CONCORD UNIVERSITY Institutional Compact & Progress · PDF fileCONCORD UNIVERSITY . Institutional Compact & Progress Report . ... Concord University October 1, 2010 Page ii Compact

CONCORD UNIVERSITY

Institutional Compact & Progress Report

For Academic Year 2009-10

Master Plan 2007-2012

Submitted to the West Virginia

Higher Education Policy Commission October 1, 2010

Concord University October 1, 2010 Page ii Compact Progress Report

Table of Contents Listing of Tables .............................................................................................................. iii

I. INTRODUCTION .................................................................................................... 2

II. CONCORD UNIVERSITY CORE COMPACT ELEMENTS ................................ 3

1. ENROLLMENT ................................................................................................... 32. RETENTION RATE ............................................................................................ 63. GRADUATION RATES 2009 ............................................................................. 94. DEGREE PRODUCTION .................................................................................. 115. DEGREES IN STEM AND HEALTH FIELDS ................................................ 136. LICENSURE PASS RATES .............................................................................. 167. PERCENTAGE OF FACULTY WITH TERMINAL DEGREES ..................... 188. ASSESSMENT OF STUDENT LEARNING .................................................... 198a. ASSESSMENT OF STUDENT LEARNING – GRADUATE STUDIES ......... 219. ACCREDITATION ............................................................................................ 2310. ALIGNMENT WITH K-12 SCHOOLS ............................................................. 2411. USE OF INSTRUCTIONAL TECHNOLOGY ................................................. 2612. CAREER PLACEMENT .................................................................................... 2813. INSTITUTIONAL FINANCIAL AID ............................................................... 3014. PROGRAMS OF DISTINCTION ...................................................................... 32III. COMPACT REPORTING – ELECTIVE ELEMENTS ..................................... 33ECONOMIC GROWTH ................................................................................................. 331. PROMOTION OF GLOBAL AWARENESS .................................................... 332. PARTNERSHIPS WITH PRIVATE BUSINESS FOR TRAINING AND EMPLOYMENT PURPOSES ....................................................................................... 36ACCESS .......................................................................................................................... 383. EDUCATIONAL SERVICES TO ADULTS ..................................................... 38COST AND AFFORDABILITY ...................................................................................... 414. EXTERNAL FUNDING .................................................................................... 41LEARNING AND ACCOUNTABILITY .......................................................................... 445. EXPANSION OF GRADUATE/POSTDOCTORAL EDUCATION ................ 44INNOVATION ................................................................................................................ 466. STUDENT CIVIC ENGAGEMENT ................................................................. 46

Concord University October 1, 2010 Page iii Compact Progress Report

Listing of Tables

Table 1: Headcount and FTE Information 3 Table 2. Headcount and FTE Goals 3 Table 3: Headcount and FTE Update 4 Table 4: Percent Fall-to-Fall Retention (%) of First-Time, Full-Time Freshmen 6 Table 5: Goal Fall-to-Fall Retention (%) of First-Time, Full-Time Freshmen 6 Table 6: Graduation Rates 9 Table 7: Concord Degrees--Goals to Target Year 2012 11 Table 8: Concord Degrees--Awarded to Target Year 2012 11 Table 9: STEM Degrees Awarded 13 Table 10: STEM Degrees Awarded (Revised) 13 Table 11: Licensure Pass Rates on PRAXIS II Subject Assessments Summary

(Initial Program) (September 1, 2008-August 31, 2009) 16

Table 12: PRAXIS II-Principles of Learning and Teaching Summary (Initial Program), (September 1, 2008 through August 31, 2009)

17

Table 13: Licensure Pass Rates on PRAXIS II Subject Assessments Summary (Advanced Program), (September 1, 2008-August 31, 2009)

17

Table 14: Social Work Licensure Pass Rates 17 Table 15: 2009 Concord Faculty with Terminal Degrees Updated* 18 Table 16: Concord University Student Financial Aid 30 Table 17: Educational Services to Adults 39 Table 18: Fully Online Classes at CU 39-40 Table 19: Institutional Data Report of Enrollment in Courses for M.Ed. 44 Table 20: Goals: Concord University Student Civic Engagement 46 Table 21: Progress: Concord University Student Civic Engagement 47 Appendix A: Institutional Compact Reports, 2007-2012 with Goals 49

Concord University October 1, 2010 Page 1 Compact Progress Report

WV HEPC Issues to Address

Issue #1. Enrollment goals for the planning cycle are unchanged. In 2008, the institution met its interim enrollment goal of 2,810 students. Concord, however, is cognizant of the need to meet the 2010 threshold of no more than 15 percent of its enrolled first-time students admitted conditionally. The university will need to monitor the 2010 admissions process to assure compliance with admission standards in Series 23, Standards and Procedures for Undergraduate Admission at Four Year Colleges and Universities.

The Concord University Admissions Office implemented the requirements of Series 23, Section 3.3 and its subsections as of the fall 2009 semester and will fully meet the requirements in fall 2010. See Core Element 1. ENROLLMENT, page 3.

Issue #2. The number of graduates in STEM fields was only 61 in 2008, lower than the projected goal of 77. The institution, however, has mounted a number of improvement strategies, including upgrades of its lab infrastructure. Additionally, the WV HEPC has recently redefined STEM fields and the new definition does not include Psychology. Table 10 has been added, on page 13, to reflect this change.

See Core Element 5. DEGREES IN STEM AND HEALTH FIELDS, page 13.

Issue #3. The institution has established guidelines for determination of programs of distinction, and in spring 2010, it designated 2 such programs. The programs selected for designation as Programs of Distinction are the Business and Education programs; the process and procedures for selecting the programs are listed in the section titled Core Element #14 of this document.

See Core Element 14. PROGRAMS OF DISTINCTION, page 32.

Issue #4. The SWOT analysis identified external funding as a key strategic activity for the coming years. In this 2010 Compact Update, the institution reports its newly established external funding goals.

See “Elective Element 4. EXTERNAL FUNDING, page 41.”


CONCORD UNIVERSITY West Virginia Higher Education Policy Commission

Institutional Compact and Progress Report for Academic Years 2008-09 & 2009-10

Master Plan 2007-2012 October, 2010

I. INTRODUCTION

A. 2010 Progress Report

This document contains the third 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 last year. 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 CU Institutional Compact was the result of an extremely inclusive process, with input from faculty, middle-level administrators, staff, senior-level administrators, and students who have roles in subsequent Compact progress reports and updates. This 2010 Progress Report has been completed by the authors of the 2009 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.


II. CONCORD UNIVERSITY CORE COMPACT ELEMENTS 1. ENROLLMENT DATA:

Table 1: Headcount and FTE Information: Actual

Fall 2004

Fall 2005

Fall 2006

Fall 2007 (Base

Year) Fall 2008 Fall 2009

Headcount Undergraduate 2,699 2,692 2,663 2,632 2,715 2,649

FTE Undergraduate 2,620 2,796 2,634 2,514 2,664 2,652

Graduate Headcount 121 134 124 103 94 233

FTE Graduate 30 50 48 35 33 81

Total Headcount 2,820 2,826 2,787 2,735 2,812 2,882

Total FTE 2,650 2,846 2,682 2,549 2,697 2,733

GOAL:

The five-year goal for CU undergraduate headcount is 2,800; the five-year goal for CU 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

2,810

2,835

2,865

2,895

2,920

Annualized FTE

2,670

2,693

2,722

2,750

2,774


2010 PROGRESS REPORT:

The Column Actual Fall 2009 Data below represents recent updated results of Headcount and Annualized FTE. Table 3 reflects actual headcounts and enrollment for fall 2009 that are above the established goals.

Table 3: Headcount and FTE Update

Fall 2007 (Base Year

Actual Fall 2008 Data




Total Headcount 2,735 2,812 2,882

Annualized FTE Enrollment 2,611 2,755 2,729

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

• Continued to improve processes and procedures for updating and keeping the Concord website current following our strategy to utilize a competitive, technology-based means of recruiting students to extend the recruiting horizon beyond the borders of West Virginia. .

• Expanded the delivery of non-traditional education, see Educational Services_to_Adults.

• Provided two faculty members with one-course release time to assist faculty members with technology training needs. Their responsibilities include training faculty in the use of Blackboard and Moodle learning management systems, basic software skills, Banner database usage, and other technology related issues.

• Trained a cadre of students to staff Concord’s Help Desk functions, freeing the full-time Information Technology (I.T.) staff in providing service in more advanced functions of our systems.

• Increased various services to veterans. • Dedicated resources to improving and growing the number of enrolled R.B.A. and

R.B.A. Today students and committed to their successful 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.

Compact Progress Reports—2009

1. How will the institution address the 2008 standards for regular baccalaureate admission for first-time freshmen who are subject to the standards in Series 23, Standards and Procedures for Undergraduate Admission?

requests that Concord address the following issues regarding Enrollment (Core Element 1):

The Concord University Admissions Office implemented the requirements of Series 23, Section 3.3 and its subsections as of the fall 2009 semester and will fully meet the requirements in fall 2010.


2. What policy or procedural changes, if any, will be made to meet the thresholds for

limiting conditional admissions in 2010 to 15 percent and in 2011 to 10 percent?

It is the policy of the Concord University Admissions Office to limit conditional admission, effective with the fall 2009 semester, so no policy or procedural changes are necessary to meet 2010 and 2011 conditional admission thresholds set by Series 23.

3. What percentage of freshman students subject to Series 23 standards were admitted

conditionally and enrolled in fall 2009?

For the fall 2009 semester, Concord University offered admission to a total of 1,860 first-time, full-time freshmen (FTFTF). Of this total, 269 were offered conditional admission (14.5 %). Of the 641 FTFTF who enrolled, 113 were conditionally admitted (17.6 %). Concord is on track to meet this goal in fall 2010.


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

Fall

2006

Fall 2007 (Base Year)

Fall

2008

Fall 2009

Fall 2010

Fall

2011

Fall

2012

Concord Retention 59 61 64 63

Peer Retention 66 66 68.5 67.1

*Provided by HEPC

Concord University’s base year retention rate is 61 percent, with a four year average of 62.2 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

CU’s most recent four-year freshmen retention rate average is 62.2 percent. Concord University will improve upon the four year average over the remainder of the Compact.

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

Compact Progress Reports

1. As a way to improve student academic success and retention, how will your institution address developmental or remedial education needs of students who do not meet freshman placement standards in English and mathematics?

requests that Concord address the following for Retention (Core Element 2):

Developmental English and mathematics courses are required and taught at Concord for students whose ACT scores fall below 19 in mathematics and 18 in English, or an equivalent score on another entrance examination. Developmental Mathematics and Algebra are taught in sequential courses, MATH 090 and MATH 091. Prior to course scheduling, students take a placement test to determine whether they should enroll in


MATH 090 or MATH 091. Students must successfully pass all developmental courses with a grade of “C” or better in order to progress to General Studies level mathematics and English courses.

2. Will the institution offer developmental courses or contract the offering of such courses by other institutions?

Concord University offers developmental courses during the fall, spring, and summer semesters. Developmental coursework taken at other institutions is reviewed by the Registrar to make certain that the course meets the academic equivalency of the same course offered by Concord.

3. Does the institution offer alternatives to developmental courses, such as workshops or other activities?

Students who do not meet the minimum ACT or equivalent are required to enroll in and successfully complete developmental coursework. Workshops are not offered as a substitute for the developmental coursework. However, math workshops, supplemental tutoring, and group study sessions are often provided to augment developmental courses.

4. Describe the developmental education program, success of the program, and any contemplated changes in addressing developmental education needs.

Currently, Concord offers three developmental courses: MATH 090, MATH 091, and ENG 090. Students register for these courses based on their individual needs, rather than as a full semester of developmental coursework. A fourth course, EDUC 091—Reading and Study Skills, involves reading and college writing skill development for at-risk students.

Available data (HEPC) indicates that students taking developmental courses are retained at a lower rate than students taking regular courses.

More students are required to take developmental mathematics than developmental English (approximately 60% more), but most students pass both on the first attempt.

Although the retention rate is lower for students taking developmental courses, there is nothing to indicate that the courses themselves relate to students withdrawing from Concord. Many students who take developmental classes successfully complete their course of study.

At this time there are no major changes planned for Concord’s developmental program, although the developmental math program is under review. Concord piloted a course-intensive combined one semester MATH 090-MATH 091 class that will allow students needing both courses to complete their developmental work in one semester. In general, the ENG 090 class has been less problematic for students than the math classes. Concord requires two semesters of English Composition and Rhetoric and two semesters of Literature. We also require an additional freshman mathematics course. Thus, there are additional general studies classes to identify and remediate weak English and math skills.


Compact Progress Report 2010

The retention rate for first-time freshmen was 63% in 2009-2010, meeting the Compact goal, but below last year’s rate of 64%. The strategies described in this section of the report have yielded modest increases in retention, in line with the anticipated one percentage point increase for each year of the Compact. Concord continues to aggressively address retention issues.

• Concord was an active participant in the P-20 initiative, focusing on barriers to entering and graduating from college.

• For 2009-2010 and 2010-2011, Concord renewed the SMARTHINKING online tutoring contract, which allows access to academic support services. Students utilized over 1,000 hours of tutoring services through SMARTHINKING.

• The Peer tutoring program continues to expand. A writing lab has been added and tutoring hours adjusted based on data analysis of usage.

• A centrally-located study lounge was created in Concord’s Student Center in fall 2010.

• The Academic Dean’s Office is analyzing data from the Developmental Math classes and is aggressively exploring ways to improve student success in these classes.

• The Concord University Retention Committee continues to address barriers to students remaining in school, including financial and academic roadblocks, and increased social programming.

• A comprehensive early advising program has been initiated, allowing accepted first-time freshmen and transfer students to register for fall classes and complete financial aid, housing, technology, and student activities processes. Early advising allowed campus offices to communicate with accepted students throughout the summer and to create a smoother transition to campus.

In summary, Concord University anticipates that the strategies described will result in an increase in first-time full-time freshmen retention amounting to one percentage point per year for the remaining years of the Compact. By revising the delineated strategies through thoughtful and systematic evaluation, and by adding additional innovative and “best practices” initiatives, Concord University plans to improve its retention rates.


3. GRADUATION RATES 2009 DATA:

Table 6: Graduation Rates

Graduation Rates

Reported

Goals

2007 Base

Year 2008 2009 2010 2011 2012 2008 2009 2010 2011

Target 2012

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

38.0 32.0 39

32 33 34 35

36

Concord five-year graduation rate, including transfers out and completing degrees at other institutions (FYGR)

39.5

36.9 29

37.5**

38.0**

38.5**

39.0**

40.0**

Peer Data (Median) 36.0 37.0 37.2

NA NA NA NA NA

*HEPC Data, September 2010

GOAL:

**A request for change to these data points was made for 2009-2010.

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.

• To improve academic advising through training, feedback on advisee academic performance, Concord has improved online access to advising information. Annual training opportunities have been created for advisors ensure they have the most current information and resources to assist students with appropriate course selection designed to lead to graduation.

• The Concord University Grad Fair has grown and 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 2009 The Concord graduation showed a modest increase in 2009, for both first-time, full-time freshmen (FTFTF) at the same school and for those transferring as noted below.

• 2009 Graduation Rate for first-time-full-time freshmen is 32.9%, an increase from 32% in 2008.

• From August 2009 to May 2010, 358 degrees were awarded, including 49 in STEM programs.

• All students with senior status but without a course registration were contacted for assistance with degree completion requirements.

• Scholarships awarded for students requiring extra time for graduation (5th

• Increase emphasis on RBA Today program, coordinated through the Academic Dean’s Office.

year seniors).

• Retention Office works with transfer students to assist with the process for eventual degree completion.

• An academic advising summit was held following summer registration (July 2010) to discuss ways to improve the advising process and outcomes.


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 last year.

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

2007 Base Year

2008 2009 2010 2011

2012

Certificate - - -

Associate 2 1 -

Bachelor 350 400 336

Master 27 24 22

First Professional - - -

Doctoral - - -

TOTALS 379 425 358 *2009 Data is from HEPC institutional report, as of 9-1-2010 GOAL:

• Concord University will: 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.

• Increase the number of graduate degrees awarded over the base year by one graduate student per year over the five years of the Compact.


Compact Progress Reports

1. What new degree programs, if any, are contemplated for 2011-2012? For the duration of the compact planning period?

requests that Concord address the following for Degree Production (Core Element 4):

• Masters degree in Early Childhood Education • Masters degree in Special Education • Masters degree in Health Education Administration • Masters degree in Health Promotion • Masters degree in Business Administration • Masters degree in Social Work • Masters of Science degree in Medical Science

2. What new instructional locations, if any, are contemplated for 2011-2012?

For the duration of the compact planning period ending in 2013? • New: at New River Community Technical College in Wyoming County • Being contemplated: Marlinton, WV

PROGRESS REPORT 2009:

For 2009-2010, Concord University awarded 336 Bachelor degrees and 22 Masters Degrees, totaling 358 degrees awarded. This is less than the Compact Goal and a decrease from 2008-2009. This decrease may be due, in part, to the fluctuation in enrollment from preceding years. As mentioned earlier in the Compact report, Concord is placing renewed emphasis on degree completion and plans to aggressively target students for retention and graduation. These efforts include:

Undergraduate programs: • Aggressively marketing the RBA today program (began marketing in 2009) • Addition of Spanish major (begun in 2009-2010)

Graduate programs: • Thoroughly reviewing the pass rates of problem courses for targeted intervention • Offering financial aid retention scholarships for students who may have

outstanding financial need • Academic Success Center contracts and follow-up for high risk students • Intrusive academic advising for students having difficulty passing required

courses in their declared majors • Contacting students with 90+ hours for a degree progression review


5. DEGREES IN STEM AND HEALTH FIELDS DATA:

Table 9: STEM Degrees Awarded

2004

2005

2006

2007-2008 Base Year

2008-09 2009-2010

STEM degrees 74 63 57 75 61 49*

*Table will be revised below to reflect HEPC’s changed definition of STEM degrees; removing Psychology degrees from calculation.

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. Table 10: STEM Degrees Awarded (Revised)

2004

2005

2006

2007-2008 Base Year

2008-09 2009-2010

STEM degrees 51* 38* 40* 57* 43* 41*

*Table was revised to reflect HEPC’s change to definition of STEM degrees; Psychology degrees from original calculation submitted in Compact document were removed.

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, CU 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 2009-2010

GOAL 1: High-impact experiences promoting retention. In the past year, CU has:

• Implemented our first fall semester freshman orientation led by full-time science faculty; the two-day program addresses specific needs of science and mathematics majors.

• Provided a college-level teaching assistantship opportunity for upper-division science and mathematics majors; 8 students participated during AY 2009-2010.


• Been awarded external support for a summer undergraduate research program which will commence during summer 2011.

• Offered numerous off-campus field experiences, including GEOL 404 (Field Geology, a 6-week summer field course in NC, northern WV, CO, and UT during summer 2009), GEOL 215 (Field Studies in Appalachian Geology, a 2-week introductory field course taught in VA and northern WV during summer 2010), BIOL 225 (International Internship, a 1.5-week medical shadowing experience in India); BIOL 225 (Ecology of Barrier Islands, a weekend field trip to an Atlantic barrier island); and multi-day field trips to VA, NC, and MD associated with GEOL 370 (Earth Materials).

• Continue to provide one-on-one student-faculty research opportunities to CU students.

GOAL 2: Increase graduation rates. IPEDS data on STEM graduates reflect 49 STEM graduates CU in 2009-2010.

Most initiatives designed to increase STEM graduation rates focus on the 2009 and subsequent freshman classes. Therefore, we do not fully anticipate realization of increased graduation rates until spring 2013 or spring 2014. Activities supporting projected increases in graduation rates are outlined in Goal 1. Additional activities implemented in AY 2009-2010 include: (1) the addition of a required freshman seminar (UNIV 100 for Science Students), and (2) the addition of CHEM 100, a new pre-general chemistry course designed for students with low placement scores on the American Chemical Society Toledo Exam. Sixty students successfully completed CHEM 100 in AY 2009-2010. The success of these students will be evaluated in their general chemistry course during AY 2010-2011. We have also made pre-requisites for two transitional courses for biology majors more rigorous. CHEM 331-332 (Organic Chemistry) will require completion of freshman algebra and trigonometry, as well as general chemistry with a “C” or higher; BIOL 201 (Ecology) will requires completion of freshman algebra with a “C” or higher. Both pre-requisites will be fully required in AY 2011-2012; the desired outcome is to better prepare students for rigorous upper-level science courses. We recognize that these changes may require some less prepared students to repeat some freshman courses and that students requiring remedial mathematics will likely require more than four years to complete a degree.

GOAL 3: Upgrade laboratory infrastructure. In the past year, CU has:

• Completed renovations to improve energy efficiency within the Science Building, including replacement of the air handling system, windows, and laboratory fume hoods (~$1.2M)

• Implemented classroom and research use of a new GC-MS (Gas Chromatograph – Mass Spectrometer) to the chemistry laboratories ($75k; WV EPSCoR support)

• Initiated classroom and research use of a microanalysis laboratory, with a µ-X-ray fluorescence analyzer, polarizing petrographic microscope, and Raman spectrometer ($100k; NSF and WV EPSCoR support)

• Initiated classroom and research use of a new fluorescence spectrometer to the chemistry laboratories ($25k)


• Initiated classroom and research use of instrumentation for stream ecology studies ($20k; WV EPSCoR support)

• Initiated classroom and research use of a fluorescence microscope with image capture to the cell biology lab ($8k)

• Acquired an electron microprobe for research and teaching; laboratory will be fully functional in AY 2010-2011 with assistance of a grant-funded research scientist position.

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


6. LICENSURE PASS RATES GOALS:

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.

DATA: Table 11: Licensure Pass Rates on PRAXIS II Subject Assessments Summary (Initial

Program) (September 1, 2008-August 31, 2009) Test Number of Test Takers Number of Candidates Passing Percentage

Passed Art (#0133) n=2 n=2 100% Biology (#0231) n=3 n=3 100%

General Science (#0432) n=6 n=4 67% Physical Science (#0481) n=4 n=4 100% Biology (#0235) n=4 n=4 100% Business (#0100) n=3 n=3 100% Early Education (#0530) n=7 n=7 100% Elementary (#0011) n=35 n=34 97% English (#0049) n=0 NA NA English (#0041) n=3 n=3 100% General Science (#0439) n=3 n=3 100% Health (#0550) n=2 n=2 100% Math (#0069) n=6 n=5 83% Math (#0061) n=11 n=8 71% Music (#0113) n=3 n=3 100% Physical Education (#0091)

n=7

n=6

85% Preschool Special Needs (#0690) n=5 n=4 80% Social Studies (#0081) n=11 n=11 100% Chemistry (#0245) n=1 n=1 100% Spanish (#0101) n=1 n=0 0 Special Education-Multi-categorical (#0353) n=5 n=5 100%

Special Education-Multi-categorical (#0542) n=6 n=6 100%

Total All Tests n=128 n=118 92%


Table 12: PRAXIS II-Principles of Learning and Teaching Summary (Initial Program), (September 1, 2008 through August 31, 2009)

Test Number of Test Takers Number of Candidates Passing Percentage Passed PLT K-6 (0522) n=41 n=38 92% PLT 5-9 (0523) n=3 n=2 66% PLT 7-12 (0524) n=38 n=38 100% Total All Tests n=82 n=78 95% Table 13: Licensure Pass Rates on PRAXIS II Subject Assessments Summary (Advanced Program), (September 1, 2008-August 31, 2009) Test Number of Test

Takers Number of Candidates

Passing Percentage

Passed Educational Leadership/Supervision (0410) n=16 n=14 87.5%

Reading Specialist (0300) n=7 n=6 85.7% Total All Tests n=23 n=20 86.9% Table 14: 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%

Number taking exam 19 Number passing exam 17

2009-2010 PROGRESS REPORT Education students

• The Licensure Pass Rate on the PRAXIS II Subject Assessments Summary (Initial Program) for 128 Concord students was 92%.

: During the September 1, 2008 through August 31, 2009 time period:

• The pass rate on the PRAXIS II-Principles of Learning and Teaching Summary (Initial Program) exam for 82 students was 95%.

• The Licensure Pass Rates on the PRAXIS II Subject Assessments Summary (Advanced Program) for 23 students was 86.9%.

• Concord’s social work graduates who took the licensure exam achieved an 89% pass rate in the 2008-09 academic year.

Social Work Licensure pass rates:

Athletic Training Education Program (ATEP):

• To date, just 2 of Concord’s May 2010 grads took the Board of Certification Examination, the national ATEP certification/licensing exam. Both Concord students passed on the first attempt. The national average for first time passing rates is less than 40%, so Concord’s 100% pass rate is good. However, this low sample size likely skews the data.


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, CU 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 2009-2010

Faculty data derived from the 2007 WVHEPC Higher Education Report Card listed Concord University with 100 full-time faculty. In the 2009 academic year, Concord employed 108 full-time faculty. Table 15 provides an update of faculty with terminal degrees and reveals Concord’s doctorally qualified faculty is steadily increasing, the number of masters/advanced certificate credentialed faculty has declined slightly and the number of faculty teaching with only a bachelor’s degree is just 2%.

Table 15: 2009 Concord Faculty with Terminal Degrees Updated*

Full Time

Doctoral Masters/Advanced Certificate

First Professional Bachelor Associat

e None

Earned # % # % # % # % # % # % 2007 63 63 35 35 - - 2 2 - - - - 2008 70 66 32 30 - - 4 4 - - - - 2009 73 67 33 31 - - 2 2 - - - -

*2009 Data is from institutional report, as of 8-25-10

The only masters-level degree currently recognized by Concord University as a terminal credential is the Master of Fine Arts. In the fall of 2009, three (3) full-time members of the Art Department held the MFA and one (1) term employee of the Art Department held the MFA.


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 2007-08 to 70% in 2008-09, 80% in 2009-10, and 90% in 2010-11.

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 2009-2010 Concord’s academic programs were charged with and have developed an effective assessment process at the course and program levels. Annual assessment reports are submitted for review by the Assessment Committee, VPAD, and President. Included in the reports are departmental goals, data, findings, recommendations, and departmental changes resulting from assessment. Academic programs often use nationally-normed measures specific to the major, while other programs develop their own outcome indicators including comprehensive exams, portfolio projects, and capstone projects. An updated assessment schedule, incorporated into the academic planning calendar, will be implemented in the 2010-2011 academic year. The procedure for evaluation that has been developed follows:

• From Academic Divisions or Departments to the Assessment Director for Committee Review by November 1, 2010

• From the Assessment Director back to Academic Divisions or Departments with comments by December 1, 2010

• From Academic Divisions back to the Assessment Director with corrections by January 18, 2011

• Completed Program Reviews and Executive Summaries to VPAD from the Assessment Director, February 19, 2011

• Executive Summaries from VPAD to the Board of Governors agenda and Academic Affairs BOG Sub-Committee, March 29, 2011


• From Board of Governors Academic Affairs Sub-Committee to the full BOG April 19, 2011

• From VPAD to HEPC by May 31, 2011

Curricular Modifications and Improvements Resulting From Assessment of Academic Achievement In Concord’s effort to improve student learning outcomes, several more academic programs have adopted course and curricular modifications in the 2009-2010 academic year. The following are some examples.

• Ongoing improvement in the newly instituted recitation component in College Algebra

• Ongoing re-evaluation of the General Education Program by faculty committee • In Advertising/Graphic Design, based on feedback from the 1st

• In the Studio Art program, a sophomore review was begun to better prepare students for their senior art jury session. Guidelines for the exhibition were incorporated into The Art Student Handbook.

Alumni Symposium, a new instrument was created to better analyze future Alumni evaluations of students.

Professional Development Programs Concord’s Director of Assessment and a senior faculty member recently attended the Assessment Academy offered by the HLC. The Assessment Director attended the spring 2010 HLC Meetings in Chicago, IL. Participation in the Voluntary System of Accountability (VSA)

Concord chose to fully participate in the Voluntary System of Accountability beginning in the 2008-09 academic year.

Preliminary FIFSE data was submitted in 2009. CLA and NSSE results for 2009-

2010 will be entered in fall, 2010.


8a. ASSESSMENT OF STUDENT LEARNING – GRADUATE STUDIES DATA:

Concord currently has one graduate program housed in the Division of Education and Human Performance. Currently, assessment of graduate student learning is conducted within the department and reported to NCATE. Beginning with the advent of a second graduate program, an assessment of the graduate student learning process will be implemented.

GOALS:

The 2008 CU Compact Report articulated nine (9) goals. Progress on attaining these goals is provided below: 1. 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. 2. 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.

3. 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.

4. 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.

5. Goal 5 was not met in AY 2008-2009. The goal was to receive 70% of the Division assessment reports by reporting dates. The actual 2008 timely submission rate was 33%. The goal of 80% timely submission for 2009 will require firmer deadlines for submission by the VPAD if this goal is to be achieved.

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

7. 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.

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

9. Goal 9 was not met in AY 2008-2009. VSA portrait data entry revisions prevented initiation of the CU portrait in AY 2008, although the university did associate itself with VSA in February 2008.

2009-2010 PROGRESS REPORT:

The Director of Assessment remains a full-time faculty member who is granted a half-time release and reports to the Vice President and Academic Dean. Each of the six (6) academic divisions of Concord University is charged by the VPAD to complete an annual assessment report, which details the Division’s assessment activities and data.


The timeline for submission of these reports to the Director of Assessment remains as was reported in the 2008 Compact Report. The Director of Assessment is charged by the VPAD to compile an annual “Assessment of Academic Achievement Report.” The 2008-2009 report has only recently been completed because receipt of 2008 corollary data provided to Concord by the Collegiate Learning Assessment (CLA) was delayed.


9. ACCREDITATION GOALS: Specialized accreditation goals presently underway at Concord University and CU program accreditation goals for the next five (5) years include: 1. Increase the percentage of programs with specialized accreditation. 2. Business Program: accredited by AACSB by 2011-2012.

PROGRESS REPORT: 2009-2010 PROGRESS REPORT The approved 2008-2009 Concord University Compact proposes the goals articulated above. These goals were described as being proposed for attainment over the five (5) years term of the Compact. Progress towards attaining these goals in the 2009-2010 academic year was:

GOAL 1: Following an NCATE focused review of the M.Ed. Program, Concord University was informed that the object of the review had been satisfied and that the next comprehensive review of the Teacher Education Program will be conducted in the 2012 academic year as scheduled. Following the initial comprehensive review of the Athletic Training Program by CAATE, Concord University was informed that the Program has earned continuing accreditation.

GOAL 2: In fall 2010, the Council on Social Work Education (CSWE) had the site visit for the reaffirmation of the Social Work program’s re-accreditation. The CSWE accreditation visit went exceedingly well with the CSWE representative encouraging Concord to pursue the MSW. The CSWE commissioners meet in February 2011 to determine re-accreditation.

GOAL 3: The University is in the process of achieving this goal. The Business Program was scheduled for initial program review by AACSB in March 2010; however, AACSB advised the Division to postpone the visit until the faculty’s intellectual contributions portfolio had grown. Additionally, two accounting faculty positions are currently being advertised to meet AACSB’s requirements for qualified faculty. The Division will submit to a final review within the 3-year window the accrediting body has granted, with plans for a visit in the 2011-2012 academic year.


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 our colleagues in the public schools to ensure that graduates are prepared to teach in 21st

2. Over the next five years, the Department of Education will continue to work with P-12 schools engaged in the 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%).

century schools. Additionally, courses will be continually reviewed and updated to reflect current professional standards/practices at the state and national level.

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 WV (McDowell, Summers, and Wyoming). 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 language.

4. The University will expand graduate programs to include additional content specializations and programs over the next five years.


The Department of Education delivered six undergraduate courses in a public school during the 2009-10 academic year. These classes were delivered in an authentic setting with direct supervision from a University faculty member using “real-world” classroom experience as the basis for instruction. In addition to the reading assessment/methods and the elementary science methods course described in the 2008-09 compact, a special education course (SPED 309) focused on teaching strategies for diverse learners and the elementary science methods (EDUC 311) were delivered on-site in a public school. The Department also offered three courses, EDUC 301, 305 and 310 in a unique format that included a weekly on-site, supervised clinical experience. Teacher candidates enrolled in each of these classes were matched with grade/age-level appropriate classroom teachers and spent 16 weeks working planning and delivering differentiated instruction to public school students under the auspices of a mentor teacher and university supervisor.

The Department of Education spent the 2009-10 academic year reviewing/re-aligning the professional education and methods courses with the new WV Professional Teaching Standards. The institution will re-file the teacher education program in accordance with WVDE requirements by the 2011 deadline.

Concord University expanded its Professional Development School initiative during the 2009-10 academic year to include 20 schools in two counties. Two new PDS schools were added to the University’s initiative. In 2009-2010, the PDSs provided 74% of the early field placements for CU teacher education candidates and 58% of the student


teaching placements. Goals for the 2010-11 academic year include a focus on faculty involvement in each PDS (at least 50% participation) and a continued increase in the number of candidates completing field placements in public schools.

Additionally, other campus initiatives aligning curriculum with K-12 schools include the following:

1. CU's Admission's Office collaborated with the Teacher Cadet program in multiple counties and the Department of Education to deliver a Summer Academy for prospective teachers called "CU Teach". The program’s week-long institute included rising high school seniors who are interested in pursuing careers in teaching;

2. CU's Athletic Department offers summer sport camps and hosts the Special Olympics for WV youth.

3. Faculty volunteers participate as judges in local and regional academic fairs, such as the Concord Business Challenge and the WV Geography Bee, spelling bees, Battle of the Books, and the Mercer County Kiddie Fair.

4. Faculty volunteers from the Division of Business participate on the advisory council for the new “High School of Business program” in Mercer County, which includes business teachers from three high schools.

5. Concord University’s Language and Literature Division began offering the Spanish major, as there has been a growing demand for highly qualified Spanish Education professionals in West Virginia and the surrounding areas. As a response, the Spanish Department is offering a Spanish Certification Program open to currently licensed educators wishing to gain certification in this high need area. The program began in June 2010, and will introduce students to the Spanish speaking world through a combination of workshops, evening classes and intensive language and culture seminars extending through August 2013. The primary goal of this unique program is to give current educators an opportunity to advance their Spanish language skills and to engage the Hispanic culture on an advanced level, as well as to obtain full teaching certification in Spanish. In doing this, the Spanish Program at Concord University hopes to not only help revitalize West Virginia’s public education system with this rich linguistic and cultural foundation, but also do so in a timely fashion and meet the immediate needs of regional primary and secondary school systems. A general program description can be found on at the RESA 1 website at: http://resa1.k12.wv.us/Spanish/default.asp.

http://resa1.k12.wv.us/Spanish/default.asp�


11. USE OF INSTRUCTIONAL TECHNOLOGY GOALS: The University is committed to: 1. The use and continued improvement of instructional technology. 2. Improve 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. Provide advanced Instructional Technology Training for the Faculty. 4. Consolidate the academic and administrative computing centers under the Vice

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

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

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

7. Assess Instructional Technology use. PROGRESS REPORT 2009-2010 Goal 1. The University Technology Committee was established in fall 2009 and met nine times throughout the 2009-2010 academic year. With membership from every university functional area and division, including student representation, the mission of the committee is:

• To provide a forum for discussion and communication of university-wide information technology issues and plans;

• To coordinate information technology activities between the different functional areas of the university;

• To provide feedback and guidance regarding information technology maintenance and service;

• To develop recommendations for university policies and practices governing: o Information technology development, procurement, access, and

retirement/disposal; o Faculty and staff development in uses of technology; o Student training in uses of campus information technology;

• To evaluate, recommend, and prioritize information technology requirements for: o Current Year Technology Plan; o Five Year Strategic Technology Plan;

• To interface and coordinate with the university strategic planning process.

All committee proceedings including meeting dates, agendas, minutes, draft policies, and plans are accessible on the university website at http://www.concord.edu/technology/technology-committee.

http://www.concord.edu/technology/technology-committee�


Goal 2. The number of undergraduate and graduate course sections taught fully online significantly increased in academic year 2009-2010. The number of online undergraduate course sections more than doubled from eleven taught in 2008-2009 to twenty-three in 2009-2010. Graduate course sections fully online increased five-fold from six taught in 2008-2009 to thirty in 2009-2010. In addition, the University Technology Committee is in the process of reviewing Course Management Systems. Concord currently uses Blackboard Version 8 as well as a pilot of Moodle by faculty in the Division of Natural Sciences. Plans to migrate to Blackboard Version 9 were put on hold due to numerous reported problems with the release. Instead, the University Technology Committee is taking this opportunity to review the functionality, support requirements, and costs of both Blackboard and Moodle and doing a cost/benefit analysis; a decision on Course Management System direction is planned by the end of fall 2010. Goal 3. In fall 2009 the University Technology Committee established a new Faculty Technology Mentorship program in which faculty members can apply to be given ¼ release time from teaching for a semester to provide additional support and training in instructional technology matters including, but not limited to Blackboard, Moodle, online courses, video conference courses, and Banner. Applications were reviewed in spring 2010; the first two mentors were selected and began working in fall 2010. They are expected to provide regular workshops for faculty and staff; hold five to ten “tech office hours” per week during which they will be available to help their colleagues and provide additional staff for the Technology Services Help Desk; recruit additional faculty and staff to use technology; schedule one-on-one help sessions with faculty and staff as needed; and provide follow-up help for faculty and staff using technology. Goal 4. The unified Technology Services Help Desk, which was created at the beginning of the 2009-2010 academic year, continued to expand service to faculty, staff, and students by extending help desk hours to 7:00 p.m. during the fall and spring semesters, adding online chat support, creating a new Technology Services web page which includes tutorials and answers to frequently asked questions, and implementing a new online work order system that can be accessed directly by faculty and staff. Goal 5. During 2009-2010 the University Technology Committee completed an assessment of all classroom and lab technology, an assessment of current purchasing practices, and began reviewing and approving recommendations for new purchases. Although technology purchase plans and budgets remain decentralized, purchase approval is now centralized at the office of the Vice President and Academic Dean. Goal 6. During 2009-2010 the University Technology Committee began reviewing and approving recommendations for upgrades and new installations of technology classrooms and labs in order to establish consistency and ease of use in technology applications. Goal 7. At the conclusion of the spring 2010 semester, Technology Services conducted a survey of faculty regarding their classroom technology experiences. Analysis of survey responses is being used to assist in 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.


12. CAREER PLACEMENT

GOALS: As noted in its Mission Statement, “Ultimately, Concord University measures its success by the fulfillment alumni find in their careers and throughout their lives.” Career placement thus plays an integral role within the University and we set ambitious goals for assisting our graduates. Below are the process and outcome goals for Concord’s Career Placement.

PROGRESS REPORT 2009-2010 Goal 1: Distribute placement data gathering instruments to 90% of graduates in next five years.

• Initially surveys were mailed to all domestic addresses. All graduates with an international address were personally emailed information about the survey.

• Pieces of mail were returned. • Survey information was distributed via email to all graduates.

Goal 2: Distribute placement data gathering instruments to no less than 90% of master’s degree graduates in each of the next five (5) years.

• Initially surveys were mailed to master’s graduates. Several days later an email was sent to all master’s graduates encouraging their response to the paper or email survey.

Goal 3: Distribute placement data to the Director of Assessment, VP for Admissions, Division Chairs, and Cabinet personnel on a yearly basis.

• Graduate Survey Results for 2007-08 were distributed to all of these entities. Goal 4: Maintain a comprehensive database of cumulative placement data.

• Database has been created by degree/major field for a five year longitudinal study. Data has been entered for years 2006-07 and 2007-08. Data is currently being compiled for the 2008-09 graduates.

Goal 5: The survey process will become totally electronic by 2011- 2012. Utilize online and paper surveys over the Compact period with a goal of collecting post-graduate data from 45% of graduates each year.

• For the year 2007-08, information was gathered from 257 of the 352 undergraduates for a 73% response rate.

• Thirteen of the thirty-three (33) Master’s graduates responded for a 39% response rate.

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

• Undergraduates – 70 (27%) of responders were enrolled in graduate/ professional school. 87 (73%) of responders were employed. Additionally, 7% of responders were either stay-at-home mothers, had returned to college for an additional


undergraduate degree or were still seeking employment. Three graduates were deceased. Some graduates were employed and pursuing graduate/professional studies simultaneously.

• Of the Master’s graduates, 84% were employed, one was pursuing an additional master’s degree, and one was deceased.

Goal 7: Initiate a five year follow-up survey. Data will show that 85% of 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 in a five year follow-up survey. These statistics will initially be compiled in 2011-2012.

• The Alumni Director has looked at some survey possibilities, currently considering using the ACT Alumni Outcomes Survey or ACT Alumni Survey.

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

• Baseline data included current information for 260 employers. Employer information for an additional 34 employers was added to the data base in 2009-2010. This reflects a 13% increase in employer contacts.

Additionally, with faculty oversight, students planned the CU Career Fair.

The number of employers contacted: 300 The number of employers attending: 37 The number of attendees: 403, including faculty and staff who visited) The number of interviews: Every employer present had several job opportunities to offer or provided information about graduate schools, etc. The number of jobs secured: this specific information is unknown; however, several jobs were confirmed at the following:

o Panther State Park o Pipestem State Park o Cantrell Rafting o Three Rivers Travel Council o Arbonne recruited two students, and completed follow up visit to campus o National Park Service o Disney

In 2009/2010, planners of this event photographed the event and completed a follow-up email to the employers. The 2011 Career Fair is scheduled for March 17, 2011.


13. INSTITUTIONAL FINANCIAL AID DATA: Undergraduate financial aid programs administered include grants, loans, part-time employment, and scholarships. Completion of the 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 Foundation Scholarships), and tuition waivers.

Concord University studied institutional and IPEDS data to respond to the financial aid analysis required for this core element. Table 16 represents the salient data points reviewed and reveals increased amounts of total aid being awarded to Concord students annually.

Table 16: Concord University Student Financial Aid

2006-2007 Institutional funds Total awarded Percentage of

students receiving aid Total amount of aid

received by Concord students

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 % 2009-2000 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 % GOALS: Concord University will:

1. Strongly encourage students to file the FAFSA beginning with AY 2009-2010 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 will be initiated with 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 will continue to encourage students and parents to file the Free Application for Federal Student Aid (FAFSA) through various communications strategies. Direct mail, e-mail, one-on-one contact, and on-campus posters are used to communicate the importance of filing the form, with a resulting increase in numbers of students submitting the FAFSA. In 2009, Concord received more than 4,000 FAFSA applications, and in 2010, received more than 4,300 applications.

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 admissions. The Office of Admissions has implemented an exception program for students who do not meet the admissions criteria but have the documented potential and a plan for academic success developed through the ASC.

Goal 3: The Office of Financial Aid uses as many types of federal and state aid to maximize the student’s ability to pay for college, as are available. The University will also continue to invest institutional scholarship budget dollars into new and returning students. The Financial Aid office will use every known external source, including the Concord University Foundation, to assist students in paying for their college educations. Concord will also encourage new and returning Concord University students to apply for external scholarships and assistance. Concord University will continue to provide a quality education at an affordable price with the assistance of the many options in federal, state, and institutional aid.

Goal 4: The University will monitor the number of FAFSA applications using Banner reports of financial aid progress. This data collection will include the number of students to be packaged for financial aid, the number of students packaged for financial aid, financial aid contacts awarded annually, percentage of students packaged for financial aid, the number of financial aid awards offered, individual scholarship applications received, awarded, accepted and the total amount offered and accepted, including the dollar value of all scholarships.

Goal 5: A new Financial Aid Director, Debra Turner was hired in August 2010. Mrs. Turner holds a Bachelor’s degree in accounting from University of Virginia at Wise and the MBA from James Madison University. She brings more than 20 years of financial aid experience to Concord, and with Mrs. Turner’s oversight, the University will annually review the financial aid program, patterns within Financial Aid, effectiveness, retention of financial aid recipients, and budget implementation strategies.


14. PROGRAMS OF DISTINCTION GOALS: Concord University will:

1. Establish program of distinction guidelines 2. Identify programs of distinction in AY 2009-2010 3. Conduct annual BOG reviews of academic programs to identify new programs of

distinction and/or confirm continuing program distinction, beginning with the 2010-2011 academic year


GOAL 1: Programs of Distinction Guidelines were established as follows:

Proposal format: Proposals for program of distinction recognition should be a page or two in length and may resemble executive summaries of program review reports.

Selection criteria: Selected programs should be distinctive on a statewide scale. The selection of programs of distinction will be made from current year program reviews and will be based on the executive summaries included in the program review reports. Program review preparers will be given the opportunity to make supporting presentations to the Academic Affairs Executive Committee (AAEC).

Timeline for submission and selection: Proposals must be submitted to the AAEC by June 15, 2010. The AAEC will select the program(s) of distinction to be sent to the Board of Governors at their next schedule meeting.

GOAL 2:

Two academic programs, the Business and Education programs, were selected and named Programs of Distinction at the May 13th AAEC meeting and presented to the Concord University Board of Governors.

GOAL 3:

To be completed in AY 2010-2011.


III. COMPACT REPORTING – ELECTIVE ELEMENTS

ECONOMIC GROWTH

1. PROMOTION OF GLOBAL AWARENESS FIVE-YEAR GOALS: 1. Support 6 CU students for study abroad each year of the Compact 2. Support 3 CU 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


As stated above, this elective element set forth six goals for completion over the five-year term of the Compact. After completion of the first year of the Compact, the following progress towards attainment may be reported:

GOAL 1: Support 6 CU Students for study abroad each year of the compact. Since 2008, Concord University has averaged sending 38 students per year abroad.

a. Thirty-four students participated in the Bard Study Abroad Program, visiting the United Kingdom (academic years 2007-2008 and 2008-2009).

b. Thirty students traveled to Costa Rico led by Nancy Ellison, staff member (academic years 2007-2008 and 2008-2009).

c. Twenty-five choral students visited the United Kingdom in summer 2010 led by music professors, Mr. Josh Miller and Ms. Laura Zamzow.

d. Ten students traveled to Korea/Japan in summer 2010 led by social science professor, Dr. Joe Manzo and business professor Dr. He-Boong Kwon.

e. One student spent a year at Japan College of Foreign Languages in Japan to Japanese for a year.

f. Six students traveled to Puerto Rico, the Spanish speaking island, led by International Student Director, Nancy Ellison. In the future, this trip will be led by our newly hired Spanish professors.

g. Five students traveled to Jaipur, India led by biology professor, Dr. Darla Wise to take part in the Mahatma Ghandi Medical College’s recently articulated observation experience.

h. Four Recreation Tourism Management students traveled to Russia led by Social Science Division Chair, Roy Ramthun and RTM Professor Susan Williams. (One of the students was a CU graduate enrolled in a Marshall graduate program.)

The total number of students traveling in the 2007-08, 2008-09 and 2009-10

academic years is approximately 114, slightly over 4% of Concord’s student body.


Given that these are costly programs, Concord is using its limited resources wisely to provide these experiences to as many students as possible.

Of concern to the future of the international initiative is growth of programs.

Concord’s faculty members have expressed more interest in traveling with students than the institution may have resources to support. The International Council will seek to prioritize the processes and procedures for defining future “study abroad” programs to best use the resources now available and that will be developed in the future.

GOAL 2: Support 3 CU faculty for overseas experience each year of the Compact.

a) Since 2008, Concord University has supported 14 faculty members in overseas experiences, an average of 4.6 faculty/year.

b) Additionally, six faculty members have made presentations abroad. c) Two Concord staff members have also traveled abroad on university business. d) Concord has not yet had a faculty member spend an extended amount of time

teaching overseas during the past 3 academic years. e) However, a contact in Hanoi, Vietnam, has expressed interest in having a

Concord faculty member teach a short course for their institution. GOAL 3: Develop an International Studies major with Bluefield State College by 2012.

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 did. We see this as an opportunity for improvement. Our International Initiatives Director, Dr. Joseph Manzo, is working with BSC’s Dr. Sudhakar Jamkhandi, Professor of English and Director of International Initiatives, to accomplish this goal and better articulate our joint vision.

GOAL 4: Establish a $200K corpus-restricted International Studies endowment by 2012. The $200K corpus is not solely a function of the International Initiatives Council which is currently working to develop the fund. Grant applications have been made to: • the US State Department • the Fulbright-Hays study abroad program • and a FIPSE funding stream to aid in the partnership with Mari State in Russia.

Concord also expects to improve its international initiatives funding by working with brokers who will recruit overseas students. • For instance, HASACA Financial is currently working with Concord in Vietnam

on an agreement of relationship with HU Tech in Ho Chi Minh City, Vietnam. Concord began to provide its classes to students at HU Tech in fall 2010. Vietnamese students will pay tuition and fees to Concord, as agreed to by its administration. These students will take courses via distance learning.

• Another relationship has been established to conduct similar recruiting relationships in India, and Brazil. These efforts, in particular, promise to provide


a new revenue stream for Concord, and will move it toward the $200K corpus goal. Concord expects these programs to generate an even greater corpus than the original $200K goal. The "profit" beyond the corpus is expected to go into university academics funds, at large.

The challenging part of this development is engaging faculty in the changes these programs will entail. Concord is pleased that faculty in the Social Science, Business, and Natural Science programs have been supportive and are already participating in course preparation and delivery.

GOAL 5: Conclude formal articulation agreements with at least 4 international

institutions of higher learning by 2012. With regard to this goal, Concord has exceeded expectations. Concord has concluded articulation agreements with the following: a. Universidad Metropolitana, Puerto Rico b. Kangwon National University, South Korea c. Chungnam National University, South Korea d. Japanese College of Foreign Language, Japan e. Mari State University, Russia f. Mahatma Gandhi Medical College and Hospital, India g. HUTech, Vietnam. (The HU Tech MOU is awaiting final approval this date

(September 1, 2010.) GOAL 6: Attain an international student enrollment of 5% of the student body by 2012

• Concord enrolls approximately 100 international students each year. Based on its 2009 fall enrollment of 2,882, this is an average international student enrollment of 3.46%.

• Clearly, this is an area for growth and the following plans are underway to meet the challenges.

• Drs. Joseph Manzo and He-Boong Kwon will be visiting 2-year institutions in Korea during the 2010-2011 academic year. Their goal is to articulate programs with these institutions in order to attract those students who seek four-year degrees and an international experience in the U.S.

• The International Initiatives Director plans to work more closely with the Concord Admissions Office and English as a Second Language (ESL) personnel to achieve Concord’s established 5% international student enrollment goal.

• Some additional challenges Concord has identified appear to be: o the need to take a more proactive approach to recruitment o working with faculty to encourage their participation in these ventures, and o continuing to provide an environment that is challenging, interesting and of

benefit to international students, who can then interface with native students, improving their cognition of global sensitivity, issues, and growth.


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 FIVE YEAR GOALS:

1. Increase workforce participants by 1% per year for 5% increase by 2012 2. Achieve two (2) employer-sponsored programs per year for 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 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 4-County Economic Development Council

PROGRESS REPORT 2009-2010:

Progress towards attainment of the six (6) listed goals was: GOAL 1: This goal was exceeded in AY 2009-2010. The actual number of workforce participants increased to 311, a 193% increase in clients served from 2008-2009 and a 73% increase from 2006-2007. The University has initiated contacts with the Appalachian Coal Country Watershed Team, and redefined an existing partnership with the West Virginia Department of Health and Human Resources. GOAL 2: This goal was not met in AY 2009-2010 with the creation of only one new employer-sponsored program. This is a partnership between the Appalachian Coal Country Watershed Team and the Office of Continuing Education to sponsor training opportunities. GOAL 3: This goal was exceeded in AY 09-10. The Rahall Technology Center achieved two (2) new business startups in 2009-2010. The first was the National Award Center on March 1, 2010. The second was Eigenweg, USA in January 2010. GOAL 4: This goal is in place for attainment. Concord University and the New River Technical and Community College formally agreed in AY 2008-2009 to offer the RBA and the Interdisciplinary degree programs to NRCTC students with Concord as the bachelor’s degree granting institution.


GOAL 5: This goal was exceeded in AY 09-10. The Rahall Technology Center submitted two (2) economic development grant proposals. One proposal for $71,854 in federal funding was submitted to the U. S. Forest Service to utilize virtual reality modeling for forest management. The second was for $765,000 in federal funding to support the development of an energy analysis and conservation program utilizing the virtual reality aspects of building information management (BIM). The Concord Research and Development Corporation applied for and was granted a U.S. provisional patent for a proprietary algorithm which drives the Eigenweg tourist information system.

GOAL 6: This goal was not met in AY 09-10. No written entrepreneurial agreements have been finalized with regional economic development organizations at the writing of this Compact update. As a result, this will become an AY 2010-2011 priority objective for the Rahall Business Incubator.


ACCESS

3. EDUCATIONAL SERVICES TO ADULTS FIVE YEAR GOALS:

Concord University will: 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 HEAPS awardees by 5% per Compact year for a total of 25% by 2012

Primary services for adults age 25 and above are directed towards employed teachers, employed social workers and RBA candidates. Personal interest courses have been offered as CEU, audit, or credit courses. Senior citizen special tuition discounts are offered on a space-available basis. Employed teachers enroll in good numbers in continuing certification coursework, masters degree coursework and summer institutes. Certification courses enroll approximately 100 per year, while the Master’s of Education program enrolls a headcount of approximately 70 students per year. CU awards approximately 30 RBA degrees per year.

PROGRESS REPORT 2009

Concord is making rapid progress in providing educational services to adults. Online courses: First, the number of distance delivered classes has more than doubled over the last two years. The availability of distance delivered classes is essential for adult students.

The RBA: Second, the RBA program is expanding rapidly through Concord’s participation in the HEPC’s RBA Today program. New RBA enrollment in academic year 2009-2010 reached an all-time high of 60 students. In conjunction with RBA Today, Concord held inaugural Adult Learner Open Houses in summer, 2010. These promotional efforts and an enhanced web presence for the RBA program drew 30 new RBA enrollments from July 1 to August 19, 2010, a figure greater than that for any six month period prior to 2010. Third, Concord is making a renewed commitment to expanding off-campus and summer offerings to reach beyond its traditional student clientele on the Athens campus.

The Veterans Initiative: In an effort to effectively and actively increase the immediate and long-term educational benefits to United States veterans, Concord University has implemented several initiatives allowing facilitation of this worthwhile goal. A Veterans Committee has been established and charged with facilitating the changes required in order to make education a viable option to veterans. This committee consists of students and staff who are veterans, other staff members, and the University President. The


committee has been responsible for distinct areas such as academics, finance, recruitment, community interface. A lounge for veterans was created and opened in spring 2010. 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 education.

Table 17: Educational Services to Adults

DATA ELEMENTS AY 2007-2008 AY 2008-2009 AY 2009-2010 Adult students (headcount, fall semester) 505 507 636 Adult students (FTE, fall semester) 354 355 402 Undergraduate degrees other than the RBA awarded to adults

73 84 611

RBA degrees awarded to adults 17 25 161 Undergraduate degrees awarded to adults - total 90 109 771 Graduate degrees awarded to adults 22 24 1811 Number of evening/weekend classes 367 394 386 Percentage of evening/weekend classes 22% 23% 20% Number of distance classes 59 90 144 Percentage of distance classes 4% 5% 7% Adult distance delivered credit hours 913 1,341 4071 Higher Education Adult Part-Time Student Grant (HEAPS) awardees:

76 45 28

1. fall, 2009 and spring, 2010 data only; does not include summer, 2010.

Table 18: Fully Online Classes at Concord University

SPRING 2008 ACCT 306 Intermediate Accounting II EDUC 530 Integrating Technology in Teaching & Learning Total 2 sections

FALL 2008 ACCT 305 Intermediate Accounting I EDUC 520 Educational Research EDUC 530 Integrating Technology in Teaching & Learning E ED 265 Child Development H ED 120 Personal Health SOC 101 People and Their Social Environment SOC 406 Contemporary Social Theory SOSC 2851 Introduction to Academic Research

SPED 402 Early Identification & Inclusion Total 9 sections

http://wvhepcnew.wvnet.edu/index.php?option=com_content&task=view&id=52&Itemid=0�

http://wvhepcnew.wvnet.edu/index.php?option=com_content&task=view&id=52&Itemid=0�


Table 18: Fully Online Classes at Concord University (cont’d)

SPRING 2009 EDEL 580 School Law EDUC 301 Educational Technology EDUC 318 Content Area Reading EDUC 505 Advanced Teaching and Learning EDUC 510 Models of Curriculum & Instruction EDUC 520 Educational Research EDUC 530 Integrating Technology in Teaching and Learning EDUC 535 Theories of Educational Leadership EDUC 540 Assessment and Evaluation in Education HIST 307 WV History MUS 320 Percussion P ED 101 Personal Wellness RDNG 510 Foundations of Reading RDNG 520 Reading and Writing Content Area SOC 350 Applied Social Research SOSC 2851 (2 sections) Introduction to Academic Research Total 18 sections

FALL 2009 ACCT 305 Intermediate Accounting I B SC 504 Minority Group Relations BGEN 110 Intro to Computers in Business E ED 265 Child Development EDEL 590 School and Community EDUC301 (2 sections)

Educational Technology

EDUC 318 Content Area Reading EDUC 326 Dev. Of Communication Systems EDUC 510 Models of Curriculum & Instruction EDUC 520 Educational Research EDUC 530 Integrating Technology in Teaching and Learning EDUC 535 Theories of Educational Leadership EDUC 540 Assessment and Evaluation in Education EDUC 550 Content Literacy Strategies GEOG 555 Geography of Europe GEOG 555 Geography of the UK H ED 120 Personal Health HIST 512 Civil War and Reconstruction HIST 529 American Foreign Affairs HLTH 500 Foundations of Health Ed. And Promotion HLTH 510 Physical Activity, Nutrition, and Obesity P ED 101, (2 sections) Personal Wellness RDNG 510 Foundations of Reading RDNG 530 Reading Assessment SOC 406 Contemporary Social Theory SOSC 2851, (2 sections) Introduction to Academic Research SPED 402 Early Identification and Inclusion SPED 509 Advanced Strategies for Inclusive Environments Total 30 sections


COST AND AFFORDABILITY 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, 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 CU Foundation, CU R&D Corporation, CU 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 CU 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 CU 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 are 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 CU strategic plan in AY 2009-2010 3. Coordinate CU Foundation and CU R&D Corporation strategic plans with CU

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

MODIFICATIONS & RATIONALE: Inclusion of all chartered entities with defined purpose related to providing external funding to Concord University. Concord University will correct the estimated final cost of University Point.

PROGRESS REPORT 2008-2009: Goal 1. Interim Vice President for Advancement hired April 20, 2009 Goal 2. CU Strategic plan presented to the BOG for approval during the 2009 fall

Semester Goal 3. Individual unit strategic plans brought into synergy with the institutional

strategic plan during the 2010 calendar year Goal 4. External funding five year goals and objectives will be developed through the

unit(s) strategic planning process during the 2010 calendar year Goal 5. Hired a dedicated grants and contracts officer for the CU R&D Corporation

July 1, 2009. PROGRESS REPORT 2009-2010:

Goal 3: Concord University has combined the sponsored program services provided by the University and the Concord Research and Development Corporation under one roof. This merger provides the Concord community with more opportunities to participate in sponsored program activity. The Office of Sponsored Programs' (OSP) role in aiding Concord University’s community is to be a progressive and responsive source for information relating to external funding in support of students, faculty, and staff. The OSP assists Concord’s faculty and staff through the grant seeking and award process for sponsored programs and research. As a central coordination point for proposals involving restricted grants for sponsored programs and research, the office is available to facilitate nontechnical aspects of proposal development and award administration in tandem with the Principal Investigator. The formation of the OSP solidifies Concord University’s commitment to enhancing the facilitation of research and external funding through the provision of its services in a timely and professional manner.

In fiscal year 2010, Concord University submitted 45 proposals and received 31 awards for sponsored programs and research-related external funding. Awarded sponsored program and research-related external funding totaled $4,175,665. The OSP also provided four presentations (104 attendees) ranging from grant writing to introductory information regarding the new office. The OSP met its goal outlined in the Concord University Strategic Plan by developing and increasing our sponsored programs by $1,000,000 in new awards.

The Office has also worked with the Vice President and Academic Dean’s Office in intergovernmental affairs to assist with educating state and federal legislators about Concord’s priorities, infrastructure needs, and other projects designed to strengthen the institution and our surrounding communities.

Goal 4: The Concord University Office of Sponsored Programs (OSP) and the Concord University Research and Development Corporation (CUR&D) have created five-year


goals and objectives that were presented to the Concord University Committee on Research and the CUR&D Board of Directors in September of 2010. Once approved by both bodies, the five year plan will be included in the updated Concord University Strategic Plan for the upcoming fiscal year.

Goal 5: As part of the $4,175,665 awarded to Concord University, the Natural Science Division secured $100,000 in funding from the West Virginia Higher Education Policy Commission, Division of Science and Research for the Concord University Faculty-Student Research Program for STEM related undergraduate research. These funds support a temporary position that maintains an ARL SEMQ electron microprobe acquired from the University of Kentucky Department of Earth and Environmental Sciences in September 2009. This laboratory will expand our growing research infrastructure in chemical and geochemical microanalysis. The instrument can acquire images and precise chemical analyses of solid materials and minerals with sub-micron- resolution using both energy-dispersive and wavelength dispersive spectrometers. For reference, new microprobes cost $1.8 million and this will become the only electron microprobe laboratory in West Virginia. In addition to supporting staffing of our microprobe laboratory, these funds will also be used to support faculty-student research projects that focus primarily on the physical sciences.

STRATEGIC PLAN FOR EXTERNAL FUNDING:

The Concord University strategic plan and corollary strategic plan for external funding are under review and revision at the writing of this Compact Plan. The institution’s SWOT analysis was completed in December of 2008. The institutional strategic planning, goals, and objectives development process commenced in February 2009, with December 2009 as the projected submission date to the Concord University Board of Governors. The External Funding Strategic Plan will be included in WVHEPC Compact reporting documents from 2010-2012.


LEARNING AND ACCOUNTABILITY 5. EXPANSION OF GRADUATE/POSTDOCTORAL EDUCATION

GOALS:

Concord University’s graduate program goals are as follows:

Goal 1. Explore the feasibility and viability of offering other master’s programs. Goal 2. Maintain and sustain the current Master of Education (M.Ed.) program.

PROGRESS REPORT 2009-2010 2010 Compact Graduate Program Report: Concord University currently offers the Master of Education (M.Ed.) degree with six specializations (Behavioral Science, Educational Leadership, Geography, Health Promotion, Reading Specialist, and Social Studies). There are two certification specializations within the Master of Education program; Educational Leadership and the Reading Specialist. The following chart indicates the data points for the M.Ed. Program:

Table 19: Institutional Data Report of Enrollment in Courses for M.Ed.

Data Points 2007-2008 2008-2009 2009-2010

Degree Program (M. Ed.) 1 1 1 Content Specializations 5 6 6 Total Enrollment (seat count) 374 546 987

Degree-Seeking Enrollment 91 98 166

Non-degree Enrollment 50 114 95

Certification only Enrollment * * 43

M.Ed. Graduates 33 25 20

Number of classes offered 48 64 79 Class Enrollment by Content (Behavioral Science) 19 23 6

Class Enrollment by Content (Educational Leadership) 113 85 54

Class Enrollment by Content (Geography) 38 126 15

Class Enrollment by Content (Health Promotion) - - 21

Class Enrollment by Content (Reading) 76 74 68

Class Enrollment by Content (Social Studies) 16 5 2 *Data not included in previous years - Program not offered until fall 2009

Estimated degree production for the 2009-2010 was slightly below expectation. Although degree production has decreased, total enrollment for degree seeking students has increased. Concord University and the Regional Educational Service Agency (RESA)


developed three cohorts beginning fall 2009 in the areas of Master of Education in Educational Leadership, Master of Education in Reading Specialist, and a certification in Educational Leadership. Approximately 40 students combined are enrolled in the cohort for the Master of Education in Educational Leadership and Master of Education in Reading Specialist specializations. It is predicted that individuals enrolled in these cohorts will complete their requirements during spring or summer 2011 and help increase degree production. Certification cohort students are not included in the degree production estimations.

Concord University’s Board of Governors approved a collaborative Master of Science in Medical Science with the West Virginia Osteopathic School of Medicine on March 30, 2010. The intent to plan a Master of Arts in Teaching was also approved by Concord’s Board of Governors on June 16, 2010. The Higher Education Policy Commission granted Concord approval to plan a Master of Arts in Health Promotion in May 2010; writing toward the intent to plan for this program will begin during the fall 2010 semester. Concord University will continue to seek future quality masters programs.


INNOVATION

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 2007-08 to18 by 2012.

3. Increase the number of ALEF volunteer members from 29 in 2007-08 to 49 by 2012.

4. Increase the number of Bonner Scholars from 62 in 2007-08 to 78 by 2012. 5. Increase the number of AmeriCorps members from 22 in 2007-08 to 42 by 2012. 6. Increase the number of student organizations active in service and civic

engagement from 14 in 2007-08 to 35 by 2012.

Table 20: Concord University Student Civic Engagement Goals

GOALS Fall 2008

Fall 2009

Fall 2010

Fall 2011

Fall 2012

1. Univ100 civic engagements participants 45% 50% 60% 70%

75%

2. Civic engagement curricular infusion 6 8 10 12

18

3. ALEF volunteer members 29 34 39 44

49

4. Number of Bonner Scholars 62 65 68 71

75

5. AmeriCorps members 22 27 32 37

42

6. Student organizations active in service/civic engagements 14 20 25 30

35


PROGRESS REPORT:

Table 21: Progress—Concord University Student Civic Engagement Goals

GOALS Fall 2008

Fall 2009

Proposed

Fall 2009

Actual

1. Univ100 civic engagements participants 45% 50% 76% 2. Civic engagement curricular infusion 6 8 12 3. ALEF volunteer members 29 34 33 4. Number of Bonner Scholars 62 65 69 5. AmeriCorps members 22 27 25 6. Student organizations active in service/civic

engagements 14 20 36*

* Organizations will be asked to report this information beginning in academic year 2010-2011 using SweatMonkey(R), a web-based system enabling students to identify community service needs and opportunities. Progress Report for 2009-2010

The UNIV 100 classes continued to expand service learning as a mandatory part of the curriculum. The service project continues to consistently rank as “what is liked most” in course evaluations. Additionally, the Service Council, with representatives from campus organizations continued to expand, with monthly meetings and organizations sharing information about service projects. Concord is exploring online documentation of service activities, using programs such as SweatMonkey. Concord is active in Campus Compact, with President Aloia serving as the Campus Compact Chairperson for 2010-2011.

As part of a Campus Compact initiative through the Benedum Foundation, Concord applied for and was awarded a grant to develop service learning courses. In April 2010, Concord hosted its first Earth Day celebration bringing together students, organizations, staff, and faculty for a day-long campus clean up. Included in the initiative were flower plantings, recycling, tree planting, bird house construction, weeding and mulching, and other projects.

Through an HEPC Social Justice Initiatives grant, Concord participated in a Martin Luther King, Jr. Day of Service, packaging food for Haiti. The International Student Club initiated other relief efforts, hosting a charity basketball event.

Concord continues to actively participate in Constitution Day, Relay for Life, United Way, Box City, and this year added numerous veterans’ initiatives, including a service learning course for a veterans oral history project. Other veterans projects included initiatives with homeless vets, armory activities, parades, and support for the families of veterans. From AmeriCorps Vista initiation of an afterschool tutoring program at a local elementary school, to a Philadelphia homeless alternative spring break service learning project, to a May service trip to assist the homeless in Washington, D.C., Concord continues to strengthen and meet civic engagement goals.


Institutional Compact Reports, 2007-2012 with Goals

Concord University Base Year Goals

Measure 2007-2008 Year 1 Actual

Year 2 Actual

Year 2 2009-10

Year 3 2010-11

Year 4 2011-12

Target Year 5

2012-13

1a Total fall Headcount Enrollment* 2,735 2,812 2,882 2,835 2,865 2,895 2,920

1b Annualized FTE Enrollment* 2,611 2,611 2,729 2,693 2,722 2,750 2,774

2a

1st to 2nd Year Retention (first-time, full-time degree-seeking freshmen)*

61**** 64 63 67 69 69 69

2b Avg Retention Rate of Institution Peers (median)* 66.0 68.5 67.1 N/A N/A N/A N/A

3a Graduation Rates, Bachelor degree seeking first-time, full-time freshmen (same inst)*

38 32 39.0 36 39 40 41

3b

Graduation Rates, including those transferring out and completing degrees at other institutions**

39.5 29 36.9 40.3 43.3 44.3 45.3

3c Avg Graduation Rate of Peers (Median)* 36.0 37 37.2 N/A N/A N/A N/A

4

Degree Production** Certificate Associate 2 1 Bachelor 350 400 336 400 415 420 433 Masters 27 24 22 29 30 30 32 1st Professional Doctoral Total Degrees 379 425 358 429 445 450 465

5 Number of undergraduate degrees in STEM & Health Fields***

75 61

49

80 81 83 85

8/31/2009 * IPEDS data, ** HEPC 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." **** Changed from 71% due to a data correction. Received: September 9, 2010 from Rob Anderson--HEPC

CONCORD UNIVERSITY

Institutional Compact ADDENDUM

& Progress Report For Academic Year 2009-10

Master Plan 2007-2012

Submitted to the West Virginia

Higher Education Policy Commission October 1, 2010

2

Concord University Addendum to Section 14. PROGRAMS OF DISTINCTION

Following Dr. Gregory F. Aloia’s receipt of the WV HEPC’s letter dated October 28, 2010, the institution submits this addendum to provide answers to the questions posed by Dr. Noland relating to Programs of Distinction.

1. What the institution has done to strengthen and enhance the programs identified as “Programs of Distinction.”

a. The Business Program:

i. The Division of Business (DOB) has implemented substantial changes and improvements to its programs resulting from our work to earn accreditation from the Association to Advance Collegiate Schools of Business (AACSB). The DOB has worked to meet the rigorous standards set for accreditation with the intent to offer a quality degree program in business administration.

ii. The institution provided the business faculty with new offices, teaching labs and classrooms in the Nick J. Rahall Technology Building when it opened two years ago.

iii. The institution has provided faculty with more flexible scheduling and while still teaching 12 hours/semester, the faculty have been able to enhance their research agendas—their publications in refereed journals has grown from 2 to 6 faculty and their national/regional presentations have grown from 3 to 7 faculty participating; and the number of adjuncts hired has still dropped from an average of 16.6 to 12.1 per semester.

b. Teacher Education program: i. Has implemented substantial changes and improvements to its programs to maintain

its accreditation by the National Council for Accreditation of Teacher Education (NCATE) at both the initial and advanced levels. Each of the 20 content specializations are fully recognized by the respective Specialized Professional Associations (SPA) and/or the West Virginia Department of Education. Concord University faculty who teach in both the undergraduate and graduate programs are highly qualified, hold terminal degrees in appropriate disciplines, and have significant public school experiences as teachers and/or administrators.

ii. Added two faculty positions in the Department of Education and one in the Division of Language and Literature in the last 5 years to meet the goals of undergraduate and advanced programs and to extend our outreach.

3

2. Describe implementation efforts and how the programs have enhanced institutional outreach, the institutional mission, and service to the community. a. The Business Program

i. Business graduates who responded to Career Services Exit Interviews reveal that the number of graduates immediately employed following graduation has grown from 31 in 2004-05 to 51 in 2007-08, the number attending graduate school has remained steady with 11 attending in 2004-05 and 12 attending in 2007-08.

ii. The Business Program sponsors the Concord Business Challenge (CBC), a regional recruiting event held annually for 16 years. It has brought over 3,258 high school juniors and seniors to campus each fall, along with their teachers to compete against one another in academic business contests. The day’s Awards Ceremony concludes with certificates for the top 3 winners

in each academic contest (marketing, management, finance, keyboarding, software usage skills, etc.) Trophies are awarded to the schools with overall rankings of 1st, 2nd, and 3rd place—this is a highly competitive event that generates enthusiasm among the students, the schools, as well as the teachers. A scholarship exam is also administered to all students on the day of the Challenge. Scores from that exam will qualify the top 2 or 3 students for a Scholarship valued at up to $2,000, if the students meet standard admissions criteria for the University and maintain a 3.0 grade point average while full-time students.

Outcomes of the CBC

b. Teacher Education Program

: In the 16 years Concord has sponsored the CBC, 291 of the students who visited campus for that day of events have enrolled as freshmen. In the ten years we’ve been keeping records of graduation rates of former CBC attendees, 60 have graduated from Concord (since 1999); 22 of those graduates were in business. This is a very successful event from the Division’s standpoint, recruiting for the Division and other academic programs on campus.

i. The Teacher Education Program has enhanced institutional outreach and provided service to the community through: Summer program that pairs Elementary teacher candidates with advanced

candidates enrolled in the Reading Specialist Program to deliver reading/literacy instruction to at-risk, six- to fourteen-year-olds.

Certification programs in STEM areas including Biology (9-Adult), Chemistry (9-Adult), Math (5-9 and 5-Adult) and General Science (5-9 and 5-Adult).

the addition of a Spanish Education (5-Adult and Pre-K-Adult) certification program. The program is offering an accelerated year-long program as part of a one-time initiative to help provisionally certified teachers obtain appropriate credentials.

ii. Has enhanced the institutional mission as follows: Teacher candidates must complete significant coursework in three areas

including General Studies, Professional Education and their content

4

specialization. As an extension of Concord’s mission as a liberal arts institution, the University has identified goals and skills that all our graduates must demonstrate including oral and written communication, critical thinking, responsible citizenship and problem solving abilities.

Teacher candidates must also complete a professional education sequence of courses that include intensive content and grade/age level appropriate clinical experiences in the public schools. Seventy-five percent of these field experiences take place in CU’s Teacher Quality Partnership schools (TQP), and are supervised by CU faculty and/or supervising teachers. The program has also moved five methods courses to the public schools to provide authentic, hands-on learning for teacher candidates under the auspices of a cooperating teacher and University professor. The capstone experience in the Teacher Education Program is a semester-long student teaching experience in a grade/age and content appropriate classroom. These experiences enhance both the mission of the Unit and the University.

Teacher candidates at Concord University have earned 100% pass rates on the PRAXIS I and PRAXIS II licensure tests.

3. What are the institutional goals for strengthening programs of distinction and designation of

additional programs. a. Goals

i. The Business Program The institution has approved two additional faculty lines in the Division of

Business, providing for the first time in its history, at least two faculty members in each discipline. This Division has not had a new or additional faculty line in more than 20 years and these 2 additional faculty will provide us the resources needed to grow and expand its programs.

The institution has recently submitted an Intent to Plan an M.B.A. to the Dean’s Staff and Faculty Senate, to be followed by submittal to the WV HEPC for approval. This program will serve the needs of additional students in southern West Virginia with an interest in developing more specific business skills among graduates. The plan calls for two more faculty lines (beyond those in item 3.a.i.)

ii. The Teacher Education Program

The institution has recently signed of a Memorandum of Understanding with Southern West Virginia Community and Technical College to offer a 2+2 program leading to the B.S. in Early Childhood Special Education. The last two years of the program will be delivered on the SWVTC Wyoming County campus.

The institution has approved a new B.S. in Spanish Education (PK-Adult and 5-Adult) to meet a “high need” area for West Virginia teachers.

The Department of Education will deliver the Educational Leadership and Supervision (PreK-Adult) certification program to McDowell County.

5

The Department of Education is planning a content specialization in Special Education to add to the M.Ed. Program. The specialization will lead to multi-categorical certification for teachers.

b. Designation of Additional Programs

i. The institution plans a more robust selection process ii. The institution is expecting more programs to offer proposals for the designation

of being considered a program of distinction.

6

Reflected below is the section of the Compact Update Report entitled Section 14. Programs of Distinction. GOALS

:

Concord University will: 1. Establish program of distinction guidelines 2. Identify programs of distinction in AY 2009-2010 3. Conduct annual BOG reviews of academic programs to identify new programs of

distinction and/or confirm continuing program distinction, beginning with the 2010-2011 academic year


GOAL 1:

Programs of Distinction Guidelines were established as follows

Proposal format: Proposals for program of distinction recognition should be a page or two in length and may resemble executive summaries of program review reports.

:

Selection criteria: Selected programs should be distinctive on a statewide scale. The selection of programs of distinction will be made from current year program reviews and will be based on the executive summaries included in the program review reports. Program review preparers will be given the opportunity to make supporting presentations to the Academic Affairs Executive Committee (AAEC).

Timeline for submission and selection: Proposals must be submitted to the AAEC by June 15, 2010. The AAEC will select the program(s) of distinction to be sent to the Board of Governors at their next schedule meeting.

GOAL 2:

Two academic programs, the Business and Education programs, were selected and named Programs of Distinction at the May 13th AAEC meeting and presented to the Concord University Board of Governors.

GOAL 3:

To be completed in AY 2010-2011.

Documents

CONCORD UNIVERSITY Institutional Compact & Progress · PDF fileCONCORD UNIVERSITY . Institutional Compact & Progress Report . ... Concord University October 1, 2010 Page ii Compact