goal for Concord undergraduate headcount is 2,800; the five-year goal for Concord graduate headcount is 120. The five-year combined goal for undergraduate and graduate headcount is, therefore, 2,920. The annualized five-year FTE goal is 2,774. These numerical goals are presented in tabular form in the “Institutional Compact Reports, 2007-2012 with Goals” form, which is included as the appendix to this report, as well in Tables 1 and 2.

Table 2. Headcount and FTE Goals Goals

Fall 2008

Fall 2009

Fall 2010

Fall 2011

Fall 2012

Total Headcount

2810 2835 2865 2895 2920

Annualized FTE

2670 2693 2722 2750 2774

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2011 PROGRESS REPORT: The Column Actual Fall 2011 Data below represents updated results of census Headcount and Annualized FTE as of October 1, 2010. Table 3 reflects actual headcounts and enrollment for fall 2011 that are modestly exceeded annualized FTE enrollment, while falling somewhat behind in goals for total headcount. Table 3: Headcount and FTE Update 2007 (Base

Year) Actual 2008

Data Actual 2009

Data Actual 2010

Data Actual 2011

Data Total Fall Headcount

2735 2812 2882 2822 2797

Annualized FTE Enrollment 2611 2755 2729 2824 2831

To meet enrollment levels necessary to provide for the higher education needs of Southern West Virginia, Concord University has:

Offered initiatives aimed at recruiting additional transfer students, increased on campus visitation opportunities, offered additional financial aid support and increase the information through the Admissions website.

Increased the emphasis on the evaluation and use of institutional admissions data to be more effective in recruitment activities.

Increased various services to veterans.

Committed resources to improving and growing the number of enrolled R.B.A. students in an effort to move them toward degree completion.

Increased direct marketing initiatives through mail, e-mail, social media, newspaper, publications, radio and television.

Increased the focus on southwest Virginia and Southern West Virginia initiatives through reallocation of recruitment staff and resources.

Continued to expand the delivery of non-traditional education, see Educational Services to Adults.

The Office of Admissions has monitored Concord’s compliance with the admissions standards specified in Series 23, Standards and Procedures for Undergraduate Admission at Four Year Colleges and Universities on an ongoing basis in order to comply with the requirements. Data from the Concord Office of Admissions indicates that Concord University offered admission to a total of 1184 first-time, full-time freshmen (FTFTF). Of this total, 144 were offered conditional admission (12%). The Concord Office of Admissions has monitored the acceptance of students with marginal admissions credentials on a regular basis in order to comply with Series 23 during the 2011-2012 academic year. The Office of Admissions exceeded the limit by 2% for the fall 2011 semester. Students academic credentials may have changed after the students were admitted to the University adding to the conditional admissions. The Office of Admissions has

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closely monitored each applicant/application and redirected non-performing students to community colleges. The Office of Admissions also developed and implemented a “wait list” designed to encourage students who did not meet the minimum admission criteria to retake the ACT–SAT test and/or to increase their high school GPAs. Applicants with marginal academic credentials are reviewed on a one-on-one basis. The Office of Admissions will continue to concentrate on meeting the goals established in Series 23, Standards and Procedures for Undergraduate Admission at Four Year Colleges and Universities for the 2012-2013 academic year."

2. RETENTION RATE DATA: Table 4: Percent Fall-to-Fall Retention (%) of First-Time, Full-Time Freshmen

Fall

2006

Fall

2007

(Base Year)

Fall

2008

Fall

2009

Fall

2010

Fall

2011

Concord Retention

59 61 64 63 65 61

Peer Retention 66 66 68.5 67.1 64 67

Concord University’s base year retention rate is 61 percent, with a four year average of 63.25 percent. Concord’s 2008-09 Compact articulates the goal of increasing retention by 1 percentage point per year for the remainder of the Compact period. GOAL: Over the next five years, Concord University will:

1. Increase the retention rate by one percentage point above the 2007 base year rate of 61 percent for each year of the Compact

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Table 5: Goal Fall-to-Fall Retention (%) of First-Time, Full-Time Freshmen Retention Period

Fall 2007 (Base Year)

Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012

Retention Rate 61 62 63 64 65 66

Progress Report for 2011-2012: Concord’s four-year freshmen retention rate average is 61 percent for the 2011-2012 academic year, a decrease from the 2010-2011 academic year. Over the Campus Compact period, Concord’s retention rate has steadily improved, so the decrease in 2011-2012 year is atypical. A probable reason for the 2011-2012 decrease is the implementation of a stricter financial aid Satisfactory Academic Progress Policy (SAP), necessitated because of changes in Title IV aid. With a year to notify and advise students on new SAP policies, retention should once again increase. Several strategies were implemented to improve freshmen retention, including requiring student contracts with the Academic Success Center (ASC) to ensure regular monitoring; requesting referrals from faculty for students who do not attend class; adding a new tutoring location (Student Center study lounge); contacting current students who do not register for the next semester; requiring mandatory study halls for athletes with GPA’s below benchmarks; offering special mathematics study sessions; adding student-led study sessions to the Natural Science UNIV 100 course; making revisions to the early and summer advising program, including mandatory advisor training, revising the faculty advising manual, and continuing the retention strategies implemented in previous years. Students who did not meet Concord admissions criteria were required to complete an appeals process, consisting of writing an appeal letter and submitting three letters of recommendation. An Academic and Financial Aid Appeal Committee reviewed all appeals of students who did not meet academic or financial aid Satisfactory Academic Progress (SAP). Continuing retention strategies include:

SMARTHINKING on-line tutoring

Drop-in tutoring

Revision of the mandatory one-hour credit bearing class, UNIV 100 First Year Experience

Reviewing students’ financial aid awards

Contacting students with mid-term deficiencies to offer academic support services

Providing varied student activities, both service-related, social, and educational

Expanding the campus student employment program (CU Connect)

Participating in P-20 initiatives to remedy roadblocks to student success

Promoting the importance of retention on campus (It Takes a Campus theme and for 2012-2013, Graduation Begins Today and It’s Everybody’s Job)

Holding regular Retention Committee meetings and initiatives

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Establishing a Parents Club

Offering early advising For 2011-2012, retention initiatives included piloting ACES scholarships to freshmen who participate in weekday study halls; implementing PAWS--retention scholarships for students with financial need who are in good academic standing, but who do not receive institutional aid; and requiring ASC contracts for students who were admitted via the appeals process, as well as for students reinstated via the academic and financial aid appeals process. Concord joined the HEPC consortium agreement for Degree Works and has been participating in the trainings through WVNET. Expanded guidelines on core elements: Developmental mathematics: Students whose math placement score is below 18 on the ACT math test or the equivalent on an alternative placement test, are placed in MATH 90, Basic Math. Students who score an 18 on the ACT test or the equivalent on an alternative placement test are placed in MATH 91, Basic Algebra. Students must pass MATH 90 before taking MATH 91 and must pass MATH 91 before attempting a college-level math course. Recent efforts to improve student success in developmental math include alternative course delivery methods, smaller class sizes, coordinated tutoring, summer classes, and opportunities for accelerated completion. These efforts have resulted in an increase in the completion rate in developmental math classes from 50% in 2010-11 to 58% in 2011-12. Simultaneously, student performance reflects the positive effect of developmental math classes. For example, students whose lower test scores placed them in developmental math and completed developmental math in fall, 2011 passed credit bearing MATH 101 General Mathematics and MATH 103 College Algebra at higher rates in spring, 2012 than students with higher test scores who placed out of developmental math. Alternative delivery methods: Based on the hypothesis that alternative class formats afford students the opportunity to select a class format that best suits their learning style, two of the 14 developmental math classes in fall, 2011 were taught with the ALEKS software system that allows students to access class material and demonstrate concept mastery at their own pace. The remaining 12 classes were taught with the traditional lecture and discussion format. In spring, 2012, 5 of the 11 developmental math classes used the ALEKS method, 4 used the traditional lecture method, and 2 classes taught at the Beckley campus used a hybrid of the two methods. Completion rates in the computer assisted ALEKS courses and the traditional lecture classes were identical at 59% in 2011-12 while the completion rate for the hybrid method was 44%. Assessment of student learning through the administration of a pre-test and post-test showed a similar distribution of performance gains by method. The gain was 27% with the traditional format, 24% with the computer assisted format, and only 10% with the hybrid method. For fall, 2012, the hybrid method is not in use and classes are divided between the ALEKS computer assisted method and the traditional lecture method.

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Class size: Following the hypothesis that smaller classes allow for more individual attention and foster student learning, class sizes have been reduced in recent years as well. Average fall class size fell from 31 in 2010 to 28 in 2011 and is at 20 in 2012. Similarly spring class size fell from 24 in 2011 to 20 in 2012. Tutoring: Another initiative involves tutoring. To ensure access to trained tutors, tutoring services have been coordinated, tutors are receiving training and materials, and, where possible, tutors assist in class. Summer initiatives: Beginning in 2011, incoming students placed in developmental math are informed that they may take a non-credit developmental math refresher course at the Mercer County Academy for Adult Learning during the summer prior to their first fall semester. These students take the COMPASS placement test at the conclusion of the refresher course. In 2011, 9 of 19 students placed out of developmental math after completing the refresher course. Two-thirds of these students then passed the credit bearing math course that their COMPASS placement score entitled them to attempt. Accelerated completion: The opportunity for students to accelerate completion of developmental math is afforded by the ALEKS delivery method. Students who complete the MATH 90 requirements early in the term are permitted to attempt MATH 91 in the later part of the term. In summer, 2012, all three students who attempted accelerated completion were successful. Several students are planning on completing both courses this fall. Developmental English: Concord offers a number of sections of Developmental English each semester sufficient to accommodate all students whose ACT or other test scores fall short of the state standard. In recent years, a section of Developmental English has been offered in the summer as well. Students whose work in the early weeks of the semester suggests that they could succeed in a non-development class are moved up to those classes if they are willing. The English Department maintains a computer lab where students can work through programs of grammar and usage drills individually chosen for them by a full-time faculty member. This allows students with particular areas of deficiency to work on them independently while remaining in non-developmental English courses. The English Department is conducting a large-scale study to comprehensively evaluate the success of its developmental course as well as its non-developmental writing sequence.

3. GRADUATION RATES DATA:

Table 6: Graduation Rates

Graduation Actual Goals

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Rates

2007 Base Year

2008 2009 2010 2011 2012 2008 2009 2010 2011 2012

Concord five-year graduation rate, first-time/full-time bachelor’s degree-seeking freshmen

38 32 32.9 39 34

32 33 34 35 36

Concord six-year graduation rate, including transfers out and completing degrees at other institutions

39.5 29 36.9 38.0 41.2 37.5 38.0 38.5 41.0 41.0

Peer Data (Median) 36.0 37.0 37.2 37.5 35.0

NA NA NA NA NA

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GOAL: Concord University projects a graduation rate of 32 percent for the first year of the Compact and an increase in this rate throughout the five years of the Compact to reach and maintain at least a 36 percent graduation rate of its first-time, full-time freshmen.

The Concord University Graduation Fair has grown and offers improved services to students. This event, begun in 2006, creates a “one-stop” graduation process for seniors and is held two times per year. Streamlining the graduation process provides early identification of barriers to students’ graduation and reduces the number of late graduation applications, provides data for Career Placement activities, and updates student contact information.

The Academic Success Center continues to contact all students with senior status (90+ hours) who do not have a course registration for the following semester to assist with any impediments for degree completion.

Progress Report for 2011-2012

Concord continues to place strong emphasis on degree completion, utilizing the retention strategies outlined in the previous section. Initiatives expected to increase graduation rates include: lowering targeted degree programs from 128 to 120 credit hours; improving academic advising; participating in Degree Now and Degree Works; revising the developmental mathematics program; awarding scholarships to students who may not qualify for traditional financial aid awards; improving degree progression forms and strengthening awareness of degree requirements by students; utilizing the System of Integrated Guidance and Information (SIGI3) career planning software; and engaging faculty, staff, and students in graduation initiatives. Although Concord’s five-year graduation rate was lower in 2011-2012 than in the preceding year, it is close to the goal rate for 2011 (34 actual; 35 goal rate) and the six-year graduation rate increased over the prior year. Several initiatives should result in an increase in graduation, including the hiring of an academic advisor to assist adult learners; eliminating math placement testing at time of registration and instead relying on ACT/SAT scores for proper mathematics placement; becoming a CLEP test center, which allows students an accelerated route to completing General Studies requirements; and improved academic advising through eight semester plans of study, with the goal of timely degree completion.

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4. DEGREE PRODUCTION DATA: Table 7: Concord Degrees--Goals to Target Year 2012

2007 Base Year

2008 2009 2010 2011 Target 2012

Certificate - - - - - -

Associate 2 - - - - -

Bachelor 355 362 369* 376* 383* 390*

Master 27 28 29 30 31 32

First Professional - - - - - -

Doctoral - - - - - -

TOTALS 384 390 398 406 414 422

*These goals have been revised to reflect the changes to Concord’s goals, approved by the HEPC in their review of our Compact update in 2008.

Table 8: Concord Degrees--Awarded to Target Year 2012

2007-08 Base Year

2008-09 2009-10 2010-11 2011-12

Certificate - - - -

Associate 2 1 - -

Bachelor 350 400 336 401 432

Master 27 24 22 27 24

First Professional - - - -

Doctoral - - - -

Total 379 425 358 428 456

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GOALS: 1. Increase the number of undergraduate degrees awarded over the base year number by 7

undergraduate students per year over the five years of the Compact. 2. Increase the number of graduate degrees awarded over the base year by one graduate

student per year over the five years of the Compact. Progress Report for 2011-2012 Concord University awarded 456 degrees during 2011-2012, including 432 undergraduate degrees and 24 master’s degrees. This exceeds by 42 the number of undergraduate degrees awarded in 2010-2011 and 2011-2012; the number of graduate degrees awarded fell short of the goal by 25%. The University has placed a renewed emphasis on retention and graduation throughout the Compact period, and particularly over the last two years. These efforts included: Undergraduate programs:

Began aggressively marketing the RBA Today program in 2009; hired a new advisor in the Associate Dean’s Office to work predominantly with RBA students and adult learners, including military veterans

Added the Early Childhood RBA program for childcare workers

Published 4-year graduation plans for each undergraduate major

Implemented a comprehensive advising program that includes currently enrolled students and accepted first-time freshmen and transfer students.

Began offering financial aid retention scholarships for students who may have outstanding financial need

Required Academic Success Center contracts and follow-up for high risk students

Used intrusive academic advising for students having difficulty passing required courses in their declared majors

Contacted students with 90+ hours for a degree progression review Graduate programs:

Worked with RESA I to deliver the Master of Education (M.Ed.) program with content specializations in Reading Specialist and Educational Leadership, offering the master’s degree and endorsements for area teachers.

Provided a 24-month plan/program for teachers to complete master’s degrees in the Reading Specialist and Educational Leadership specializations.

Opened enrollment in the Master of Arts in Teaching and a content specialization in Special Education for the M.Ed. in spring, 2012. Opened enrollment in the Master of Arts in Health Promotion in fall, 2012. As of fall, 2012, 6 students are enrolled in the MAT, 15 in the content specialization in Special Education, and 22 in the MA in Health Promotion.

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During the 2011-12 academic year, the University focused on strategies related to degree production. The institution also focused on strategic planning in anticipation of establishing new five-year goals in AY 2013-2014. As part of this process, Concord’s strategic planning will re-evaluate and revise if necessary, the University’s mission based on the current and anticipated environmental and competitive challenges in higher education. Expanded guidelines What new degree programs, if any, are contemplated for the duration of the compact planning period ending in 2013? The Masters of Social Work (MSW) degree program was approved by Concord’s Board of Governors in February, 2012. Pending approval from the Higher Learning Commission and the Council on Social Work Education, the MSW program is expected to be available for enrollment in fall, 2013. What new instructional locations, if any, are contemplated for the duration of the compact planning period ending in 2013? None.

5. DEGREES IN STEM AND HEALTH FIELDS Concord University presently produces STEM graduates in the areas of biology, chemistry, environmental geosciences, mathematics, and computer information systems. Teacher certifications exist in chemistry, general science, biological science, and mathematics.

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DATA: Table 9: STEM Degrees Awarded

2004 2005 2006

2007-2008

Base Year

2008-09 2009-2010 2010-2011 2011-12

STEM degrees* 51 38 40 57 43 41 51 58

STEM degrees (HEPC 2012 data)**

75 61 62 69 84

* Revised to reflect HEPC’s change to definition of STEM degrees; psychology degrees from original calculation submitted in Compact document were removed. ** STEM fields were determined in conjunction with EPSCOR. The CIP codes utilized are on the attached worksheet and include degrees classified as "NSF LSAMP", "NSF +"' and "Technology."

GOALS: Over the period of the Compact, Concord University will modernize, upgrade, and expand upon existing STEM programs, by focusing on goals that are consistent with Vision 2015, the West Virginia science and technology master plan. Specifically, Concord will: 1. Provide high-impact experiences for undergraduates, focusing on increasing graduation

rates. 2. Increase the total number of STEM and STEM education graduates by 10%, compared to

Base Year 2007. 3. Upgrade and improve laboratory and equipment infrastructure in support of STEM

programs. PROGRESS REPORT 2011-2012

GOAL 1: Provide high-impact experiences promoting retention.

In the past year, Concord has:

Offered faculty-supervised undergraduate research experiences for 16 science majors in biology, chemistry, and environmental geosciences.

Initiated a summer undergraduate research program in summer 2012 with four student participants (funded by the WV Research Trust Fund).

Continued to offer a 2-day, fall semester freshman orientation for biology majors.

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Completed the third year of a college-level teaching assistantship opportunity for upper-level science and mathematics majors.

Offered numerous off-campus field experiences, including BIOL 225 (International Internship, a 1.5-week medical shadowing experience in India newly expanded to 6 student participants); and multi-day field trips and conference travel associated with other courses.

Expanded the Division of Natural Sciences Seminar Series to a monthly event throughout the academic year with more external speakers.

GOAL 2: Increase graduation rates.

IPEDS data on STEM graduates reflect 58 STEM graduates at Concord in 2011-2012 reflecting a 4-year trend of increasing graduation rates. Most initiatives designed to increase STEM retention and graduation rates focused on the fall 2009 and subsequent freshman classes. These initiatives were implemented immediately following the IPEDS 2009-2010 year (41 students). The trend showing increasing graduates since IPEDS 2009-10 likely reflects the positive effects of Compact goals 1 and 3 on STEM retention. From 2004 to 2006, Concord graduated an average of 43 STEM graduates per year. The 2007 base year (57 graduates) reflects an anomalous 32% increase above this average, reflecting our largest graduating class ever, until this year (2011-12). It will remain challenging to significantly exceed the base-year value of 57, primarily because of limitations related to classroom/laboratory seating and our existing levels of faculty staffing. However, we note that the mean number of graduates over the past three years (50) has exceeded the 2004-06 three-year average of 43 by 16%. GOAL 3: Upgrade laboratory infrastructure. In the past year, Concord has:

Continued classroom and research use of a new and upgraded scientific instrumentation acquired within the past three years (see previous Compact submissions for itemized lists of instrumentation).

Installed a new Atomic Force Microscope through a WV EPSCoR grant.

Continued to provide smaller-scale equipment upgrades to numerous teaching and undergraduate research facilities in biology, chemistry, mathematics, and geology.

ADDITIONAL NOTE ON LONG-TERM STEM GROWTH

The Division of Natural Sciences has engaged in a vigorous effort to enhance STEM research,

degree programs, laboratory infrastructure, and human resources. This effort was largely initiated

in 2004 and was expanded with the implementation of the Compact in 2008. This effort has been

driven by the use of undergraduate research experiences to frame instrument acquisition that

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enhances institutional infrastructure. In addition, the required teaching contact hours for science

faculty were reduced by 20% in 2009 to further stimulate faculty scholarship and teaching

innovation. Since 2004, when the institution achieved University status, Concord has nearly

doubled the number of full-time science faculty (an increase from 9 to 17 in biology, physics,

geology, and chemistry), initiated a new undergraduate degree program in geosciences,

renovated facilities in the physical sciences, and acquired a broad array of new analytical

instrumentation. As a result, the number of STEM graduates has significantly increased. In the

10 years prior to the granting of University status in 2004, Concord graduated an average of 34.7

STEM students/year. The average over the past 8 years (2004-present) has risen by 37% to 47.4

STEM graduates/year. This year marks the first time that CU graduated 50 or more STEM

students in two consecutive years.

6. LICENSURE PASS RATES GOAL:

1. Concord University will meet or exceed the 80% pass rate on teacher licensure exams established by NCATE each year. Concord will set a goal of at least an 80% pass rate for Social Work licensure examinations on the first attempt.

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DATA: Table 10: Licensure Pass Rates on PRAXIS II Subject Assessments Summary (Initial Program) (September 1, 2011-August 31, 2012, Scores Received as of August 9, 2012)

Test Number of Test Takers

Number of Candidates Passing

Percentage Passed

Art (#0134) n=3 n=3 100% Biology (#0231)

n=1 n=1 100%

General Science (#0432) n=3 n=3 100% Physical Science (#0481) n=2 n=2 100%

Biology (#0235) n=1 n=1 100% Business (#0100) n=3 n=3 100%

Early Education (#0530) n=6 n=6 100% Elementary (#0011) n=43 n=41 95%

English (#0049) n=0 NA NA English (#0041) n=4 n=4 100%

General Science (#0439) n=0 NA NA Health (#0550) n=8 n=6 75% Math (#0069) n=3 n=3 100% Math (#0061) n=7 n=5 71% Music (#0113) n=4 n=4 100%

Physical Education (#0091) n=11 n=11 100% Preschool Special Needs

(#0690) n=5 n=5 100%

Social Studies (#0081) n=11 n=10 91% Chemistry (#0245) n=1 n=1 100% Spanish (#5195) n=3 n=2 67%

Special Education-Multi-categorical

(#0353)

n=1 n=1 100%

Special Education-Multi-categorical

(#0542)

n=1 n=1 100%

Special Education-Multi-categorical (#0543)

n=4 n=4 100%

Total All Tests n=124 n=116 94%

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Table 11: PRAXIS II-Principles of Learning and Teaching Summary (Initial Program) (September 1, 2011 through August 31, 2012)



Percentage Passed

PLT K-6 (0522)

n=41 n=39 95%

PLT 5-9 (0523) n=1 n=1 100% PLT 7-12

(0524) n=37 n=36 97%

Total All Tests n=76 n=74 97%

Table 12: Licensure Pass Rates on PRAXIS II Subject Assessments Summary (Advanced Program) (September 1, 2011-August 31, 2012)



Percentage Passed

Educational Leadership/Supervision (0410)

n=22 n=22 100%

Reading Specialist (0300) n=6 n=6 100% Total All Tests n=28 n=28 100%

Table 13: Social Work Licensure Pass Rates

Council on Social Work Education

Acceptable Pass Rate

Concord Pass Rate 2007 (Base

Year)

Concord Pass Rate 2008-09

Concord Pass Rate

2009-10

Concord Pass Rate

2010-11

Concord Pass Rate

2011-12

70% 81% 89% 100% 80% NA

Number taking exam 19 7 10 NA

Number passing exam

17 7 8 NA

PROGRESS REPORT 2011-2012 Education students: During the September 1, 2011 through August 31, 2012 time period:

The Licensure Pass Rate on the PRAXIS II Subject Assessments Summary (Initial Program) for 116 Concord students was 94%. This pass rate is above the 80% required by NCATE.

The pass rate on the PRAXIS II‐Principles of Learning and Teaching Summary (Initial Program) exam for 76 students was 97%. This pass rate is above the 80% required by NCATE.

The Licensure Pass Rates on the PRAXIS II Subject Assessments Summary (Advanced Program) for 28 students was 100%. This pass rate is above the 80% required by NCATE.

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Social Work Licensure Pass Rates: Concord’s social work graduates who took the licensure exam achieved an 80% pass rate in

the 2010-11 academic year. Data for 2011-12 will not be available until mid-December, 2012.

Athletic Training Licensure Rates: In 2011-2012, one graduate from Concord’s ATEP reported taking and passing the National Board of Certification Examination. This student or one hundred percent (100%) passed on the first attempt. The national average for first time passing rate on the BOC certification exam is 40%. Concord’s ATEP graduates exceeded the national pass rate on the certification exam. Since ATEP students are not required to pass the national licensing exam prior to graduation, the pass rate is based on self-reported data and does not necessarily reflect the total number of graduates taking or passing the licensure exam. CPA Licensure Pass Rates: There were a total of 17 candidates from Concord University who attempted at least one section of the 2010 Uniform CPA Examination. A total of 35 sections were attempted with 11 receiving passing scores (31.4%). The passing score for the CPA Examination is 75%. Concord University students’ average a score of 67.4, students across West Virginia average 67.6, and students nationally average 70.6. Our accounting graduates continue to pass the CPA exam at a very competitive pass rate with all other institutions in West Virginia and nationally. In addition, the average age for examination candidates in the State of West Virginia in 2010 was 29.9 years old and Concord University’s average candidate age was 26.8 years old.

7. PERCENTAGE OF FACULTY WITH TERMINAL DEGREES GOAL: Concord University will continue to observe its Faculty Handbook requirement that 100% of full-time faculty must possess the terminal degree in order to be considered for the award of tenure. In addition, Concord will assure, through annual review, that 100% of full-time faculty teaching in areas with program accreditation meet the minimum faculty credential requirements of program accrediting agencies. Concord makes the following goal – to reach and maintain terminal degree completion status among 70% of full-time tenured, tenure-track and full-time term faculty by AY 2012. PROGRESS REPORT 2011-2012 Faculty data derived from the 2007 WVHEPC Higher Education Report Card listed Concord University with 100 full-time faculty. Table 14 provides an update of faculty with terminal degrees and indicates that Concord employed 119 full-time faculty during the 2011-2012 academic year. This number is an increase of 11 (10%) from the previous academic year. Moreover, the percentage of Concord faculty with a doctoral degree reached 72 % in 2011-12, surpassing the goal established for 2012. Table 14: Concord Faculty with Terminal Degrees

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Year

Full Time Faculty

Doctoral Masters/ Advanced Certificate

First Professional

Bachelor AssociateNone Earned

Total

# % # % # % # % # % # % 2007-08

63 63 35 35 - - 2 2 - - - - 100

2008-09

70 66 32 30 - - 4 4 - - - - 106

2009-10

73 67 33 31 - - 2 2 - - - - 108

2010-11

75 69 32 30 - - 1 1 - - - - 108

2011-12

86 72 31 26 1 1 1 1 - - - - 119

8. ASSESSMENT OF STUDENT LEARNING

GOALS:

1. Comply with regional accreditation requirements for the assessment of student academic achievement

2. Comply with specialized program accreditation requirements for the assessment of student academic achievement

3. Comply with WVHEPC and institutional program review requirements for the assessment of student academic achievement

4. Annually use student assessment data to guide course/program review and/or revision with at least 60% of programs demonstrating assessment-based course and/or programmatic changes beginning in the 2009-2010 reporting period.

5. Ensure faculty, staff, administration, and student knowledge and involvement in institutional assessment of student learning by increasing percentage of timely submission of program assessment reports from 50% in 2007-2008 to 70% in 2008-2009, 80% in 2009-2010, and 90% in 2010-2011.

6. Maintain a systematic process for collection, compilation, analysis, and use of assessment data

7. Review assessment data in order to identify necessary course/program revisions at the institutional-level with improvements demonstrated beginning in the 2008-2009 academic year.

8. Provide assessment data to stakeholders via the assessment website

9. Make assessment data available to outside stakeholders via the Voluntary System of Accountability (VSA) beginning in the 2008-2009 academic year. PROGRESS REPORT 2011-2012 The 2007-2008 CU Compact Report articulated nine (9) goals. Progress toward achieving these goals is provided below.

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Goal 1 was met in AY 2008-2009. Concord received HLC approval of its student assessment program. The next HLC review is scheduled for 2016-2017.

Goal 2 was met in AY 2008-2009 and AY 2009-2010. In 2008-2009, the Teacher Education Program successfully completed a NCATE focused review of the graduate program and the Athletic Training Program received continued accreditation for CAATE. In AY 2009-2010, the Concord Social Work Program received continued accreditation from the CSWE.

Goal 3 was met in AY 2008-2009 and in AY 2009-2010. All Concord academic programs were continued at the current levels of operation as a result of HEPC 5-year program reviews.

Goal 4 was met in AY 2009-2010. Student assessment data was used to guide course/program reviews and revisions with at least 60% of programs demonstrating assessment-based course and/or programmatic changes.

Goal 5 was met in AY 2010-11. Program submission rate was approximately 90% in 2011-12. Goal 5 had not been met in AY 2008-2009 or AY 2009-2010. The actual 2008 timely submission rate was 33%. The 2009 goal of 80% timely submission was not reached. The actual 2009 timely submission rate was 78%. In an effort to achieve Goal 5, a revised assessment schedule was incorporated into the Concord University academic calendar in 2009-2010. The revised schedule improved timely submission of assessment reports considerably. The actual 2010-2011 timely submission rate increased to 94%, surpassing Goal 5. Additionally, the formalized assessment schedule increased feedback leading to higher rates of program improvement based on assessment in AY 2010-2011. In 2010-2011, 78% of programs indicated improvements implemented due to assessment results.

Goal 6 was met in AY 2008-2009 and AY 2009-2010. The system for gathering, compiling, and reporting assessment data is in place and being effectively utilized.

Goal 7 was met in AY 2008-2009 and AY 2009-2010. Assessment data was used in order to identify necessary course/program revisions at the institutional-level with improvements demonstrated beginning in the 2008-2009 academic year.

Goal 8 was met in AY 2008-2009 and AY 2009-2010. Assessment data has been provided to stakeholders via the assessment website since 2008.

Goal 9 was met in AY 2008-09. Concord chose to participate in the Voluntary System of Accountability (VSA) in 2008-2009. Concord University’s “College Portrait” is complete and provides comparable data on four-year public institutions in areas such as retention, cost, and student life. Preliminary FIPSE data was submitted in 2009. CLA and NSSE data were submitted in 2010 completing Concord’s “College Portrait” of the undergraduate experience. The “College Portrait” provides straightforward, comparable data for participating four-year, public institutions. Concord plans to update and complete their “College Portrait” by January 2013 for AY 2011-2012.

Goals 1-4 and 6-9 which were met in prior years continue to be met in AY 2011-2012.

Curricular Modifications and Improvements Resulting From Assessment of Academic Achievement Concord’s academic programs continue to use assessment data to improve student learning outcomes through course and programmatic changes implemented during the 2010-2011

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academic year. Examples of course and programmatic changes include: On-going re-evaluation of the General Education Program by faculty. The Geosciences program modified the curriculum in 2010 to require a course in petrology in response to low performance on the ACAT exam (petrology section) and the Ruby Mountain field project. In response to an assessed need to give Recreation Tourism Management students “real-world” experience, students in RTM 325 participated in data collection and analysis for a needs assessment of Summers County tourism. Based on an assessment of Beckley-based student needs, the Sociology program is now offering all required courses for the minor in sociology at the Beckley campus. Additionally, the Social Research Methods course, required for the sociology major, is offered on a one day per week basis for the convenience of off-campus students. The Language and Literature program assessed a need for mentoring of students who do not achieve a 2.0 or better on the Qualifying essay exam. The mentoring program is in the planning stage and implementation is expected in AY 2011-2012.

Professional Development Programs Concord’s Director of Assessment attended the annual HLC meetings in Chicago, IL in April, 2010. The Director of Assessment also attended the annual ACE conference in Washington, D.C., in March, 2011. Concord University’s Vice-President and Academic Dean and the Associate Dean attended the HLC’s regional forum on the “Proposed Revisions to the Criteria for Accreditation” in September 2011 and assessment related sessions at the HLC conference in Chicago in March 2012. Expanded Guidelines

Use of the Collegiate Learning Assessment to Improve Student Learning and Instruction

Since beginning the administration of the Collegiate Learning Assessment (CLA), Concord has used the results for reporting practices only. The CLA results have not been utilized to improve student learning and instruction in a formal process, but rather provided as an informational report to faculty to discuss and provide feedback for casual programmatic and general studies improvement activities. Concord has faced challenges in obtaining the required 100 sample size of both Freshman and Senior students to participate in the CLA which has resulted in not fully utilizing the data for formal review of student learning and instruction. In the University’s yearly Academic Assessment Reports from AY 2008-2009 to AY 2011-2012 only a statement regarding that the CLA has indicated successful accomplishment of Concord’s academic goals for writing development has provided evidence of student learning.

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During AY 2012-2013 the newly appointed Director of Assessment will work with the newly appointed Assistant Director to compile and analyze the CLA results longitudinally to provide data to faculty concerning the value added for students and compare this with comparable institutions. From this report, an updated Assessment Plan will be formulated to incorporate the CLA results in the continuous improvement of student learning and instruction. Institutional Progress in Using the VSA Please see the above 2011-12 Progress Report in this section.

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8a. ASSESSMENT OF STUDENT LEARNING – GRADUATE STUDIES DATA: Concord currently has two graduate programs housed in the Division of Education and one in the Department of Human Performance. At this time, the assessment of graduate student learning is conducted within the Education department and reported to National Council for Accreditation of Teacher Education (NCATE). GOALS: The nine goals presented under Core Element 8. ASSESSMENT OF STUDENT LEARNING above applies to this sub-section. PROGRESS REPORT 2011-2012

Goal 1 was met in AY 2008-2009. Concord received HLC approval of its student assessment program. The next HLC review is scheduled for 2017.

Goal 2 was met in AY 2008-2009. The Teacher Education Program successfully completed an NCATE focused review of the graduate program; and the Athletic Training Program received continued accreditation from CAATE.

Goal 3 was met in AY 2008-2009. Five degree programs of the Social Science Division underwent WVHEPC 5-year reviews, and all were continued at the current levels of operation as a result of HEPC review.

Goal 4 was met for AY 2008-2009. Student assessment data was used to guide course/program review and/or revision with at least 60% of programs demonstrating assessment-based course and/or programmatic changes.

Goal 5 was met in AY 2010-11. Program submission rate was approximately 90% in 2011-12.

Goal 6 was met in AY 2008-2009. The system for gathering, compiling and reporting data is in place and has been effectively utilized.

Goal 7 was met in AY 2008-2009. As indicated by 2008-2009 Assessment of Academic Achievement Report, course and curricular modifications based on student assessment data were adopted in the 2008-2009 academic year.

Goal 8 was met in AY 2008-2009. Assessment data provided on Concord student assessment web page.

Goal 9 was not met in AY 2008-2009. VSA portrait data entry revisions prevented initiation of the Concord portrait in AY 2008, although the University did associate itself with VSA in February 2008. Concord plans to update and complete their “College Portrait” by January 2013 for AY 2011-2012.

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The Office of Graduate Studies conducts on-going assessments of student learning. Assessment of the advanced program relies on common measures across all programs to assess candidate growth in knowledge, skills, and dispositions. These measures consist of performance assessments based upon the WV Professional Teaching Standards, supplemental performance assessments based upon NCATE Specialty Program Area (SPA) requirements, key assignments and assessments used to formatively develop skills and abilities, and to assess growth in knowledge, skills and dispositions, and candidate field-based observation reports. The data are compiled and reported to faculty and stakeholders as statistics, trends, and reports. Data for individual candidates at each transition point are collected every semester by the Professional Education Unit (PEU), and analyzed by program faculty, the Director of Teacher Education, and the Director of Graduate Studies in order to evaluate candidate and program performance. There are three transition points in the advanced programs for which data are collected and reported each semester. These transition points include 1) unconditional admission to the graduate program, 2) admission to the internship/practicum, and 3) follow-up of graduates/ employers. Data on candidate performance is collected, summarized, and analyzed at the end of each semester by program and at the end of each academic year. The data is also aggregated at the end of each academic year and across multiple years to inform programs and the Unit (PEU). Changes and revisions to Unit assessments, programmatic assessments, courses, and programs are based on these data analyses. Additionally, program reports and program reviews for the advanced program are conducted on a regular, established cycle of review. External measures of program effectiveness help corroborate effectiveness of program measures described above. These external measures include the Concord University's evaluation of program effectiveness as performed by alumni and employers, and candidate exit surveys. Data from the advanced program is compiled annually and reported to faculty and stakeholders as statistics, trends, and reports. 8.b. Participation in the Voluntary System of Accountability (VSA) Concord chose to participate in the Voluntary System of Accountability (VSA) in the 2008-2009 academic year. Preliminary FIPSE data was submitted in 2009. CLA and NSSE data were submitted in 2010 completing Concord’s “College Portrait” of the undergraduate experience. The “College Portrait” provides straightforward, comparable data for participating four-year, public institutions. Concord plans to update and complete their “College Portrait” by January 2013 for AY 2011-2012.

9. ACCREDITATION

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GOALS: 1. Increase the percentage of programs with specialized accreditation.

2. Business Program: accredited by AACSB by 2012‐2013.

2011-2012 PROGRESS REPORT GOAL 1:

Both the initial and advanced Teacher Education Programs are fully recognized by NCATE, the appropriate Specialized Professional Associations including the National Association for the Education of Young Children (NAEYC), the Association for Childhood Education International (ACEI), National Association for Sport and Physical Education (NASPE), National Council for the Social Studies (NCSS), National Council of Teachers of Mathematics (NCTM), International Reading Association (IRA), Educational Leadership Constituent Council of NCATE (ELCC), National Science Teachers Association (NSTA), and the West Virginia Board of Education through 2013. Faculty from the Department of Education and the content areas from multiple Divisions submitted fourteen SPA reports to NCATE in spring 2011 in preparation for the 2013 re-accreditation visit. Curriculum Analysis Reports (CARs) for the remaining five programs and/or endorsements will be submitted for review to the West Virginia Department of Education during the 2011-2012 academic year. The Athletic Training Education Program (ATEP) was fully accredited by CAATE in 2009-2010. The ATEP program was one of a select few institutions of higher education to receive ten-year accreditation through 2020.

Concord’s Social Work Program was fully re-accredited by the Council on Social Work Education (CSWE) in spring 2011. The CSWE did not identify any deficiencies, areas of improvement, or interim reports in its latest report.

Accreditation exists for other programs at Concord University including Chemistry,

Music, Art and Recreation Tourism Management. The Department of Chemistry has begun initial preparation for accreditation through the American Chemistry Society. The Department has been working toward program alignment with the American Chemical Society (ACS) Committee on Professional Training (CPT) guidelines. The guidelines have been used to inform curriculum, personnel and instrumentation purchase decisions. To date, the Chemistry Department has met approximately 75% of the ACS CPT requirements and hopes to move toward formal application with the next two years.

The Recreation Tourism Management (RTM) program has also explored national

accreditation through the National Recreation and Park Association (NRPA). However, faculty have determined that the cost of accreditation outweigh the benefits, particularly since data

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indicate that Concord RTM graduates are successfully employed in the field and/or admitted to graduate school.

The music and art programs have begun initial exploration of national accreditation.

Faculty of both the music and art teacher education programs use national standards even though the programs have not officially sought national accreditation.

GOAL 2:

The Division of Business continues its efforts toward accreditation with The Association to Advance Collegiate Schools of Business (AACSB) and with the Accreditation Council for Business Schools and Programs (ACBSP). We strongly feel that earning both of these accreditations not only supports the Division’s mission but the overall mission of the University.

o The Division submitted a progress report to AACSB in February 2012 reviewed by the Initial Accrediting Committee (IAC). The IAC reviews institutional progress toward achievement of accreditation standards. The February 2012 report submitted data to demonstrate that the program was steadily making progress to the achievement of the standards that were not met earlier. While Division and University resources have been allocated to address the deficiencies in meeting the standards of faculty intellectual contributions and faculty qualifications, the IAC recommended that the program continue in the three-year withdrawal status in the accreditation process. The Division plans to hire a consultant from AACSB, specifically a member of the IAC to meet with faculty and university officials to review and discuss the Division’s accreditation efforts. Division faculty are committed to meeting and exceeding accreditation standards as set by AACSB.

o The accreditation process for ACBSP continues. In the 2010-11 Compact it was

reported that a Preliminary Visit Questionnaire would be submitted by November 2011. This report was not submitted by that estimated submission time, and the Division continues to work with ACBSP and our ACBSP mentor to complete and submit this report by the end of September 2012. The program continues to anticipate a very positive initial report from ACBSP and to begin the self-study phase in spring 2013.

10. ALIGNMENT WITH K-12 SCHOOLS GOALS: 1. The faculty in the Department of Education will continue to participate in on‐going professional

development with colleagues in the public schools to ensure that graduates are prepared to teach in

21st century schools. Additionally, courses will be continually reviewed and updated to reflect

current professional standards/practices at the state and national level.

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2. Over the next five years, the Department of Education will continue to work with P‐12 schools

engaged in the Professional Development Schools (PDS) initiative to establish professional learning

communities in each school that provide quality, authentic clinical experiences for teacher

candidates. By 2012, the number of PDS schools in Mercer and Raleigh Counties will increase to 18

(+38.5%).

3. The University will participate in Project Gear-up during the next three years of the grant cycle including identifying and housing a site coordinator for the three counties located in southern West Virginia (McDowell, Summers, and Wyoming counties). This program will enable faculty to work closely with the public schools in these counties to recruit prospective teachers, particularly in high need areas such as mathematics, science, and foreign languages.

PROGRESS REPORT 2011-2012

GOAL 1: The Department of Education continued to deliver multiple undergraduate courses at various public schools during the 2011-2012 academic year. Field-based courses included EDUC 301-Educational Technology, EDUC 305-Psychology of Teaching and Learning, EDUC 307-Reading and the Language Arts, EDUC 310-Assessment and Evaluation, EDUC 311-Elementary Science Methods, and SPED 309-Strategies for the Inclusive Environment. These classes were delivered by full-time University faculty on-site at public schools in the area. Teacher candidates enrolled in each of these classes were matched with grade/age-level appropriate classroom teachers and spent 16 weeks planning and delivering instruction to public school students under the auspices of a mentor teacher and a University faculty/supervisor. Additionally, the Unit worked with Athens School to deliver the first half of a year-long residency program for elementary education majors. The elementary residency includes a semester of field-based methods courses and clinical experiences in a partnership school followed by a second semester of student teaching. Faculty from the University and faculty/administrators from Athens School collaborate to ensure robust supervised field experiences for the elementary candidates.

All teacher education programs have been revised to include the new West Virginia Teaching Standards. The University submitted re-filing documents to the West Virginia Department of Education for each program during the 2011-2012 academic year.

There were two Specialized Professional Association Program reports resubmitted to NCATE for review during spring 2012 and three SPA reports submitted for initial review. Due to special circumstances, Concord University sought and received a one-year extension until spring 2014 for the next NCATE re-accreditation visit.

GOAL 2: Concord University continued to utilize and support our Partnership Schools initiative during the 2011-12 academic year. Twenty-two partnership schools in three counties work cooperatively with the Unit to provide early field and student teaching placements for Concord’s teacher education candidates. In return, CU faculty provide continuing professional

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development to these schools, serve on the Local School Improvement Councils (LSIC), and collaborate on research/improvement projects identified by our public education partners. CU faculty and representatives from our Partnership Schools presented findings from research from Concord’s professional development school initiative/activities at both the West Virginia Professional Development Meeting and Conference and at the National Professional Development School annual meeting/conference in Las Vegas, NV during spring 2012.

GOAL 3: Concord’s Department of Education signed a Memorandum of Understanding (MOU) with Southern West Virginia Community and Technical College to deliver the Early Childhood Special Education Program in spring 2011. The cooperative agreement will identify prospective candidates in the 2-year education program and enable them to make a seamless transition into Concord’s 4-year degree program. Concord will begin delivering the classes to the Wyoming County campus when a cohort of 5 more students is identified.

Concord collaborated with Bluefield State University to offer a 2-day workshop for public school faculty and administrators from Mercer, Raleigh, and Summers County, as well as University faculty and teacher candidates from both institutions, with internationally renowned special education expert, Dr. Anne Benninghof. This was the second year of the collaborative project that focused on differentiated instruction and inclusion.

The Division of Education began delivery of the Master of Arts in Teaching (MAT) program and a Special Education content specialization for the Master of Education (M.Ed.) program in spring 2012.

11. USE OF INSTRUCTIONAL TECHNOLOGY

GOALS:

1. The use and continued improvement of instructional technology. 2. Improving the efficiency and organization of online course design and course management

system administration. Included in this goal is an increase in the number of both undergraduate and graduate online course offerings.

3. Providing advanced instructional technology training for the faculty. 4. Consolidating the academic and administrative computing centers under the office of the

Vice President and Academic Dean (VPAD) to facilitate better communications and service to the institution.

5. Consolidating the purchases of all technology to capitalize on cost savings for bulk purchasing.

6. Standardizing the development and installation of multimedia rooms to simplify faculty/staff training and ease of maintenance.

7. Assessing instructional technology use.


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Goal 1. Concord University filled the vacant Instructional Technologist position with Dr. Shani Salifu. Dr. Salifu comes to Concord from Ohio University. Dr. Salifu has led many group sessions for faculty in the migration to Blackboard 9.1 and has been available for individual sessions.

Goal 2. Acting on the recommendations from the University Technology Committee, IT services deployed Blackboard 9.1 SP8. We have conducted training sessions on the new features and assisted faculty in the migration from Blackboard CE8. Account creation and enrollment has been streamlined to increase efficiency. We will revisit Banner integration with the Technology Committee after filing the vacant DBA position.

Goal 3. With the deployment of Blackboard 9.1 and its associated training sessions the Instructional Technologist and IT services have been consulting with faculty on expanding the tools available to them to enhance the educational experience with additional building blocks and services such as TurnitIN, Adobe Connect etc. Goal 4. The unified Technology Services Help Desk, which was created at the beginning of the 2009-2010 academic year, continued to expand services to faculty, staff, and students by operating on extended help desk hours, providing “in class” student technicians for IVN courses, and reassigning duties to create a more logical workflow inside IT. The helpdesk was moved from the second floor (Data Center) to the 3rd floor where technicians were housed to create a one stop physical stop for all IT needs. Goal 5. The Center for Academic Technologies (part of instructional technology services) generates specifications and generates all quotes for instructional technology purchases on campus. All computer purchases are specified from WVU-Dell or the WVNET-Apple state contracts. Goal 6. The Center for Academic Technologies has continued replacing costly legacy classrooms with a more cost effective, easy to use/support setup. CAT staff has solicited feedback from faculty and continue to receive positive comments on this new setup. Goal 7. The Center for Academic Technologies is testing new technology that will enhance faculty/student interaction in LMS classes and provide faculty with the opportunity to provide enhanced out-of-office assistance to students. The number of undergraduate and graduate course sections taught fully online significantly increased in academic year 2011-12. Concord offered 150 online courses in 2011-2012. This is an increase of 54 over the 96 courses taught in 2010-11. The number of online undergraduate course sections offered has rapidly grown from 4 taught in 2007-2008, to 23 in 2008-2009, to 31 in 2009-2010, to 56 in 2010-2011, and to 88 last year. Similarly, the number of on-line graduate course sections increased from 40 in 2010-2011 to 62 last academic year.

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At the conclusion of the spring 2012 semester, Technology Services conducted its yearly survey of the campus community regarding their classroom technology experiences. Analysis of survey responses is being used to assist in future technology planning and current support. Suggestions and feedback are solicited regularly through an online suggestion form at the University Technology Committee webpage and the online Technology Services work order system.

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12. CAREER PLACEMENT

“Ultimately, Concord measures its success by the fulfillment alumni find in their careers and throughout their lives.” Ambitious goals are set to provide assistance to our students in preparation for their lives following graduation. Through the Career/Advancement Services office, services such as individual counseling, mock interviews, resume writing assistance, professional etiquette training, career exploration, job fairs, and other relevant programs are offered. Services are available to enrolled students as well as alumni. GOALS: 1. Distribute placement data gathering instruments to 90% of graduates in next five years. 2. Distribute placement data gathering instruments to no less than 90% of master’s degree

graduates in each of the next five years. 3. Distribute placement data to the Director of Assessment, Director of Enrollment, Division

Chairs and Cabinet personnel on a yearly basis. 4. Maintain a comprehensive database of cumulative placement data. 5. The survey process will become totally electronic by 2011-12. Utilize online and paper

surveys over the Compact period with a goal of collecting post-graduate data from 45% of graduates each year.

6. Data will show that 75% of alumni respondents will be employed in positions requiring a college degree, be self-employed, be enrolled in a graduate or professional degree program, or voluntarily choose not to seek employment when initially surveyed.

7. Initiate a five-year follow-up survey. Data will show that 95% of alumni respondents will be employed in positions requiring a four-year college degree, an advanced degree, completion of an advanced degree, be self-employed or voluntarily choose not to seek employment. These statistics will initially be compiled in 2011-2012.

8. Employer contacts will increase by 3% each year over the next five years. Baseline information will be established in 2007-08.

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PROGRESS REPORT 2011-2012 Goal 1:

For the 2010‐2011 annual survey, paper surveys were mailed to all domestic addresses. Email

and Facebook contacts were made to students living outside the United States.

For the 2010‐2011 annual survey, follow‐up emails were sent to all graduates reminding them to

submit the graduate survey.

Four mailed surveys were returned as undeliverable.

Goal 2: For the 2010‐2011 annual survey, paper surveys were mailed to all domestic addresses.

For the 2010‐2011 annual survey, follow‐up phone calls were made to non‐responder master’s

graduates.

Goal 3: Graduate survey results are shared with appropriate on‐campus entities.

Goal 4: A database has been created by degree/major field for a five‐year longitudinal study. Data has

been entered for years 2006‐07, 2007‐08, 2008‐09, 2009‐10, and 2010‐11. This data will be

shared with appropriate on‐campus entities.

Goal 5:

Within two weeks of activating the on-line survey it was apparent that our response rate was not what we expected. Consequently, we did a follow-up mailing with a paper survey. We will continue to evaluate the best methods for obtaining the highest response rates from our graduates.

For the 2010-11 year, information was collected from 266 of the 399 graduates, resulting in a 66% response rate. Multiple methods were used to gather information on the graduates beyond the survey, including faculty feedback, Facebook, a news-clipping service, follow-up phone calls, etc.

Fourteen of the twenty-eight masters candidates responded resulting in a 50% response rate. We are currently in transition and will be hiring a new Director of Graduate Studies. We will be looking for ways to increase the response rates of master’s candidates.

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Goal 6: Results from the 2010-11 survey showed that of the 266 respondents, 67 (25%) were

enrolled in graduate/professional schools and 201 (76%) respondents were employed. Thirteen (5%) were pursuing additional undergraduate degrees, elected to be stay-at-home parents, seeking a job in their field of choice or engaged in other pursuits.

Thirteen of the fourteen master’s respondents were employed. The other master’s candidate had returned to Concord to complete an undergraduate Education degree.

Goal 7: A new alumni director was appointed in May 2011. Since the appointment of the new

director, much emphasis has been placed on reconnecting with alumni, improving the alumni database, and establishing alumni chapters. Study continued on the best way to gather the five year follow-up data. With annual budget cuts in recent years, the decision was made not to use the company that had previously conducted the survey. Instead, the survey was administered through Survey Monkey, an online survey software and questionnaire tool. The survey will be modeled after surveys already in use and be distributed prior to the end of 2012.

Goal 8: Baseline data included current information for 260 employers. Thirty-eight new

employers were added in 2011 and 23 have been added thus far in 2012.

13. INSTITUTIONAL FINANCIAL AID

DATA

Undergraduate financial aid programs administered by Concord include grants, loans, part-time employment, and scholarships. Completion of the Free Application for Federal Student Aid (FAFSA) before April 15 and of a University application for financial aid are pre-requisites for priority consideration of applications for aid, but post-April 15 awards are made as funds are available. The major sources of student aid include, but are not limited to: Federal Pell Grant, Supplemental Education Opportunity Grant, Federal Perkins Loan, Federal Stafford Loan, Federal Parents’ Loan for Undergraduate Dependent Students, Federal Work-Study, West Virginia Promise, West Virginia Higher Education Grant, state grants (other than West Virginia), personal loans, Concord University Institutional Loan, West Virginia Student Assistant Program, Concord University Student Employment Program, Concord University Foundation Scholarships, scholarships (other than state or Concord University Foundation Scholarships), and tuition waivers.

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Concord University studied institutional and IPEDS data to respond to the financial aid analysis required for this core element. Table 15 represents the salient data points reviewed and reveals increased amounts of total aid being awarded to Concord students annually.

Table 15: Concord University Student Financial Aid

Institutional

funds Total awarded

Percentage of students

receiving aid

Total amount of aid received by

Concord students

2006-2007

Need-Based Aid 0 $11,201,872 68% $20,084,952

Merit-Based Aid $1,959,156 $4,486,785 40%

2007-2008

Need-Based Aid 0 $11,457,288 68% $20,276,226

Merit-Based Aid $2,073,578 $4,781,592 44%

2008-2009

Need-Based Aid 0 $13,259,526 68% $23,698,228

Merit-Based Aid $2,444,965 $5,308,812 43%

2009-2010

Need-Based Aid 0 $14,865,668 67% $25,531,892

Merit-Based Aid $2,114,287 $4,836,249 41%

2010-2011

Need-Based Aid 0 $17, 275, 064 69% $28,083,286

Merit-Based Aid $1, 491, 761 $3, 978, 907 32%

2011-12

Need-Based Aid 0 $13,324,486 62% $28,383,842

Merit-Based Aid $1,707,823 $4,788,020 48%

GOALS:

1. Strongly encourage students to file the FAFSA beginning with AY 2009-2010

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2. Develop new programs for “conditional” admission to applicants with admission qualifications in the lower 20% of West Virginia-mandated minimum admission qualifications. The conditional admission programs were initiated in AY 2009-2010 3. Maximize the use of funding sources in financial aid packages on a yearly basis 4. Increase the efficiency with which institutional financial aid is distributed 5. Annually study the past academic year’s financial aid patterns, effectiveness of the awards philosophy, retention of aid recipients, and results of the financial aid budget implementation on a yearly basis.


Goal 1: Concord University continues to encourage students and parents to file the Free Application for Federal Student Aid (FAFSA) through direct mail, e-mail, one-on-one contact and on-campus posters. In February 2012, Concord University hosted College Goal Sunday again at the Athens campus and this year hosted the event at the Erma Byrd Center in Beckley. College Goal Sunday is a national event where colleges and universities throughout the nation are available to assist students and parents complete the FAFSA on the same Sunday in February. Concord was one of 19 colleges and universities that hosted the event in West Virginia. We had a successful event completing 92 FAFSA’s, 46 at each site.

Goal 2: The Office of Admissions will continue to redirect non-performing students to community colleges and/or encourage students to take college level courses to strengthen their academic credentials for admission. Also, the Office of Admissions implemented institutional admission criteria to reduce the number of non-qualified applicants/accepts. The Office of Admissions will continue to monitor and evaluate the applications and accepts in regards to Series 23 (Standards and Procedures for Undergraduate Admission).

Goal 3: Concord implemented processes to eliminate barriers to awarding and disbursing aid and maximize the use of funding sources. Previously there was an institutional financial aid data form and acceptance deadlines. If a student did not submit the institutional data form in a timely fashion or filed the FAFSA after a set date, the student was not considered for campus-based funds. In the 2010-11 award year, this procedure caused under-utilization of the allocated Federal Work-Study (FWS) funds so some funds were moved and spent in the Federal Supplemental Education Opportunity Grant programs. The institutional data form and deadlines were eliminated. To ensure all FWS funding was utilized, the packaging ceiling amount was substantially increased for 2011-12. Commitment of financial aid is awarded on a first-come first-serve basis. Federal Perkins Loans were previously awarded on a case-by-case basis. For 2011-12, Perkins Loan awards were included in packaging with some reserved for a case-by-case basis. Also retention scholarships were awarded to a target group of students.

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Goal 4: To increase awareness of foundation scholarships an application and comprehensive list of scholarships was developed and posted on the website providing easy access and allowing students to self-identify. The separate scholarship application for general scholarships was eliminated; information from the admission application is now used streamlining the process. In 2011-12, an on-line verification worksheet was developed. Students and parents no longer have to print the worksheet, complete the form and mail it to the financial aid office. They are now able to complete the worksheet on-line and submit it electronically increasing efficiency. Also the Loan Acceptance form for the Subsidized, Unsubsidized and Perkins Loans is on-line and can be submitted electronically.

Goal 5: National research shows that students return and graduate when connected to campus. One way students connect to campus is through student employment. With no increase in federal or state work-study funding, Concord will increase funding for institutional employment (CU Connect). In studying past financial aid patterns and effectiveness of awarding philosophy, Concord will review and determine predictors of successful students and increase scholarship offer. In an effort to minimize student loan debt, the financial aid office will work with students to ensure the student has explored all grant, scholarship and work-study options before borrowing loans. New federal law limits the time a student can receive the Federal Pell Grant to a lifetime of 12 semesters. Concord will review students affected by this new law and assist students who will graduate in 2012-13 with institutional funds.

14. PROGRAMS OF DISTINCTION GOALS: 1. Establish program of distinction guidelines

2. Identify programs of distinction in AY 2009‐2010

3. Conduct annual Board of Governors (BOG) reviews of academic programs to identify new

programs of distinction and/or confirm continuing program distinction, beginning with the 2010‐2011

academic year

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GOAL 1:

Met in 2009-2010 when Concord University established guidelines and procedures for identifying programs of distinction.

GOAL 2:

This goal was met in 2009-2010 when Concord’s Board of Governors selected and named two academic programs, Business and Education, as Programs of Distinction.

GOAL 3:

This goal has been met with no new programs of distinction identified.


Concord University established guidelines and procedures for identifying programs of distinction in 2009-10. The institution continued to use these guidelines to identify/confirm programs of distinction. In 2011-12, Business and Education remained the two institutional programs of distinction.

III. COMPACTREPORTING–ELECTIVEELEMENTS

ECONOMIC GROWTH

1. PROMOTION OF GLOBAL AWARENESS

GOALS: 1. Support 6 Concord students for study abroad each year of the Compact 2. Support 3 Concord faculty for overseas experience each year of the Compact 3. Develop an International Studies major with Bluefield State College by 2012 4. Establish a $200K corpus restricted International Studies endowment by 2012 5. Conclude formal articulation agreements with at least four (4) international

institutions of higher learning by 2012 6. Attain an international student enrollment of 5% of the student body by 2012

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PROGRESS REPORT 2011-2012 As part of Concord’s goals in forming an internationalized campus David McKee, Director of International Admissions was hired in late fall 2011. His leadership in international admissions has increased our international student population to 100 students from 32 countries. He has also developed many emergency preparedness and safety procedures for our students and faculty who go abroad. Under the new director’s leadership we have updated some of the following goals for the 2012 -2013 school year. GOAL 1: The institution has consistently achieved its goal of supporting six Concord students for study

abroad each year. In 2010‐2011, a total of 80 students either studied or toured abroad as part of

Concord’s international initiatives. Specifically, thirty‐four students participated in the David R. Bard

Study Abroad Program to the United Kingdom; thirty students participated in an intercession tour/study

abroad in Costa Rico; twenty‐five choral students performed in the United Kingdom and participated in a

lecture series on religion and architecture; ten students studied abroad in Korea and Japan; one student

participated in a year‐long language immersion experience (Japanese) at the Japan College of Foreign

Languages; six students traveled to Puerto Rico for a language immersion experience (Spanish); five pre‐

med students traveled to Jaipur, India to participate in a clinical observation experience at Mahatma

Ghandi Medical College; and four Recreation/Tourism Management students traveled to Russia.

A total of 160 students have traveled/studied abroad between 2007 and 2011. 2011‐ 2012 saw an

additional cohort of study abroad applicants go to South Korea, Russia, India, Spain and Austria.

Future study abroad goals will seek to increase participation in study abroad opportunities in both short

and long term trips. Campus wide involvement will be key in developing the processes and procedures

necessary to increase student development.

GOAL 2: Concord has consistently achieved its goal to support three faculty for international experiences since 2007-2008. Since 2008, the University has supported 18 faculty in overseas experiences, an average of 6 faculty per year. Ten of these faculty members have made presentations abroad. In 2012 biology faculty member Dr. Darla Wise will be on a semester long teaching sabbatical in Cyprus. Dr. Carmen Durrani, who teaches foreign languages, has also taken two successful trips to Spain to further her research. Faculty involvement in study abroad and academic research will be key to Concord’s future strategy in developing study abroad opportunities. GOAL 3: Develop an International Studies major with Bluefield State College (BSC). Concord has not yet developed an International Studies Major with BSC. We have, however, created an 18-hour program of emphasis with BSC. The program was officially begun in the 2009-2010 academic year. Two Bluefield State College students participated in the program, although no Concord students have yet participated. Concord views this as an opportunity for improvement. Our Director of International Initiatives worked with BSC’s Director of International Initiatives, to accomplish this goal and better articulate our joint vision.

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Further cooperation between Concord University and Bluefield State College is needed to complete arrangements between our institutions and finalize logistical concerns. GOAL 4: Establish an International Studies endowment by 2012. Grant applications were made to:

the United States State Department the Fulbright-Hays study abroad program and a FIPSE funding stream to aid in the partnership with Mari State Technical University in Russia. The university is considering ways to create funding from existing revenue sources in order to provide students with the opportunity for greater study abroad experiences. The development of an international studies endowment will be reassessed for the following compact. Further evaluation of this goal should involve university financial planning and needs. GOAL 5: Conclude formal exchange agreements with at least four international institutions of higher learning. With regard to this goal, Concord has memorandums of understanding with the following institutions:

Kangwon National University, South Korea Chungnam National University, South Korea Japanese College of Foreign Language, Japan Mari State University, Russia Mahatma Gandhi Medical College and Hospital, India HUTech, Vietnam ThanDo University, Vietnam Thailand International Tourism School An articulation agreement with our Turkish partners is in the initial stages. President Aloia and Chancellor Brian Noland traveled to India and Turkey in fall 2012 to finalize this agreement. Concord’s goals in exchange program development need to be established to properly strategize locations and numbers of agreements. Our goal is to work with faculty and development a global network of university’s that provide mutual benefit between Concord University and partner institutions. GOAL 6: Increase international student enrollment. In Fall 2012 international student enrollment increased by 40 students, bringing the total enrollment to 100 students. Thirty two countries are represented in the international student population. This progress indicates that the previous goal of international students comprising five percent of enrollment may be attainable in the next two years.

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2. PARTNERSHIPS WITH PRIVATE BUSINESS FOR TRAINING AND EMPLOYMENT PURPOSES

2007 BASELINE DATA: 1. 2006-2007 Participants in Workforce Education: 180 2. 2007-2008 Training Contact Hours Delivered: 55 3. 2007-2008 Employer Collaborations: 0* *All 2007-2008 Workforce training delivered to the 180 individuals noted above GOALS: 1. Increase workforce participants by 1% per year for 5% increase by 2012 2. Achieve two (2) employer-sponsored programs per year for a total of 10 by 2012 3. Achieve one (1) business start-up each year of the Compact for a total of five (5) by 2012 4. Offer Regents Bachelors of Arts (RBA) and Interdisciplinary Studies Programs for New

River Community and Technical College students by AY 2009-2010 5. Submit one (1) federal economic grant proposal each year of the Compact for a total of five

(5) by 2012 6. Beginning AY 2009-2010, initiate entrepreneurial agreements with Greenbrier Economic

Development Council, Hinton Business Incubator, Bluefield State College Business Incubator, and the 4-County Economic Development Council

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PROGRESS REPORT 2011-2012: Progress towards attainment of the six (6) listed goals was: GOAL 1:

This goal was met in the four previous academic years and in 2011-12. Over the span of the five-year compact, delivery of workforce education has increased over 70%. Participants in workforce education rose from 180 participants in AY’07 to 728 in AY’12. The position of Director of Continuing Education was vacated; therefore there was a reduction in Continuing Education programming from previous years. However, Dr. David Campbell has developed new programming with the West Virginia Department of Education for the provision of nondegree graduate credit for K-12 teachers. The new EDPD program coincides with Concord’s tradition of meeting the educational needs of teachers in southern West Virginia and the surrounding area. With the addition of the EDPD courses and the work of the Social Work department, Concord University’s provision of workforce training is flourishing. Concord University is evaluating the continuing education/ workforce education services we provide and are considering it as an underdeveloped need in our area. To further meet this need, Concord is in the planning process to develop a more responsive and cohesive operation. GOAL 2: This goal was not met in AY’12 as no employer sponsored programs were proposed or initiated in this academic year. The staff member responsible for this activity resigned for another employment opportunity and was not replaced. However with the awarding of EDA, ARC and USDA funding, Concord University’s principal investigator, Dr. Stephen Rowe, is working with Marshall University and the Robert C. Byrd Center for Advanced Manufacturing to identify emerging clusters of innovation in order to meet the needs of burgeoning industry in Southern West Virginia. Though this work, Concord University will continue to serve businesses and assist in the economic development of our area.

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GOAL 3: This goal was met in AY’12 through the EDA University Center Southern West Virginia Extension. Dr. Rowe, the principal investigator, brokered a deal lowering the cost of space rental between the Mercer Mall and an entrepreneur interested in reopening a Petland franchise. In addition to brokering this deal, the principal investigator aided the entrepreneur in locating start-up funding to pay the franchise fee and handle startup costs. GOAL 4: This goal was met in AY’09. However in AY’12, Dr. Marjie Flanigan, Vice President for Student Affairs, secured funding from the CFWV Fellow’s program to fund two graduate assistants. The assistants help develop the relationship between Concord University and New River Community & Technical College to create a pipeline for mutual student referrals, including reduced timeframe for degree completion. GOAL 5: This goal was exceeded in AY’12. Concord University submitted nine (9) federal proposals. Of these proposals, three (3) relate specifically to partnerships with private businesses. They include two (2) proposals to the Jobs and Innovator Challenge, a joint program with the USDA and EDA totaling $205,000, and one (1) proposal through the National Geographic Foundation (NOAA funding) to develop programs illustrating the relationship between climate issues and the Chesapeake Watershed. GOAL 6: This goal was not met in AY’12. No entrepreneurial agreements have been finalized with area economic development councils to date. USDA grants now in place will permit funding to support such agreements following the conclusion of this 5 year compact. In addition to the USDA funding, Concord University has a representative on the board of the Mercer County Development Authority.

3. EDUCATIONAL SERVICES TO ADULTS

GOALS:

1. Increase adult headcount by 1% per Compact year for a total of 5% by 2012

2. Increase degrees awarded to adults by 1% per Compact year for a total of 5% by 2012

3. Increase RBA degrees awarded by 2% per Compact year for a total of 10% by 2012

4. Increase weekend/evening course availability by 1% per Compact year for a total of 5% by 2012

5. Increase online course availability by 5% per Compact year for a total of 25% by 2012

6. Increase online course credit hours delivered by 5% per Compact year for a total of 25% by 2012

7. Increase Higher Education Adult Part‐Time Student (HEAPS) Grant program awardees by

5% per Compact year for a total of 25% by 2012

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Primary services for adults age 25 and above are directed towards employed teachers, employed social workers and Regents Bachelor of Arts (RBA) candidates. Senior citizen special tuition discounts are offered on a space-available basis. Enrollment in continuing certification coursework, master’s degree coursework, and summer institutes for practicing teachers is strong. Graduate program headcount enrollment was 181 students in Fall, 2011. Concord awarded approximately 65 RBA degrees in 2011-12.

PROGRESS REPORT 2011-2012 As documented in the following sections, Concord is making rapid progress in providing educational services to adults.

GOAL 1. Adult headcount grew from 505 to 638 from fall, 2007 to fall, 2011, an increase of 26 %. This relative growth far exceeds of the goal of 5 % growth by 2012. The RBA program, distance courses, and veterans’ services are among the factors contributing to this growth.

GOAL 2. The number of graduate and undergraduate degrees awarded to adults increased from 123 in 2007-08 to 181 in 2011-12, an increase of 47% that far exceeds the goal of 5% for this period. Both graduate and undergraduate degree growth has occurred with graduate degrees increasing from 33 to 57 and undergraduate degrees from 90 to 124. Graduate degree growth reflects the continuing maturation of Concord’s Masters of Education program. At the undergraduate level, degree growth has been through the RBA program.

GOAL 3. The RBA program is expanding rapidly. HEPC data indicates that Concord RBA enrollment grew from 31 in fall, 2009 to 61 in fall, 2010, to 114 in fall, 2011. Similarly, RBA graduates grew from 27 in 2007-08 to 68 in 2011-2012, an increase of 152 %, far exceeding the above goal of 10 %. RBA growth is due to a variety of factors. In 2009 and 2010, Concord received RBA Today grant funds to develop online RBA offerings. In fall, 2011, Concord initiated the online Early Childhood RBA program for child care workers. This program attracted an initial cohort of approximately 35 students. Also, in fall, 2011, the position of Academic Advisor for Adult Learners and Veteran Students was created, providing a dedicated staff member to serve RBA students’ academic needs. At the HEPC’s 2012 Board of Governors’ Summit, Concord’s RBA program was recognized for its exemplary success.

GOAL 4. The rapid growth in adult headcount has not been due to an increase in evening classes. In fact, the number of classes beginning at 4:00 PM or afterwards has fallen from 358 in 2007-08 to 331 in 2011-12. This decline falls short of the goal of 5 % growth. Instead of face-to-face evening classes, Concord has dramatically increased distance classes designed for adult learners.

GOAL 5. – 6. Distance courses are essential for adult students. Distance classes may be delivered via a hybrid of face to face and online instruction, via videoconference to a satellite location, or entirely online. The number of distance delivered courses has grown from 142 in 2009-10 to 168 in 2010-11 to 227 in 2011-12. Enrollment in these classes has grown from 1,723 to 3,159 over this period. Online classes lead the way with 158 courses offered in 2011-12 and

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an enrollment of 2,293. The 158 courses are a 3,850 % increase over the 4 offered in 2007-08, far exceeding the goal. Similarly, in reference to the goal of increasing online student credit hours by 25 % from 2007-08 to 2011-12, 6,769 student credit hours were delivered online, a 6,347 % increase over the 105 credit hours delivered online in 2007-08.

GOAL 7. As Table 17 shows, the number of HEAPS awardees has fallen over the Compact years. Concord’s ability to increase the number of HEAPS awards, however, is constrained by the HEAPS allocation set by the state. Concord releases all of its HEAPS allocation every year.

Veterans Initiative: In 2008, the Office of the Governor and the Chancellor of the Higher Education Policy Commission (HEPC) made a commitment to insure that veterans would have optimal educational opportunities for access to and graduation from college. Concord University was selected to lead a Veterans’ Taskforce to promote and facilitate the recruitment, retention, and graduation of veterans in West Virginia. The goal was that each West Virginia institution of higher education would be a model “Veteran-Friendly” campus that actively and effectively welcomes and supports veterans seeking to further their educations.

In an effort to effectively and actively increase the immediate and long-term educational benefits to military veterans, Concord University formed a Veterans Committee. The Veterans Committee is charged with facilitating the changes required in order to make education a viable option to veterans. The committee guides student services, academic programming, and community outreach involving veterans and consists of students, faculty, staff, and the University President.

Student services for veterans include a “veterans only” orientation session at the beginning of each academic year. This orientation session makes each new veteran or dependent of a veteran aware of special services, privileges and benefits available to the veteran and their dependents. At the beginning of each new semester, the faculty is informed of important issues in dealing with veterans in the classroom. The veterans lounge, located in the Student Center, provides a dedicated space where veterans can study, socialize, and find peer support.

Academic services include the acceptance of credit recommendations from the American Council on Education for military training. Concord also accepts credit earned through DANTES testing. Every semester, a social work course on Post-Traumatic Stress Disorder (PTSD) designed for veterans is offered. Topics covered included the evolving conceptualization of PTSD, diagnosing and assessing PTSD, and treating PTSD. Concord has also signed an agreement with Mountwest Community College to join in educating and transferring veterans to four year universities after completion of the community college program.

Community outreach efforts include programs to facilitate student veterans in sharing their unique knowledge and experience in the military through public school programs and local community organizations. During the past three years, Concord participated in the “Take A Vet to School” program and has been involved in the Veterans-Oral Histories program that has recorded veterans on campus (Concord has recorded more than 80 oral histories for the Library

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of Congress). Concord also assisted with community outreach such as “Help for Homeless Veterans.”

In 2011, Concord’s efforts were recognized by Military Times’ EDGE Magazine which named Concord the nation’s best college for veteran students.

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Table 16: Educational Services to Adults DATA ELEMENTS AY 2007-

2008 AY 2008-

2009 AY 2009-

2010 AY 2010-

2011 AY 2011-

2012 Adult students (headcount, fall semester)

507 509 634 585 638

Adult students (FTE, fall semester)

354 355 402 402 NA

Undergraduate degrees other than the RBA awarded to adults

73 84 71 62 68

RBA degrees awarded to adults 17 25 24 33 56

Undergraduate degrees awarded to adults - total

90 109 95 95 124

Graduate degrees awarded to adults

33 25 20 26 57

Number of evening/weekend classes

367 394 386 343 331

Percentage of evening/weekend classes

22% 23% 20% 19% 17%

Number of distance classes 59 90 144 171 227

Percentage of distance classes 4% 5% 7% 10% 12%

Higher Education Adult Part-Time Student Grant (HEAPS) awardees:

76 45 28 30 31

12009-2010 data does not include summer 2010.

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4. EXTERNAL FUNDING

Concord University is in the process of establishing its goals for external funding as a SWOT analysis preliminary to formulating its institutional 5-year plan (2010-2015) is completed. As a result, this elective element remains to be specifically defined and reported.

The President of the University, the Concord University Advancement Office, the Concord University Research and Development Corporation (CURDC), the Concord University Alumni Association, the Concord University Foundation, and the Mountain Lion Club have, through the SWOT analysis and strategic planning process, emerged as key players in the development and implementation of a comprehensive external funding plan. The Concord Foundation, Concord R&D Corporation, Concord Alumni Association, and Mountain Lion Club have constitutions, by-laws, governing boards, and individual 501.c.3 status, so a coordination strategy with these bodies is a necessary first step prior to development of the formal external funding plan. The Concord Foundation was formally organized in 1987 and now oversees an endowment corpus of what was more than $25 million prior to the economic downturn in the fall of 2008. The Concord R&D Corporation serves as the fiscal agent for grants, contracts, and research activities conducted by the University. The Alumni Association engages and calls the alumni of the institution to action, while the Mountain Lion Club provides fiscal support to the endeavors of the Concord University Athletic Department.

Examination of institutional data has established that Concord University has good potential for attracting external funding for well-defined projects. For example, over the past eight years a successful capital campaign for the Rahall Technology Center raised over $9.7 million in external funds to build, equip, and operate the 34,000 square foot Center. An ongoing capital campaign is the University Point Project, with a goal of fund-raising up to $6 million in external funding. This campaign is entering the final stage and has raised approximately $4 million. Grant proposals have brought roughly $500,000 for EPSCOR technology and social programming in the past two academic years. Renovation plans for the Marsh Library and the Fine Arts Center estimated to cost $6 million have been approved and funds have become available as of September 2010, through West Virginia’s bond issues for higher education institutions. The University has filled the position of Interim Vice President for Advancement, and preliminary strategic planning has identified significant capital projects, academic support funding, and student scholarship goals for the final strategic planning document.

GOALS:

1. Hire Vice President for Advancement in AY 2008-2009

2. Complete Concord University strategic plan in AY 2009-2010

3. Coordinate Concord University Foundation and Concord R&D Corporation strategic plans with Concord strategic plan: 2010

4. Communicate External Funding five-year goals and objectives presently under development to the WVHEPC by December 2009

5. Economic Growth and STEM Enrollment: See Section 5 “STEM Degrees and Health Fields” for specific STEM programming goals for 2009-2012

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GOAL 1. This goal was met in 2009.

GOAL 2. This goal was met in fall 2009 with the Board of Governor’s approval of Concord’s Strategic Plan.

GOAL 3. In Academic Year 2012, the Office of Sponsored Programs (OSP) has continued to review

existing policies and procedures ensuring that they meet the rigor required to be responsive to external

funding requirements.

In AY’12, Concord University submitted 27 proposals and received 24 awards for sponsored programs

and research related external funding. The OSP received $2,167,775 in new awards, bringing the total

active awards to $6,390,595. External funding was increased over $196,644 as compared to the previous

academic year controlling for ARRA one time funding received in the previous year. The OSP also

provided two presentations (~60 attendees) including grant writing and new faculty orientation.

The Office has also continued work with the President’s Office in intergovernmental affairs. The OSP

continues a positive working relationship with Congressman Rahall’s Office, the WV Humanities Council,

the Rural Development Office of the Department of Agriculture, and other state and federal entities.

The Concord Research and Development Corporation purchased property in AY’11 that are now

renovated and occupied. These properties will assist the University in realizing its goal of acquiring

property adjacent to the University for the future development and expansion of the Campus Beautiful.

In support of Concord University’s internationalization priority, the OSP has continued to produce

agreements with the assistance of the new Director of International Admissions for an array of

collaborative endeavors. Concord University now has a standard agreement for international

recruitment.

The OSP has also assisted the President’s Office and social science faculty in the creation of the US

Horizons Domestic Exchange Program through the development of standard agreements and in assisting

with program development. Memorandums of Agreement were issued to Alabama State University and

Navajo Technical College in AY’12.

GOAL 4. The Concord University Office of Sponsored Programs’ (OSP) five‐year goals and objectives

were presented to the Concord University Committee on Research and the CUR&D Board of Directors in

September of 2010 and were approved by both bodies. AY’12 progress follows:

1. Partnerships:

a. Goal: Establish an informal partnership with a Research and Development

Corporation (or equivalent) of a neighboring institution to discuss best

practice approaches to sponsored project administration.

b. Outcome: The OSP has continued work with Marshall University, and

TechConnect West Virginia. In addition, the OSP has developed partnerships

with the Robert C. Byrd Institute for Advanced Flexible Manufacturing, the

West Virginia School of Osteopathic Medicine, and West Liberty State

University. Both WVSOM and West Liberty are designing offices comparable

to the OSP and view Concord University’s Office as a best practice in our

area.

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2. Incentives:

a. Goal: The University President will review, comment, and approve an

incentive program developed by the OSP.

b. Outcome: (Ongoing) The OSP has redesigned this goal to reflect the

structure of the institution. The office now provides insight to the Academic

Dean’s Office when requested in regard to the development of sponsored

programming faculty incentives.

3. Targeted Investments:

a. Goal: The CURDC will announce 2 areas of investment for fiscal year 2011.

b. Outcome: (Ongoing) The first area of investment was determined through

the receipt of the Research Trust Fund Award (RTF). The RTF funds faculty

and student research projects within the Natural Sciences and also partially

fund the electron microprobe research laboratory. The electron microprobe

laboratory and the Advancement Office are responsible for seeking external

funding to support the ongoing costs associated with the day‐to‐day

operation of the facility.

The second area of investment is the Rahall Business Incubator. The CURBI

has received funding for the provision of its services through the highly

competitive EDA University Center and the federal joint Rural Jobs and

Innovation Accelerator Challenge programs.

4. Cost Principles:

a. Goal: The CURDC will develop a policy and/or procedure for each of the five

cost areas.

b. Outcome: In regard to the 5 areas:

1) Ongoing

2) Met in AY’11

3) Met in AY’11

4) Ongoing

5) Ongoing

5. Committee on Research:

a. Goal: The Academic Dean’s Office will appoint a committee consisting of

seven faculty and/or administrators upon the approval of the Executive

Board.

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b. Outcome: The COR has continued to meet and has developed its by‐laws.

The COR has also implemented the CITI Training Course Module for students

and faculty in the areas of human subjects, research training and ethics.

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6. Establish Central Office:

a. Goal:

1) The OSP will review 100% and submit 75% of all

proposals at Concord University.

2) The OSP will submit $5,000,000 in new proposals

annually.

b. Outcome: The OSP was developed and is in operation:

1) Ongoing

2) Ongoing – The OSP reviewed and submitted $6,122,751 in new

proposals.

7. Professional Development:

a. Goal: The CURDC Director will attend the NCURA Annual Meeting (or

similar) and the CURDC Accountant will attend Financial Research

Administration training.

b. Outcome: The Director of Grants and Contracts/Administration, Grant

Accountants, and Grants and Contracts Assistant attended NCURA training

in AY’12. Training will continue to be a goal/priority in AY’13.

GOAL 5. (Ongoing) The OSP recognizes the importance of Science, Technology, Engineering and

Mathematics (STEM). Through this understanding, the OSP provides support to our Division of Natural

Sciences by conducting funding opportunity searches, project/proposal development assistance, and

forwarding updates regarding STEM to applicable faculty and administrators.

In regard to economic development, the OSP has submitted a collaborative proposal with Marshall

University, WV TechConnect, and the Robert C. Byrd Institute to the Rural Jobs and Innovation

Accelerator Challenge an EDA, ARC and USDA joint opportunity. With the awarding of EDA, ARC and

USDA funding, the Concord University principal investigator, Dr. Rowe, is working with his collaborators

to identify emerging clusters of innovation in order to meet the needs of burgeoning industry in

Southern West Virginia. Though this work, Concord University will continue to serve businesses and

assist in the economic development of our area. In addition to the new collaborative proposal, the EDA

University Center proposal submitted in AY’11 was funded. This project provides additional resources to

area entrepreneurs promoting the development of small businesses.

5. EXPANSION OF GRADUATE/POSTDOCTORAL EDUCATION GOALS:

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1. Explore the feasibility and viability of additional master’s programs.

2. Maintain and sustain the current graduate programs.

PROGRESS REPORT 2011-2012 GOALS 1-2: Concord University offers a Master of Education (M.Ed.) degree with content specializations. The M.Ed. is a 36-hour program that includes a 15-hour Professional Education Core and six content specializations. The content specializations include: Behavioral Science, Educational Leadership and Supervision Pre K-Adult, Geography, Health Promotion, Reading Specialist Pre K-Adult, and Social Studies. The Department of Education and the Department of Social Sciences decided to discontinue admittance into the Social Studies and Behavioral Science Content Specializations beginning in the spring 2011 semester due to low enrollment and overloads of faculty. Courses have been and will continue to be offered for individuals currently enrolled in the Social Studies and Behavioral Science Content Specializations until completion. Concord University’s Graduate Program received approval from the Concord University Board of Governors (BOG) (November 9, 2010); the Higher Education Policy Commission (HEPC) (January 21, 2011); the Higher Learning Commission (HLC) (May 16, 2011) and the West Virginia Department of Education Program Review Board (October 21, 2011) to offer a 36 credit hour Master of Arts in Teaching (MAT) degree that allows students to obtain initial teaching certification and a master’s degree upon completion. (Note: Candidates obtaining a Pre-K-Adult licensure, such as Music, Art, Physical Education, and Spanish are also required to take EDUC 517 - Integrated Methods in Elementary Education (3 hrs.) to comply with WV Policy 5100. Additionally, clinical experiences will be conducted in age/grade/content appropriate classrooms as required by WV Policy 5202 and the West Virginia Professional Teaching Standards (WVPTS). The Master of Arts in Teaching (MAT) degree combined the requirements of the 24-hour Post-Baccalaureate Program, 18-hour Alternative Certification Program, and core courses in the M.Ed. Program into a program that allows students to obtain initial teaching certification and a master’s degree upon completion. The MAT Program’s initial offering began in the spring 2012 semester. Doctoral Faculty from the Department of Education teach the courses in the Professional Education Core, Educational Leadership, Special Education, and Reading Specialist content specializations. Courses in other content specializations are taught by doctoral faculty in the disciplines. Since the M.Ed. program is designed primarily for practicing teachers, all courses are delivered in the evenings, and most are a combination of class meeting/distance delivery, or online. The MAT Program is an online program to accommodate individuals seeking initial certification and a master’s degree, with field components and a semester of student teaching in students’ content areas. All courses are delivered either from the Athens campus or the Erma Byrd Higher Education Center in Beckley.

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Concord University’s Master of Arts (MA) in Health Promotion Program proposal was approved by the

Concord University Board of Governors (BOG) (April 19, 2011); the Higher Education Policy Commission

(HEPC) (August 8, 2011); and the Higher Learning Commission (HLC) (February 21, 2012). The MA in

Health Promotion will begin offering initial courses in the fall 2012 semester. The 33 credit‐hour MA in

Health Promotion combines 24 credit hours from the already approved M.Ed. in Health Promotion

content specialization with the addition of nine (9) credit hours designed specifically for the new

program. The MA in Health Promotion Program will prepare highly trained health educators to meet

the health needs of our society in a variety of work settings. This progressive MA in Health Promotion

Program, with a curricular emphasis on health topics salient to West Virginians, will focus on evaluation,

program planning, and implementation of interventional strategies as a form of primary and secondary

prevention processes. The MA in Health Promotion allows for individuals other than certified teachers

to enroll in the program. Upon the approval of the MA in Health Promotion, the Division of Education

and Human Performance plans to discontinue the M.Ed. in Health Promotion Content Specialization.

Students currently enrolled in the M.Ed. in Health Promotion will be allowed to continue their program

until completion; most of the courses in both programs are cross listed to allow for completion of the

program.

The Master of Social Work (MSW) Program proposal was approved by the Concord University Board of Governors (BOG) (April 19, 2011) and the West Virginia Higher Education Policy Commission (HEPC) (February 22, 2012). Concord University has submitted Part I: Substantive Change Application for the MSW Program to the Higher Learning Commission (HLC) (April 30, 2012), in addition to the program application (March 30, 2011) and Benchmark I (April 30, 2012) for the MSW to the Council for Social Work Education (CSWE). The HLC conducted a focus visit for the MSW Program on October 22-23, 2012 and preliminary indications are that the HLC report will be very favorable. The CSWE is expected to perform a site visit between December 2012 and February 2013. We are anticipating a fall 2013 initial offering of the MSW program. The primary goal of the Master of Social Work Program is to prepare graduates for advanced generalist social work practice in southern West Virginia. The Master of Social Work (MSW) program will consist of two different tracks; the Standard program and the Advanced Standing program. The Standard program (both full-time and part-time) will require the completion of 57 academic credit hours. This track is designed for students entering the MSW Program who do not have a Bachelor of Social Work (BSW) degree or meet the requirements for the Advanced Standing program. The first year of the Standard program will consist of the foundation content (24 credit hours) and the second year will consist of the advanced content (33 credit hours). The Advanced Standing program will require the completion of 33 academic credit hours and will consist of the second year of advanced study course content. The Advanced Standing program is for students entering the MSW Program with a BSW degree and who meet specific GPA requirements. Two cohorts, the M.Ed. in Reading Specialist content specialization (36 hrs.) and the M.Ed. in Educational Leadership/Supervision content specialization (36 hrs.), that began in August 2009 through an agreement between the Regional Education Service Agency (RESA I) and Concord University, were completed in August 2011. RESA I and Concord University offered a cohort

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for certification only in Educational Leadership/Supervision (18 hrs.) that began in January 2011 and was completed in December 2011. Presently, RESA I and Concord University have an interest survey submitted to the RESA I counties to offer two cohorts, the M.Ed. in Reading Specialist content specialization (36 hrs.) and the M.Ed. in Educational Leadership/Supervision content specialization (36 hrs.), that are tentatively scheduled to begin in fall 2012 and a “certification only” cohort in Educational Leadership to begin in spring 2013. RESA 1, partnered with Concord University, has been awarded a Mathematics and Science Partnership (MSP) grant to conduct the Teaching to Enhance Achievement in Mathematics (TEAM) project that begins July 9, 2012.In an effort to improve elementary student performance in mathematics, the TEAM Project will provide 30 elementary teachers with professional development in the area of mathematics, including coursework that leads to an endorsement in elementary mathematics. Led by Dr. Lisa Darlington, orofessors from Concord University’s Mathematics and Education Departments will deliver the online courses to teachers from surrounding counties for the grant via Blackboard 9 from July 2012-May 2015. The History Certificate for the Prism-WV Professional Development Program completed its second year at Concord University. This is a proposed 15 credit-hour graduate level online professional development certificate program for middle and high school teachers responsible for teaching American History in the schools in a 9-county “Southern West Virginia Consortium for Study of the American Founding.” The certificate will enable participants to complete coursework and receive appropriate credit as indicated in the Teaching American History (TAH) grant. The 15 credit hour certificate completion will appear on participants’ transcripts. There were 322 students enrolled (degreed, non-degreed, post-baccalaureate/alternative certification, and certification only) in graduate courses during the 2011-2012 academic year. There were 57 graduates from the M.Ed. program during the 2011-2012 academic year (August 2011-June 2012). Table 17: Institutional Data Report of Enrollment in Courses for M.Ed. Data Points 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012Degree Programs (M. Ed. and MAT)

1 1 1 1 2

Content Specializations 5 6 6 6 5

Number of classes offered 48 64 79 74 82

Non-Degree Programs with Initial Certification (Post-Baccalaureate, Alternative Certification)

2 2 2 N/A N/A

Degree-Seeking Enrollment

91 98 166 163 198

Non-degree Enrollment 50 114 95 30 115

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Certification only Enrollment

43 28 19

*Total Enrollment (seat count)

374 546 987 748 811

M.Ed. Graduates 33 25 20 26 57

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Table 17 Continued M. ED Program Enrollment1

Data Points 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012

Class Enrollment by Content (Behavioral Science)

19 23 6 4 3

Class Enrollment by Content (Educational Leadership)

113 85 54 49 82

Class Enrollment by Content (Geography)

38 25 15 11 5

Class Enrollment by Content (Health Promotion)

- - 21 34 26

Class Enrollment by Content (Reading)

76 74 68 63 62

Class Enrollment by Content (Special Education)

- - - - 10

Class Enrollment by Content (Social Studies)

16 5 2 2 1

MAT Program2

Class Enrollment by Content (Art)

- - - - 0

Class Enrollment by Content (Business)

- - - - 6

Class Enrollment by Content (Biology)

- - - - 1

Class Enrollment by Content (Chemistry)

- - - - 1

Class Enrollment by Content (English)

- - - - 0

Class Enrollment by Content (General Science)

- - - - 0

Class Enrollment by Content (Mathematics)

- - - - 0

Class Enrollment by Content (Music)

- - - - 0

Class Enrollment by Content (P.E.)

- - - - 0

Class Enrollment by Content (Social Studies)

- - - - 0

Class Enrollment by Content (Spanish)

- - - - 0

Table 17 Continued

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Data Points 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012Post Baccalaureate/Alternative Certification 3

Post Baccalaureate/Alternative Certification Graduates

0 0 4 0 1

EDPD4

EDPD enrollment 267 637

**EDPD (seat count) 331 969

*Total Enrollment (seat count) represents the number of students enrolled in each course in the graduate program throughout the 2011-2012 academic year. The graduate summer term was changed from one term (May – August) to two summer terms (May – June and July – August). Only the first term is reported in this report based upon academic year enrollment. **EDPD (seat count) represents the number of students enrolled in an e-Learning or other professional development course throughout the 2011-12 academic year. 1The M.Ed. Program at Concord University continues to fill the needs for advanced degrees and/or specialized courses for PreK-12 teachers in Southern West Virginia with a growth of 26 students from the 2010-11 to the 2011-12 academic year. 2The MAT Program began in spring 2012; therefore, enrollment is based on only one semester’s data. Specific content areas for the MAT are listed in WV Policy 5100. 3The Post Baccalaureate/Alternative Certification was discontinued in 2010; however, one student who was enrolled prior to the discontinuance of the program returned to complete her student teaching requirement and received her degree in May 2012. 4An EDPD 800 level course was developed and approved for non-degree, professional development during fall 2010. Courses under the EDPD may be created for special topics in various areas for professional development within the graduate program. EDPD course information has been separated in enrollment and seat count data; therefore, there was an adjustment in the 2010-11 data point within the non-degree seeking and total seat count rows. The e-Learning Program courses, provided by the West Virginia Department of Education, fell under the EDPD in fall 2011. According to the WVDE (2012), e-Learning “provides West Virginia educators with quality professional development opportunities designed to address content knowledge and the skills required to improve student performance.” The WVDE provides courses and faculty for the E-Learning Program.

INNOVATION

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6. STUDENT CIVIC ENGAGEMENT GOALS: 1. Increase the percentage of first year students involved in civic engagement from the 2007‐2008

baseline of 45% to 75% by 2012.

2. Increase the number of classes and capstone experiences involving civic engagement and civic

responsibility projects from 6 in 2007‐2008 to18 by 2012.

3. Increase the number of ALEF volunteer members from 29 in 2007‐2008 to 49 by 2012.

4. Increase the number of Bonner Scholars from 62 in 2007‐2008 to 78 by 2012.

5. Increase the number of AmeriCorps members from 22 in 2007‐2008 to 42 by 2012.

6. Increase the number of student organizations active in service and civic engagement from 14 in

2007‐2008 to 35 by 2012.

Table 18: Concord University Student Civic Engagement Goals

GOALS Fall 2008

Fall 2009

Fall 2010

Fall 2011

Fall 2012

UNIV 100 civic engagements participants

45% 50% 60% 70% 75%

Civic engagement curricular infusion 6 8 10 12 18

ALEF volunteer members 29 34 39 44 49

Number of Bonner Scholars 62 65 68 71 75

AmeriCorps members 22 27 32 37 42

Student organizations active in service/civic engagements

14 20 25 30 35

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PROGRESS REPORT: Table 19: Progress—Concord University Student Civic Engagement Goals

PROGRESS Fall 2008

Fall 2009 Proposed

Fall 2009 Actual

Fall 2010

Proposed

Fall 2010 Actual

Fall 2011

Proposed

Fall 2011

Actual UNIV 100 civic engagement participants

45% 50% 76% 60% 70% 70% 70%

Civic engagement curricular infusion

6 8 12 10 10 12 12

ALEF volunteer members

29 34 33 39 32 44 44

Number of Bonner Scholars

62 65 69 68 68 71 69

AmeriCorps members 22 27 25 32 25 37 0*

Student organizations active in service/civic engagements

14 20 36 25 39 30 41

*Previous cohort ended in Fall 2010. New cohort started in Spring 2012. GOAL 1: In 2011-12, service projects were again included in the UNIV 100 First Year Experience course, with a 70% participation rate in the fall semester. Projects were coordinated by two part-time staff members working through the Bonner House for Campus-wide Community Service. Additionally, 10 course instructors (32%) participated in the community service projects. Projects were completed with the following local agencies:

· Bluefield Union Mission · City of Princeton, WV · Children’s Home Society of WV · Town of Bramwell, WV · Heaven Sent Ministries’ Food for Children Program · Make a Child Smile · Mercer County Animal Shelter · Mercer County Convention and Visitors Bureau · Mercer County Schools, Athens Elementary and Athens Elementary PTO · Mercer County Schools, Sun Valley Elementary and Sun Valley PTO · Pam’s Place Domestic Violence Shelter · Town of Athens, WV · WV Division of Natural Resources, Pipestem State Park

GOAL 2: Two additional service-learning courses were funded through WV Campus Compact Campus-Community Link grants. Courses offered through the Divisions of Fine Arts (Communication Arts) and Social Sciences (Recreation and Tourism Management) worked on specific projects submitted by HUB communities:

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• Williamson, WV. Williamson Redevelopment Authority.

Project: Online Marketing Plan

Lead Faculty: Dr. Jennifer Robinette, Assistant Professor of Communication Arts

Grant: $5,000

• Williamson, WV. Williamson Redevelopment Authority. Project: Sycamore Recreation Park

Lead Faculty: Dr. Susan Williams, Associate Professor of Recreation and Tourism Management

Grant: $5,000

Dr. Lewis Cook, Instructor of Geology, and Dr. Susan Williams, Associate Professor of Recreation and Tourism Management, along with Ms. Kathy Ball, Director of the Bonner Scholars Program, attended the WV Campus Compact annual conference held at West Virginia University on April 20, 2012. GOAL 3: The number of ALEF volunteer members grew from 32 to 44, falling 5 short of the goal. GOAL 4: With 69 student participants for the Fall 2011 term and 65 participants for the Spring 2012

term, students in the Bonner Scholars Program completed over 18,000 hours of community service. In

the summer of 2012, 40 Bonner Scholars completed over 11,000 hours of community service.

Additionally, the Bonner Scholars program organized an international service experience to Nicaragua

during the 2012 summer. Eleven students and two staff members participated in this cultural service

trip and spent nine days working with Vision Nicaragua and the communities they serve. The Bonner

Program began the Fall 2012 term with 72 student participants.

An Alternative Break Trip to Charleston, South Carolina, was organized through the Bonner House for

Campus‐wide Community Service. Fourteen students worked from March 9 to March 14, 2012, helping

a number of organizations in the Charleston area: Dee Norton Lowcountry Children’s Center, Sea Island

Habitat for Humanity, Lowcountry Orphan Relief and the Lowcountry Food Bank. Students were able to

receive course credit for this experience through POSC 225 Political Science Civic Engagement, PSY 350

Psychology Civic Engagement or SOWK 350 Social Work Civic Engagement.

GOAL 5: AmeriCorps positions are available to students through the Bonner Scholars Program. The

Corella and Bertram Bonner Foundation has a national direct grant from the Corporation for National

Service and makes AmeriCorps slots available to their partner institutions. The CU AmeriCorps Program

had its previous cohort complete their terms of service in the Fall 2010 term. Due to changes in staffing

at the Bonner House a new cohort was not started until the Spring 2012 term. The new cohort of three

students, with a focus on Mentoring and Academic Assistance, is much smaller than the previous cohort

of 25 students but is manageable in terms of documentation and reporting. It is anticipated that this

program will gradually rebuild to an appropriate capacity so that all required guidelines, documentation,

training and reporting can be managed within the current Bonner House staffing numbers.

The Bonner Scholars Program was again awarded $4,000 through the WV Division of Tobacco

Prevention for a Tobacco Education Grant. The grant provides a stipend for one student coordinator

and provides funding for the Against Tobacco group on campus and various tobacco education activities.

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Many service projects/activities were held on‐campus and in the local community during the 2011‐12

year:

• Athens/Concord Town Social • Health and Wellness Fair • Make a Difference Day Projects • Invisible Children Book Collections • Community Holiday Event • Salvation Army Christmas Tree • College Goal Sunday • PostSecret Event • Hunger and Homelessness Awareness Week • Earth Day Projects • Box City Event • American Cancer Society Relay for Life • WE CAN Mentoring Program “Olympics”

GOAL 6: The Service Council continues to be active on campus and provides an avenue for student

organizations to work collaboratively on projects and events. The group members also coordinate their

own service projects each term, last year conducting a Scholastic Book Sale to raise funds and earn

books for the Concord University Child Development Center.

The students at Concord’s Beckley campus, with the direction and assistance of Ms. Lori Pace, Instructor

of Sociology and Beckley campus Student Activities Coordinator, continued to be very active with

numerous service initiatives during the 2011‐12 year:

Dream Center Food Distribution

9/11 Monument Dedication, Word Park, Beckley, WV

Sherrie’s Sweep annual clean‐up

EOC Emergency Planning Exercise

Domestic Violence Awareness Month

Women’s Resource Center

Beckley’s Chili Night for Women’s Resource Center

Just for Kids Child Advocacy

Stewards of Children Training

Veteran’s Collections with VA and Shady Spring HS Key Club

Teens for Jeans

Pinehaven Homeless Shelter, Homelessness Awareness Events

Holocaust Remembrance Display

American Cancer Society Relay for Life

Earth Day 10K Run and Festival

7. DIVERSITY PROGRESS REPORT 2011-2012

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Concord University Board of Governors (BOG) policies codify the institution’s commitment to promoting diversity. The Policy on Social Justice (BOG Policy 29) commits Concord to “implementing a mutual understanding and respect among all individuals and groups at the institution.” The Affirmative Action/Equal Opportunity Policy (BOG Policy 47) “reaffirms Concord University’s commitment to the full realization of Affirmative Action and Equal Employment Opportunity in its employment practices.” Additional BOG policies that protect and promote diversity among faculty, staff, and students include Policy 20-Students Rights and Responsibilities, Policy 24 -Undergraduate Admissions to the University, Policy 37-Sexual Harassment, and Policy 44-Military Call-Up of Faculty, Staff, or Students. Concord University publications such as the Academic Catalog, Faculty Handbook, Student Handbook, and faculty/staff position advertisements also affirm the University’s commitment to diversity and equal opportunity. As of fall, 2012, women are 45% of Concord’s faculty. The faculty includes Native Americans, African-Americans, and Asian-Americans. Seven faculty members (5%) hail from foreign countries. Concord’s staff is 53% women and 47% men. Of the 144 staff members, 6 are minorities (4%; 5 African-Americans and 1 Asian-American). Concord University students are a diverse population. In fall 2011, females were 60% of the student population. At that time, ethnic and racial minorities were 8% of Concord’s student body. African-Americans are the leading minority group, accounting for 5% of the student body. Hispanics, Asians, Native Americans, and Pacific Islanders comprise the remaining 3% of the students. As discussed in Elective Element 1: Global Awareness, Concord’s international student populations reached 100 in Fall 2012 due to an increase of 40 new international students over fall, 2011. Concord’s international students come from 32 countries. Adult students also diversify the student body. As presented in Elective Element 3: Educational Services to Adults, adult students numbered 638 in fall, 2011, 20% of the University’s student headcount. Please see Elective Elements 1 and 3 for a full discussion of initiatives to serve international and adult students, respectively. Additionally, Concord University’s student clubs and organizations are inclusive and promote diversity. The University provides faculty advisors and meeting space to organizations/clubs that are diverse in terms of gender, religion, political affiliation, sexual orientation, race, and ethnicity. Examples of student organizations/clubs include Amtgard, Campus Crusade for Christ, Circle K, College Republicans, CONCORD Film Society, Eco Club, Geo Club, Investment Club, International Club, Lady Eights, Newman Club, Triangle Association, Spanish Club, Young Democrats, as well as fraternities and sororities. The Office of Multicultural Affairs received a grant from the West Virginia Higher Education Policy Commission for its diversity for equity initiative to provide a campus environment that promotes mutual understanding. In 2011-2012, grant funds were used to support the elimination or reduction of discriminatory behavior through educational opportunities, development of

83

awareness and promotion of acceptance and appreciation of human diversity. Specific grant-funded activities include hosting an international festival that celebrates diversity, sponsoring Black History Month, an art exhibit titled Secret Quilt Codes, and student attendance at the Black Student Leadership Conference at Washington and Lee University.

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AppendixA:InstitutionalCompactReports,2007‐2012withGoals

Concord University Base Year

2007-2008 Year 1 Actual Year 2 ActualYear 3Actual

Year 4 Actual

Year 4 2011-12

Target Year 5

2012-13

1aTotal Fall Headcount Enrollment* 2,735 2,812 2,882 2,822 2,797 2,895 2,920

1b Annualized FTE Enrollment* 2,611 2,611 2,729 2,789 2,831 2,750 2,774

2a1st to 2nd Year Retention(first-time, full-time degree-seeking freshmen)* 61**** 64 63 65 61 65 66

2bAvg Retention Rate of Institution Peers (median)* 66.0 68.5 67.1 64 67 N/A N/A

3aGraduation Rates, Bachelor degree seeking first-time, full-time freshmen (same inst)* 38 32 32.9 39 34 35 36

3b

Graduation Rates, including those transferring out and completing degrees at other institutions** 39.5 29 36.9 38.0 41.2 41.0 41.0

3cAvg Graduation Rate of Peers (Median)* 36.0 37 37.2 37.5 35.00 N/A N/A

Degree Production**

Certificate

Associate 2 1 Bachelor 350 400 336 401 432 383 390Masters 27 24 22 27 24 31 321st Professional

Doctoral

Total Degrees 379 425 358 428 456 414 422

5Number of undergraduate degrees in STEM & Health Fields*** 75 61 62 69 84 83 858/24/2012

** HEPC data

**** Changed from 71% due to a data correction.

Institutional Compact Reports, 2007-2012 with Goals

* IPEDS data

*** STEM fields were determined in conjunction with EPSCOR. The CIP codes utilized are on the attached worksheet and include degrees classified as "NSF LSAMP", "NSF +"' and "Technology."

Measure

4

Goals

85

Concord University Board of Governors Meeting of December 11, 2012 ITEM: Approval of granting of posthumous degree RECOMMENDATION: RESOLVED, that the Concord University Board of

Governors approves the granting of the Bachelor of Science in Business Administration degree, posthumously, to Mr. Ethan Allen Alderman.

STAFF MEMBER: Kendra Boggess BACKGROUND: Concord University student, Ethan Allen Alderman, passed

away during the Fall Semester on November 9, 2012. This degree will be presented during the December 2012 Commencement ceremony.

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87

Volleyball -Qualified for WVIAC Tournament the third consecutive year. -Sarah Jones earned second team All-WVIAC honors. Community Service -Members of the many of the CU athletic teams read to students at Athens Elementary school earlier this month. -Baseball has nearly completed their 1,000-hour project.

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Student Affairs Committee Concord University Board of Governors

December 11, 2012 The State Room—Jerry & Jean Beasley Student Center

Committee Members

Elliot Hicks, Chair, Amy Pitzer, Adam Pauley, Steven Collins, Frank Blackwell, Greg Allen

University Staff Marjie Flanigan, Rick Dillon, Kevin Garrett

Athletics: See attached report. Student Center/Campus Activities: Facilities (SII): Bookstore renovations and upgrades are complete, with positive feedback from students, faculty, staff, and visitors. The work was a combined effort between Bookstore operator Follett and Concord’s maintenance staff. Discussions with Aramark are underway for a Sports Bar-themed addition in the Subway Sides area, with work scheduled to begin July 2013. Future projects include switching spaces of the current 2nd floor commuter lounge and 1st floor Veterans Lounge, and physical upgrades to the Game Room. Interviews are underway for the vacant Student Center Director position. Despite the vacancy, various activities have been very successful, including a weekend trip to Scarowinds (Charlotte, NC); Up Late; football tailgates; Bingo; Zumba; Halloween activities; Veterans Day events; Red Cross Blood Drive; flu shot clinic; Mind Games Game Show; Comedy night; and Salvation Army Christmas Tree fundraiser. Beckley Student Activities: Sociology Instructor Lori Pace coordinates numerous and varied Student Activities in Beckley, most with a service-learning focus. October activities in recognition of Domestic Violence Awareness Month include: hosting a Chili Booth night for the Women’s Resource Center; pinning purple ribbons around town; Candlelight Vigil; Women’s Resource Center raffle (organized by students Pam Wallace and Jennifer Weiss, raised over $3,000); food distribution; and other worthwhile projects. This month, students are assisting with Toys-for-Tots and partnering with Mt. Hope Elementary School PTO for the Keep a Child Warm project, collecting hats, gloves, and filling a fruit basket for each student (250 enrolled students). The Toys-for-Tots campaign will benefit children in Raleigh, Fayette, Mingo, Nicholas, Webster, and Wyoming Counties. Bonner Scholars Events/Activities: The Bonner program organized service projects for Make a Difference Day, with four local agencies: CU Child Development Center; Wade Center (Bluefield, WV); Pipestem State Park; and Tender Mercies (Princeton, WV), with 63 Bonner and non-Bonner student participants. One-on-one meetings were held with Scholars to monitor and address progress. Other activities include a Semillitas Bake Sale (for a small non-profit in Buenos Aires that aids at-risk youth; senior Bonner Scholar Courtney Neese volunteered there this summer); Hot Chocolate Social; WE CAN Christmas Party (social service agency for children); end-of-semester celebration, and informative monthly meetings.

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Bonner Congress: Senior Scholars Erica White and Adam Pauley represented Concord at the annual Bonner Congress meeting held at Waynesburg University on October 19 and 20. Information is available on the Bonner Foundation’s wiki at: http://bonnernetwork.pbworks.com/w/page/13112510/Fall%20Bonner%20Congress%20Meeting WV Campus Compact: CU student representatives Adam Pauley and Erica White organized well-attended presidential debate and results-watching events, held in Subway Sides, with the support of faculty members Dr. Sally Howard and Dr. Jim White. The successful series were part of the national Campus Compact initiative and encouraged student participation in the voting process. UNIV 100 Service Projects: Recent UNIV 100 projects include participation at fall festivals at Ceres and Athens Elementary Schools; a landscaping project at Pikeview Middle School (media coverage in Princeton Times); and the Princeton Christmas Parade with the Children’s Home Society. Multicultural Affairs/Disability Services: Eleven international students stayed with host families during Thanksgiving break. Transportation was provided to MegaBus (Christiansburg, VA), Greyhound (Bluefield, WV), and Amtrak (Hinton) for students without vehicles/options. Concord has been accepted as a host for the Global Undergraduate Exchange Program in Pakistan (Global UGRAD-Pakistan) for spring 2013 semester. Multicultural Affairs sponsored two meetings to re-activate the Black Student Union organization. Plans are underway for Black History Month (February 2013). The Office of Disability Services (ODS) is continuing to provide services to students with disabilities. Students registered with the ODS are being contacted to arrange appropriate accommodations for end-of-semester exams. Housing and Residence Life (SII) (Please see attachments): Several building improvement projects are underway or completed, including: Sarvay Hall kitchen and study area; hallway painting in Wilson Hall; designated Wilson Hall room for Admissions to utilize for campus tours. Noteworthy programming for fall semester includes: Fire Safety w/ Athens Fire Dept. (South Towers); Breast Cancer Awareness, Women’s Health Issues (North Towers); Charity Poker Tournament—Canned Food for Homeless (Wooddell); Community Trick-or-Treat & Halloween Carnival in conjunction with Sigma Tau Gamma Fraternity (Wilson & Sarvay); Bath Salts Awareness, organized by Social Work Organization (Wilson). CU Events: The Office of Special Events assisted with numerous events in October and November, including: Appalachian Long Distance Hiking Association Gathering; 3 weddings and 2 scheduled for December; Higher Learning Commission visit; Women’s Expo; Veterans Day Celebration, including Remembrance Day National Roll Call; Ethan Alderman Memorial Service.

Student Support Services (SSS): Drop-in and One-on-One tutoring is on-going, with SSS students recording 122 hours of tutoring. Six student improvement workshops were held on topics including: study skills; test taking strategies; test anxiety; money management; and “Girls’ Night Out” with Dr. Jamette Huffman discussing women’s health issues. Planning is underway for College Goal Sunday (February 10, 2013), with sites on the Athens and Beckley campuses. A Student Appreciation Luncheon is planned for December 7th. SSS Director Terri Philpott was sworn in as President of WV TRIO at the annual conference, held in Charleston, WV in October for a one-year term. Terri Philpott, Darrick Scott (SSS Counselor), and Diane Grych (Education) are co-advisors of the re-activating Black Student Union organization.

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Academic Success Center: Retention (SII): ASC staff contacted and worked with students with midterm deficiencies. The November-December edition of the Parents Club newsletter is scheduled for distribution to over 700 members in early December. ASC staff will assist with December advising for new students. Thus far for fall 2012, SMARTHINKING online tutoring has 240 total sessions for 139.28 hours of tutoring (most utilized is math—basic to calculus, followed by the Essay Center). The ASC will contact students who are registered for fall 2012 who have not pre-registered for spring 2013. Attached is the retention data distributed at the October 2012 Board of Governors’ meeting. Upward Bound: Staffing is complete for the new Greenbrier/Mercer/Monroe UB program: Program Assistant—Sabrina Shrader; Educational Outreach Counselor—Katrina Matney. UB participated in the Take a Veteran to School program in November, along with other Veterans Day activities. Congressman Nick Jo Rahall continues to assist CU with an appeal to the U.S. Department of Education regarding a review of the Veterans Upward Bound program application. Professional Development: Friday, October 19: Bonner hosted an on-campus webinar: Improving the Persistence of At-Risk Students: High Impact Practices That Work: attended by staff from Student Support Services, the Academic Success Center and Upward Bound, and Bonner staff. Residence Life staff Megan Webber, Anthony Simms, and Bill Fraley attended the Mid-Atlantic Association of College and University Housing Officers (MACUHO) Conference in Baltimore, Maryland (November 7-9, 2012). Tammy Monk (Career Services Director), Steve Jarvis (Academic Success Center), and Marjie Flanigan (VP Student Affairs) attended the Higher Education Policy Commission’s Retention Seminar with Dr. John Gardner. Dr. Gardner focused on the importance of Academic and Student Affairs partnerships and a structured sophomore and senior year experience.

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WV State College and UniversitiesAnnual Room and Board for 2012-13

Concord

University

West Virginia

University *

Shepherd

University

WVU

Institute of

Technology

Glenville

State College

Marshall

University

West Liberty

University

Fairmont

State

University

Potomac State

College

West Virginia

State

University **

Room $3,762.00 $5,304.00 $4,654.00 $4,968.00 $4,830.00 $4,936.00 $4,720.00 $4,156.00 $3,970.00 $2,950.00

Board $3,624.00 $4,134.00 $3,770.00 $3,446.00 $3,570.00 $3,418.00 $3,480.00 $3,592.00 $3,550.00 $3,854.00

Total $7,386.00 $9,438.00 $8,424.00 $8,414.00 $8,400.00 $8,354.00 $8,200.00 $7,748.00 $7,520.00 $6,804.00

$ Difference $2,052 $1,038 $1,025 $1,014 $968 $814 $362 $134 $ ‐852

% Difference 28% 14% 14% 13% 13% 11% 5% 2% -7.80%

* WVU Room Rate is an average of all 6 prices, which range from $4,648.00 ‐ $5,960.00.

** WV State University Board Rate was determined by subtracting Room Rate listed from estimated room & board cost on their Budget

$0.00

$1,000.00

$2,000.00

$3,000.00

$4,000.00

$5,000.00

$6,000.00

$7,000.00

$8,000.00

$9,000.00

$10,000.00

Board

Room

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Campus Residential Occupancy1999-2012 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

# of Fall Residential

Students 1010 1085 1068 1054 1037 1010 1011 1010 1050 1184 1132 1120 1042 957# of Spring Residential

Students 857 887 937 950 920 919 850 870 859 934 997 1038 1008 * 904

Percentage Retained: 85% 82% 88% 90% 88% 91% 84% 86% 82% 79% 83% 93% 97% 94%

Average AVE= 2004‐2007 =1020 Fall/875 Spring, 85.8% Retention AVE= 2009‐2012=1063 Fall/987 Spring, 93%

* Number of Students Who are Expected to Return as of 11‐21‐2012

0

200

400

600

800

1000

1200

1400

1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

# of Fall Residential Students

# of Spring Residential Students

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Concord University [Retention Data, 10/23/12]

Fall 2012 Fall 2011 Average (5‐6 year)

Retention (1st yr cohort)

63% 61% 62.28%

Graduation Rate (FTF) 34% 39% 36.4%

HS GPA 3.26 3.27 3.29

ACT 21.22 21.28 21.28

Meeting SAP 1611* 1660* 1974*

Concord GPA 2.82 2.78 2.73

# Veterans 102 90 86

*of those receiving federal student aid

Fall

2006

Fall 2007 (Base Year)

Fall

2008

Fall

2009 Fall

2010

Fall

2011

Fall 2012

Average

Concord Retention

59 61 64 63 65 61 63 62.28

Peer Retention 66 66 68.5 67.1 *unknown *unknown

*unknown

Enrollment Trends:

Up in Transfers, Readmits, Returning Increase of Beckley-only students (22 for Fall 2012) For Fall 2012, larger increase of in-state students; decrease in discounted tuition for out-

of-state students

Of interest:

Majors: o Increase in RBA o Increase in Pre-professional Chemistry; minor decrease in pre-professional

Biology o Increase in Environmental Geoscience o Increase in Computer Science/Computer Information Systems o Increase in Social Work o Increase in Recreation Tourism o Decrease in Interdisciplinary Studies o Decrease in Medical Technology o Decrease in History

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Office of Advancement December 11, 2012

10/10/12 to 11/26/12 FY13 FY12 Foundation: Gifts 49 107 424 Donors 49 107 382 Total $244,391.40 $319,088.63 $1,928,313.14 Charitable Gift Annuity 2 Total $50,000 Research Trust Fund $101,600 $101,600 $23,400 Pipeline Jan. 2013 $25,000 TOTAL $150,000 NIP (Neighborhood Investment Program) Awarded by WVDO $5,805 $5,805 $15,900 Tax Credits Awarded by CU $5,805 $5,805 $15,900 Tax Credits Remaining $0 $0 $0 Donations Received $11,800 $11,800 $31,800 Charleston Dinner $22,400 $24,425.91 Greenbrier Dinner ------- President’s House $74,750 Alumni Affairs: CU Alumni Assoc. Memberships 265 265 265 Dues Collected $9,341 $9,341 $12,416.98 CUAA Lifetime Memberships 11 11 -------- Dues Collected $5,510 $5,510 Special Event Fund-raisers $14,423.45

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Office of Advancement Continued Alumni Engagement Activities Oct 25 Cole Chevy Four Seasons Teacher of the Year (Business After Hours) Oct 26 PMCCC Women’s Expo Nov 8 Greater Greenbrier Chamber of Commerce Business Show Nov 9 Veterans Ceremony Nov 14 CU Employee Alumni Chapter Meeting Nov 16 Teacher Recruitment Day Upcoming Events: Nov 19-30 Holiday Tree Decorating Nov 26-30 Alumni Gown Steaming Nov 28 Pigs for a Blanket (freshman/sophomores) Nov 29 Chuck Mathena Center “A Christmas Carol” – CU Sponsored Night Dec 1 CUAA Executive Council Meeting Dec 4 Holiday Open House Dec 6 Senior Dinner Dec 15 Fall Graduation Jan 10 Beckley Area Alumni Chapter Meeting Mar 16 CU Foundation: Greenbrier Dinner Alumni Magazine Winter Issue – February 2013

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Board of Governors Report – December 11, 2012 Meeting Office of Admissions and Financial Aid Admissions The fall 2013 recruitment travel in the Mid‐Atlantic area is winding down and soon will conclude. The admissions staff traveled throughout the Mid‐Atlantic area to college fairs and programs for high schools, individual high school visits, community college visits and national ‐ regional college fairs to market the University including the states of West Virginia, Virginia, Delaware, Maryland, Ohio, District of Columbia and abroad including Jordan, UAE, Qatar, Bahrain, Kuwait, Thailand, Vietnam, Malaysia, Indonesia and China. The Admissions staff is currently visiting and revisiting high schools throughout West Virginia and Virginia in the primary and secondary markets. Weekday visits continue to increase as we move into the winter months. We look forward to a busy time with individual visits and winter Discover Days. The Scholarship of Distinction (SOD) interviews will begin soon. We will be inviting the highest achieving academic students and their parents to campus for an interview. The Scholarship of Distinction (SOD) is the highest level of academic scholarships. The Office of Admissions Office has concluded the fall Discover Day visitation opportunities. The automated mailing system and additional communication plans to interested students are in full swing for Spring 2013 and Fall 2013 and will continue throughout the recruitment period. The Office of Admissions will be hosting the last Discover Day for the fall this Friday, November 30.

The Office of Admissions enrolled students from all 55 West Virginia counties this fall and the feeder West Virginia counties continue to produce the largest amount of students. In a recent report we have increased the number of students in the feeder counties over the past three years. We now have data on the students that were accepted to Concord University for the fall but decided to attend another institution. This information is provided by the National Student Clearinghouse and informs the University on the name of the institution. Also, we now have the Entering Student Survey data from ACT on the new students from the University 100 courses. The Office of Admissions continues to surveys all individual visitors, Open House and Discover Day participants. The information from The National Student Clearinghouse, Entering Student Survey ‐ ACT and the visitor surveys allow the University to use this data to be more effective in recruitment. In conjunction with Academic Affairs we will be hosting new student (first time freshmen, transfer and readmit students) advising for spring 2013 classes on Thursday, December 6 and Friday, December 7. An additional open registration for spring 2013 courses (first time freshmen, transfer and readmit students) will be offered on Tuesday, January 22. Winter and Spring Projects We have scheduled the winter and spring admission and financial aid activity calendar and will be offering again this year Discover Days, Scholars of Distinction interviews, Maroon and Gray Day, Accepted Student Receptions, and many other activities. Discover Days (tentative) Friday, January 25 Friday, February 8 Friday, February 22 Friday, March 8 Friday, March 22 Wednesday, March 27 Friday, April 5 Friday, April 19 Saturday, April 20 Friday, April 26 Friday, May 3 Accepted Student Receptions (tentative) Sunday, March 17 – Thursday, March 21 Sunday, March 24 – Thursday, March 28 Maroon and Gray Day (tentative)

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Saturday, April 6 Application ‐ Accepts As of Tuesday, November 27 we have the following data for a weekly Banner report for the Spring 2013 and Fall 2013 regarding applications and accepts. Domestic Applications – Accepts for Fall and Spring 2013

Fall 13 993 – 281 Fall 12 1104 – 292

Fall 11 1033 – 216

Fall 10 847 – 341

Fall 09 671 – 186 International Applications – Accepts for Fall and Spring 2013

Fall 13 53 – 3 Spring 13 143 – 68 Fall 12 9 – 0 Spring 12 22 – 8

Fall 11 7 – 0 Spring 11 21 – 3

Fall 10 20 – 0 Spring 10 32 –2

Fall 09 9 – 0 Spring 09 17 – 7 Financial Aid The Financial Aid Office continues to assist current Concord University students and parents. We will be implementing several initiatives in the winter months to make current Concord University students aware of re‐filing the Free Application for Federal student Aid (FAFSA) and encouraging new students to file the FAFSA. The Financial Aid Awareness campaign is a proactive activity for new and current students. In November, the Concord University Financial Aid office hosted in conjunction the West Virginia Association of Student Financial Aid Administrators (WVASFAA) the 2012 High School Counselors Workshop. The Financial Aid Office is in the process of awarding financial aid to new students for the Spring 2013 semester and continuing to assist current Concord students and parents with financial aid for the Spring 2013 semester. Several staff in the Financial Aid Office are attending the National Federal Student Aid Conference (NFSA) in Florida. Also, the Office of Admissions and Financial Aid will be participating in the annual College Goal Sunday event on Sunday, February 10. The University will host two locations one on the main campus and one at the Erma Byrd Higher Education Center in Beaver. The HEPC ‐ CFWV will host 22 sites throughout West Virginia. Kent Gamble Director of Enrollment Concord University

Spring 13 307 – 125 Spring 12 330 – 148

Spring 11 292 – 154

Spring 10 227 – 105

Spring 09 225 – 96

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Concord University

Board of Governors

Finance & Facilities Report

Date 12/11/12

Business & Finance: Operating revenues collected through October are approximately 4% greater than the same period in FY 2012. Tuition revenues have increased 16% due to both the 5% fee increase approved last spring and a change in the mix of students for the fall semester. Operating expenses have increased in FY 2013 but remain within acceptable limits. Certain auxiliary revenues are not yet reflected in the statements. As a result, auxiliary revenues and expenses are under review and will be adjusted accordingly.

As reported in September, the State has announced a 7.5% budget reduction for FY 2014. This 7.5% cut will result in an $800,000 reduction in State appropriations for Concord. The HEPC is seeking an exemption for higher education. The result of this effort remains unknown at this time. In anticipation of this reduction the management team has identified potential sources of savings. Some cost reduction measures will be implemented in the current budget year to minimize the impact on the University’s operations in FY 2014.

Facilities: Within the past few weeks, the Concord University Bookstore completed all renovations and upgrades. The work was a combined effort between Follett the bookstore

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FY 2013 Beginning Balance Change

Cash Reserves * 1,405,655$ 1,405,655$ -$

Bond Sinking Funds:

Student Center 472,361 228,177 244,184

Day Care Center 25,446 12,223 13,223

North & South Towers 305,289 - 305,289 Capital Accounts (Contingency) 100,000 100,000 -

903,096 340,401 562,695

Operational Funds:

Education & General Funds 650,722 (812,623) 1,463,345

Dedicated Funds 1,471,530 1,195,749 275,781

Auxiliary Enterprise Funds 1,229,111 (50,270) 1,279,381

Capital Repairs & Improvement Funds 184,388 428,138 (243,750)

3,535,751 760,994 2,774,757

Subtotal 5,844,502 2,507,050 3,337,452

Restricted Funds:

Permanent Endowment Funds 2,830,254 2,891,902 (61,648)

Payroll Clearing Funds - 657,244 (657,244)

State Grants & Contracts 617,613 229,125 388,488

Federal Grants & Contracts 36,291 26,499 9,792

3,484,158 3,804,770 (320,612)

Total Available Cash 9,328,660$ 6,311,820$ 3,016,840$

10/31/2012 10/31/20112 Accounts Receivable Balance 1,566,887$ 1,683,090$

Revenue Budget (Operational funds only.) 26,306,014$ 25,666,420

Percentage outstanding 5.96% 6.56%

3 Total State Appropriated 10,206,804$ 10,164,340$

Collected to Date 4,286,858 4,269,023

Remaining balance to be paid in variable amounts on the 1st day of each quarter 5,919,946$ 5,895,317$

CONCORD UNIVERSITY

SCHEDULE OF CASH ACCOUNTS AND CASH RESERVE CALCULATIONS

AS OF OCTOBER 31, 2012

* (1) Cash reserves represent those funds set aside for emergencies or future use. At times, it may become necessary to use these funds as leverage for operational funds. (2) Cash reserve funds are not used in funding expense budgets for any given year with the exception of the capital improvement accounts. Capital projects may use beginning cash balances to complete capital projects included in the current years budget.

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Budgeted Amount

Actual Transactions

to DatePercentage

ChangeBudgeted Amount

Actual Transactions

to DatePercentage

Change

EDUCATION & GENERAL OPERATIONS:

Operating Revenues

State Appropriations 10,206,804$ 4,286,858$ 42.00% 10,164,340$ 4,269,023$ 42.00%

Tuition and fees 16,718,912 7,581,697 45.35% 14,952,696 6,518,374 43.59%Federal grants and contracts 2,020,803 719,278 35.59% 1,527,137 442,421 28.97%State and local grants and contracts 3,885,437 1,680,234 43.24% 4,532,183 2,078,312 45.86%Private grants and contracts 126,728 263,527 207.95% 155,400 165,490 106.49%Pell Grants 6,048,000 2,871,697 47.48% 6,029,878 3,014,939 50.00%Sales and services of educational activities 5,920 1,999 33.77% 5,920 399 6.74%

Investment income 26,331 1,919 7.29% 36,524 1,272 3.48%

Other operating revenue 235,340 25,813 10.97% 676,489 290,129 42.89%Total Operating Revenues 39,274,275 17,433,022 44.39% 38,080,567 16,780,359 44.07%

Operating ExpensesCore Operating Expenses

Primary Mission CostsInstruction 12,734,118 4,474,242 35.14% 11,568,729 3,941,507 34.07%Academic support 1,662,774 443,484 26.67% 1,915,577 527,739 27.55%Research 251,700 8,234 3.27% - - 0.00%Student services 2,491,468 804,350 32.28% 2,451,829 741,839 30.26%Scholarships and fellowships 12,441,255 6,444,279 51.80% 12,319,255 5,585,899 45.34%

Subtotal Primary Mission Costs 29,581,315 12,174,589 41.16% 28,255,390 10,796,984 38.21%Other Core Operating Expenses

Operations and maintenance 2,020,035 604,390 29.92% 1,960,682 456,771 23.30%

Institutional support 3,973,551 1,370,795 34.50% 3,721,246 1,417,969 38.10%Public service 1,181,546 251,546 21.29% 1,177,931 255,701 21.71%Fees retained by the Commission 161,204 81,467 50.54% 161,204 80,521 49.95%

Transfers Out - Debt Service - E&G 349,059 74,882 21.45% 410,453 148,111 36.08%

Transfers Out - Equipment & Other Assets Purchases - E&G 1,523,348 610,611 40.08% 2,146,932 412,817 19.23%

Subtotal Other Core Operating Expenses 9,208,743 2,993,691 32.51% 9,578,448 2,771,890 28.94%

Total Core Operating Expenses 38,790,058 15,168,280 39.10% 37,833,838 13,568,874 35.86%

Net operating income 484,217 2,264,742 246,729 3,211,485

Other Revenues, Expenses, Gains and Losses - -

Permanent restricted endowment gifts - - 0.00% 430,852 - 0.00%

Other post employment benefits (OPEB) expense (177,500) - 0.00% (1,609,200) - 0.00%

Net Other Revenues, Expenses, Gains and Losses (177,500) - 0.00% (1,178,348) - 0.00%

Increase (Decrease) in Net Assets 306,717 2,264,742 (931,619) 3,211,485

Concord University

October 31, 2012 and 2011

Management Report - Budget to Actual Comparative

Functional Presentation Reported on a Modified Accrual Basis

FY 2013 FY 2012

Budget Comparison.xlsx

101

Budgeted Amount

Actual Transactions

to DatePercentage

ChangeBudgeted Amount

Actual Transactions

to DatePercentage

Change

Concord University

October 31, 2012 and 2011

Management Report - Budget to Actual Comparative

Functional Presentation Reported on a Modified Accrual Basis

FY 2013 FY 2012

AUXILIARY OPERATIONS:

Operating RevenuesAuxiliary enterprises 8,858,415 3,753,152 42.37% 9,161,791 4,306,423 47.00%Other operating revenue 290,173 72,235 0.00% 383,951 95,623 24.90%

Total Operating Revenues 9,148,588 3,825,387 41.81% 9,545,742 4,402,046 46.12%

Auxiliary Expenses 9,339,237 3,050,828 32.67% 9,638,149 3,019,150 31.32%

Transfers Out - Debt Service - Auxiliary 328,004 176,809 53.90% 211,485 69,853 33.03%

Transfers Out - Equipment & Other Assets Purchases 140,039 73,529 52.51% 187,338 61,001 32.56%

Total Operating Expenses 9,807,280 3,301,166 33.66% 10,036,972 3,150,004 31.38%

Net operating income (658,692) 524,221 (491,230) 1,252,042

Other Revenues, Expenses, Gains and Losses

Other post employment benefits (OPEB) expense - 0.00% - - 0.00%

Net Other Revenues, Expenses, Gains and Losses - - 0.00% - - 0.00%

Increase (Decrease) in Net Assets (658,692) 524,221 (491,230) 1,252,042

PROPERTY, PLANT & EQUIPMENT:

Available Funding:

Capital grants and gifts 29,471 29,471

HEPC bond revenue funds 5,832,530 270,858 2,982,530 - 0.00%

Payments on behalf of CU - Aramark 0.00% 108,000 - 0.00%

Transfers In - Debt Service - E&G 349,059 74,882 21.45% 410,453 148,111 36.08%

Transfers In - Debt Service - Auxiliary 328,004 176,809 53.90% 187,338 61,001 32.56%

Transfers In - Equipment & Other Assets Purchases - E&G 1,523,348 610,611 40.08% 2,146,932 412,817 19.23%

Transfers In - Equipment & Other Assets Purchases - Auxiliary 140,039 73,529 52.51% 187,338 51,897 27.70%

Total Available Funding 8,202,451 1,236,160 15.07% 6,022,591 673,826 11.19%

Cash Expenditures:

Capital Asset Purchases:

Equipment & Other Assets 1,663,387 684,140 41.13% 1,704,270 464,714 27.27%

Building Improvements 5,832,530 300,329 5.15% 3,026,510 74,106 2.45%

Principal Payments on Debt Retirement 322,718 149,964 46.47% 269,935 61,506 22.79%

Fees assessed by the Commission for Debt Service 121,217 11,405 9.41% 121,216 80,984 66.81%

Interest on capital asset related debt 233,127 53,079 22.77% 204,506 72,408 35.41%

Total Nonoperating Revenue and Expenses 8,172,980 1,198,917 14.67% 5,326,437 753,718 14.15%

Subtotal 29,471 37,243 696,154 (79,892)

Non Cash Expenditures:

Depreciation Expenses 2,445,000 798,995 32.68% 2,308,250 956,274 41.43%

Income before other revenues, expenses, gains or (2,415,529) (761,752) (1,612,096) (956,274)

Budget Comparison.xlsx

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Concord University Board of Governors Meeting of December 11, 2012 ITEM: Emeriti status for Mrs. Sharon Manzo RECOMMENDATION: RESOLVED, that the Concord University Board of Governors

approves emeriti status for Mrs. Sharon Manzo, retired Administrative Assistant to the President.

BACKGROUND: Concord University Board of Governors Policy 16 establishes a

process to award emeriti status to retiring Concord University faculty and staff for extended meritorious service.

Sharon Manzo worked for the University for 32 years. Before taking

on her responsibilities in the President’s Office for Dr. Beasley and Dr. Aloia, Sharon served as the secretary to the director of the Alumni Association, the Associate Director of Financial Aid, Job Locations and Development Officer, and secretary to the Director of Financial Aid. Sharon has been an active member of the campus community serving as advisor for Alpha Sigma Alpha Sorority for many years and in a number of other leadership roles. Mrs. Manzo exemplifies the characteristics that every student advocate should possess. She demonstrated a strong commitment to students that went above the call of duty on a daily basis.

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Concord University Board of Governors December 11, 2012

ITEM: Conferring of an Honorary Degree RECOMMENDATION: RESOLVED, that the Concord University Board of Governors

approves the conferring of an Honorary Degree to Mr. and Mrs. Charles F. and Laurie Erickson of the Erickson Foundation.

STAFF MEMBER: Gregory F. Aloia, President BACKGROUND: Mr. and Mrs. Charles F. Erickson are recognized across West

Virginia for their continued devotion to philanthropic endeavors at all of the state’s public and private higher education institutions, including providing the funding for the Erickson Alumni Center at University Point at Concord University. Erickson’s late father, Charles O. Erickson, a well-known business and civic leader from Parkersburg, started the tradition of providing generous gifts to build alumni centers at every college and university in West Virginia. The younger Erickson and his wife Laurie have continued that effort. To date, the Erickson Foundation has sponsored 13 alumni centers across West Virginia, all of which bear the Erickson name.

Mrs. Erickson currently serves on the Board of Directors with the

Concord University Foundation, Inc. She also led the effort in raising the funds needed to renovate the Concord University president’s house, an effort that was completed in July 2012.

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Documents

Concord University Board of Governors December … · Concord University Board of Governors December 11, 2012 1:00 p.m. State Room, 2nd floor, Jerry & Jean Beasley Student Center